This dissertation has been 63-4710 microfilmed exactly as received

TREK ELL, Marianna, 1926- GERTRUDE EVELYN MOULTON, M.D.: HER LIFE AND PROFESSIONAL CAREER IN HEALTH AND PHYSICAL EDUCATION.

The Ohio State University, Ph.D., 1962 Education, physical

University Microfilms, Inc., Ann Arbor, Michigan GERTRUDE EVELYN MOULTON, M.D.: HER LIFE AND PROFESSIONAL

CAREER IN HEALTH AND PHYSICAL EDUCATION

DISSERTATION

Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University

By

Marianna Trekell, B.A., M.A.

*****

The Ohio State University 1962

Approved by

Adviser Department of Physical Education AC KNOWLEDGMENTS

The writer wishes to express deep appreciation to:

Dr* Bruce Bennett, The Ohio State University, for his understanding and guidance in the preparation and writing of this study.

Dr. Delbert Oberteuffer, The Ohio State University, for his guidance and encouragement throughout the Ph.D. program.

My Family for their constant love and understanding.

Dr. Gertrude Moulton for her permission to write her Biography, and her kindness and assistance throughout the preparation of this study, and for the inspiration which I received from the study of her life.

ii CONTENTS

Page

PREFACE...... viii

PLATES ...... V

INTRODUCTION ...... 1

Chapter

I. UNDER OHIO'S SKIES ...... 8

II. DEBUT OF A PHYSICAL EDUCATOR ...... 22

III. TEACHING IN CI£VEIAND, OHIO ...... 47

IV. MISS MOULTON AT THE UNIVERSITY OF ILLINOIS . . 54

V. A IfGEND AT OBERLIN COLLEGE ...... 76

Physical Education Major Program ...... 82 Physical Education for all Women Students • . 86 Administrative Affairs ...... 88 Dr. Moulton's Philosophy of Physical Education 98 Chairman and Teacher ...... 110 Physical Education and Recreational Facilities for Women Students ...... 128 Dr. Moulton's Interest in Her Students . . . 155 Extra-curricular Program ...... 160 Dr. Moulton's Other Interests ...... 165 Dr. Moulton's Retirement from Oberlin College 166

VI. BELIEVING— BELONGING— SERVING...... 184

VII. ACTIVE SENIOR YEARS ...... 210

ill Chapter Page

VIII. MODESTLY ACCEPTING AW A R D S ...... 222

IX. AN UNFORGETTABLE PE R S O N ...... 229

APPENDIX ...... 238

BIBLIOGRAPHY...... 241

AUTOBIOGRAPHY...... 254

lv PLATES

Moulton Children ...... 15

Gertrude Moulton— High School Student ...... 19

Physical Education Class, Oberlin College, 1903. 35

Gertrude Moulton— F e n c i n g ...... 40

Women's Physical Education Graduating Class, Oberlin College, 1903 ...... 45

Gertrude Moulton— University of Illinois . . . . 55

Dr. Moulton's Plans to Visit Former Students . . 111

Carved wooden Bones ...... 117

Camera Equipment for Taking Pictures...... 120

Cast and Mold of a Foot ...... 125

Laying of Cornerstone— Crane Swimming Pool . . . 133

Ground-breaking Ceremony— Hales Memorial Gymnasium ...... 144

Dedication of Hales Memorial Gymnasium ...... 147

Hales Memorial Gymnasium ...... 149

Memorial Plaque in Hales Gymnasium ...... 151

Hanna Cottage • • • ...... 153

Dr. Moulton— About 1937 or 1938 ...... 159

v 1929-1930 W.A.A. Executive Board, Oberlin College ...... 163

Presentation of Watch to Dr. Moulton Upon Retirement ...... 168

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 1)• 170

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 2). 171

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 3). 17 2

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 4)• 17 3

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 5)• 174

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 6). 175

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 7). 176

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin College (Fig. 8). 177

Program of Dinner Honoring Dr. Moulton Upon Retirement from Oberlin college (Fig. 9). 178

Program of N.A.P.E.C.W. Luncheon, April 9, 1946 (Fig. 1) ...... 196

Program of N.A.P.E.C.W. Luncheon, April 9, 1946 (Fig. 2 ) ...... 197

vi Plate Page

XXXI. Program of N.A.P.E.C.W. Luncheon, April 9, 1946 (Pig. 3 ) ...... 198

XXXII. Program of N.A.P.E.C.W. Luncheon, April 9, 1946 (Fig. 4 ) ...... 199

XXXIII. First Church of Oberlin, O h i o ...... 216

XXXIV. Dr. Gertrude Moulton and Miss Anne Hughitt. . . 235

XXXV. Dr. Gertrude Moulton and Miss Marianna Trekell. 236

vii PREFACE

The writer wishes to acknowledge the many people who gave such kind assistance in the gathering of the data for this study: Dr. Betty McCue, Chairman, women's Physical Edu­ cation Department, Oberlin College; Mrs. Brough, Librarian, women's Physical Education Department, Oberlin College;

Mrs. Duvall, Librarian, and other personnel in Archives,

Smith College Library; Miss Eunice Way, women's Physical Edu­ cation Department, Smith College; Dr. Laura Huelster, Chair­ man, Women's Physical Education Department, University of

Illinois; Mrs. Nelson, Physical Education Librarian, Uni­ versity of Illinois; and Miss Anne Hughitt, Oberlin, Ohio.

To these people and the professional associates, friends and students of Dr. Moulton I am greatly indebted. The writer is also deeply appreciative to Miss Beverly Schober for her kind attention given to the typing of this dissertation.

A special thanks to Wellesley College for granting me an Amy Morris Homans Fellowship to pursue the study of

Dr. Moulton's life.

viii INTRODUCTION

"So likewise ye, except ye utter by the tongue words easy to be understood, how shall it be known what is spoken?"!

Physical education has an interesting and significant past, and that past can be studied through the persons who have been responsible for the development of physical educa­

tion. In other words, biographical studies of physical edu­ cation teachers are a means to a better understanding of the history and achievements of this phase of education.

But only recently have physical educators become inter ested in biographical studies of leaders in health, physical education and recreation.

At present very few biographies of women leaders have been written. To date only two doctoral dissertations have been devoted solely to the complete biography of a woman

leader in physical education. Margaret Chase Locke, for her

graduate work at Springfield College wrote, "A Biographical

Study of Agnes Rebecca Wayman: Her Life and Contributions to

the Field of Health, Physical Education and Recreation."

^Bible, King James Version, I. Corinthians, 14: 9. (Often quoted by Dr. Moulton.) 1 Dorothy M. Tucker, while at Texas Women's University wrote,

"Katherine Williams Montgomery: Her Life, Professional Career and Contributions to Physical Education." A dissertation by

Madge Marie Phillips, written at the State University of

Iowa, is a biography of eight selected women leaders in physi­ cal education. The work is titled: Biographies of Selected

Women Leaders in Physical Education in the United States. In addition to these dissertations, two Master's theses have been devoted to biographical studies: "An Historical Analysis of the Professional Career of Delphine Hanna, 11 by Minnie Lynn,

Pennsylvania State College and "Ten Outstanding Women in

Physical Education," by Matilda Pearl Heidorn, The Ohio State

University. Elizabeth Halsey, in her book. Women in Physical

Education, written in 1961, gives a brief biographical account of some of the women pioneers and current leaders in physical education. A supplement to the Research Quarterly. October,

1941, also gives an account of the lives of thirteen women

leaders in health, physical education, and recreation.

To supplement these biographical works and to con­

tribute to our historical knowledge of physical education, I have chosen to write about the life and career of Dr. Gertrude

Evelyn Moulton, professional health and physical educator.

Dr. Moulton was born in 1880 in Rio Grande, Ohio, and now 3 resides at 291 Forest Street, Oberlin, Ohio. She graduated from Oberlin College, where she was a student of Dr. Delphine

Hanna, in 1903. Twenty years of varied activities provided her with a broad background of experience which she brought to Oberlin College when she returned later as a teacher in

1923. She served as Chairman of the Women's Physical Educa­ tion Department at Oberlin College from 1923 to 1945.

Miss Moulton's greatest contribution to health and physical education was made during her professional career at

Oberlin College, which is located in Oberlin, Ohio, a village approximately 30 miles southwest of Cleveland.

Oberlin College is best remembered as the first co­ educational college in the United States. It was founded in

1833 by John J. Shipherd and Philo P. Stewart, and was origi­ nally called the Oberlin Collegiate Institute. The purpose of the two founders was to bring educational privileges to all, including females, who hitherto had been misjudged and neg­ lected. Father Shipherd believed that it was the duty of the

Institution to aim at the best education of the whole person, through providing for the body and heart as well as the intel- 2 lect. To this day Oberlin College maintains the principles and objectives of its founders.

2 Francis Hosford, Father Shipherd's Magna Charta (Boston: Marshall Jones Co., 1937), p. v. In accordance with the manual labor system employed at the college, Oberlin students were required to do a certain amount of work, such as housekeeping, wood working, silkworm 3 culturing, gardening, and sewing. When it was apparent that there was not enough labor to occupy the students and to give them sufficient exercise, the administration turned to calis­ thenics and gymnastics to keep the students physically fit.

Previous to the founding of the women's Physical Education

Department in 1885, several faculty ladies introduced gym­ nastics, exercises, croquet, and walking groups.

With the arrival of Dr. Delphine Hanna in 1885, physical education began to assume an official place in the college program. Dr. Hanna was a true pioneer in physical education, not only at Oberlin College but throughout the

United States, for her contributions have influenced the en­ tire profession. Under Dr. Hanna's leadership, Oberlin

College was the first of the private co-educational colleges 4 to establish a department of physical education.

Dr. Hanna continually emphasized the need for suita­ ble physical facilities for the women at Oberlin College.

3Ibid., p. 15. 4 Emmett A. Rice, John L. Hutchinson, and Mabel Lee, A Brief HlBtorv of Physical Education (New York: The Ronald Press Co., 1958), p. 241. 5

Her dreams of a new gymnasium and swimming pool and new play-

fields eventually came true during Dr. Moulton's reign as

Director •

Luther Gulick, Thomas Mood, and Fred Leonard, out­ standing leaders in health and physical education, were mem­ bers of the first physical education class for men initiated 5 and conducted by Dr. Hanna.

Oberlin College was one of the first colleges in the country to grant degrees for a major in physical education.

The first class graduated in 1902. The University of

Nebraska, in the spring of 1900, was the first institution of higher learning to grant a degree to students specializing in physical education.**

Dr. Moulton was Chairman of the Women's Physical Edu­ cation Department at Oberlin College from 1923 to 1945. Her

ideas, beliefs, and zealous efforts to improve the physical education department at Oberlin College and her contribu­ tions to the professional growth of health and physical edu­ cation were most noticeable during her teaching career at

Oberlin College. The life and career of Dr. Gertrude Evelyn

5Norma Schwendener, A History of Physical Education in the United States (New York! A. S. Barnes & Co., 1942), p. 124. ^Rice, Hutchinson and Lee, op. cit., p. 253. Moulton deserve to be studied because of her many contribu­ tions to the growth of physical education.

It is the purpose of this study to

1. Present information pertinent to the history of health and physical education.

2. Understand the philosophy of Dr. Moulton.

3. Investigate the contributions of Dr. Moulton and their effects on the physical education profession.

4. Present the life of Dr. Moulton as a person inter­ ested in helping and serving mankind.

5. Describe Dr. Moulton’s influence upon her

students.

6. Investigate Dr. Moulton's contributions to the growth of the Women's Physical Education Department at Oberlin

College.

Original source materials used for this study con­

sisted of

1. Papers, letters, articles, photographs, and scrap­ books belonging to Dr. Moulton.

2. Questionnaires inquiring about Dr. Moulton's personality, philosophy, and contributions to the profession which were sent to many of her friends and professional

associates. 7

3. Tape recorded interviews made by the writer with

Or. Moulton and some of her friends and associates.

Both primary and secondary printed materials were gathered from the Women's Physical Education Department and

Library at Oberlin College; the Archives of Smith College

Library; the Women's Physical Education Department and Library of the University of Illinois, and the Ohio State University

Library.

In preparation for the study guides to research in history and biographies were read. Three sources were (1)

The Critical Method in Historical Research and Writing, by

Homer C. HocJcett; (2) Guide to Research in Educational

History, by William Brickman; and (3) The Nature of Biography, by John A. Garraty. The author also read biographies of

personalities in physical education, literature, and the

theatre. CHAPTER I

UNDER OHIO'S SKIES

"When I was a child, I spate as a child."1

During 1880, in the little village of Rio Grande,

Ohio, Gertrude Evelyn Moulton, was born on June 5, to Albanus

A. Moulton and Laura C. Allen Moulton. Mr. and Mrs. Moulton then had four children, twin boys Hugh and Hal, Phil, and

Gertrude. A few years later another son. King, was born to the Moulton family. Gertrude was the only girl in the family, though it has been established that smother Moulton child, a girl, died in infancy before she was a year old.

Mr. Moulton, born in 1848 in Roxbury, Massachusetts, came to Rio Grande College in the village of Rio Grande, Ohio 2 in 1876. He was professor of mathematics at the college from its opening in 1876 until 1879, when he was appointed

President. He held that position until 1885. He was also the author of a mathematical geography book which served as

^Bible, King James Version, I. Corinthians, 13: 11. 2 Benjamin Rees Evans, "A History of Rio Grsmde College" (unpublished Master's thesis, The Ohio State University, 1939), p. 40. 9

a text for college students. Gertrude's father had other

talents too, for he was an ordained minister and an engineer.

Gertrude Moulton as a child, was exposed to Christian teachings, for the Moulton faultily practiced Christian living.

Her life exemplifies her early association with the ideals

and beliefs in Christian living and the supreme importance of

God.

The personal relations among the members of the

Moulton family were apparently congenial, yet the parents were firm with their children. It appears that Mr. and Mrs.

Moulton gave their children many enjoyable and educational experiences. Dr. Moulton has said, ”1 have always been thankful for the relationship of mother and father. Mother made us feel the approval and disapproval and the desires of

father. Father took us walking and explained what we saw,

and mother read to us every Sunday afternoon."^

Some of Gertrude's most vivid recollections of her

childhood are of the Sunday afternoons spent with her father walking to a little spring in Rio Grande. Perhaps her love

of nature and the great out-of-doors is a result of the

family walks.

^Madge Marie Phillips, Biographies of Selected Women Leaders in Physical Education in the United States (Ph.D. dissertation. State University of Iowa, I960), p. 168. 10

Dr. Moulton was only five years of aye when the

American Association for the Advancement of Physical Educa- 4 tion was officially founded in 1885. This was also the time when many families were moving westward to pioneer land( and the Moulton family picked up "stakes" and joined the movement.

The Moulton family's move, however, was one of necessity, not one of pioneering. Mr. Moulton became ill with tuberculosis, or consumption as it was then called. The recommended treat­ ment for tuberculosis in those days was to have the patient spend as much time as possible in the clean, open air. In accordance with the treatment, Mr. Moulton and his family moved to Colorado. Upon arriving there Mr. Moulton, wanting to be in the open air, took outdoor work as a civil engineer.

During the cold weather he was principal in a little elemen­ tary school, a Job he had for only a short time. After this he took a claim on some land nine miles out of Pueblo, but still maintained his job as a civil engineer. Soon it was impossible for Mr. Moulton to work at all, and he was con­ fined to his bed where he remained until his death.

Mrs. Moulton might have been interested in the strug­ gle for greater freedom of women's rights, but her acceptance

- Elmer D. Mitchell, "The American Physical Education Association," Journal of Health and Physical Education. Ill (January, 1932), 3. 11 of a teaching position was a necessity and not an attempt to prove that women were capable of greater freedom. During the time that Mr. Moulton was ill and the family was living on a ranch in Colorado, she taught school. Consequently, Gertrude received most of her education at this time from her mother.

Gertrude was eight years old when her father died from his illness in Pueblo, Colorado in 1888. Dr. Moulton says, "Mother had a person with tuberculosis in the house all the time and none of us ever caught it. She was always careful. But she must have been very wise beyond her times and we didn't acquire the disease."5 This is only one of the many occasions when Miss Moulton praised her mother for her intelligence. To this day Dr. Moulton holds her mother in very high esteem, and is grateful for her many wise decisions and excellent guidance.

Another incident which supports Dr. Moulton's esti­ mation of her mother's character, occurred when the family was returning to Rio Grande for Mr. Moulton's burial.

Mrs. Moulton was trying to bring five children home on the train. As everyone was eating lunch in a hot, country rail­ road station, with flies buzzing in and out, Gertrude's

5 Interview with Gertrude Moulton, November 11, 1961 mother said to the children, "Leave things in a better way than you found them for the next person that comes along.

This statement of her mother's has been remembered by

Dr. Moulton to this day. To impress this same principle on her "girls," she had the statement posted for a number of years in a hallway near the swimming pool at Oberlin College.

Anne Hughitt, personal friend and professional associate of

Dr. Moulton, says that many times she will be waiting for

Dr. Moulton in a rest room only to find her cleaning the sinks and picking up papers, making the place a little neater for the next person that comes along.

The body of Mr. Moulton, brought back to the Rio

Grande cemetery for burial, now lies in the shadow of the 7 college that he loved so well.

After her husband's death, Mrs. Moulton was faced with the problem of supporting and raising five children.

Dr. Moulton recalled, "Mother ran a boarding hall, and I always wonder how she felt about it after having left Rio

Grande as the College President's wife. At that time it g seemed perfectly natural and we didn't know we were poor.”

6 lb id.

7Evans, o p . cit.. p. 40. ^Interview with Gertrude Moulton, November 11, 1961. 13

Gertrude's childhood experiences in Rio Grande were not unlike those of any other girl her age. A child's cele­ bration of a birthday is always a joyous occasion, and so it was for Gertrude Moulton:

I remember one birthday when I got a nickel for my birthday gift, we always had one good birthday gift and the nickel was mine. I went down to the store and got a box of strawberries. A woman was just bringing them in, and was charging five cents a quart. I bought one quart and then invited my little friends down into what we called the little woods. The woods was a little grove right near the place where we lived. He had a real nice picnic on that box of strawberries for a nickel. It was a nice Q birthday party.

In discussing this incident with me. Or. Moulton

said, "Of course you don't know what a nickel meant in those

days. For a nickel was worth a good deal more than now."^

The only answer that seemed appropriate was, "Yes, I am sure

that is true."

Children love to have new experiences and try new

things, and Gertrude was no exception to the rule.

One time I went with a little girl chum, and we took off our clothes and went swimming in a little spring. They tell me that one of us almost drowned. But to this day I don't know

9 Interview with Gertrude Moulton, November 11, 1961. 10 Ibid. 14

vAiich one It was, nor who It was that rescued us. I doubt If It was as bad as they made it out. They probably didn't want me to go again.11

Play has always been a prominent part of childhood.

Gertrude, developing as a normal child, participated in play activities but not in any that were supervised by an adult.

She stated:

I don't remember very many organized games. We went down to the creek, not only all the boys in the family, but all the boys in town. They rather discredited anything the girls could do, so we really didn't do too much mix­ ing. I soon learned, though, if I got hurt or anything happened to me, and if I were going to keep up with the boys at all, I couldn't complain.12

Friends of hers say that this trait of not complaining about her aches and pains is still true to a certain extent today.

In rebuttal to this belief though. Dr. Moulton says it is not

true. However, the writer had an opportunity to observe that

she is not a complainer.

Miss Moulton attended public country schools in Rio

Grande and in Colorado. It could almost be said that she

started to teach when she was a child. She tried to teach

her brother, who was four yeaxs younger than she.

^Interview with Gertrude Moulton, November 11, 1961. 12Ibid. The Moulton Children: (Left to Right) Hugh, Gertrude, Harrold, King and Phillip. 16

I remember one little thing I printed and put up for him. If at first you don't succeed-- Try, try again. If you'll ever learn to read-- Try, try again. But I don't think I ever taught him much. In fact, he was a poor speller when he graduated from Case School of Technology. He wrote me a letter when I was at the University of Illinois and he had no many misspelled words that I underlined them all in red and sent the letter back to him. My brother wrote back after a while, saying: 'Dear Sis, I am surprised and ashamed and disappointed in you. I have counted and by actual count I have spelled more words right than wrong and you didn't say one good thing to me about that.'^^

It appears that as a child Gertrude Moulton left much to be desired as a teacher. Her greatness as a teacher, how­ ever, became abundantly evident in future years.

While in Rio Grande, Mrs. Moulton also taught in a country school. At this time Mrs. Moulton's mother was living in Cleveland. She was ill and was not getting the proper care.

Mother realized that grandmother needed better care, so she went back up North to care for her mother. She brought up the two youngest, my little brother King and roe. She left the older boys in Rio Grande with our friends, the Davis's. It was Mr. Davis who succeeded Father as President of Rio Grande College. They lived just a stone's throw away from us, and

13 Interview with Gertrude Moulton, November 11, 1961. 17

Mr. and Mrs. Davis stood in the same relation­ ship as our parents.14

Shortly afterwards, the other boys joined the family in Cleveland.

Or. Moulton attended a country school just outside of what used to be Linndale, which was located just west of

Cleveland. There is a Linndale Station near Cleveland, but this is not where the school was located. The old Linndale is now part of Cleveland and has changed so much that Dr.

Moulton cannot recognize any part of it because of all the new developments. Since Cleveland was five miles away, it was necessary for the Linndale teachers to live in the little 15 village. Most of the teachers boarded at the Moulton home.

Because Gertrude's mother gave her a good deal of schooling and helped her during her formative years, Gertrude was an advanced student in the country school. Consequently, the teacher would call on her to listen to the little chil­ dren read.

After completing sixth grade in the country school,

Gertrude's teacher suggested that if it were at all possible she should attend Cleveland's city schools. This presented

14 Interview with Gertrude Moulton, November 11, 1961. 18 a problem for Mrs. Moulton, for she could not leave Linndale because of her mother's Illness. However, Mrs. Moulton had some friends in Cleveland who ram a little grocery store, and Gertrude, King, and Phil lived there for a few years.

There was an apartment behind the store which the owners occu­ pied. Mrs. Moulton rented one of the upstairs apartments for her children to share during the week. This living arrange­ ment continued for three years, during which time Gertrude progressed from the seventh through the ninth grades.

Not only was Gertrude a student during those years, but she was also the housekeeper for the group.

On Friday nights. King and I would walk five miles to our home. It was lots of fun to walk and when the house came into sight we just had to run, we couldn't wait to get there. Phil had to stay in Cleveland till dawn on Saturday mornings, to turn out the gas lights. Then he would come home. He had to go back esurly Sunday nights to light the lamps. On Monday mornings Mother would bring us back to Cleve­ land either in a spring wagon or buggy.

Mrs. Moulton would pack foodstuffs such as bread, jellies, and vegetables for the children to take back to Cleveland with them. "I used to go to the slaughter house to get meat.

The butcher would also throw in some soup bones and liver.

^Interview with Gertrude Moulton, November 11, 1961, 19

PLATE II

Gertrude Moulton as a High School Student. 20

I don't know what it cost us to live, but we didn't pay very much. “17

When Gertrude was entering the tenth grade, she and her brother went to live with an uncle. He had just built a new house with a special room for Gertrude, and his son shared a room with Gertrude's brother. The two Moulton chil­ dren lived there with the family until their high school work was completed. They continued to go home on weekends.

When I asked Dr. Moulton what kind of a student she was in high school, she replied, "Oh, nondescript, never very good. I was always kind of a ndub” in everything."'*'®

Concrete evidence could not be found to substantiate this statement, however. I believe this is just an instance of

Dr. Moulton's humility.

There were no physical training classes in high school during Dr. Moulton's high school days. Mathematics inter­ ested Miss Moulton very much. She believes this interest in mathematics was partially due to her father being a mathema­ tician. "I did like arithmetic and geometry, but not algebra

17 Interview with Gertrude Moulton, November 11, 1961. 18 [bid. so much because I always got a teacher who couldn't make alge­ bra plain, but I struggled and accomplished It. I loved 19 geometry." She graduated from high school In Cleveland,

Ohio In 1899. At the time she thought It would be Impossible to attend college. Within a few months, however, Gertrude was enrolled at Oberlln College.

19 Interview with Gertrude Moulton, November 11, 1961. CHAPTER II

DEBUT OF A PHYSICAL EDUCATOR

"Wisdom is the principal thing; therefore get wisdom; and with all thy getting get understanding.”

In 1899, when professional physical education courses for women began at Oberlin College, Miss Moulton entered as a freshman student. She says, "Mother wanted me to go to col­ lege, but I said they won't take me. Mother said she never heard of not taking anyone that wanted to go to college. I couldn't have gotten in now but in those days they weren't so 2 particular." Miss Moulton desired a higher education with particular interest in mathematics.

Miss Moulton apparently chose Oberlin for her college education because her mother had attended a few suiraner ses­ sions at Oberlin College and thought very highly of it, and because the college was fairly close to Cleveland.

Dr. Moulton commented on her mother's attendance at

Oberlin College:

^Bible, King James Version, Proverbs 4: 7. 2 Interview with Gertrude Moulton, November 11, 1961.

22 23

Mother had been there a few summers before I en­ rolled. Mother never had any real education, but she was one of the best educated women I ever knew. She never went to college, only a country school. She was faced with the problem of supporting her mother and five children. The only job she could get was packing shingles in a shingle factory. Before long she was earning more than the men were. She was on piece work then, but because she was doing so well they put her on the same pay scale as men, which meant she wasn't earning as much. So in wanting to do something else, she decided to teach school. Some people laughed at her and didn't think she could do it. But Mother passed the examinations, and received a teachers certificate. After that she went to Oberlin College for a few s u m m e r s . 3

Miss Moulton's going to Oberlin College was almost inevitable with such high praise for the college from her mother and also because she had never though of attending any other college.

It is a well established fact, that students attend­ ing college or universities need to abide by some rules and regulations. In 1899 when Gertrude was a freshman, some of

Oberlin1s rules were:

The educational facilities of Oberlin College have always been open, without regard to sex or color, to all worthy applicants qualified to enter the classes. Candidates for admission to any of the departments must furnish satisfactory evidence of good character; and those coming from

3 Interview with Gertrude Moulton, November 11, 1961. 24

other colleges must bring certificates of honorable dismission....No student is con­ sidered fully a member of the institution until he has passed a probation of six months satisfactory to the Faculty, during which time they may privately dismiss him, if for any reason, they deem his connection with the college undesirable....The regulations of the institution are few and simple, appealing to the students' self-respect and personal responsibility. He is required to abstain from the use of tobacco and intoxicating drinks. Secret societies are not allowed in connection with the College. No student is allowed to visit one of the opposite sex at a private room except by special permission in case of severe illness. Excuse for any absence from any required exercise must be obtained in advance.4

The twentieth century has seen many changes in the rules and regulations of colleges, and Oberlin College is no exception. Miss Moulton possesses strong beliefs about proper health and care of the body. Because of these con­ victions, Miss Moulton perhaps frowns on some of the changes that have taken place at Oberlin College. No longer are

Oberlin students required to abstain from the use of tobacco on campus.

It is conceivable that present college students would gape in amazement if they were to read some of the other regu­ lations established by colleges at the beginning of the

4 Oberlin College, Oberlin College Annual Catalogue 1899- 1900. pp. 28-30. 25 century. During this period college women, not having the freedoms that are presently in effect, were closely super­ vised. Society strongly believed that women were dainty and feminine, and in order to give them the protection they de­ sired and expected, college women were closely supervised.

The Women's Department at Oberlin College, directed by the Deem of women, was devoted to supervision rather than instruction, women were required to be in their rooms by half-past seven in the evenings of the spring and summer months, and by seven o'clock in the evening during the fall and winter months. Junior and senior women were exempt from this rule. The Dean of Women required each woman to hand in a written report every two weeks regarding her observance or non-observance of the regulations of the department.

The girls were required to attend morning prayers with the families with whom they boarded, daily evening prayers at the college chapel and Sunday church services.^

Every effort was made by Oberlin College to teach the stu­ dents the principles of good Christian living.

A further contrast of economic values in that era with those of our own can be noted here. The value of that five cents spent for a q u a r t of stravfeerries at Gertrude's

50berlin College, Oberlin College Annual Catalogue 1899- 1900. p. 30. birthday party during her early childhood at Rio Grande ia comparable to the $25.00 paid for a term fee at Oberlin

College when Gertrude Moulton was a freshman. It is inter­ esting to note the various prices paid for room and board in

1899 at this college. In private residences students paid according to the quality of the home. The prices ranged from

$2.50 to $4.75 per week, and fuel and light were extra. Room rent for Talcott Hall and Baldwin Cottage for women varied from $9.00 to $14.00 a term, and fuel was charged according to actual amount used.

Gertrude did not live in a dormitory when she first entered college because her mother and little brother came to Oberlin and rented a house so that she could live at home.

However, Gertrude lived in a dormitory during the first semester of her senior year. She did this because her mother wanted her to experience dormitory life. Gertrude enjoyed this opportunity, but the latter part of her senior year she returned to her family home.

Even though college expenses were less than they are today, it was still a problem for families to save money for the necessary fees. However, Oberlin College encouraged self- support by the students. Consequently, the majority of stu­ dents were employed part-time. Money received for working 27 helped to cut down on the amount of money required from home.

Miss Moulton, following the common pattern, worked while attending Oberlin College. Until the first semester in her junior year, she did housework, cleaned rooms, and washed dishes. During the first part of her Junior year she had a course in massage. Taking advantage of her knowledge, she gave massages to the older ladies in the community.

Miss Moulton enrolled at Oberlin College as a fresh­ man and began a college career which helped her to acquire a wide professional background in her chosen field as well as an opportunity for a rich and rewarding lifetime of work.

"When I went to college I didn't have any particular am­ bitions. I never had any great ambitions. During my fresh­ man year I hadn't talked with Dr. Hanna about physical edu­ cation."^ As a freshman Gertrude Moulton had planned to take courses which would prepare her for being a mathematics teacher. This choice of vocation can be traced to the influ­ ence of her father.

Looking back on her childhood. Miss Moulton says,

"My health was below average vdien I was a child. I was a weakling and Mother got me into physical education to correct

&Madge Marie Phillips, Biographies of Selected women Leaders in Physical Bducatlon in the United States (Ph.D. dissertation. State University of Iowa, 1960), p. 169. 28 7 this." She also says, "When I was a baby, they tell me 1 had

What they called 'Brain Fever,* and they thought I wouldn't

live, well I, of course, surprised them a little bit."8 Not only did she surprise them a little bit, but her vigorous, energetic living amazes anyone younger than she.

For financial reasons Miss Moulton attended western

Reserve University during her sophomore year. Although she did participate in physical education activities and recre­

ation, she was not impressed by the total physical education

program. Miss Moulton felt that the physical education pro­

gram failed to offer theories which would provide proper

guidance to the student. In spite of her lack of enthusiasm

for physical education at western Reserve University, she did 9 enjoy the social activities.

While at western Reserve University she decided to

specialize in physical education. In referring to her first

year at Oberlin College Or. Moulton says,

I came here as a freshman with no idea of major­ ing in physical education or even taking it. But it was required and because I was not much good in it, either in skill or physique, my mother was eager for me to take regular work,

7Ibid.. p. 201. ^Interview with Gertrude Moulton, November 11, 1961. 9Ibid. 29

at least. Dr, Hanna, even in that first year, gave me the vision and idea of the paths to significant development in all phases of living, which were or could be opened through physical education. Therefore, after spending my sophomore year at via stern Reserve University 1 came back to Oberlin to major in physical education.10

That one year of associating with Dr. Hanna was one of the main reasons why Miss Moulton decided to major in physical education. At Oberlin College she got Dr. Hanna's feeling for it.

I had a very strong feeling that I had missed something in not having had it and I wanted, if possible, to pass it on to other people and to get them to see that there was something more to it than just exercise and activities. I considered it a part of life that could help people in all their living. I got these ideas pretty strongly from class discussions. I re­ member talking with Luther Gulick, and he told me of conversations he had had with Fred Leonard and Thomas wood and how the three of them had said that there was more to physical education than they had thought. I felt the same way.11

In her college years Miss Moulton was Influenced by two outstanding leaders at Oberlin College. One of them was

* Dr. Delphine Hanna, Chairman of the women's Physical Educa­ tion Department, and the other person was Henry Churchill

10Gertrude Moulton, "Physical Education at Oberlin College," Address, Physical Education Majors Club, Oberlin, Ohio, May 22, 1962. 11Phillips, o p . cit.. p. 170. 30

King, sixth President of Oberlin College. Miss Moulton was

Impressed by their beliefs in physical education and their ideas of balanced living. As she has said.

Dr. Hanna was a great teacher and she showed me so clearly what the possibilities in physical education were, reaching into all the facets of living. And President King was so sane in his balance of life. The fact that you couldn't be all mental, nor spiritual, nor physical, nor emotional but you had to have a balance of everything, until it came more and more clear to me that there wasn't anything in any of the subjects that would offer as much to all of living. Just ordinary living I mean. Not to specialization in any particular way, but just helping to keep one balanced.12

Not only does this statement reflect how Miss Moulton was influenced by Dr. Hanna and President King but it also shows the influence these two educators have had on her own philosophy of living. Her own persistent efforts to demon­ strate the value of physical education and balanced living and the relationship of the two is just as evident today in the life of Dr. Moulton as it has been in the past sixty years.

Dr. Hanna was persistent in her efforts to convince the President and the Dean of Oberlin College of the impor­ tance of new and better physical education facilities for

12 Interview with Gertrude Moulton, November 11, 1961. 31 the women students. Dr, Hanna was trying to acquire these new facilities when Gertrude Moulton was a student at Oberlin

College. In her reports to the President, Dr. Hanna said,

During all the years that efforts were being made to secure a new gymnasium for the men the needs of the women in that line were purposely held in abeyance, but now that the men are properly housed and equipped, it seems fitting that the needs of the women should be presented. There is urgent need of a larger and better equipped building with the addition of a swimming tank, and a field for out-of-door sports....This field (referring to a playfieId) should also include a secluded portion where young women vftio need rest in the open air could swing in their hammocks and be free from intrusion....Electric lights ought to be put in the Gymnasium at once. The plumbing of the shower-baths will soon need to be replaced and a bath stove and boiler added.13

When Dr. Moulton became Chairman of the women's

Physical Education Department at Oberlin College, she con­ tinued Dr. Hanna's program of improving the quality of the physical education facilities for women. It was during this time that the long awaited dream of these two outstanding physical educators was fulfilled with the building of a new gymnasium, a swimming pool and playing fields.

13 Delphine Hanna, "Report to the President," Annual Reports of the President and Treasurer of Oberlin College for 1901-1902. Oberlin College, Oberlin, Ohio, 1902, pp. 105-106. 32

The aim of the physical education department, when

Miss Moulton was a student, was to prepare competent direc­

tors and teachers of physical training for colleges, acade­ mies, public schools, and Y.W.C.A's.

The gymnasium, where Miss Moulton learned many of the principles and theories of physical education, was described

as a "••.commodious and comfortable brick structure."^

There was a large exercise room on the first floor containing

a variety of heavy and light apparatus, such as pulley- weights, rowing machines, chest expanders, stall bars,

Swedish bars, ladders, floor bars, flying and traveling rings

and a vaulting box. On this same floor there was also a room

for special developing apparatus, a resting room, a classroom,

a library and the Director's office. On the second floor there were "...12 spray baths and a tub bath, dressing rooms 15 well supported with lockers, and a massage room."

Connecting with the gymnasium was a skating rink, which was used for ice skating in the winter. In the fall

and spring of the year the floor of the skating rink was used

for basketball, battle ball and other games.

— Oberlin College, Oberlin College Annual Catalogue 1899- 1900. p. 81. 15Ibid.. p. 182. 33

Dr, Hanna, believing in the importance of increasing one's skill, learned to ice skate on that rink. Miss Moulton recalls seeing her skate, first by pulling herself around the side of the rink and then venturing out to the middle of the ice. When Miss Hanna became a fairly efficient skater, she skated with a partner, one of them being Dr. Fred Leonard.

Close by the gymnasium and skating rink were tennis courts and a basketball court.

The physical education program at Oberlin College during the time that Miss Moulton was a student, for the most part, was formal gymnastics. Physical Education was of the

...Swedish 'days Order' by command with emphasis on exactness and promptness of execution. A definite progression was followed. Dr. Hanna, however, insisted that major students must have an acquaintance with a variety of methods and contemporary thought. Dr. Zapp of Cleveland, exponent of the German Turnverein and a fencing master; Alberta Cory, a recreation leader in the Y.W.C.A., and especially interested in Folk Dances of European groups; Luther Gulick one of her early students and greatly interested in the camping idea, and others all made some contri­ bution to our program. We also had Indian Clubs, dumb bells, wands, hoops, and Dalcroze Poise lessons.1®

The accepted physical education program when Gertrude

* Moulton was a student was the formal exercise work given by command, done in unison, with much self-discipline. When

1®Gertrude Moulton Letter to Norman Leavitt, March 29, 1960. 34 giving directions or commands, the students could not hesi­ tate; there could be no "er's" and "ah's." Dr. Moulton be­ lieves that this type of learning has helped her in many ways in that she had the opportunity for practice in giving di­ rections clearly without hesitation, in making decisions quickly, and in developing some presence of mind in speaking before groups of people.^-7

Dr. Hanna attempted to make the sports and dance pro­ grams more interesting and educational by giving some of the history, origin, and purpose of these physical education activities.

Miss Moulton was a college student when anthropometry was an intellectual trend. The Association for the Advance­ ment of Physical Education attempted to ascertain the ideal or typical man, according to physical stature, in order to guide physical educators in providing suitable activities for students. Dr. Dudley Sargent, one of the early leaders in physical education, promoted and aroused interest in anthro­ pometric measurements. It was his list of measurements that were adopted by the American Association for the Advancement of Physical Education for use in educational institutions.

17Moulton, "Physical Education at Oberlin College," pp. clt. 35

PLATE III

A Typical Physical Education Class of 1903. Gertrude Moulton is Seated on the Extreme Right. (Front Row.) 36

The following situation gives the scientific reasons for the

use of anthropometric measurements: "An advanced idea in

anthropometry then may be to furnish a series of charts or

tables of different heights, say a centimeter or half-inch

apart, by which any person may see at a glance whether he

corresponds or not in bodily measurements and tests to the 18 average which these charts represents." Because of the

growing interest in anthropometry, Yale University, Wellesley

College, Smith College, Mt. Holyoke College and Oberlin

College were among those institutions of higher learning

carrying out work of this type. Or. Hanna compiled a per­

centile table from the records of 1600 female students at

Oberlin College. Miss Moulton participated in the program,

and much of her future work in physical education was based

on this experience in anthropometry.

Detailed anthropometric exams were given at the beginning and at the end of each year. Dr. Hanna developed an anthropometric chart on which the measurements of each girl was shown in graphic form. The entering record was drawn in blue, and the second in red. The examination was made with the girl draped in an angel robe and at no time was she completely nude. At one time a girl was said to have stepped from the disrobing booth into the examining office without having discovered her

18 John Bovard and Frederick Cozens, Tests and Measure­ ments in Physical Bducation (Philadelphia: W. B. Saunders Co., 1930), p. 42. 37

robe. Startled at the sight so contrary to modesty Dr. Hanna exclaimed, 'Where did you come from?, 1 and the girl replied sweetly, 'From Hew York.* Dr. Hanna's charts were published in the American Physical Education Association Review and received wide recog­ nition both in this country and abroad.19

Dr. Hanna was quite well known for her work in anthro­ pometry and the charts she developed to record measurements.

As an outgrowth of this interest, which the Physical Education

Association was hoping for, Oberlin College's Physical Educa­ tion Department for Women developed a system of individual and corrective exercises, and these were given to all women students.

A prescription card with exercises based on the individual's examination was made out for each student. The prescribed exercises were largely performed with the pulley weight machines, developed by Dr. Dudley Sargent, although free exercises, floor bars, etc. were also used. Each freshman did these one day a week with the help and under the direction of a teacher or trained senior student. She was generally asked how often she had practiced them outside of class.

As a student majoring in physical education, Gertrude

Moulton was required to give help to other women college stu­ dents in their individual exercises. In this experience she observed the importance of understanding the purpose of the

19Moulton, Letter to Norma Leavitt, op. cit. 38 learning process and understanding its inherent values. In referring to this incident. Dr. Moulton told the writer:

There was one piece of apparatus she had made here. I don't know whether she had seen it in Sargent School, or where she got the idea. But it was one where you sat in a chair and had the heavy weights and did the bicycle action with your knees. You would bring your knees up to your abdominal wall and then push out. As time went on you would increase the weights. The girls that I was working with asked me what it was good for, and I said, that it's good for what ails you. Dr. Hanna overheard me and she took me to task for not giving a sensible and intelligent answer to the question. She said, 'if you don't know what it is good for, you had better find out.'2^-

Gertrude Moulton soon acquired a belief in the impor­ tance of student's understanding the purpose of a particular lesson. She believes that this conviction is due to the in­ fluence of Dr. Hanna's philosophy. "It was Dr. Hanna right straight through, that I tried to follow. I didn't have any original ideas."22 Dr. Hanna was always of the belief that in order for people to do anything and to have it be a worthwhile accomplishment it was necessary to understand the reason for doing it.

When Miss Moulton was a student at Oberlin College, women's clothing was very conservative. Ladies were expected

21 Interview with Gertrude Moulton, November 24, 1961. 39 to be completely covered. At the beginning of the twentieth century women were still stuffing themselves into steel-like corsets and girdles. Soon the straight-front corset appeared.

This new style was designed to "nip the hips" to fit a sheath or hobble skirt. Many women were not completely dressed if they were not wearing an ostrich-plumed or some kind of big, feathery hat. Suits for physical activity were made to allow for a greater amount of freedom than long skirts permitted. Bloomers were worn with long black stockings.

Dr. Hanna was ahead of her times in insisting that we wear the costumes suitable for the activity. It might be hat, gloves, and trail­ ing gown which should be worn at particular times, but in the gymnasium it was bloomers. In order to offend none she required skirts over the bloomers when we crossed the street to the field.23

In a letter to Norma Leavitt, in preparation for the seventy-fifth Anniversary of the American Association of

Health, Physical Education and Recreation, Dr. Moulton had this to say concerning costumes for physical activity when she was a student at Oberlin College:

They were of dark serge, long sleeved blouse a n d full bloomers. They were beautifully tailored, but were not washable. Arm shields had to be worn and these had to be laundered

23Moulton, "Physical Education at Oberlin College," op. clt. PLATE IV

Fencing, 1902. Gertrude Moulton. (Right.) 41

or changed at frequent Intervals. Bloomers were made so full that when we took a lunge of •fall-out* position the bloomer legs did not separate enough for any observer to see that our legs extended above the calf. The overhang of the bloomers came about four inches below the knee. Long black stockings must be worn. If we went out to the field, full skirts had to be worn over the voluminous bloomers.

The many stories that Dr. Moulton told of her student days at Oberlin College were of great interest to the writer.

The anecdotes revealed the great influence that Dr. Hanna had on Gertrude Moulton. Some of Dr. Moulton's student experi­ ences are set forth in vriiat she calls "Concomitant Values•"

Dr. Hanna had frequent teas in her room for the small group of senior majors. It was im­ pressed upon them that they had a responsi­ bility for keeping up the conversation and establishing the espirit de corps. Although she did not post the many signs, as did Amy Morris Homans, she subscribed fully with 'Her voice was ever gentle, soft and low, an excellent thing in a woman.'

Although the word of health was not in the title of our department or subject of study, Dr. Hanna emphasized the need of recognizing the laws of health and of following them. As I remember my student days, no major student could come to the office with shoes which did not conform to the shape of the foot, although if you could show that your foot was already deformed, a little compromise was allowed.

24 Moulton, Letter to Norma Leavitt, op. cit. 42

Also at functions where you were dressed accord­ ing to the prevailing fashions and were not to be on your feet, and were in no way in the place of an exponent of right living one was in no danger of being taken to task for not wearing correct shoes....Of course, corsets must be re­ moved during exercise and Feris Waists were to be preferred rather than regular corsets for dress wear. Or. Hanna also emphasized the re­ sponsibility of everyone of 'education1 for general neatness, etc. At one time she left a newspaper on the floor in an entry-way. When the whole class had assembled, and none had picked it up in the interest of good housekeep­ ing, we had a little talk which I believe we all remembered the rest of our lives.^5

Dr. Hanna tried to show the students how physical education contributed to total living. "Her concept of physical education was that it should develop the body as an efficient tool for self-expression, communication and 26 enjoyment. ’*

Perhaps some people might say that Dr. Moulton was such a "disciple" of Dr. Hanna's in that she was easily in­ fluenced by this leading educator's ideas. However, the accomplishments of Dr. Gertrude Moulton's life clearly reveal that she has also developed her own ideas, even though they are similar to those of Dr. Hanna.

25 Moulton, Letter to Norma Leavitt, o p . cit. 26 Ruth Anderson Polhemus, "A Major in Motion," Oberlln Alumni Magazine. LVI (May, 1960), 16. 43

Another person who influenced the life of Hiss

Moulton was Henry Churchill King, Oberlin's sixth President.

It was during her senior year that she first learned of his teachings. Although President King was not a physical edu­ cator, he believed wholeheartedly in the importance of all­ round development for college students. Henry King was inaugurated as Oberlin's sixth President on May 13, 1903. I can almost picture Miss Moulton sitting in the audience awed by the inauguration speech. Many of his ideas agreed with her own convictions and she also received some ideas from him. The following section of President King's address was perhaps the most meaningful to Miss Moulton.

The college, of course, must meet these demands for breadth of training by the side range of its studies and of its interests. In its studies it aims to let the student share in the world's best inheritance in each of the great realms of human thinking. Liberal education needs to recognize the older and newer studies, mathematics, ancient and modern languages and literature, natural science, history, economics and sociology, philosophy and physical training....We have the needs of the entire man— physical, intellectual, aesthetic, social, moral, and religious— to meet in a truly liberal education....Physical education makes its rightful claim upon the college. The college must not only talk about the sound mind in the sound body but do something really to secure that sound body for its students. It must not only recognize in its psychological teaching the intimate way in which body and mind are knit to­ gether, the physical basis of habit, the critical importance of surplus nervous energy, the influ­ ence of physical training upon the brain centers. 44

and the close connection of the will with muscular activity; but If It really believes these things, it must practically recognize them in the organi­ zation of its work. This means, not only, that there must be scrupulous care about sanitary con­ ditions, careful supervision of the health of students by thoroughly trained physicians, and general hygenic instruction, but such scientific­ ally planned and graded courses in physical train­ ing as shall deserve to count as real education on the same basis as laboratory courses. Unless our modern psychology is wholly wrong, such physical education that can be applied to all students, has a great contribution to make, not only in health and in the systematic development of the body, but intellectually and volitionally as w e l l . 2?

What a thrill it must have been for Dr. Moulton to return to Oberlin College as Chairman of the Women's Physical

Education Department and to be associated with President

King. Dr. Moulton and President King, holding the same con­ victions regarding balanced living and physical education, surely were an asset to Oberlin College.

As a student Miss Moulton did not have much time for recreational activities. This is readily understandable when her schedule of attending classes, studying, working, attend­ ing evening chapel and having to be inside her living quarters

27 Henry Churchill King, "The Primacy of the Person in College Education," Inauguration— President Henrv Churchill Kino of Oberlin College. Oberlin, Ohio (May 13, 1903), pp. 39-40. 45

PLATE V

The Oberlin College Women's Physical Education Class of 1903 Included (Left to Right) Lila Wickwire, Gertrude E. Moulton, Welle Birdseye Hatch, Louie Robinson Gleason, Diantha Dewey, Gail Lowry, Llewellyn Fessenden Heilman and Maud Monroe Wolfe. 46 at seven o'clock or seven-thirty o'clock in the evenings is taken into consideration.

Miss Moulton believes she was not too well skilled physically, but she did participate in the activities offered,

Gertrude, sometimes called Eva, in her college days, is pictured in some of the physical activities sections of the

Oberlin College Yearbook, the Hi-O-Hi. In a basketball 28 picture Eva Moulton was listed as a goal defender.

In 1903, when the first automobile trip was made 29 across the United States, and electric lights replaced the kerosene lamps in the Women's Gymnasium at Oberlin College

and Oberlin's Memorial Arch was dedicated in honor of mission­

aries who suffered martyrdom in the 1900 Boxer uprising in

China, Gertrude Evelyn Moulton graduated from Oberlin College,

receiving a Bachelor of Arts degree with a major in Physical

Education.

2®Oberlin College, Mi-O-Hi. Yearbook, 1903, p. 51, 29Harry Hansen (ed.). The World Almanac 1962 (New York: world Telegram and The Sunj 1962), p. 139. CHAPTER III

TEACHING IN CLEVELAND, OHIO

"The school is the manufactory of humanity."1

Miss Gertrude E. Moulton started her teaching career

in 1904 when she was employed in the Cleveland, Ohio, Public

Schools, and she remained there as a physical training

teacher until 1907.

The first time that Miss Moulton was listed as a mem­ ber of the American Physical Education Association was in 2 1903. During this year she did not teach for it was neces­

sary that she remain at home because of illness in her family.

But the next year she had the opportunity to put into prac­

tice the knowledge she acquired during her student days at

Oberlin College.

Miss Moulton entered the teaching profession at a time vAien a great deal of emphasis was still placed on the

^ o h n Amos Comenius, Quoted in: Charles Noel Douglas, Forty Thousand Quotations (New York: Sully & Co., 1917), p. 1738. ^"Members of the A.P.E.A.," American Physical Education Review. VIII (December, 1903), 309.

47 48 three R's. However, subjects like manual training, nature study, sewing, and cooking were being introduced.3 The status of teachers was improving considerably, but in com­ parison to other professions, they were fairly low on the pay scale. The average salary of all public school teachers 4 in 1900 was only $325.00 a year. Dr. Moulton recalls that 5 she received a salary of about $14.86 weekly. If she re­ ceived this salary on a ten months' basis, she would have made $594.40 a year.

When I asked Miss Moulton how she got the position as physical training teacher in the Cleveland Public Schools, she said:

I never asked for a job, but I don't think it's to my credit at all. I didn't have the initiative to go after a position anywhere, except the first place I went, which was Cleveland. I did go over and talk with Superintendent Moulton. He said that if your name was anything else I could take you, but your name is against you— more or less laughingly. He wasn't a relative. That was the only position that I really went after. I was always approached first from the other side. That was because I was not aggressive.6

^Freeman Butts and Lawrence A. Cremin, A History of Education in American Culture (Mew York: Henry Holt and Co., 1953), p. 435. 4R. Freeman Butts, A Cultural History of Education (New York: McGraw-Hill Book Co., 1947), p. 632. 5interview with Gertrude Moulton, November 24, 1961. 6Ibid. 49

I pointed out that employers coming to her perhaps indicated that she had something outstanding to offer. To which Dr. Moulton replied, "Not outstanding, but I did pay 7 attention to business."

Before Miss Moulton went to Cleveland, the physical training classes consisted mostly of very formal gymnastic lessons in which hoops, wands, and dumbbells were used.

Simple and interesting games began to appear as the physical training directors saw the need for activities that could be used in leisure time. People were having to work less and do fewer chores around the home because of the increase in machine power which gave them more leisure hours than ever be fore.

Dr. Moulton's job in Cleveland was to teach physical training in South High School and supervise physical train­ ing in the grammar schools.

Teachers had to carry on the work that I had to supervise. They hadn't had any work in Physical Training themselves and knew nothing about it. But they came voluntarily to South High School one night a week, vrtiile we went through the work that I expected them to be giving in their classes the next few days, or until I came again. Vie did other things too, but they voluntarily came for their in-service training. They were a wonderful class.®

7 Interview with Gertrude Moulton, November 24, 1961. 8 Ibid. 50

It appears, however, that some grammar and primary teachers were not satisfied with this program, or with the amount of time that had to be spent on teaching physical training. Some classroom teachers complained because too much time was spent by the students in memorizing exercises for physical training classes and because too much time was being taken from "...other studies for preparation for field 9 day exercises and other public exhibitions." The classroom teacher also questioned the need of nine supervisors of physical training when there was only one supervisor for arithmetic. They doubted whether the prominence given to physical culture could be justified.1® The Cleveland Educa­ tion Commission maintained it's stand on the importance of physical training in the schools. But the supervisors of the programs were asked to do their work in such a way as to lighten the burden for the teacher and to try to avoid inter­ ference with the time allowed for other studies.11

Miss Moulton was orientated to her first teaching job by the Latin teacher she had while attending school in

Cleveland. "She was always kind of nice to me. She was very

^Claire Doran, "The History of Physical Education in the Cleveland Public Schools," Paper, Physical Education Class, Western Reserve University, Cleveland, Ohio, June, 1946, p. 7. 10Ibld. 11Ibld. 51 helpful and did everything she could to help me get started right.”12

In relating some of her teaching experiences,

Dr. Moulton said,

Vie had a gymnasium that was used by the boys as well as the girls and sometimes we had diffi­ culties because of it. As always, the intra­ murals were the important thing. I think it still continues to be to a certain extent today. But that was our big problem, how to get the gymnasium for the girls when we needed it, and not to have the boys just take over. One of the difficulties and one of the hard things was that the girls themselves were so interested in intra­ murals, but if the boys wanted it for inter- scholastics and their varsity teams, the girls were ready to give it up. Some of them were glad to get out of it and others had to sacri­ fice their own activity. That was one of the difficult problems, but there were not any real problems that amounted to anything.^

Miss Moulton was, and still is, of the belief that intramurals can be very valuable to the participants. An intramural program, besides offering many good physical ac­ tivities, also provides opportunities for social education and growth. Dr. Moulton believes that one of the most bene­ ficial aspects of an intramural program is that it is open to all girls, and not Just to the highly skilled.

12 Interview with Gertrude Moulton, November 24, 1961. 13 Ibid. 52

The March 7, 1907 issue of the Cleveland Plain Dealer was of the opinion that the high school girls were well taken

care of in the physical activity program. "The girls of the high schools are already taken care of in the high school

gymnasiums, where each pupil has two hours of gymnastics a week and two additional hours of voluntary work if desired."1^

Perhaps "voluntary work" refers to the intramural program.

It is interesting to note that the Cleveland Plain Dealer made an effort to inform the public about the Physical Train­

ing programs. In contrast to this, how many newspapers today write articles about Physical Bducation programs in the

schools?

Miss Moulton did enjoy her work in the Cleveland

schools. "I look back at it with a considerable amount of 15 pleasure." The only thing that displeased her was the

entry of politics into the teaching profession. And when

this happened. Miss Moulton was glad to give up the job.

The problem arose vftien

...this young instructor wanted to get rid of our principal and he had a little eye on being the principal himself. He was rather sure of himself. Because of this, we had what really

^Cleveland plain Dealer. "Athletics for Younger Girls, " March 7, 1907, p. 12. ^interview with Gertrude Moulton, November 24, 1961. 53

amounted to a trial down at headquarters, and that was disturbing to me. This was the main problem, and that's what made me really glad to give up the job when I got the opportunity.

The opportunity for Hiss Moulton to leave the Cleve­ land Public Schools, presented itself in 1907, when she was offered a job teaching in the women's Physical Education

Department at the university of Illinois. With three years' experience in public school teaching, and two Bachelor of

Arts degrees, one from Oberlin College and one from Rio

Grande College, which she received in 1905 by attending the 17 College and taking extra courses. Miss Moulton became a college teacher.

16 Interview with Gertrude Moulton, November 24, 1961. 17Ibid. CHAPTER IV

MISS MOULTON AT THE UNIVERSITY OF ILLINOIS

"The only Influence that the man of high Ideals may covet Is the influence that leads another, not to act under the mere Impelling force of his personality, but that draws him to choose for himself what in his own highest moments he knows he ought to choose ."1

Urbana, Illinois, the location of the University of

Illinois, was the home of Gertrude E. Moulton from 1907 to

1923. In 1907 Miss Moulton accepted a position as an in­ structor of physical training under Mrs. Jeanette Carpenter

Lincoln, Director of the women's Physical Training Depart­ ment at the University.

When she accepted the job, she was told that one of her duties would be to teach swimming. Miss Moulton says that she could swim a little but not very well. In order for her to be ready to teach swimming in the fall of 1907, she spent part of that summer at the University of Illinois

^Henry Churchill King, The Laws of Friendship (New York: Macmillan Co., 1909), p. 142. (The quotes by King at the be­ ginning of this and the following chapters are favorites of Dr. Moulton.)

54 55

PLATE VI

Gertrude Moulton at the Entrance of the Women's Building, University of Illinois. 2 learning to swim better. A Mr. Holmes was her teacher.

From 1907 to 1909 Miss Moulton held the rank of in­ structor of physical training. She was acting Director from

1909 to 1910, and in 1910 she was appointed Director of the

Women's Physical Education Department, a position she held until 1915.3

Miss Moulton was teaching physical training at the

University of Illinois during a period when a new movement in physical education was afoot. Clark Hetherington, in an address to the National Education Association defined this new movement, which might be called the new physical educa­ tion, with the emphasis on education, and the understanding that it is 'physical* only in the sense that the activity of the whole organism is the educational agent and not the mind alone. The thesis back of this idea was that education was

"...neither for body nor for mind alone, but for all human powers that depend on educational activities for 4 development." This new movement in physical education was

^Interview with Gertrude Moulton, November 11, 1961. 3University of Illinois, Twenty-Fifth Annual Report of the Health Service 1940-1941, p. 46. 4Clark Hetherington, "Fundamental Education," Journal of Proceedings and Addresses of the National Education Associ­ ation. XIVIII (1910), p. 350. 57 first expressed by Dr. Thomas D. Wood in 1893. Thomas wood and Clark Hetherington, a former student of Wood's, joined forces in the 1900's to promote the new physical education movement.

These ideas corresponded to those which Miss Moulton learned at Oberlin College from Dr. Delphine Hanna. Because her own convictions agreed with the new movement in physical education. Miss Moulton had much to offer the women's Physi­ cal Training Department at the University of Illinois.

In teaching at the University, Miss Moulton dis­ covered that some people had to be convinced of the effective­ ness of physical education. She referred to this feeling when the author inquired if there was a difference between the aims of physical education in 1907 and in 1961:

No, they are not so different. Perhaps, some­ times a little bit more discouraging. I thought everything was just going to be beautiful then. I got my feelings pretty much from Dr. Hanna's philosophy. Maybe I am a little bit more pessi­ mistic now, I don't know. At that time I thought all you had to do was just get started and everybody would naturally think as I did. I don't think that now. you had to do a little convincing. You wonder sometimes if it is worthwhile

5 Interview with Gertrude Moulton, November 24, 1961 58

Even though Miss Moulton became discouraged at times in promoting physical education, she did and always will be­ lieve that it is worthwhile. For how else could she have done such an outstanding job at the University of Illinois and Oberlin College?

When Miss Moulton was director of the physical train­ ing department "...the object of the work of the department was preserving and improving the general health, carriage, g and coordination of the young women of the University."

This goal is very similar to that of one of the courses taught by Miss Moulton and Mrs• Lincoln in 1907.

The aim of one course was to enable students to overcome, by means of corrective and edu­ cational gymnastics, faulty posture and growth, and to develop a healthy body. A variety of activities were included to meet this aim. Elementary gymnastics, marching, Swedish free exercise, dumbbells, clubs, wands, fancy steps, simple exercises on various pieces of apparatus, tennis, basketball, hockey, golf, and games were included in the course outline.7

Two other courses were taught in the Women's Build­ ing. One was a course designed for teachers who desired special instructions in theory and practice and the other was

^University of Illinois, Official Files of the Depart­ ment of Physical Education for Women. 7Phyllis Mintz, "A History of the Service Curriculum in Physical Education for women at the University of Illinois" (unpublished Master's thesis, University of Illinois, 1955), p. 20. 59

a course in personal hygiene and first aid to the injured.®

As Director, Miss Moulton strongly supported the

value of teaching both the theory and the practice of physi­

cal activities. Efforts were made by the department to have

the students understand "why" they engaged in certain activi­

ties. It is very likely that Miss Moulton encouraged the physical training staff members to teach the theory and practice of the activities. This same idea was reflected by

Miss Moulton in a letter to President James, telling him about the teaching in the women's Department. She also told him that "...the teacher is a good teacher who keeps the problem just ahead of the majority of the students all the time .

The facilities for the physical training program consisted of an upstairs gymnasium, a small swimming pool downstairs, and offices, lockers and showers on the same

floor as the pool.10 There were also tennis courts and play- fields.

As Acting Director and Director, Miss Moulton in­

formed President James of the need for improving the facili­ ties for women, with the growing number of women students,

8Ibid. ^Gertrude Moulton, Letter to President Edmund Janes James, June 20, 1914. 10Mintz, o p . cit. 60 and the effort to interest all the students in some phase of the physical culture program, Miss Moulton felt it was im­ perative to have more facilities. Miss Moulton's letters to the President not only emphasized the need for new facili­ ties, but they also suggested ways to make the most out of the old ones.

In the basement of the central part of the new building, under the clock and toilet rooms, a bowling alley could be built. This would give opportunity for a number of girls, not strong enough for basketball, to get interested in some other games during the winter months... The present 'Examining Room' as well as the 'Lavatory,' and Coat Room,' I would have changed into a bath and locker rooms.H

Miss Moulton believed that more girls would be able to take baths after their activity if there were more showers.

The present 'Director's Office' I would have changed into the swimming instructor's office, with a door cut directly into the pool room.... I would have shelves or cupboards put into this office for the towels and bathing suits. This would give us a place for keeping these things which is not so hot and close as the present towel closet. It has often been necessary for one working in this closet to leave her work and go out of doors in order to prevent faint­ ing. While no one has fainted yet, it would be possible for one to do so, and remain for some time, without being discovered

^Gertrude Moulton, Letter to President Edmund Janes James, May 22, 1912. 12Ibid. 61

Miss Moulton's efforts to get better facilities for women students was realized in 1915, the last year she was

the director. The 1915 Illlo. University of Illinois Year­ book states, "The remodelled gymnasium gives more room for

apparatus work in physical training."*3

Not only were her persistent efforts realized by the remodelling of the gymnasium, but her request for a new play­ ing field was also granted. "A request from Miss Gertrude E.

Moulton, Director of Physical Training for Women, that the ground west of the forestry and east of the agriculture plots numbered 601 to 610 be set aside as an additional play­ ground for women."*4

All of her efforts were in the interest of providing the best physical training program possible for the women of the University of Illinois. She believed so strongly that physical activity could contribute to balanced and healthful living that she wanted all girls to have the opportunity of optimum development.

Miss Moulton attempted to give other people the oppor­ tunity to participate in activities. She suggested to the

13University of Illinois, Illio* Yearbook, XXI, 1915, p • 384• 14University of Illinois, Twenty-Seventh Report of the Board of Trustees. July 1912 to June 1914, p. 749. 62

University of Illinois Board of Trustees that the swimming pool in the Women * s Gymnasium he opened to the wives and children of the faculty. They could he assessed a small fee in order to pay the student who would be in charge of the 15 pool. Evidence could not he found to show if Miss Moulton's suggestion was accepted by the Board of Trustees.

Clothes for physical activity, during the time Miss

Moulton was at the University of Illinois, consisted of black serge bloomers, white middy blouses, and gymnasium shoes.

They had one piece swimming suits which had to be made of 16 either denim or mohair. Women's street clothes still con­ sisted of long flowing black skirts, accompanied most generally with blouses with long sleeves and high collars.

One of the groups open to all the women on campus was the Women's Athletic Association. The 1915 Illio notes that this group had been organized for several years; however, the adoption of a revised constitution gave new impetus to the

Association. The new constitution stated the "...purpose as one to promote mental and moral efficiency through physical 17 development." It appears that the purpose of the

15Ibid. , p. 37. 16University of Illinois, Annual Register 1907-1908. p. 161. ^University of Illinois, Illio. Yearbook, XXI, 1915, p . 384. 63 organization developed from the ideas of Miss Moulton and from her convictions about the contributions of physical activity to balanced living.

As was previously stated, Miss Moulton came to the

University of Illinois believing that everyone would naturally think as she did concerning physical activity. She soon

found, however, that this was not so and she had to convince

some people of the importance of physical activity. Becoming concerned about the number of excuses girls gave to get out of gymnasium work, she decided to make a study of the care with which physicians gave excuses. She included some of these excuses, and her findings about how and why they were conducted, in an article for the April, 1911 issue of the

American Physical Education Review. The following are ex­ amples of excuses she received:

Miss Moulton: This certifies that I have made an examination of the bearer. Miss A , and find her condition forbids any physical exercise in the gymnasium. Yours truly, (Signed)______

Miss A______stated that she went to the physician with her sister-in-law. This sister-in-law disap­ proves of gymnasium work for girls, and it was through her influence the certificate was written. No examination was made. I was convinced that the examination should be made and told her so. She refused to go to that physician and I sent her to a woman, who told her that some light work would be good for her, and advised her to keep up gymnasium work, but has also begun to doctor her. 64

To the Physical Director, Women's Gymnasium, After a careful examination of Miss L , it is my Judgment the exercises of the gymnasium would be injurious to her during the coming semester. (Signed)______

Miss L says of this: 'Given under protest. Asked me to think well of it before handing this in and not to hand it in unless Z felt justified. Had great respect for physical training. Could find nothing the matter with me and wished that I would keep it up.* They decided together that as she sometimes had a pain in her side they would call it appendicitis. I called the physician up and he told me she had appendicitis, and should have complete rest for the present.

To Miss W ; I have today talked with Miss M______regarding university gymnasium work, and it is my belief that it would be well for her to be excused therefrom for the next semester. Very truly, (Signed)______

Absolutely the only excuse for this was that I did not want to take it.*-®

Miss Moulton believed that all girls could partici­ pate in some form of activity. Those disabled or those who were excused from vigorous activity could at least partici­ pate in adapted activities.

The article about excuses from gymnasium work was one of Miss Moulton's earliest contributions to a professional

IQ Gertrude Moulton, "Excused from Gym Work," American Physical Education Review. XVI (April, 1911), p. 283. 65 magazine. Another article that she wrote while at the Uni­ versity of Illinois was "Our Feet." It was originally given as an address before a School for Housekeepers. In the address and article, Miss Moulton presented reasons why women should wear comfortable shoes. There is no need for women to have bunions, fallen arches, or callouses on their feet. She believed that women were foolish in not wearing shoes that

fit, and in not looking out for the health of their feet as they look out for other matters of health. "Probably there is no member of the body from which we suffer so long without complaint, nor which we treat with so little regard as the 19 foot."A*

Shoe manufacturers told her that they did not make women's shoes to fit well because women would not buy them.

However, she believed, and still does, that "...it is possi­ ble to have a pair of shoes with high heels and good-shaped 20 toes, but I have never seen such a pair." The article concludes, "...Wear good-shaped shoes that fit the feet they are intended for."^

19 Gertrude Moulton, "Our Feet," American Physical Edu­ cation Review. XVIII (May, 1913), p. 319. 20 Ibid. 21Ibld. 66

In 1913 Miss Moulton met a Mr. Mathew who was working at Antioch College on a project to develop a shoe which would be acceptable and yet not deform the foot. She asked him to come to the University of Illinois and make casts of students' feet for a hygiene class. From the cast of the feet a mold was made from which a shoe could be constructed to fit the foot properly. Dr. Moulton did everything she could to help the girls understand the importance of wearing correct shoes.

When I asked Dr. Moulton how she came to write "Our

Feet," she said,

Well only that I had so much trouble to get girls to wear decent shoes. That, and the fact that one of the men there in the public relations department encouraged all of the teachers to write• He was interested in bringing the University to some prominence. He came around to see me once and asked me if I had anything particularly interesting that I would like to write about....He influenced me to write.22

Miss Moulton was at the University of Illinois at a time when it was becoming more important for Chairmen of

Women's Physical Training Departments to have a medical de­ gree . At that time only a few women physical training teachers had medical degrees. Most of the men leaders in

Interview with Gertrude Moulton, November 24, 1961. 67 physical education, however, had medical degrees.It was believed that medical training would prepare physical train­ ing leaders to apply scientific principles to physical activities. Physical education leaders were also of the opinion that academic associates would more readily accept their profession as an important part of the educational pro­ gram if they had a medical degree.

Miss Moulton, in a letter to President James, March 5,

1912, expressed the desire to study for her medical degree:

I am anxious to get one here who can take charge of the department while I am gone long enough to secure my M.D. In my work with the girls I feel the need of that knowledge which could be gained from a medical course. The degree, I believe, is almost necessary before this department will be given the confidence and support of the faculty of the college of Literature and Arts in the development of those courses which lead to research work in Physical Training.24

It was not until 1915, however, that she went to medical school. In the meantime she tried to convince Presi­ dent James of the importance of having a chairman of the department who had a medical degree:

we are the only University of our standing in the middle west who have no physician. It is desirable that we have one if the right person

2^Deobold VanDalen, Elmer D. Mitchell and Bruce Bennett, A World History of Physical Education (Englewood Cliffs, H.J.: Prentice Hall, Inc. 1953), p. 387. 24Gertrude Moulton, Letter to President James, March 5, 1912. 68

can be secured. She should be one who has had training In a Physical Training Normal School, and who has taken her M.D. In a school of recognized standing, and has had some experi­ ence In practice or teaching after talcing her medical degree. There are few who fulfill these requirements. To get a physician who does not know thoroughly the physical training theory is sure to result in misunderstandings and friction.25

Miss Moulton says that President James, who believed that she could make a great contribution to the profession by having a medical degree, encouraged her to go to medical school. Miss Moulton believes that Dr. Hanna also played an

important part in her going to medical school. "I do believe that Dr. Hanna's medical background was a factor in influ­ encing me to go to medical school."26

Miss Moulton commented on her reasons for wanting to get a medical degree:

I never wanted to be a practicing physician. X never wanted to have medicine as a profession but I did want to know more about the condition, the physical condition of the girls. The anatomy and physiology I could probably have gotten it better from other kinds of study, but medicine seemed to be the thing....So when I was offered some help in going through medical school, and

25Ibid.. April 18, 1914. 26 Madge Marie Phillips, Biographies of Selected Women Leaders In Physical Education in the United States (Ph.D. dissertation. State University of Iowa, 1960), p. 172. 69

President Janes urged it, he said that they needed somebody there that had my training and outlook, why I took it.27

Miss Moulton resigned in 1915 to attend Medical School, at the Chicago Branch of the University of Illinois, after serving the women's Physical Education Department for eight years. Miss Louise Freer, successor to Miss Moulton's po­ sition said, "...I knew of her popularity as Director of

Physical Education the years she was at Illinois and the * 2ft esteem in which she was held by her Colleagues." Miss Freer remained as the Director of the Women's Physical Education

Department, at the University of Illinois until 1949.

To study medicine. Miss Moulton first obtained a

Bachelor of Science degree in 1917. Then, continuing her medical studies, she received a medical degree in 1919.

While attending medical school. Miss Moulton was honored by receiving an outstanding medical award. She was asked to become a member of Alpha Omega Alpha, the National Honorary

Society of the medical profession. It is the only order of 29 its kind in medical schools. Membership is based entirely

27 Interview with Gertrude Moulton, November 24, 1961. ^Louise Freer, Questionnaire Regarding Dr. Moulton, July 18, 1962. 29 George Starr Lasher (ed.) Baird's Manual of American College Fraternities (Menasha, Wisconsin: George Bonta Co., 1957), p. 739. 70 upon scholarship, but moral qualifications must be satis­ factory. undergraduate members are chosen because they give promise of becoming leaders in their profession. This honor was the first of many to be given to Dr. Moulton for her out­ standing work.

When Dr. Moulton received her degree, she was not quite sure what she wanted to do.

I was strongly tempted by Dr. Rachelle Yarros to go to 'Hull House.1 She wanted me to come and be her assistant in obstetrics there. I was strongly tempted, partly because I liked Dr. Yarros so much. But at the same time there came this chance to get back to the University and some teaching. The Faculty's persistence that I come back, appealed to me too, and I already had my roots fairly well planted there, so I went back.30

In 1919 upon making the decision to stay at the Uni­ versity of Illinois, Dr. Moulton was appointed to the Health

Service Staff of the University to be in direct charge of its

Division for women. The health service department gave medi­ cal examinations to all new students. After the examination, a duplicate record was sent to the physical education departments. The health service staff made recommendations in cases where students could only participate in limited activity or prescribed courses.

30 Interview with Gertrude Moulton, November 24, 1961 71

For a number of summers Dr. Moulton attended Chautau­ qua Simmer School of Physical Education, as a student and as

a member of the teaching staff in Red Cross First Aid and aquatics. Dr. William G. Anderson and Dr. Jay Seaver were the directors of this school trtien it first originated in 1886.

Chautauqua university was located on Lake Chautauqua in southwestern New York State. A physical education program was established because of popular demand by Chautauqua Uni­ versity students for courses in physical exercise. The

Chautauqua Lake setting furnished an ideal environment for a variety of summer activities. The summer school program provided an opportunity for teachers in both practical and theoretical work in physical education. Outstanding indi­ viduals in the profession served as leaders during various discussion sessions. Some of the most important early leaders in physical education attended the Chautauqua Summer

Schools

Professor Charles Savage of Oberlin College was the

Director of Chautauqua in the summer of 1923, when Dr.

Moulton was a staff member. It was during this time that

— Van Dalen, Mitchell and Bennett, op. cit.. p. 396. 72

Mr. Savage asked her if she would be interested in accepting a position in the women's Physical Education Department at

Oberlin College. This position was open when Dr. Helen

Finney Cochran died on July 8, 1923.

Dean Cole of Oberlin College, invited Dr. Moulton to

Oberlin for an interview for the Job. She accepted the position of Director, with the rank of professor of hygiene and physical education.

When I asked Dr. Moulton what her feelings were when she was asked to come to Oberlin College, she said, “I was pleased to come. It meant my own school. But I was leaving where I had been for a number of years and mother was no longer with me and my first thought was I wish she could come with me."^ Mrs. Moulton passed away while Dr. Moulton was at the University of Illinois. Once again Dr. Moulton refers to her love for her mother and their companionship. "I have wished a good many times that she had lived Just a little longer anyway so we could have had some time together after

I got back into teaching. She would have loved to come to

Oberlin with me, I know."^

32 Interview with Gertrude Moulton, November 24, 1961. 33 Ibid. 73

Dr. Moulton must have been quite excited in the fall of 1923 when she returned to her alma mater as Director of the women's Physical Education Department. She did feel a

little ashamed, however, of leaving the University of

Illinois at such a late date. But, under the circumstances it could not have been avoided.

There were a number of interesting events that took place during the years from 1907 to 1923 which directly and indirectly affected Dr. Moulton. In spite of her very busy schedule in 1914 and 1915, Dr. Moulton served as Secretary of the Twin Cities Playground Association of Urbana and

Champaign, Illinois. Miss Anne Hughitt became acquainted with Miss Moulton when she went to the University of Illinois to teach in the Women's Physical Training Department. They have been life-long friends. When Miss Moulton was a medical student at Illinois, she met Miss Margaret Bell, who was a medical student at Rush Medical School. Dr. Margaret Bell later became the Chairman of the Women's Physical Education

Department at the University of Michigan.

The last of the nineteenth century and the beginning of the twentieth century saw a growing interest in physical education programs for college women in the Midwest area.

Because of this interest a charter meeting of the Midwest 74

Physical Education Directors was held April 12, 1917 at the

University of Chicago. The first constitution stipulated that prospective members must have at least three years teaching experience in physical education; they must be a member of the American Physical Education Association; they must be recommended for membership by two members of the

society; and they must be elected by a two-thirds vote of all members. This was the beginning of the Middle West

Society of College Directors of Physical Education for

WOmen. 3 4

Another group which was organized to help direct and conduct sports for women was the Women's Division of the

National Amateur Athletic Federation. In April, 1923, an important group of leaders and experts in girls' and women's sports met at a conference on "Athletics and Physical Recre­ ation for Girls and Women," in Washington, D.C. Mrs. Herbert

Hoover called the group together and assumed the leadership of it. "Realizing keenly that for lack of sound knowledge and guidance, undesirable tendencies had developed in girls'

34 Gertrude E. Moulton, Anne Hughitt, and Helen Barr, "A History of the Midwest Association of Physical Education for College Women, 1917-1957," Official files of the Midwest As­ sociation of Physical Education for College Women, Oberlin College, p. 1. athletics, and conscious of the need to make information and help more easily available for all groups in this field,"3^ the conference members organized the Women's Division of the

National Amateur Athletic Federation.

The years from 1907 to 1923 that Dr. Moulton spent at the University of Illinois were very enjoyable. With re­ luctance, but thrilled with the prospects of her new job.

Dr. Moulton left the University of Illinois and began her new duties at Oberlin College in the fall of 1923.

^Women's Division of the National Amateur Athletic Federation (ed.). Women's Athletics (New York: A. S. Barnes, 1930), p. 4. CHAPTER V

A LEGEND AT OBERLIN COLLEGE

"It is poor business for any true man to be making disciples in the sense of securing a body of followers who are content passively to imitate and to echo him, instead of helping them to come to the realization of their own true selves."1

In the fall of 1923 Dr. Gertrude Moulton began her duties as Chairman of the Women's Physical Education Depart­ ment at Oberlin College, a position she held until her retire­ ment in 1945. Henry Churchill King, was President of the

College when Dr. Moulton took her new position. President

King, who believed in "balanced living," influenced Dr.

Moulton in her philosophy of life. These two educators agreed that it was the purpose of the College to provide courses and activities which contributed to the total growth of the stu­ dents. Physical education, an important part of the College program, had its share in providing optimum development by contributing to mental, spiritual, social, and emotional growth as well as physical growth.

^Eenry Churchill King, The Laws of Friendship (New York: Macmillan Co., 1909), p. 142.

76 77

Or. Moulton arrived at Oberlin College a few months after President King had inaugurated a financial campaign*

"The College was facing imperative building needs for which it was unable to provide funds."2 It was estimated that the

College would need approximately two million dollars to pro­ vide a "...modern recitation building, a college hospital, a women's gymnasium, laboratory for scientific departments, dormitories especially for men, and an addition to the l i b r a r y . When Dr. Moulton graduated from Oberlin College in 1903, efforts were being made to erect a women's gymnasium.

Two gymnasiums existed at the time of her return, one for women and one for men. Bach program was under the Chair­ manship of a Medical Doctor. Dr. Whitelaw Reid Morrison was

Director of the Men's Gymnasium, and Dr. Gertrude Moulton was Director of the Women's Gymnasium. The Catalogue of 1923-

1924 stated that the aims of the Departments endeavored to check abnormal tendencies of students and to promote the health of students. In addition a primary aim was to educate by favoring symmetrical growth, develop physical control, and

^Henry Churchill King, Annual Reports of the President and the Treasurer of Oberlin College. 1922-1923. Oberlin College, p. 2. 3 Ibid. 78 4 form habits of courage and action. This aim of the Physical

Education Departments reflects the thinking of Dr. Moulton and Dr. Morrison, for they felt it was the responsibility of the Departments to be concerned with the health of the stu­ dents. Students with poor health, or those with physical handicaps such as curvature of the spine, kyphosis, paralysis, etc., needed expert advice in order to improve their health and physique.

The principles of Oberlin's Physical Education

Departments paralleled the growth of health and physical edu­ cation in America. Between 1920 and 1930 in the United

States the stress on health education was extensive, and physical education departments became administrative units of education, responsible for both health and physical education.^

Dr. Moulton, in her first year as Department Chair­ man, moved slowly in implementing her philosophy in the

Department and the College. However, by the second year t^he

Department and its functions were reflecting Dr. Moulton's

4Oberlin College, Oberlin College Annual Catalogue. 1923- 1924. p. 36. ^James Edwards Rogers, “Trends in Physical Education," Journal of Health and Physical Education. II (October, 1931), p. 19. 79

ideas and beliefs, iter report to the President in 1924-1925

revealed her thinking concerning needed improvements in the

Women's Physical Education Department. She stated that the

Department should take part in the investigations and experi­ ments going on in the Physical Education world in an attempt

to have "...Physical Education fill its place as an excellent means - perhaps the best means - of helping girls to live at their best."^

Dr. Moulton believed that every girl should be pro­

ficient in at least one game or recreative activity. In this way students could use physical skill to advantage for fun 7 and recreation. She also felt that every girl should be given individual attention in order to overcome possible de­

fects. Everything that Dr. Moulton promoted not only re­

flected her beliefs in physical education but also exempli­

fied objectives of physical education. This was revealed in

an article written by Dr. Moulton.

A Department of Physical Education which is meeting the challenge of today must provide activities which not only interest every girl in college, but which are adapted to the

^Gertrude Moulton, "Report to the President," Annual Reports of the President and the Treasurer of Oberlin College. 1924-1925. p. 8 6 . 7Ibid. 80

physical strength of the weakest and unskilled as well as to their stronger and trained sisters.8

At tines Dr. Moulton was zealous in her efforts to

provide greater opportunity for the unskilled or "average"

student to participate in physical activities. This philoso­

phy was described in the Catalogue of 1929-1930. "The whole

program in Physical Education has been developed with the view of providing for the needs of the mass of students q rather than for those of any single group."

The 1929-1930 Catalogue also gave a brief description of the requirement in physical education.

The formal work in Physical Education is organized in two coordinated departments, one for women and one for men, each with a separate gymnasium and each under the direction of a physician. The requirement in Physical Educa­ tion extends over the first two years in the College of Arts and Science, and over the first year in the Conservatory of Music. This in­ volves three hours a week of systematic instruc­ tion in exercise and sports under the direction of a member of the staff. Before enrolling for any course in the Department, each student re­ ceives a complete physical examination which, together with health blanks filed as a part of his admission requirements, forms the basis for special advice and for prescribed work to meet particular Individual needs.1 0

O Gertrude Moulton, "Plans for the Use of the Mew Galpin Field," Oberlin Alumni Magazine. XXIV (February, 1928), 17. 90berlin College, Oberlin College Annual Catalogue. 1929- 1930. p. 48. 10n>ia. 81

Except for minor changes this description of the

Physical Education program is applicable today, for Depart­ ments of Physical Education continue to require physical ex­ aminations as a basis for prescribing participation in physi­ cal activities.

Dr. Moulton relied on a highly qualified staff to accomplish the aims of the department and to "keep in step" with the times.

Responsible for the remarkable interest in sports and activities conducted by the Depart­ ment of Physical Education for women is the faculty, without whose untiring efforts a n d infectious enthusiasm, our year would not have been so overwhelmingly a success.1 1

In 1923 when Dr. Moulton became Director of the

Department, the teaching staff consisted of Mrs. Ellen Hatch,

Miss Mabel Eldred, Miss Grace Daviess and Miss Helen Edwards.

The 1930-1931 Catalogue listed the Physical Education staff

for women as: Professor Moulton, Assistant Professors Hatch, 12 Edwards, Brooks, Hughitt, Mrs. Leonard and Mrs. vonwenck.

Mrs. Leonard was the wife of Fred E. Leonard, physical edu­ cation historian, and Chairman of the Men's Physical Educa­ tion Department at Oberlin College from 1892-1922. The

^^Hi-O-Hl. Oberlin College Yearbook, 1930, p. 240. 12 Oberlin College, Oberlin College Annual Catalogue. 1930- 1931. p. 49. following year Miss Driftmier was appointed as an Assistant

Professor of Physical Education. Mrs. Domonkos, the former

Miss Helen Edwards, who was on the faculty when Dr. Moulton arrived, is still a member of the Women's staff. Mrs.

Domonkos has given outstanding services to Oberlin College for forty years.

Physical Education Major Program

In 1923 the physical education course work was di­ vided into two classifications. A general course for all undergraduate students consisted of the required physical education program. Special physical education courses were open only to those students majoring in that area. The purpose of the major program was to prepare physical educa­ tion teachers and directors for public schools, academies, normal schools, colleges, and Y.W.C.A's. The students pre­ paring to be physical education teachers, enrolled in physi­ cal activity classes, in addition to courses in anatomy, principles of physical education, organization and adminis­ tration of play, practical work, history of Physical Educa­ tion, medical gymnastics, physical examinations, diagnoses, and emergencies. Practice teaching was done in the gymnasiums, public schools, and in working with the 83 13 Gymnasium and Field Association. The Gymnasium and Field

Association provided opportunities for prospective teachers to participate In Intramurals and physical activities out­ side of required physical education classes. The title for the "G.F.A." was changed In 1925 to the women's Athletic

Association.

The course requirements for physical education majors remained relatively stable until 1929, when an additional course entitled "Problems of Physical Education" was added.

In the following years, under the direction of Dr. Moulton, the Women's Physical Education staff made several additions to the required curriculum for major students. These addi­ tions included theory and practice of organized play, tech­ niques of teaching activities, and kinesiology.

One particularly unusual course offered from 1928 until sometime after Dr. Moulton's retirement from Oberlin

College, was a non-credit ten-day session o f pre-school camp, held at Hanna Cottage near Huron, Ohio on Lake Erie.

Both staff members and students met to participate in a pro­ gram of nature work, crafts, campcraft, and canoeing.

Activities for the coming year were also planned. This

13 Oberlin College, Oberlin College Annual Catalogue. 1923-1924. p. 88. 84 pre-school session, which continued for a number of years, gave valuable training experience for students and provided opportunities for increased understanding between faculty and students. For a few years an attempt was made to conduct a similar four-week session immediately following the spring commencement exercises. This session had to be subsidized and unfortunately never received the sanction of the

College

About 1929 there was an increasing interest to re­ quire health education and hygiene of students majoring in physical education. By 1930 Oberlin College required major students to take two courses in health and hygiene, an introductory course and an advanced course. At this time, as is usual in any growing department, members of the staff held

interesting, academic debates concerning the curriculum.

Some members felt that the program contained too much health work and insufficient training in the teaching aspects of physical education. The emphasis on health courses was evi­ dent in both the Hen's and Women's Department. Some believed that graduates would be expected to teach predominantly

14 Gertrude Moulton, "Physical Education at Oberlin College," Address, Physical Education Majors Club, Oberlin, Ohio, May 22, 1962. 85 physical education activities rather than health courses; therefore the undergraduate curriculum should meet this need hy requiring a thorough knowledge of teaching and techniques

and administrative procedures. However, Dr. Moulton believed that a sense of leadership and physical education principles

and practices could be learned through the Women's Athletic

Association and camp activities. The students received some of the theories and understandings of teaching through personal contact with Dr. Moulton and other staff members.

When Dr. Moulton talked with individuals she would talk in

relation to their teaching and how they could help the lower

level skilled people. To her it was to teach the skills and

practice health.

Under the direction of Dr. Moulton and Dr. Morrison,

coed classes of anatomy and kinesiology were taught with a

new approach.

The approach is functional in nature and, there­ fore, emphasis is placed upon those parts with actions of interest and importance in relation to a program in hygiene with Physical Education. Muscular movements, as employed in such a pro­ gram, and their effect upon the body, are given special attention.15

15 Oberlin College, Oberlin College Annual Catalogue. 1941-1942. II, p. 75. 86

By 1943-1944, in order to obtain the B.A. degree, students majoring in Physical Education were required to com­ plete thirty-six or more hours of observation and practice teaching in the public schools, plus additional teaching hours in the College. In addition to taking education, science, and psychology courses, students also fulfilled re­ quirements in English, history, sociology, and appreciation of music. Many of the changes that occurred in the major course work were necessary to satisfy the requirements of the State Department of Education.

Physical Education for all Women Students

Dr. Moulton, as was emphasized earlier, held the strong conviction that physical education was a vital part of the general education of all students, regardless of their

"major" interest; consequently she did not devote all of her efforts toward the professional program. The required courses for all Freshman and Sophomore women aimed to develop keen interests and habits which would have carry-over value, useful skill, bodily vigor, and social standards of 16 conduct. All women students had an opportunity to partici­ pate in a varied program of physical activities.

1€*Oberlin College, Oberlin College Annual Catalogue. 1933-1934. p. 25. 87

The school year 1927-1928, saw the beginning of

"natural dancing" on the Oberlin campus. "The natural danc­ ing program, with its original dances created by members of all the college classes and the Conservatory, was enthusi- 17 astically received." The natural dances created from the emotions of the performers, expressed feelings and ideas of the times. In 1937 modern dancing replaced "natural dancing."

A tumbling class met regularly as a voluntary activi­ ty in 1927-1928. Women students in physical education classes and intramurals enjoyed hockey, soccer, swimming, volleyball, softball, tennis and golf. Deck tennis, badminton and ping pong, appeared in the women's program in 1929-1930. Excel­ lent advantages for swimming were made possible by the build­ ing of the new Crane Swimming Pool for women in 1930. Dr.

Moulton attempted to build an interesting program that would be open to all women on campus. She believed that one of the great opportunities in college teaching was in teaching all students the profitable use of leisure time. In her annual report to the President in 1931, Dr. Moulton said:

A real contribution to the life of each indi­ vidual could be made in training him in the ability to maintain balance in his life and to 'see life whole' constantly. The 'art of

^Gertrude Moulton, "Needs and Numbers," Oberlin Alumni Magazine. XXIV (June, 1928), 20. 88

loafing* or loafing to 'invite the soul* is not a negative thing. It demands planned opportunities and wise leadership if it ac­ complishes its end.1 8

Administrative Affairs

One factor that caused concern for the Physical Edu­ cation Departments at Oberlin College was the relation of the

Men's and Women * s Departments. Although the Men's and women's

Departments planned cooperatively on some aspects of the total physical education program, inter-departmental planning in­ creased as time went on. There were occasions when the staff members of both departments met for meetings and social ac­ tivities. At a joint staff meeting on February 14, 1936, it was suggested that the men and women of the two departments meet for a monthly luncheon meeting at the Faculty Club to discuss various pertinent topics. This suggestion was 19 carried out the following week. A later reference in the staff minutes records plans for another luncheon meeting to 20 discuss plans for the new Women's Gymnasium. There was

18 Gertrude Moulton, "Report to the President," Annual Report of the President and the Treasurer of Oberlin College. 1929-1930. p. 8 8 . 18Oberlin College, Women's Physical Education staff Minutes (February 14, 1936), Official Files, Department of Physical Education for women. 28Ibid.. March 25, 1937. 89 no evidence to verify that this luncheon meeting was held.

Efforts were made to have a working relationship be­ tween the two Departments. In fact, Dr. Moulton in her article explaining the plans for the use of the new Galpin

Field, said, "It is hoped that the tennis courts, golf links, and skating rink might be shared by both young women and men."*-*-21 In spite of efforts made to have the two departments work together, some problems did develop concerning the use of facilities. Dr. Moulton once said.

When we got our new gymnasium the men were pleased but immediately wanted to use it for intercollegiate basketball. I said 'no,' but I don't think I answered them so wisely. The men have never really seen the need for getting the girls who are dubs into a program. They have never seen the importance of working with the dubs.^

Before discussing the relationship of the Men's and

Women's Department, it should be pointed out that Dr. Moulton was hesitant to discuss some of the problems that she en­ countered at Oberlin College. She now looks back on the problems and wonders if she solved them in the best way.

21 Moulton, "Plans for the Use of the New Galpin Field," Opj_^Cit . , p a 17 . 22 Madge Marie Phillips, Biographies of Selected women Traders in Physical Education in the United States (Ph.D. dissertation. State University of Iowa, 1960), p. 180. 90

Being very wise and humble, she has praised Betty McCue, now

Chairman of the Department, for accomplishing things that she herself was unable to do.

The problems that Dr. Moulton encountered at Oberlin

College were similar to those in many other physical educa­

tion departments throughout the United States. Much of the

friction between the Men's and women's Departments apparently

revolved around the current issues of that particular period.

It was a time when women had recently gained "freedom" and

won their suffrage battle— a time of uncertainty. Many

people were doubtful of the ability of women and of the

advisability of their participating in vigorous sports.

With considerable reluctance men gave in to the freedoms and

rights of women.

In an interview with Dr. Moulton, she elaborated ex­

tensively on the problems which revolved around the desire of

the men to use the women's facilities. In answer to the

question, "What about your working with the men's department?"

Dr. Moulton replied:

Mow you have struck another tender point. We didn't get along too well, because when I first came, there was quite a feeling on the part of Mr. Savage, who was the Head of the Physical Education and Athletic Department....He felt that we ought to combine into one department, and that a man would be at the head of it. 91

That stirred ray fears I guess as much as any­ thing. Moreover, it seemed to me, that they were always ready to make it more difficult for the girls. Mot because they wanted to make it difficult for the girls, but because they wanted to make it easier for the men. For instance, take such things as the tennis courts. If the varsity wanted to practice, the girls classes were asked to give way to them. Or if there were girls playing free play and some men came out, the girls would give up to them. However, that was not the fault of the men. Sometimes the girls who were beginners or dubs wouldn't play when the men came out. That used to rile me so that I made a good many mistakes in being belligerent. It was when we got the new gymnasium that the first thing the men did was to ask if they could have it for their varsity games, because it was much larger than the Men's gymnasium.••.It was twenty years before I came, that Or. Hanna waited patiently for a women's Gymnasium, while the men got a new one. We still had our old gym, then we got a new one and the men immediately wanted to use it.2 3

In order to obtain the viewpoint of the men faculty members concerning the relationship of the men andwomen in

the Physical Education Departments, Dr. John Nichols was

asked to give his views on the situation. Dr. Nichols came

to Oberlin College in 1928, and from 1935 to 1955 he was

Chairman of the Men's Physical Education Department. Dr. w Moulton and Dr. Nichols worked together for ten years.

^Interview with Gertrude Moulton, November 24, 1961. 92

Dr, Nichols' comments on the relationship of the two departments were:

Mr. Savage and Dr. Moulton did not see eye-to-eye. As a result, they didn't do as much coordinating as they would have otherwise....Mr. Savage was Head of the Department until 1935, so there was only about ten years that Dr. Moulton and I worked together. Dr. Moulton was one of those persons who, at that time, was quite a feminist. I mean she was very strong for the feeling that women had to battle for their rights, especially in physical education. They would be over-run by men, especially by the men's athletics. This did happen to some extent, not only here but in other places too. There was a good deal of feeling at that time that women, if they didn't battle for their rights and for their field space, facilities, etc., the men would take over. The men's facili­ ties for a long time were much better than the women's, until the new Hales Gymnasium was built.... Also they were close to the fields where they had adequate facilities. After that as Dr. Moulton got a little older, I think she became a little mellow in connection with the relationship with our Department, so we got along very well. Although she didn't want to have much overlapping of courses, even in the major area. When Dr. Morrison was here as Director of Physical Edu­ cation, he gave a course in personal-community hygiene in which Dr. Moulton had the sex personal hygiene for the girls, and Dr. Morrison gave the rest of it....The administration courses were mostly separate, although there were one or two history of Physical Education classes that were mixed. Then there was the course 1 had in Health Education. I had the first semester which dealt mostly with methods and materials, and Dr. Moulton had the second semester of it....Those were about the only courses in which the classes were mixed. ...There was no overlapping of the required physical education classes for men and women. No getting together even in archery or things like that. Later on...we had many classes together. 93

folk dancing, archery, etc., and any number of the courses were coordinated....It used to be the difficulties were in connection with the Crane Pool. Vie only had the one pool and Dr. Moulton was very jealous of that from the stand­ point that the men would be apt to take it over a good deal of the time. Some of the men teachers did not always carry out some of the things that Dr. Moulton thought were very im­ portant, and so it made a good deal of conflict ....Administration problems developed around this. It was the women's pool, given to them as a gift, we were just there by luck. The men still use it. It would be hard to operate two pools here in Oberlin, one for the men and one for the women.2 4

Dr. Nichols felt that Dr. Moulton was very generous about permitting men students to use the women's facilities.

Problems that arose were administrative in nature, and at times it was difficult to achieve complete harmony regarding the use of facilities.

It was difficult, women were struggling for their place in physical education. It was true, in a great many places that the women's work was dominated by men's athletics. Mr. Savage was here primarily in the field of athletics. I think he probably felt that Dr. Moulton had no appreciation of competition and the men's work, and she felt that he didn't have much appreciation of the women's work. The women's work here has always been very strong, even from the time of Dr. Hanna. Men and women have always had a strong major pro­ gram in terms of a great many women here in the early days.2 5

24Interview with John Herbert Nichols, May 5, 1962. 2 ^Ibid. 94

Dr, Nichols stated that When women successfully proved that they could manage their newly acquired freedoms, men accepted their professional positions with more dignity.

This acceptance on the part of the men's staff plus the fact that there was a national trend toward a closer organization­ al relationship between men's and women's physical education departments, seemed to unite more closely the two Departments at Oberlin College.

Mrs. Helen Domonkos, a member of the Physical Educa­ tion staff when Dr. Moulton was Chairman, defends Dr.

Moulton's feelings about the relationships between the two departments.

In true justice to Dr, Moulton, I think we all felt that the Men's Department was trying to take over. This made us all defensive, so we didn't want anything to do with them....Men most impor­ tant and women incidental. Yet the Department here was started by Dr. Hanna, who trained Dr. Leonard who was Head of the Department. The Men's Department was an off-shoot of the Women's Department. The swimming pool was given to the college through the Women's Department, and she permitted them to share it. But there was friction....1 think Dr. Moulton was justified in 2 6 a lot of that. I don't blame her for that attitude.

In spite of the friction concerning the men using the swimming pool, it remained open to them at designated

26 Interview with Helen Domonkos, March 17, 1962. hours. The basic problem at Oberlin College was one of a

lack of facilities. The women, desiring to educate all stu­ dents felt that the men were taking play spaces away from the women. Dr. Moulton who believed strongly that all girls should have experiences in a variety of activities felt that the men would just "push" the women out if she did not hold her own. There are, no doubt, hundreds of women who would praise Dr. Moulton for making it possible for them to enjoy a variety of physical activities while they were students at

Oberlin College.

In reading history or biographies one must be alert to the influence that society and culture had upon that particular period. An example of this concerns the conserva­

tive style of clothing which was worn in the 1930's. In a women's physical education staff meeting, February 23, 1933,

it was reported that because some of the women students were wearing their gym costumes outside of class, the entire women's department was being criticized. Since the length of

the gym shorts was just above the knees, it was not considered

proper to wear such attire except in the gymnasium. Students who wore their gym clothes from their dormitories to the

play fields or gymnasium were also considered as being 96 27 improperly dressed. A year later in a staff meeting on

May 10, 1934, Dr. Moulton presented this same issue. It had reached such proportions as to be labeled a near "nudist movement." The issue revolved around the fact that men were playing tennis with shorts on, no shirts, just bare chested.

The girls were going to and from rooming houses with shorts on. Such manner of dress was attracting attention through­ out the campus and the town. Staff members questioned whether this was a departmental concern or a general College concern. To alleviate the problem staff members made every effort to educate students toward proper dress. The girls were encouraged to wear traditional dress to the gymnasium, then change to gym costumes.

Dr. Moulton's primary concern was for the education of women students through participation in physical and health education classes and activities. Everything she en­ deavored to do was with this thought in mind. One former student stated that Dr. Moulton "...as a Director of Physical

Education, was a moulder of character and a beacon of light 28 to those around her." Another student said that she did

2?oberlin College, Women's Physical Education Staff Minutes (February 23, 1933), Official Files, bepartment of Physical Education for Women. 28Lucy Bond Tinsley, Questionnaire Regarding Dr. Moulton, May 7, 1962. 97 and still does "...express vividly the Oberlin tradition— the belief in the fundamental worth of every person irrespective of race, creed, physical, or emotional assets or disabilities.'*2 9

One of the important aspects of Or. Moulton's job was to direct and coordinate the work of the Women's Physical Edu­ cation Staff. Some of this took place during faculty meet­ ings. Miss Hughitt said, "I believe she was a true artist in staff meetings.Dr. Moulton having ideas about certain procedures or actions would present these in such a way that the faculty would discuss them, and their final decision would be the one which Dr. Moulton he»d hoped for from the beginning. She would present her ideas in such a way that one could never be certain of her position until the dis­ cussion ended. Mrs. Domonkos said, "She was very good in bringing the Department up to the current level of think- 31 ing." Dr. Moulton alerted the staff to the current issues and trends in physical and health education.

29 ~ Mary Lou Stewart, Questionnaire Regarding Dr. Moulton, May 7, 1962. ■^Interview with Anne Hughitt, November 24, 1961. ^Interview with Helen Domonkos, March 17, 1962. 98

Dr. Moulton's Philosophy of Physical Education

Dr. Moulton, as Director, consistently performed her duties in light of her beliefs and convictions about health and physical education as well as life in general. Her works and her writings exemplified her philosophy.

There is no place where one can get more posi­ tive experience in expressing himself and at the same time take responsibility in identify­ ing his welfare with that of the group than in Physical Education work....Vfe not only control the activities which will enable the student to integrate values, but what I do want to say is that even though physical education does offer this opportunity for expressing one's self and for taking responsibility for the development of the group, even though there is an opportunity for this integrating experience in our field, it will not take place, and no deeper meaning will be built in the lives of those who take part in it, except as our program and especially our leadership engenders, by subtle, contagious exposure, a faith and a judgment of values which give courage to those with whom we come in con­ tact and gives to them a meaning which is more than a symbol.^

Another example of Dr. Moulton's philosophy pertain­ ing to the significance and action of education and physical education is shown in her article, "The Scientific Develop­ ment of Physical Education."

32 Gertrude Moulton, "Leader or Signboard?," Journal of Health and Physical Education. XII (May, 1941), 341 and 342. 99

As in education in other fields, the emphasis upon the needs of the one taught rather than upon the subject taught, has brought about changes which tend to unify and correlate the whole of the individual, but separate and differentiate the individual. It is to be expected that the general aims of all educa­ tion whether brought about by the action of mind with muscle, or brought about by the mind with inhibition of muscles should be much the same. One of these objectives or aims is to bring about a series of joyous satisfying experiences and, paradoxically, through individual treatment to enable one to live better as a member of a group. It is in accord with this general aim that Physical Education has met the challenge and instead of picking her people to fit the game, is adapting the game to fit the people.33

Dr. Moulton endeavored to give college women experi­ ences that would enable them to live a full life, both as an individual and as a member of a larger group. It has been said that Dr. Moulton gave "...complete and utter devotion and dedication to Physical Education as the basis for all around wholesome development of personality and growth in

^ Jk character for the individual (Katherine Specht Piwonka)."

Katherine Lemmerman, a former student, in commenting upon the personal qualities of Dr. Moulton said, "She was

3^Gertrude Moulton, "The Scientific Development of Physical Education, " Oberlin Alumni Magazine. XXVI (April, 1930), 197. 34 Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958). 100 certainly am Inspiration as Head of the Physical Education

Department at Oberlin and always ready to lend a hand where needed or give advice or do anything else asked of her, " 3 5

Dr. Moulton has said that physical education Is that part of education concerned with the experiences which help

to develop the Individual, primarily through physical ac­ tivities . However, it cannot be assumed that participation will insure physical education.

Education suggests that there is a 'leading out1 process, a growth, an active response, a continuation of learning. And in order to be physical there must be activity vigorous enough to bring about physiological reactions sufficient to result in an increase of power and endurance if they should be continued....Likewise health education must be experiences which contribute to health and knowledge or awareness of the re­ lationship of the experience to health,... Recreation includes much that is educational but is not physical.36

She believed that some phases of recreation belonged

in Health Education. Also some phases of recreation were

neither physical education or education, because the skills

involved were already learned.

35 Katherine Lemmerman, Questionnaire Regarding Dr. Moulton, May 11, 1962. 36 Gertrude Moulton, "The Relationship of Physical Educa­ tion to Health Education and to Recreation," Journal of Health and Physical Education. XVIII (October, 1947), 616. 101

It Is felt that supplying the opportunity for the highly skilled girl to carry on an activity in which she already perfected herself is not a part of physical education....If our work is to result in a real education or 'leading out' of our students, we cannot stay in the blind alleys of knowledge or skills already learned. The experiences in which we would lead them must be those of the whole individual, broadening the physical, emotional, mental, and social horizons and deepening the relations between these various sides of their nature. The experiences must not tend to split the personality, but must lead toward balance and wholeness. 7

Dr. Moulton expressed this same idea at an address given at the Seventy-Fifth Annual National Education Associ­ ation meeting. She commented that in the training of teachers for health and physical education it is necessary to show the contribution that physical education can make to the aims of general education. Dr. Moulton said, that it is the

business of the training school to keep balance and send its students out with clear-cut objec­ tives, materials, methods, trained in cooper­ ation and insight and in judgment....A teacher cannot be a signboard merely pointing the way. She must be an educator 'leading out' others in the right direction. She must be able to adjust the day's journey to the capacities and needs and abilities of the children.3®

37Ibid.. p. 618. 3®Gertrude Moulton, "Training the Physical Educator," National Education Association Proceedings of the Seventy- Fifth Annual Meeting. LXXV (1937), 363. 102

A letter to President Wilkins of Oberlin College,

further explains Or. Moulton's belief that physical education is an integral part of education.

Physical education is concerned with develop­ ment of the mind and body through participation in big muscle activities. It must not be assumed, however, that participation alone in physical activities will insure physical edu­ cation. Education suggests that there is a continuation of the learning process. Any activity, in order to be educational, must in­ volve thought reactions, the continuous making of adjustments, the making of new associations in the brain, the widening of the mental horizons. Physical Education differs from this only in that the activity used is a total body activity. The activity used must be both pre­ dominantly physical and educational. It must be vigorous to bring about physiological re­ actions in the way of increased endurance and power. It must involve the direction of nerve impulse to the extent that an increase in neuro­ muscular control of physical skill is accom­ plished. It must be accompanied by sufficient information to enable the student to direct his own activity with some understanding of the results sought for and obtained.39

Dr. Nichols, co-worker of Dr. Moulton, felt that her work exemplified her philosophy. He said:

Philosophy of the education of the whole person and of her contributions to the total education a n d the physical was the means to an end of an all-around educated person. Based on the physi­ cal and total skills, satisfactions, etc., that

39 Gertrude Moulton, Letter to President Ernest Wilkins, July, 1944. 103

come through those things....I think she felt that physical education had a tremendous contri­ bution to make to the girls, not only through their physical development and posture and all those things in a physical way, but through the social values which, during her period were coming to be recognized as a part of the out­ come ....Especially was that true in connection from the more formal gymnastics to the game activities in using the sports more in physical education.40

Or. Moulton gained prominence as a physical educator because of her strong conviction that physical education had a great deal to contribute to education and to balanced living. Three Physical Education leaders believe that this was one of Dr. Moulton's most important contributions to health and physical education.

Dr. Margaret Bell: "Her convictions of the place of

Physical Education in basic education. Convictions that

Gertrude Moulton is well prepared to support.

Dr. Laura Huelster: "The development of College pro­ grams for College women, and the preparation of teachers in health and physical education."4 2

40 Interview with John Herbert Nichols, May 5, 1962. 41 Margaret Bell, Questionnaire Regarding Dr. Moulton, February 17, 1962. 42 Laura Huelster, Questionnaire Regarding Dr. Moulton, February 17, 1962. 104

Dr. Jesse Feiring Williams: "Leadership of a strong

College Department over many years.”4^

Dr. Moulton felt that teachers should be an example of all the things they teach. It is not necessary, she be­ lieved, to tell others of one's beliefs and attitudes if one's actions speak louder than words. Faith and courage cannot be taught, but they surely can be caught. 44 This philosophy of Dr. Moulton's was impressed upon the students at Oberlin College. Former students, commenting on this quality of Dr. Moulton, state that "...she exemplified in her own living that which she taught (Antoinette Zanolli

DiBiasio) . 1,45 "...by encouragement and example Dr. Moulton had a strong Influence on my life (Anne Hughitt),"4** and

"...she lived the philosophy that she taught to her students."4^

Dr. Moulton was deeply concerned about students who were below average in skill. She stated that perhaps her

43Jesse Feiring Williams, Questionnaire Regarding Dr. Moulton, February 19, 1962. 44 Moulton, "Leader or Signboard?," op. cit.. p. 295. 45 Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958).

4 6 Ibid. 47 Stewart, op. cit. 105 concern for the poorly skilled developed from the fact that she was poorly skilled herself. "I was always a 'dub.'

Undoubtedly this is the reason why I had so much sympathy for the 'dubs. ' 1,48 She is of the opinion that a girl with well developed physical skills is more apt to participate in physical activities than a girl who has poor skills. It is the poorly skilled girl who needs help in developing physi­ cal skills in order to make it possible for her to enter into games and recreational activities. Dr. Moulton believed that physical education departments should provide a wide variety of games and activities to meet the interests of all students. Colleges have a responsibility to provide physi­ cal activities for all students regardless of their physical skill. This idea was reflected in an article in the Oberlin

Alumni Magazine of February, 1928.

A department of physical education which is meeting the challenge of today must provide activities which not only interest every girl in College but which are adapted to the physi­ cal strength of the weakest and unskilled as well as to their stronger and trained sisters. The right to the education which comes through muscular effort, through increasing ability to coordinate one's movement and especially through the give and take of team and individual competitive games belong not only to the strong

a Interview with Gertrude Moulton, November 24, 1961 106

but also to the weak. 'To him that hath shall be given and from him that hath not shall be taken away even that %riilch he hath,' Is no longer true of Physical Education. Perhaps this ought to read, 'To him that deslreth shall be given, to him that hath no desire shall be given Interest according to his ability to profit thereby.4 9

Dr. Moulton in another reference to the quote, "To him that hath shall be given and from him that hath not shall be taken away even that which he hath," said that it "...was not written as a suggestion to the College in her offering of opportunities to her students."'*®

Dr. Moulton believed that a strong extra-curricular program could provide stimulating activities for everyone, regardless of whether it was a physical activity, a club or a chorus. In 1933 she criticized extra-curricular programs that did not provide activities for the novice. "Under our present system I have known girls to 'try out' for several clubs, or teams or choirs, be outstripped by competitors in all of them, and drift into unstimulating groups, or into solitary sedentary unproductive use of leisure." 51

4 ^Moulton, "Plans for the Use of the New Galpin Field," op. cit., p . 17. ^Gertrude Moulton, "The Extra-Curricular Program and Leisure-Time Training, " Journal of Health and Physical Bdu cation. IV (June, 1933), 42. 51Ibld. 107

Everyone should have the opportunity to participate in both individual sports and team games. However, there is a time When team games should not be developed or should not be forced upon a child. Children, before the age of 12, should be exposed to many individual activities, for it is the time of perfecting individual skills, which are necessary to develop a sense of trust and accomplishment. Dr. Moulton believes that a child's desire to develop his individual skills and succeed in this undertaking is paralleled by his physiological development. In this "Big I" stage a child's physical development is somewhat dependent upon the chemistry of metabolism and especially upon the glandular secretions.

There appears to be a relationship between normal secretion of the adrenals and the initiative of a child. This is a time when a child should be participating in self-testing activities. Between the ages of 12 and 15 when the child's gonads begin to secrete, there is a feeling of wanting to join a group or a team. At this time, the child is ready 52 for team games.

52 Gertrude Moulton, "Track and Field in a Program of Physical Education for Girls,M Journal of Health and Physical Education. XIII (February, 1942), 89 and 108. 108

The child goes through a stage which Is called the 'Big 1* stage. At this time he has the desire to test himself out against his peers. It Is an Individual competitive stage. Later comes the cooperative or team or gang stage. To push these team experiences back Into the 'Big I' stage, as Is done in the development of 'Little Leaguers' or 'Pigmy' tournaments of team games, with the attending notice and hullabaloo, ...has received much criticism from some of our leading educators. The closely knit cooperative stage, when the good of all is more Important than that of self, cannot be well developed until the individual haB developed satisfaction in individual endeavor. Team games, therefore, should be developed after satisfying experiences in individual accomplish­ ment. In team games the feeling of responsi­ bility for all members of a small and intimate group can be developed, and upon that can be built a satisfaction in accepting responsibility for the good of a larger group one's community or country or world. This cannot well come before one's physical and endocrine maturing makes it possible for a youth to assume with some understanding the responsibility of home, parent, or leadership of some community group as Scouts, teachers, etc.53

Dr. Moulton presented the above ideas in two arti- 54 cles: "Leader or Signboard?" written in 1941, and "Educa- 55 tion for Behavior," written in 1949. In a more recent

53 Moulton, "Physical Education at Oberlin College," Address, Physical Education Majors Club, Oberlin, Ohio, May 22, 1962. 5^Moulton, "Leader or Signboard?," op. cit.. pp. 293- 295, 341 and 342. ^Gertrude Moulton, "Education for Behavior," Journal of Health and Physical Education. XV (September, 1944), 374-376 and 402, 403. 109

article. Dr. Moulton discusses the various stages of develop­ ment and their relationship to such sports as football and basketball. The context of the article was derived from con­

clusions of the 1950 White House Conference on Children and

Youth. Reference was made to the workshop session in which

Erik Erickson, Benjamin Spock, and Leonard Mayo discussed

the importance of developing several components of a healthy

personality. They classified the personality components into

eight areas: (1) trust, (2) autonomy, (3) initiative,

(4) accomplishment, (5) identity, (6) intimacy, (7) parental

sense or desire to take care of those who are weaker or

younger, and (8) integrity. In the article Dr. Moulton re­

lated these personality characteristics to the child when he

is in the "Big I" stage or Gang stage." She further stated,

as was mentioned in the preceding paragraphs, that the

development of a child's personality might suffer if he

participates in team activities before he is physically , 56 ready.

56 Gertrude Moulton, "some Conclusions Derived from the White-House Conference of 1950 as Applied to Football and Basketball for Grade-School Children," American Academy of Physical Education. Professional Contribution Ho. 4 (Movember, 1954), pp. 25-28. 110

Professional students of Dr. Moulton recall that the subject of "readiness" for team activities was given an im­ portant place in physical education classes. The subject also appeared in out-of-class discussions as well as in the classroom.

Chairman and Teacher

Dr. Moulton tried to give physical education major

students a physical education program that would help them become efficient and effective teachers, housewives, and

good citizens. Dr. Moulton still retains an interest in

knowing the effect, if any, that physical education had upon

graduates, particularly in relationship to the chosen occu­

pation of the graduate. Dr. Moulton satisfied this curi­

osity during a leave of absence by visiting former students

and personally discussing the program. In making plans for her visitations. Dr. Moulton sent a letter to her students

(see following page).

In interviews with approximately 125 former students.

Dr. Moulton questioned them on their views of the under­

graduate program at Oberlin College. Her inquiries included

such things as courses which students liked or disliked.

She further questioned them on the reasons underlying the Ill

PLATE VII

May 13, 1936

Dear girls af *24 and later»

The f iret semester of next year I'll be m y from Oberlin on leave of absence. My plan for that time ia to get your help in the appraiaal of the eurrioulua here and the remodelling of It to meet actual needa ae you find than, in ao far aa thoee ehangea are in aeeord with the ttate certification requirements. I am Lntereated mot only In tha value ~>T your undergraduate work for the teaohlng field, but alee in its woaknees or values in helping you to think and work in tha home cr in any other phaee of life* 1 hope to eome to you with definite q action* and to take tha time to ait down and talk with you.

I expect alao to visit various oollegea which give college credit for Fraahman and Siphoawre work In physical education, to study their methods anu theories of aaklng these eourses fit the objectives of their various institutions aa a whole and function In tha livea of those who are not professionally lntereated in tha work*

But X do not want to eome to you at an inopportune time* At present, I plan to be in Northern Ohio until the middle of September and then to go to the Vcstern states as far west aa loma, Missouri, and Minnesota until the middle of October. Until the middle of /v h r Deoember and the first part of January I'll try to be in states south of Ohio. Than I'll be back in Oberlin again. I want specifio invitations from you for 1 do not expect to visit you unless you do invite me. X am looking forward eagerly to seeing as nany of you as possible, homeear*

Cordially yours

Dr. Moulton Reveals Plans for Visiting Students During Her Leave of Absence. 112 attitudes held by graduates. Students were also asked why they liked or disliked certain instructors and methods of instruction. Upon her return to Oberlin College, Dr. Moulton reported the details of the afore mentioned visit to her colleagues. Without revealing the names of the students in­ volved in the interviews, Dr. Moulton made known her complete findings to the faculty. During the tour of interviewing her Oberlin College alumnae, Dr. Moulton visited Dr. Eliza­ beth Halsey, Director of the women's Physical Education

Department at the State University of Iowa. Dr. Halsey asked

Dr. Moulton what her former students said when they were asked in what way their experiences as undergraduates might have better prepared them for their Jobs. The former stu­ dents that were visited showed considerable agreement in that they said they needed more training on how to solve problems and meet difficulties.^7

As a result of the suggestions offered by graduates some of the course work which students felt was insignifi- 58 cant was deleted. Improvements were made in other courses.

57Elizabeth Halsey, Questionnaire Regarding Dr. Moulton, February 20, 1962. 58 Interview with Anne Hughitt, November 24, 1961. 113

One of the questions Dr. Moulton asked of former students pertained to the value of required classes outside of the

Physical Education Department. Commenting on this Miss Anne

Hughitt said that a Music Appreciation course, under the direction of Professor James Hall was particularly valuable 59 to physical education majors.

As a teacher and administrator Dr. Moulton had many experiences. These experiences give a better understanding of Dr. Moulton, and her beliefs in physical education.

Dr. Moulton related an interesting story about a conservatory student and her understanding of why she was doing certain exercises. Conservatory students at that time were required to take one year of physical education.

I always thought that the requirement for any­ one was not so much a requirement for them, but that it was a requirement for us to see whether or not we could find what they needed and inter­ est them in it. The requirement was to meet them all for one year, the challenge was up to us to see what we could do to give them some understand­ ing of it. Well, this girl in her senior year had not met her physical education requirement. The man at the head of the Conservatory called up and told me that she had not met the physical education requirement, and that I could do any­ thing I wanted to and he would back me up. She was a girl who was inclined to sidestep. So I called her in and told her that we were well into

59 Ibid- 114

the second semester and that she had a year's work and she didn't have time to do it in regular classes. But I told her that if she would come every day, six days a week, until she passed the requirement by taking one regular class in class work, and report the other three days to me and we would have a private class, that I would give her credit. She said she couldn't do it because she didn't have the time. But 1 told her if she wanted to graduate she would have to meet the physical education re­ quirement and I held presented the plan to her. She went away without deciding, but she came back in time....We 11 it wasn't always easy for me, because you have to have some kind of imagination to get at the things that the other person wants and I didn't have enough imagination and 1 don't think I was ever a really inspiring teacher. I think I just plodded along, steady enough. Anyway after the girl had left college she gave me a book as a gift. But the big thrill was when I heard from her after she got home out West, I believe Iowa, and I received a letter from her. She told me that some of the boys coming home from the war stopped to see her, and they were showing her the exercises that they were required to do. Some of them were the same exercises that she did in my office. She told me that the interesting thing was that the boys didn't know why they took them, but she, the student, could tell them what they were doing and why. Then her Aunt came to visit, and she was having trouble with her feet, and she didn't know what the trouble was. But the student was able to tell her why she was having difficulty. That really paid me for everything in the relationship that we had.6^

Health Education consistently remained one of Or.

Moulton's major interests. While at Oberlin College, she

60 Interview with Gertrude Moulton, November 24, 1961. 115 had the opportunity to teach Health Education classes and to give direction to students concerning the importance of healthful living. A former student commented that Dr.

Moulton's most important contribution to health and physical education was made "...as a teacher of Health and Hygiene, where her methods of presentation, and her demands of thoroughness, raised the level of aspiration.

The content of the Hygiene class that Dr. Moulton taught was discussed in the catalogue as follows:

The application of the natural laws and scien­ tific facts of Hygiene to the health and welfare of the individual. The course includes a study of the motives for living well; forces determin­ ing human conduct? factors in the health problem; science attitude; growth, development and train­ ing; hygiene of the skeleton, muscular, digestive, circulatory, nerves, excretory, reproductive, and endocrine systems.^2

In conducting anatomy classes Dr. Moulton arranged to have wooden bones carved so that students could study and handle parts of the skeleton without damaging the human bones. These wooden bones are still in possession of the

Women's Physical Education Department at Oberlin College.

Tinsley, Questionnaire, op. cit. 62 Oberlin College, Oberlin College Annual Catalogue. 1934-1935. p. 129. 116

An advanced Hygiene course dealt chiefly with the organization and presentation of health instruction material.

The content of the Hormal Diagnosis and Individual Gymnastics class taught by Dr. Moulton was related in the 1936-1937 catalogue.

A consideration of physical examinations and diagnosis in both theory and practice... followed by a study of the theory and mechanics of postural defects and practice in the pre­ scription of exercise. The study of massage and other therapeutic measures used for common ath­ letic injuries...the study of First Aid and methods of prevention of injuries, and the funda­ mental principle involved in training.6-*

Another course taught by Dr. Moulton was "Health Edu­ cation and School Hygiene.” The content of this course in­ cluded a survey and appraisal of personal hygiene literature, a study of the objectives, methods, and materials of health 64 education in primary and secondary schools. A Health

Fundamental course was another of Dr. Moulton's teaching responsibilities. The class, organized around individual work, gave attention to those girls who needed corrective work. The students were enrolled in the class when a physi­ cal examination revealed some physical defect that could be

63 Oberlin College, Oberlin College Annual Catalogue. 1936-1937. p. 129. 64 Ibid.. 1937-1938, p. 129. 117

PLATE VIII

Carved wooden Bones Used by Or. Moulton in Teaching Anatomy. 118 corrected. Dr. Moulton commented that this class was origi­ nally organized by Dr. Hanna and the same basic course out­ line was used for many years. The changes that were made in the course however, were in keeping with current theories in education. For example, in the early planning of the course, little consideration was given to the need and importance of students understanding why certain exercises and activities were prescribed. Under Dr. Moulton's supervision students were made aware of the findings of their physical examin­ ations and also of the fundamental principles involved in exercise. Every girl was given a copy of her physical exami­ nation report and Dr. Moulton talked with each student indi­ vidually concerning the purpose of any special exercises.

Dr. Moulton thought that the Health Fundamentals class was more effective because students knew why they were doing certain exercises and were also made aware of their 65 progress•

One phase of the Health Fundamentals Course was the improvement of posture. In this class posture pictures were taken of each student at both the beginning and the end of the semester. This procedure often provided a dramatic

65 Interview with Gertrude Moulton, November 24, 1961 119 demonstration of a student's progress. Throughout the

semester students were given prescribed exercises often indi­ vidually to improve posture and conditioning. Up until 1927 photographs were taken by a method known as "shadowing.11

The original photographic equipment, used in Dr. Hanna's time, was built by carpenters employed at the College. The total

cost was approximately $4.00.66 In 1927, Dr. Moulton used

department funds to purchase a new camera for posture

pictures. In her annual report to the President, she stated

that the new method of taking photographs motivated students 67 toward posture improvement.

The results of the physical examinations were used

as a basis for a student's individual required work and for

participation in elective physical education courses. The

aim of this work was "...to give an intelligent understand­

ing of the individual needs and means of developing health

and skill, organized vigor, and the ability to do team

work.1,68

6^Dorothy Elizabeth Niehus, "The Development of the Physical Education Program for Women at Oberlin College Since 1937" (unpublished Master's thesis. The Ohio State University, 1942), p. 61. 67Gertrude Moulton, "Report to the President," Annual Reports of the President and the Treasurer of Oberlin College. 1927-1928. p. 82. 880berlin College, Oberlin College Annual Catalogue. 1932-1933. p. 82. 120

PLATE IX

I

-3W»

Camera Equipment for Posture-Picture8. Purchased, 1936. 121

For several years Dr. Moulton appealed to the Presi­ dent of the College to decrease the size of the physical edu­ cation classes in order that the staff members could give more attention to special cases requiring corrective treat- 69 ment. She also felt that under such crowded conditions they could not encourage remedial or recreational work for those who could not attend regular physical education classes. Space was at a premium, and the need for a new gymnasium was paramount if an effective program was to be conducted,70

An article entitled "The Status of Physical Exami­ nations, " further typifies Dr. Moulton1 s strong belief in the importance of physical examinations. In the article she urged physical education teachers to give physical exami­ nations to students. Since most physical education teachers were not qualified to give thorough examinations, she sug­ gested that they give a minimum examination as prescribed by the American Physical Education Association. This Associ­ ation recommended the measurement of weight, height, and lung capacity. The American Physical Education Association

69 Gertrude Moulton, "Report to the President," Annual Reports of the President and the Treasurer of Oberlin College. 1924-1925. p. 86. 70lbid.. p. 84. 122 compiled a list of 32 common conditions and diseases which teachers should be aware of and recognize if observed among students. Dr. Moulton also made the following plea to physical educators who were efficient in giving physical examinations:

We should urge, encourage, and help every teacher who is giving examinations to make scientific study of some of the other tests and measurements, to keep careful data, to learn to evaluate them and to make available the findings. There is need of continuous, progressive, sequential work in this field.7^

Another occasion in which Dr. Moulton called atten­ tion to the importance of physical examinations was in an address given to the Women's Division of the National Ama­ teur Athletic Federation. She pointed out that one of the aims of the Association was

To protect the health of girls and women through the promotion of medical examinations and medical 'follow-up* as a basis for par­ ticipation in athletic competition and of a system of supervision that shall assure a reasonable and seine attitude toward partici­ pation in activities at times of temporary physical unfitness.72

^Gertrude Moulton, "The Status of Physical Examinations," Journal of Health and Physical Education. IV (January, 1933), 25. 72Gertrude Moulton, "Physical Examination," Alice Allen Sefton, The women's Division National Amateur Athletic Federation (California: Stanford University Press, 1941), p. 22. 123

Dr. Moulton's final statement in this address clearly shows why she believed, and still does, so strongly in physical examinations.

This plank does not aim at ruling everyone out of competitive sports. It provides for exami­ nation, recognition of condition, classification, provision of activities suited to the needs of the girl, and education of the girls so she herself will have a reasonable and seme attitude.

Dr. Moulton is well known for her interest and teach­ ings concerning the significance of physical examinations.

Miss Mabel Lee said that one of Dr. Moulton's most important contributions to health and physical education was "...her work on physical examination procedures for girls and women. ..74

For a number of years Dr. Moulton's duties in health education extended beyond administering physical examinations and teaching health classes. When Dr. Moulton went to

Oberlin College, a student Health Service did not exist, and she was called upon to offer her medical services. Another health interest that Dr. Moulton possessed was a concern for the health of the feet. This interest developed while she was at the University of Illinois. While there she had

7 3Ibid. 74 Mabel Lee, Questionnaire Regarding Dr. Moulton, February 11, 1962. 124 casts made of the feet. Molds were then developed and served as a visual aid in instruction on correct care of the feet. The molds could be used as a pattern for making shoes that would fit the foot properly. She repeated this same procedure at Oberlin College in a continued effort to en- courage women to purchase proper footwear.75

Dr. Moulton, her friends report, is a person who can relate humorous stories, who can smile, be teased, and "take a joke." In locating data for the study of Dr. Moulton's

life, several humorous stories evolved. One, concerning her

interest in feet was told by a former student:

I called on Dr. Moulton once at Allen Memorial Hospital, when she was very ill with strep throat. To my dismay# and yet it struck my sense of humor, there she was standing up in bed giving the attending nurse a lecture on feet. Her voice was coming out in a croaking whisper, but she was still making her point about the proper shoes one should wear. Whether it was health rules or rules of sportsmanship. Dr. Moulton always lived up to the rules and was always in there fighting to get others to do the same (Madge vonWenck Biel) .76

75 Moulton, "Physical Education at Oberlin College," Address, op. cit. 7 6 Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December, 1958) • 125

PIATE X

A Cast and Mold Made for Or. Moulton for Use In the Teaching of Proper Care of the Feet and Correct Footwear. 126

Miss Hughitt while relating another story about Dr.

Moulton said i "A woman was walking down the street and suddenly heard a voice behind her say 'pull up on that left arch•1 It was Dr• Moulton who had noticed that the woman was carrying her weight on the inside of the foot."77

There is hardly an aspect of health that Dr. Moulton has not considered as important to Individual well-being.

Her insistence that people drink more water is well known to her associates and students. The body needs water, she asserted, for proper functioning and elimination. Dr. Moulton was often distressed for she felt that people would never learn to do things right, "...such as drink a glass of water."7® Some of her former students still recall Dr.

Moulton's stress on the value of drinking water.

Dr. Moulton's strong belief that one should know and practice all aspects of good health can hardly be over­ emphasized. She considered health, not as an isolaiK^d-com­ ponent of living, but as an integral part of balanced living consisting of physical, mental, spiritual, emotional, and

7^Interview with Anne Hughitt, November 24, 1961. 78 Interview with Gertrude Moulton, November 24, 1961. 127 social health. In explaining these beliefs Dr. Moulton has said:

Psychology, physiology, sociology, medicine, have all tended to re-enforce the concept of health as a condition of vigorous balance. Not physical alone, but mental, spiritual, emotional, and social....One cannot have vigorous mental health ....if he does not practice clear-cut thinking, and if he does not possess accurate knowledge which makes such thinking possible....Emotional health rests in large part upon the secretions of the glands, and these, in large measure, depend upon physical health....Emotional health has been defined as the ability to control one's feelings in regard to self and to direct his energies to the accomplishment of personal ad­ justment within his group....Social health is the ability to adjust one's interests, welfare, and life to the interests and welfare of all others within one's world. It is concerned with the identification of self with others and so cannot be a static thing. It develops in ever- enlarging patterns. It is bigger than the social life of the old man who prayed, 'Oh Lord, bless me and my wife, my son John and his wife, us four and no more. Amen.' Our world extends beyond the limits of mountain ranges and oceans today, and social health in its full sense cannot stop short of adjustment of our interests and welfare to that of the whole world....worship is related to one's morale. It gives us a sense of lasting or eternal value....One must have this spiritual health to have wholeness or sanity or bilance....Spiritual health pertains to an out­ look on life, to a reconciling of the individual to what is universal and eternal in living; to the remote as well as to the near; to the past and also to the future. It is the basis of morale by which the activities at hand, whether work, play, responsible relationships in friend­ ship, or hard, clear-cut thinking, become enlivened with meaningful purpose....It helps us to determine correctly what things come first, 128

and to put first things first. It helps us to solve some of the paradoxes of life and to keep our balance - or health.79

D r . Moulton is more than a theorist— one has but to see her now at age 82 to be indelibly impressed with the fact that she reflects her ideas in her actions. Qualities such as maturity and courage have aided Dr. Moulton in living by her convictions, particularly her belief in "balanced living."

As a teacher at Oberlin College she wanted students to under­ stand and be proficient in physical skills, but even more important she wanted them to see the relationship between physical education and health and how it contributed to balanced living, and not just to physical development.

Physical Education and Recreational Facilities for Women Students

For several years Dr. Moulton worked assiduously to get new facilities for the women's Physical Education Depart­ ment. Playing fields, a swimming pool, and a new gymnasium were definitely needed if Dr. Moulton and her staff were to offer a well-balanced and stimulating physical education and health program for women. In the latter part of 1927

79 Gertrude Moulton, "Health as Balance," The Ohio Schools. XXVI (January, 1948), 23 and 24. 129

Mr. William Galpin of Buffalo, New York, donated a generous gift of land to be used for women's play fields. Oberlin

College, as well as other liberal arts colleges receive con­ siderable financial support through the gifts and contri­ butions of alumni and friends. With Mr. Galpin's gift the athletic fields now covered a 20-acre area, this space was appropriately named the "Galpin Field." Dr. Moulton was now able to enhance the opportunities for women to develop physical skills that would meet their needs, strength, and interests.

The Galpin Field provided excellent facilities for recreation, for it included hockey fields, tennis courts, softball diamonds, camp sites, and practice areas for golf.

The area was landscaped, and trees were planted which added to the beauty and usefulness of the fields.

A real woods, thick, deep, a shelter for birds, a protection to wild flowers, materials for campcraft, a supply of hardwoods for slow camp­ fires and soft wood for quick cooking fires, logs to sit on, pine needle carpet to walk on and sleep on, the building of memories and ex­ periences associated with big muscle activities which makes for health and balance. Tennis courts so constructed and so well drained that they dry immediately after a rain, bridle paths (note the spelling) through the woods, golf games, hockey fields, baseball diamonds, volley­ ball courts, archery range, a good track, will all help to enable Oberlin to meet the individual 130

at the place where she has already arrived and to lead her further towards her goal of useful living through those experiences which educate by doing.80

Dr. Moulton took considerable pride in the beauty of

the wooded area on Galpin. Later, after her retirement, it was necessary to cut down some of the trees, for the area became too dense to serve its original purpose.

Dr. Moulton and Mr. W. F. Bohn, Assistant to the

President, were responsible for the planning of the new

Galpin Field. Dr. Moulton continues to praise Mr. Bohn for his interest in physical education activities and his efforts

in developing the building program for the Women's Physical 81 Education Department.

The Galpin Field addition was the first of many major

improvements in the Department while Dr. Moulton was Chair­ man. The second was the much sought after swimming pool.

Dr. Hanna had begun the efforts to attain a swimming pool

while Dr. Moulton was a student at Oberlin College. During

the time Dr. Hanna was Chairman, women students in the

80Moulton, "The Scientific Development of Physical Edu­ cation, " Oberlin Alumni Magazine. XXVI (April, 1930), 197. 81 Interview with Gertrude Moulton, October 29, 1961. 131 physical education program had accumulated $200.00 toward the building of the pool. "Mr. Bohn had been aware of our need for a pool ever since Dr. Hanna had first begun to collect small gifts toward its construction in the early years of the century."®^ Prior to construction of the pool women students had to be transported nine miles to the

Elyria Y.W.C.A. This arrangement continued until the pool was completed in 1931.

In December of 1928 an announcement was made during

a Chapel Service that an anonymous donor had promised $10,000

for a swimming pool for women. The announcement "...elicited

from the north half of the audience such an indescribable but utterly happy combination of soprano-alto gasps, yells,

squeals, and shouts as has never been achieved under the baton of the most modernistic of choral directors.

The following year President Wilkins, in his annual

report, told the Board of Trustees:

In December 1929, as is recorded in my previous Report, a donor who then remained anonymous, promised us $10,000 toward the cost of a swimming pool for women. In May of 1930 this donor.

82 Moulton, "Physical Education at Oberlin College," Address, o p . clt. 83 Annual Report of the President and the Treasurer of Oberlin College. 1928-1929. p. 15. 132

associating with himself his wife and his daughter, enlarged the promised gift to $15,000 and per­ mitted It to be known that the givers are Mr. and Mrs. Wlnthrop Murray Crane, Jr., of Dalton, Massa­ chusetts, and their daughter Barbara, a member of the College Class of 1930. We are proceeding with plans for the erection of this building, so long needed and so eagerly awaited by the student body. Until the men have a swimming pool of their own - and may that day soon come! - they are, through the courtesy of the Department of Physical Educa­ tion for Women, to have the use on certain days of the women's pool. The gift of the Crane's is ex­ ceedingly welcome not only because of the immediate benefit which will result therefrom, but because it marks a continuance of great helpfulness on the part of a family and some of the older members of which had already done much for O b erlin.84

Dr. Moulton recalls vividly the night she was first told about the additional money for a pool.

One night as I was bringing equipment back to the gym after one of Miss vonWenck's camp class *cook- outs,* Barbara Crane rode on her bike beside me. She thrust a paper in the open window saying, 'read that.' It was a letter from her father saying that if she really wanted them to do so, he and her mother would give the women of Oberlin a pool as her graduation gift.®5

Mr. Crane met all the building costs of the swimming 86 pool, which amounted to $115,488. It is interesting to note that the gift for the pool by Mr. and Mrs. Crane was

84 Ernest Wilkins, Annual Report of the President and the Treasurer of Oberlin College. 1929-1930. pp. 8 and 9. gc Moulton, "Physical Education at Oberlin College," Address, o p . clt. Qg Annual Report of the President and the Treasurer of Oberlin College. 1930-1931. p. 9. 133

PLATE XI

The Laying of the Cornerstone for the Crane Swimming Pool, January 15, 1931. (Left Front) Katherine vonVtenck, (Right Front) Gertrude Moulton. made at the start of the great depression. By 1933 in the

United States "...nearly twenty million people were facing starvation."®^ Physical Education at that time along with art and music was considered a frill of education, and many public schools discarded these subjects in order to cut ex­ penses. President Wilkins of Oberlin College, in his annual report of 1932-1933 said, "...the temporary or permanent closing of many banks, the reduction or the non-payment of salaries to teachers in public school systems and many other phases of the depression bore hard upon our constituency." 88

At the same time, reductions were made for tuition, room, and board. Fortunately the women's pool was completed before the depression reached its peak. The only thing that re­ mained undone, due to the financial setback was the land­ scaping around the pool.

In spite of the great depression, the new Crane Swim­ ming pool opened in 1931. The pool room itself was adorned with two beautiful Vermont marble benches, which provided convenience for the swimmers. The benches were the gifts of

— - H. G. wells. The Outline of History (Garden City, N.Y. Garden City Books, 1961), p. 908. 88 Ernest Wilkins, Annual Report of the President and the Treasurer of Oberlin College. 1932-1933. p. 10. 135

Mrs. Sarah Sanborn Partridge, a 1903 graduate of Oberlin

College.

On June 15, 1931 the swimming pool was dedicated.

Oberlin College was honored by the presence of Professor

Mabel Lee, Chairman of the Women*s Physical Education Depart­ ment at the University of Nebraska, and also President of the American Physical Education Association. Professor Lee gave the following dedication address:

The schools of higher learning are awakening to the rights of the less fortunate students who seek an education in their midst. It is chiefly in the field of physical education that the most discrimination is shown against these students. Far too many colleges even yet interpret their function as one of providing a general education to all of the students, but physical education only to those who are in no way physically handi­ capped. Many colleges are utterly blind to the services they could and should render to their physically less fortunate students. Wherever you find a college that has within its Physical Education Department a well organized and ably administered branch of so called 'Indi­ vidual Gymnastic* (Health Fundamentals), you find a college that recognizes the rights of all its students to a full education. Wherever you find a college freely granting students excuses from the physical education requirement you find a college indifferent to the future physical wel­ fare of its students. When I visit the Department of Physical Edu­ cation at Oberlin College I know that I have found one of the colleges of the country that does recognize the rights of all its students to a full and complete education. When I visited your beautiful swimming pool for the first time yesterday and saw that rare sight, the additional X36

small pool which can be maintained at a warmer temperature for those who cannot react favorably to the cooler water of the large pool, I knew that Oberlin College is a college of great ex­ ception for it is mindful of all its students in all its activities. You are to be congratulated for having your full interests so capably safe­ guarded and planned for in this new building. You have set a standard for other colleges to follow!89

Miss Lee praised the Women's Physical Education De­ partment for providing an outstanding physical education pro­ gram for women. Dr. Moulton, the Director of the Department, who instigated and promoted this program had every reason to feel pleased and happy. Dr. Moulton insists however that much of the credit belongs to a very efficient staff.

As Miss Lee mentioned in her dedication speech, there were two pools, a small one with warm water and a large pool with cooler water. Dr. Moulton conceived this idea as a means of helping students who for various reasons were unable to work well in cold water. A letter to the Alumnae written by Dr. Moulton, gives a clear picture of the reasons and effectiveness of the warm water pool.

Our pool has been a great joy to us this year. I have especially enjoyed the warm water pool. We have had girls in it who are not able to get reactions from the colder water. This means

®9Mabel Lee, "Dedication of the Crane Swimming Pool," cited by Gertrude Moulton, Annual Report of the President and the Treasurer of Oberlin College. 1930-1931. p. 85. girls who have paralysis, or are anemic or have soft flabby muscles or do not get a good heart reaction, etc. Several of our experiences have been of especial interest to me. One of our freshman girls has been unable to walk without crutches since she was of kindergarten age. When she came here last fall she supposed that because of her trouble she would be excused from all physical education work. It was about a month after school started before I found that she was not registered with us and I sent for her. She was assigned to our special class in physical education to find out just what we could do. About a month later she entered a swimming class, of course, she had to go into the warm pool because she couldn't stand the reaction in the colder water. The first day she had to be lifted into the pool and at the end of a twenty-minute lesson lifted out again. The teacher got in with her and after a little instruction said, 'You are floating alone now. Can you feel the water hold you up?' There was a good deal of fear in the scared little voice that answered, 'Ye-es.' Then she tried the backstroke with her arms and a few minutes later the teacher said, 'You are swimming alone now. Can you feel yourself move through the water?1 This time there was no fear as the girl said, 'Oh, boy. I'll say I can?' That night I happened to see the girl in the lounge at Talcott and said, 'well, how did it go?' She said that it was the biggest thrill she had ever had. Always before she had been kept from doing things other girls did. she goes out swimming regularly now and manages to pull herself in and out of the pool, can dive in from a kneeling position on one knee with the other foot resting on the scum-gutter, can swim the over-arm stroke and the backstroke, and swims eight or ten lengths of the colder pool whenever she goes in. She is only one of five or six handicapped girls who have found it possible, 138

because of our warm pool, to enter Into swim­ ming activities.00

Once the swimming pool was erected and in use. Dr.

Moulton concentrated her efforts toward getting a new gym­ nasium for the Women's Physical Education Department. The women at that time were housed in a gymnasium built in 1886.

It is almost too obvious to say that it was out-of-date and over-crowded. Again, Dr. Hanna had begun the ground work

for the construction of a gymnasium vriien Dr. Moulton was a student at Oberlin College from 1899 to 1903. However, in

1923, when Dr. Moulton returned to the campus as Chairman of the Department the women still did not have a new gymnasium.

The old gymnasium had served a useful purpose, but

simple by the nature of its age, it presented many problems.

Almost every year after Dr. Moulton's arrival there were

letters, reports, and articles presenting the problems of the old gymnasium and the need for a new one. Some of these

reports are as follows:

91 1923-1924 Gymnasium is in need of repair.

90 Gertrude Moulton, Letter to Alumnae, May 27, 1932. 91 Gertrude Moulton, "Report to the President,” Annual Report of the President and the Treasurer of Oberlin College. 1923-1924. p. 75. 139

1926-1927 Last year we kept many of the slivers extracted from girls who slid or fell on the gym floor. We have already had occasion to extract several this year.92

1927-1928 The basement floods every year, putting out our fire for the bath water and sometimes sending a sickening odor of sewage through the o f f i c e s .

1928-1929 It is hoped that someone with vision and means will see the opportunities here and make it possible to replace our in­ adequate 'wooden splintery anachronism* with a gymnasium in which all girls who want the work can be accommodated and can be classed with others of about the same needs, skill, and power. The new floor however, laid during spring vacation, is a great joy. It makes the gymnasium comparatively safe for those who are able to use it.94

The last statement above by Dr. Moulton, revealed that she eventually succeeded in acquiring a new floor for

the old gymnasium. This much needed repair was accomplished only after her untiring efforts. To help convince the Presi­ dent and the Board of Trustees that a new floor was a criti­ cal need. Dr. Moulton devised an ingenious plan for record­

ing the number of injuries, particularly as a result of

splinters from the floor, that students had incurred. The

splinters were saved and mounted on a cardboard. After

92Ibid.f 1926-1927, p. 79. 93 Ibid., 1927-1928, p. 94. 94ibid.. 1928-1929, p. 95. 140

numerous splinters of all sizes had been collected, they were presented as evidence of the need for a new floor.

Shortly after this "demonstration," the gymnasium floor was

rejuvenated. However, many problems related to the old gym­

nasium remained as is shown below:

1931-1932 Many difficulties in the gymnasium, water pipes in the shower room are breaking, and the basement fills with water, flooding the offices. Skunks are under the framework of the gymnasium.95

1932 Our gymnasium building gives us about the same amount of trouble as usual, although we do like the old place. This year, as in years before, we have our basement flooded so that we could only reach the gas heater by using chairs as stepping stones. We have had skunks underneath the frame part and they have let us know they were there• we have had one of the old pipes in the locker room burst and flood the desks in the offices below before the water could be turned off. But with it all, its a pretty pleasant old place and we do enjoy it. We are looking forward, however (as we have since the last century) to the possible time when we will have an adequate building.95

1934-1935 Oberlin is probably the only coeducational college in Ohio which does not have a respectable gymnasium for women.9?

95Ibid.. 1931-1932, p. 96. 95Gertrude Moulton, Letter to Alumnae, May 27, 1932. 9^Ernest Wilkins, Annual Report of the President and the Treasurer of Oberlin College. 1934-1935. p. 9. 141

1935 Of course we have had our usual quota of difficulties to make the administration program interesting— a sagging roof that sank over twelve inches in two weeks, made it necessary to hold classes with the girls dodging around the supports of the scaffolding inside the main gymnasium and to shout directions to the tom-tom of the carpenter's hammers. The pipes in the basement burst, plaster fell and ceilings leaked, but all that is part of the contro­ versial material one can gather who uses a 'splintery wooden anachronism* for a building. Although we will be exuberant when a new building comes, we do love our gymnasium.98

1935-1936 That Oberlin, pioneer in the field of Physi­ cal Bducation for women, should have gotten along all these years with the poorest kind of a wooden substitute for a gymnasium is, objectively speaking, all but incredible. To ask an alert and vigorous staff to put up with a building which is blind, deaf and decrepit, is grossly unfair. Good workers deserve good tools— especially when these tools are to be used for the building of physical and mental health in thousands of young lives. College education for women began right here in Oberlin, in 1837; may the centennial year bring us the fulfillment of this great need."

One of Dr. Moulton's former students, uncertain as to the advisability of a possible administrative position in

Physical Bducation, consulted Dr. Moulton for advice. In the

98 Gertrude Moulton, Letter to Alumnae, May 17, 1935. 99 Ernest Wilkins, Annual Report of the President and the Treasurer of Oberlin College. 1935-1936. p. 11. course of the discussion, the student asked Dr. Moulton if she liked her Job. "she gave roe her typically quizzical smile and said....'Well it is true that sometimes I feel as

if I spend more time on the plumbing than on physical educa­ tion, but there are many compensations. It is a real joy to

see my girls go out and succeed in their field.'After

almost fourteen years of plumbing problems in the old gym­

nasium it can easily be understood why Dr. Moulton felt like

a plumber rather than a physical educator. The compensations

and satisfactions of directing an outstanding program of

physical education and of seeing students succeed in their

vocations, in spite of crowded conditions and unsatisfactory

facilities was rewarding to Dr. Moulton. Her perseverance

and personal interest in the Women's Physical Education De­

partment at Oberlin College gave her the courage and strength

to overcome many difficulties and to provide an outstanding

physical education program.

The dreams and untiring efforts of Dr. Moulton and

her teacher. Dr. Hanna, to erect a new gymnasium came true

on February 5, 1937. President Wilkins at that time made the

announcement that Mr. George Willard Hales of Oak Park,

^■°^Evelyn Schaufele, Questionnaire Regarding Dr. Moulton, April 18, 1962. 143

Illinois, had donated $150,000 to be used for building a new women*s gymnasium.The following year the College appropri­ ated additional money to be added to the amount Mr. Hales had given. Ground was broken for the gymnasium on August 9, 1938, and construction began early in autumn. A special assembly was held for the laying of the cornerstone on December 2, 1938. 102 This was Dr. Hanna's 84th birthday. Buried beneath the cornerstone of the new Hales Gymnasium was a box containing a statement explaining the gift, plans for the construction of the gymnasium, a statement of Dr. Hanna's efforts to secure the new building, photographs of the ground breaking ceremony and photographs of the past and present Physical Education 103 program for women at Oberlin College.

Original plans for the gymnasium were complete and extensive. Due to lack of funds however, only the first unit of the gymnasium could be constructed. Plans for the first unit included: The main activity room 70' by 110'...two meeting rooms, two offices, a bath and dressing room for the staff, locker and shower rooms for the stu­ dents, with one bath and locker room just for the major students. For the present, one end of the

Ernest Wilkins, Annual Report of the President and the Treasurer of Oberlin College. 1936-1937. p . 2. 102 Gertrude Moulton, Letter to Alumnae, January 26, 1939. l^Oberlin College, Department of Physical Education for Women, Official Files. 144

PIATE XII

Ground-breaking Ceremony for the Hales Memorial Gymnasium, August 9, 1938. Dr. Moulton Standing. (Second from Left.) 145

locker room will be used for games such as shuffle- board, table tennis, etc. The shower room will be floored with a copper-bearing tile which, accord­ ing to the reports of the Mellon Institute, will prevent the growth of tinea. The main gymnasium will be glazed with double etched glass which will prevent glare from the sun. Mr. Robert Cutler, our Superintendent of Construction, has been very active in trying to get the best possible materials for the money we had. He was able to get some un­ usually beautiful Blaticino marble for the main entrance at an unbelieveable low cost, and has made several other turns which have been to our advantage • ^4

Dr. Moulton with considerable pride, gave the writer a grand tour of the gymnasium and the swimming pool. On arriving at the gymnasium she said, "This is the first time 105 I have opened this door with the key since I retired."

One of the features of the gymnasium which Dr. Moulton ex­ plained in detail was the floor, constructed of Michigan maple. Dr. Moulton particularly admires the floor construc­ tion which has an unusual resilient quality. Her detailed understanding of the floor construction was evidence of her deep interest in facilities. She explained that underneath the main floor there were four layers of sleepers which ran

in one direction while another set ran the other direction.

104Gertrude Moulton, Letter to Alumnae, January 26, 1939. ^■’interview with Gertrude Moulton, October 29, 1961. 146

To add strength another set was placed at a diagonal. This method of construction provided the floor with its springi­ ness. Dr. Moulton's ability to describe the complete struc­ ture of the gymnasium floor was amazing. Her knowledge, she explained, concerning the building construction was primarily due to a close working relationship with the architect.

The dedication ceremony for the gymnasium took place on June 12, 1939.

The statements in the dedication ceremony given by

Dr. Moulton exemplify her philosophy. Her efforts were always made in these directions in providing an outstanding physical education program for girls. Another example of what Dr. Moulton was trying to accomplish at Oberlin College was Included in her remarks given at the unveiling of the

Hales Memorial Plaque in the Women's Gymnasium in February,

1940. Remarks by Dr. Moulton at the Unveiling of the Hales Memorial Plaque February, 1940

At the recent White House Conference C.E.A. Winslow made the statement that not many decades ago the greatest progress toward health in America was generally conceded to be the work of the medical profession in the field of treatment of disease. In the decade or two just passed the matter of plus health has been closely associated with the term preventive medicine which has mean inoculations and sanitation and nutritional care of infants. In 147

PLATE XIII

OBERLIN COLLEGE

D edication of

The H ales M emorial G ymnasium for W o m e n

Monday, June 12, 1939

President Eiixest Hatch W ilkins, Presiding

T h is B u il d in g is a G if t t o O b e r l in C o l l e g e f r o m Mr. G. W il l a r d H a l e s , o f t h e C la ss o f 1900, in M e m o r y o f H is M o t h e r , M r s . L in a R o s a H a l e s . T h e B u il d i n g w a s D e s ig n e d b y Mr. R ic h a r d A. K im b a l l , A r c h i t e c t , o f N e w Y o r k , N. Y., a n d w a s B u il t by T h e J o h n G il l & . S o n s Co., G e n e r a l C o n t r a c t o r s , o f C l e v e l a n d , O h i o .

Statement by Mr. Robert 1’. Cut ter, .Jr., Superintendent of Construction Reply by President Wilkins Remarks by .Mrs, Kenneth !•'. Rich, of the Hoard of Trustees Introduction of the Honor Dedication of the Building by ]>r. ticrtrude E. Moulton, Director of the Department of Physical Education for Women, and the Assembly

DEDICATION SERVICE

Thr Hii'n ti/r: In recognition of the unity of life— the physical, the mental, the spiritual, Thf Attm mhbf : We dedicate Ihis Building. Thr IHrrrtor: For the fostering of high conceptions of health of body, mind, and spirit, Thr Axxnnbtg: We dedicate this Building. Thr Dinrlnr: For vigorous work, for democratic ideals, and for joyous friendship, Thr Axxi mhl;/: We dedicate this Building. Thr IHrrrtor: For increasing the strengthof the weak and furthering the skill of the strong, Thr AxurmMy. We dedicate this Building. Thr Uirrrtur: For the formation of habits which, through the years, may bring not only pleasure but continuing physical ssest and vigor, Thr Axttnnbltf: We dedicate this Building, In Lnixnn: Sharing with a Son in honor to hisMother, we, in deepest gratitude and strongest resolution, dedicate this Building.

Dedication of Hales Memorial Gymnasium 148

the decade just before us, he prophesied, the most significant progress toward the abundant life will come as the youth are more universally supplied with opportunity and training for vigorous, happy life, with development of increased vitality and skill and joyous cooperation.

This is the challenge implied in the Memorial Plaque which has just been unveiled. It is not physical vigor, nor intellectual keenness, nor even spiritual insight which will project us on our way, but a fusion of these,— the resultant of these potential forces,— the direction and effectiveness of each furthered and made possible by the others.

This building makes it possible for us to play more fully a part in that work. Our department, as a composite member of a larger group, working with the other departments of Oberlin College under the leadership of President Wilkins can make a significant contribution in line with the con­ viction expressed by Dr. Winslow, and the work of this one woman, through her son, and through us, will be extended to youth from all parts of the world who come here and read this plaque and use this building.106

In the process of moving from the old to the new gymnasium some of the old gymnasium facilities were also transferred. The “Swedish" boom used in gymnastics was in­ stalled in a basement room. Stallbars were set up in a basement hallway. Some of the old lockers that Dr. Hanna had built during the latter part of the 1880's were

106 Gertrude Moulton, Address given at the Unveiling of the Hales Memorial Plaque, Women's Gymnasium, Oberlin College, February, 1940. 149

Hales Memorial Gymnasium. 150 transferred to the new locker room where they still remain today.

The new gymnasium was popular and great demands were placed on it. Requests to use it were received from many departments and organizations. The men wanted to use it for intercollegiate basketball games. Others requested its use for badminton, dancing, and various recreational activities.

Unfortunately in 1939-1940 the budget for the Women's Physi­ cal Education Department was cut and it became difficult to provide the program for which the building was intended and at the same time meet the recreational needs of others. Dr.

Moulton felt she was not justified in requesting the College to grant additional money for outside organizations, 107 especially since she had been asked to guard expenses.

This problem brought some confusion, but not to such an ex­ tent as to interfere with the progress of the physical edu­ cation program.

Dr. Moulton in her humble way, does not believe that her initiative, imagination, or creative ability contributed significantly to the growth and development of the women's

107 Gertrude Moulton, "Report to the President," Annual Report of the President and the Treasurer of Oberlin College. 1939-1940. p. 12. 151

PLATE XV

The Memorial Plaque, Located at the Entrance of Hales Memorial Gymnasium. (Right Wall.) 152

physical education program at Oberlin College. She believes

that she simply followed the routine and philosophy of Dr. 108 Hanna. However, many disagree with this statement. Her own convictions and beliefs about physical education and the education of women contributed unquestionably to the program

at Oberlin. An individual may be influenced by another

person, but there comes a time when that individual develops his own philosophy and knows in what direction he is going.

This appears to be true of Dr. Moulton.

Dr. Moulton credits much of the building program

which was completed while she was at Oberlin College to Mr.

Bohn, Assistant to the President, and to Mr. G. M. Jones,

Secretary to the President. She commented that the building

program

...was not due to me or any of my work. It was due to the Assistant to the President, who be­ lieved in our work. He was wonderful. He and the secretary of the College at that time were staunch friends and believers in our program.

During Dr. Moulton's first year at Oberlin, the

College purchased Williams Cottage in the Oberlin Colony Area

on Lake Erie. The cottage was named "Hanna Cottage" in honor

108 Interview with Gertrude Moulton, November 24, 1961. 109 Ibid. 153

PLATE XVI

XWt

Hanna Cottage, which was Located in Oberlin Colony at Lake Erie. 154 of Oberlin*s first woman Director of Physical Education, who tried for a number of years to persuade the College to purchase a camp on the Lake. Hanna Cottage was used for a number of years, for pre-school camp sessions, in-service training workshops, and student-alumnae outings.

The purpose of the alumnae sessions at post­ commencement time was to give intensive in-service training.

Dr. Moulton wanted the alumnae to have an opportunity to renew and perfect physical skills and to discuss current trends and problems in physical education. She felt that these sessions were valuable not only for purposes of pro­ fessional knowledge but also as a time for relaxation and visitation with former students. It provided an atmosphere .« H O of peace and serenity.

Because of high maintenance costs plus the fact that the Lake front area was washing away, "Hanna Cottage" was sold in 1953. The College tried to protect the area in front of "Hanna Cottage" through various soil erosion measures, but the cost of such procedures was prohibitive.

There was no recourse but to sell "Hanna Cottage.

^■^Interview with Dr. Moulton, November 24, 1961. 3'11Interview with Betty McCue, December 16, 1961. 155

Dr. Moulton's Interest in Her Students

Students report that as a teacher Dr. Moulton was somewhat strict and stern. She would not accept mediocre work. She demanded the best from students. Her methods of teaching proved challenging and rewarding to students. The following comments from students depict their attitude toward

Dr. Moulton.

The philosophy she lived and taught her students. 112

A real contribution was her personal concern for each student. It showed itself in many tangible ways: taking time from her office to tape up a foot••.opening her kitchen to us on Sunday nights ...at conventions, seeing to it that we personally met many of the speakers and leaders in the physi­ cal education field...Gave a profession and with it high goals to obtain, and the inspiration and courage to strive toward them...Always tried to have us think for ourselves. I can remember her saying that it is not the bad that keeps us from the best, but it is being satisfied with what is good that keeps us from the best (Martha M. Kelsey).113

She always made each student feel that she was interested in her, not only as a major in physical education, but as a person. She had the ability of making you think things through squarely and honestly (Marian Jardine Moore).114

112 Stewart, o p . cit. 113 Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958). 114Ibid. 156

Some of us felt she had almost too strict moral standards but we respected her so much, she was the last person we would want to know if we strayed a hair's breadth. If she felt you measured up to her ideas, her loyalty to you from then on, was unlimited. She gave me, more than anyone else, that self-confidence we all need that first year on our own (Marion P. Zorbaugh) •

She was a character builder and molder. Her critical analysis of personality and character stirred one to achieve. In her first conference with a beginner she dissected one and revealed what needed to be done. Her remarks were honest and sincere, and were made for the purpose of testing the calibre of the individual to find whether one was made of good metal or merely an alloy. She presented a challenge to those who confronted her.116

She understood the students. She would sense their need for encouragement, for suggestions and for improvement. She would slap them down with one hand and build them up with the other. It was quite an unusual sensitivity that she had.I17

Her most common and strongest advice to us all was always 'Think it Through.' This bit of advice, oft repeated, has stayed with me all my life.118

Dr. Moulton has been a great influence in my life, for she made me want to always do my best and to never give in. When I was a prisoner for 47 days in a Chinese Communist prison I often thought of her telling us that one had nothing to fear if one had done one's best. I exercised in my cell

116 Tinsley, op. clt. ^^Interview with Helen Domohkos, March 17, 1962. 118 Schaufele, o p . cit. 157

every day, for her word ever came to mind that only a sound body could house a sound mind. Her basic philosophy helped me through that horrid experience (Francis J. Cade Hamlin) A 19

Dr. Moulton could reprimand, usually with a slight touch of humor, but it was easy to take, because you knew fundamentally she liked you, simply because you were one of God's creatures.120

Dr. Moulton's concern and interest in "her girls" prevailed through times of sorrow and need. Three examples reveal Dr. Moulton's quality of empathy. There are undoubted­ ly many other students who could relate similar experiences.

She has always gone out of her way to help people. When my parents died after I had been in College one week, she quietly arranged a scholarship aid so I could stay in college. She did it on her own before I could ask, and she always dismissed the matter quickly with a smile when I tried to thank her.121

In ray junior year I lost my father. The kind compassion she possessed also the sympathetic understanding led her to come to my dressing quarters early in the morning, and often she would call and inquire as to ray well being.122

She helped me to get a job and financial assist­ ance so I could graduate.12^

119Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958). 120Stewart, op. clt. 121Stewart, o p . cit. 122 Tinsley, o p . clt. 123 Moore, op. c i t . 158

Dr. Moulton Is quiet, modest, and unassuming. I sometimes wonder if she is fully aware of the influence she has had in the lives of 'her girls.1 Of course we talk about her when we get together. As a class, naturally, most of our memories are mutual, but each girl has some individual incident to remember in relation to Dr. Moulton. The over­ all feeling is one of deep, lasting affection. We remember periods of frustration and rebellion (growing pains so to speak) and long with it we remember the firm, fair, and sympathetic manner in which she handled the situation. We felt that she cared about us and was concerned. This, too, got woven into the pattern of affection.124

Dr. Moulton's interest in "her girls" was not limited to the four years they spent in college. Her letters to them both personal and group letters, showed her concern and inter* est in their chosen activities. Through the physical educa­ tion newsletters Dr. Moulton kept the physical education alumnae informed about the events at Oberlin College, and related stories about some of the happenings in the depart­ ment. She is still thrilled when the graduates come back to visit. Many times she has been invited to visit her former students in their homes.

One of the greatest contributions that Dr. Moulton made while at Oberlin College, was helping "her girls" to develop character and guiding them in living a balanced

Mrs. John Derau, Questionnaire Regarding Dr. Moulton, May 17, 1962. 159

PLATE XVII

Dr. Moulton, about 1937 or 1938. 160 life. Her influence upon the lives of many of her students was vast and profound. The statements, as given above, por­ tray the important part that Dr. Moulton had upon their lives.

Extra-curricular Program

Dr. Moulton encouraged her students to participate in various college activities. She believed that partici­ pation in several activities with different groups of people would give them an overall view of education and life. In fact, she was such a firm believer in the importance of extra-curricular activities that she outlined a plan for conducting extra-curricular programs in colleges. The planned extra-curricular program 11...would give opportunity relating to almost every curricular offering and give ex­ perience in leadership, cooperative followership, develop­ ment of creative ability, association with faculty and other students of like interests. "125 p i ^ would: (1) ask every faculty member to enter into some activity; (2) divide the day into four parts, sleep - eight hours, study and recite - eight hours, schedule extra-curricular activities -

125 Moulton, “The Extra-Curricular Program and Leisure- Time Training," o p . cit.. pp. 21 and 42. 161 two hours, and free time activities - six hours; (3) require rigid adherence to the scheduled hours' for extra-curricular activities; (4) require students to sign up for extra­ curricular activities at registration; (5) not require par­ ticipation on a competitive basis; and (6) have advisers guide the students in choosing a balanced program. This program would provide for a better understanding between students, faculty and departments, give training for con­ structive use of leisure time, give opportunity for develop­ ment of leadership and followership, and develop 'integration1 of the individual?^®

In the 1928 Annual Report to the President, Dr.

Moulton suggested that this extra-curricular plan be adopted by Oberlin College. Although these plans were not accepted

at Oberlin College, she and her staff developed an outstand­

ing extra-curricular physical program for all the girls. It was a challenge to the Women's Physical Bducation staff to discover the interest of the students and then develop a

satisfactory program. When Dr. Moulton was asked if the

126 Moulton, "The Bxtra-Curricular Program and Leisure- Time Training," o p . cit.. pp. 21 and 42. 162 participation in the women's extra-curricular program was good, she said.

Well, never as good as I wished it were. But we did try to have something that would interest every girl, even if we had to begin with the things which seemed of little value. We tried to get all the girls Interested, but we never did.127

Perhaps not all of the Oberlin students participated in the extra-curricular activities, but Dr. Moulton surely is to be admired for her continuous efforts to involve them in the program. Those students that did participate in the physical education extra-curricular program, are perhaps better individuals for doing so.

The women's Athletic Association provided an oppor­ tunity for all women to participate in an extra-curricular physical activity program. The activities were planned and directed by women students, with a physical education staff member serving as adviser. The "WAAM has always been one of the outstanding groups on campus. Some of the activities offered through this group were hockey, basketball, volley­ ball, softball, tennis, skating, swimming, golf, archery, canoeing, campcraft, and dancing.

127 Interview with Gertrude Moulton, November 24, 1961. PIATE XVIII

The vr.A.A. Executive Board, Oberlin College 1929-1930, Moulton. {Front Row, Second from Left.) 164

One of the most exciting and colorful athletic events

for the Oberlin women was and is the Yale-Princeton basket­ ball game. This game has been an annual event since 1905, originating when Dr. Hanna was Chairman of the Department.

The teams playing in this game are selected from outstanding

participants of the interclass tournaments. This is more

than a basketball game, it almost reminds one of a Homecome-

ing celebration. A 1937 letter to the Alumni gave an excel­

lent account of a typical "Yale-Princeton" game when Dr.

Moulton was Chairman.

Yale-Princeton! The very words give a palpi­ tation in the cardiac region! Well, it was bigger and better than ever this year. Elags flying, horns sounding, acrobatic stunts be tween halves, and every house decked out in gala black and gold, or blue and white, to lend zest to the cheering and spirit of the game. Princeton carried off the honors in a fast and exciting game.128

Similar games are still held for hockey, "West Point

and Annapolis" game, and for softball the "Army and Navy"

game. However, the fanfare, decorations, etc. are not so

much associated with these games as with the Yale-Princeton

basketball game•

Gertrude Moulton, Letter to Alumnae, May 31, 1927 165

Dr. Moulton's Other Interests

From 1923 to 1945 Dr. Moulton's activities went be­ yond the confines of the Gymnasium. As an Oberlin staff member, she served on many college committees. Typical of her services to the College throughout her career at Oberlin is that which is included in the Annual Report to the Presi­ dent for the year 1927-1928.

I have enjoyed the association and stimulation received while serving on the Curriculum Com­ mittee. Also I was a member of the women's Board, the Hospital Board, the Committee on Scholarship Aids and Loans, the Recreational and Social Program Committee, the Health Service Committee, and the Alumni Relations Committee. I was also a General Adviser.^ 9

In addition to taking care of her Oberlin College re­ sponsibilities, Dr. Moulton was also active in several pro­ fessional associations. Because Dr. Moulton was an active, serving member of these groups. Chapter VI is entirely de­ voted co discussing her participation in these organizations.

A number of summers Dr. Moulton served on the physi­ cal education staff at Chautauqua, instructing in the Red

Cross First Aid program and the Aquatic program. In 1936, she received her Master of Arts degree from New York Uni­ versity, where she studied under Dr. Jay B. Nash. Sometime

l^Gertrude Moulton, "Report to the President," Annual Report of the President and the Treasurer of Oberlin College. 1927-1928. p. 88. 166 during this period or just previous to this she also studied at Harvard, Columbia, and Wellesley. In 1943, during world

War II, she served as civilian expert at a WAC Physical Fit­ ness Conference at the Third WAC Training Center at Fort

Oglethorpe, Georgia. While teaching at Oberlin, Dr. Moulton also took two trips to Europe, one in 1930 and one in 1936 when she saw the Olympics in Germany. She also spent time working with the Girls Scouts in Oberlin and Elyria. Not only did Dr. Moulton attend the First Church of Oberlin but she was active in the organizations and services of religious work.

Dr. Moulton's Retirement from Oberlin College

Dr. Moulton was quite a busy person while Chairman of the Women's Physical Education Department at Oberlin College.

She was busy promoting and doing the activities she believed in and enjoyed. In 1945 it was time to review Dr. Moulton's accomplishments for a 22-year period, for in June of 1945 she retired from her duties at Oberlin College. Perhaps

Dr. Moulton thought she could slip quietly away from the campus. However, she had such an impact on the development of the Women's Physical Education Department and on her students, that it was not her choice to leave quietly, for 167 they wanted to honor and pay respect to their dear friend and teacher.

One of the first honors given to Dr. Moulton took place at the Annual “Yale-Princeton" basketball game in the winter of 1945. Between the halves of the game she was pre­ sented a watch, a gift from all the women students on campus•

Prior to Dr. Moulton's retirement year an alumnae group gathered at the Fall Hanna Camp to discuss plans for the Alumni Dinner that would be given in honor of Dr. Moulton in June of 1945. Dr. Minnie Lynn related the following story about that planning session.

Most hilarious was the Fall Hanna Camp session prior to the retirement year. The alumnae groups returned in unprecedented numbers, pri­ marily to discuss and work on the secret retire­ ment plans. Dr. Moulton was overjoyed with the unexpected turn out, and devoted herself to her guests. Many ingenious devices were used by the graduates to find seclusion for meetings. Aglow with hospitality and delight in all of us she would unsuspectingly Join us. The pay-off was her search for the reason for so many empty beds at 5 a.m., and her naive acceptance of the spontaneous 'tell-tale' when she found an '8 -member panel* in the garage back of Hanna Camp.130

In the spring before the banquet, Miss Dorothy

Jacobsen and Miss Katharine vonWenck took Dr. Moulton to

130 Minnie Lynn, Questionnaire Regarding Dr. Moulton, March 2, 1962. 168

PLATE XIX

The Presentation of a Watch from the Women Students of Oberlin College, just Prior to Dr. Moulton's Retirement, Winter, 1945. The Gift was Presented by Virginia Crafts, President W.A.A. During the Intermission at the "Yale- Princeton" Basketball Game. 169

Cleveland to purchase a formal to wear at the banquet. It took some convincing to get Dr. Moulton to buy a green formal for $100.00. Dr. Moulton thought that it was a lot to pay for a formal to have dinner with the staff. But un­ beknown to her, the formal was to be worn at the Alumni

Banquet, given in her honor. The following year Dorothy

Jacobsen purchased something for $75.00 and was complaining about the price and Dr. Moulton told her, "Well look, I paid

$100.00 last year for a dress, and I have already forgotten the $75.0 0 . " 1 3 1

The Alumnae Banquet given in honor of Gertrude

Evelyn Moulton upon her retirement from Oberlin College took place at Oberlin on June 23, 1945. Presiding at the program was Catherine M. Good, and the Toastmistress was Minnie L.

Lynn. Greetings were sent from the professional organiza­ tions by their top officers: Helen Manley, President-Elect of the American Association for Health, Physical Education, and Recreation; Mabel Lee, Past President of the National

Association of Directors of Physical Education for Women in

Colleges and Universities; and Jay B. Nash, President,

American Academy of Physical Education.

l n Interview with Anne Hughitt, October 29, 1961. 170

PLATE XX

&be\lin College

Honoring GERTRUDE EVELYN MOULTON, M. D.

OBERLIN, OHIO

Saturday Evening, June 23, 1945 Six-thirty O’clock

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College.

PLATE XXI

GERTRUDE EVELYN MOULTON, M. D.

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 2.) 172

PIATE XXII

‘‘Title* of honour add not to hi* worth, who )h himself an honour to his title*." —John Ford

To write an adequate biography of Gertrude E. Moulton, would re­ quire a volume of considerable size, and so this sketch will merely touch briefly upon some of her achievements. Born in Rio Grande, Ohio, she received her first A. B. degree from Oberlin, her second, from Rio Grande College, her B. S. and M. I), de­ grees from the University of Illinois and an A. M. from New Tork Uni­ versity. Not content with this accumulation of degrees, she has done further study in at least four great universities.

Supervisor of Physical Training in the Cleveland Public Schools, Instructor in Physical Educ-tion in the University of Illinois. Acting Director there, and in 1911, Director, she halted her successful teaching career in 1914 long enough for Medical School and her medical degree. Returning to the University of Illinois, she became Medical Advisor to the women there. Since 1923. she has been, happily for Oberlin, Professor of Hygiene and Physical Education and Director of Physical Education for the women of Oberlin.

To list, even partially, her membership in learned societies is im­ possible here. But, in passing, it is notable that she was one of the first Fellows of the American Association for Health, Physical Education and Recreation, and a member of the Board of Associate Editors of the Re­ search Quarterly for that Association. She is a member of Alpha Epsilon Iota and Alpha Omega Alpha, and of the American Academy of Physical Education. In addition to all these responsibilities she has contributed to the more important magazines in her field. At present, she is President­ elect of the Mid-West Association for Health, Phvsical Education and Re­ creation. She has found time, somehow, to serve as Medical Director to the Summer Camp of New York University and as Medical Advisor and In­ structor for the Red Cross National Aquatic Schools. Her holidays have been no less strenuous than her work days, for she has camped, hiked, canoed, particularly, in Northern Minnesota and Canada, and has taken part in the Youth Hostel Movement.

Hers has been, still is, and please God, will long be a useful, full and happy life. Busy as she is, she is never too busy to make and keep warm friends, to give freely of her time and wisdom to all the young women who turn to her for counsel. She has added richness not only to the life of her Department, but to all the life of Oberlin.

RUTH MURDOCH LAMPSON

Program of the Alumni Dinner Honoring Dr. Moulton upon Her Retirement from Oberlin College. (Fig. 3.) 17 3

PLATE XXIII

PROGRAM

Presiding, Catharine M. Good

Toast mistress, Minnie L. Lynn

Invocation ■ - - ...... Rev w , F. Bohn, D. D,

“I can do that by another which I cannot do alone.”

—Ralph Waldo Emerson

GREETINGS FROM PROFESSIONAL ORGANIZATIONS

AMERICAN ASSOCIATION FOR HEALTH, PHYSICAL EDUCATION, AND RECREATION

Helen Manley . . . President-Elect

NATIONAL ASSOCIATION OF DIRECTORS OF PHYSICAL EDUCATION FOR WOMEN IN COLLEGES AND UNIVERSITIES

Mabel Lee . . . Past President

AMERICAN ACADEMY OF PHYSICAL EDUCATION

.lay B. Nash . . . President

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 4.) 174

PIATE XXIV

“Thou wort vny guide, philosopher, and friend.”

— Alexander Pope

GERTRUDE EVELYN MOULTON, AN APPRECIATION

Carmian Forbush

RESPONSE, OBERLIN COLLEGE

Ernest Hatch Wilkins, President

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 5.) 175

PIATE XXV

'‘Blessed Influence of one true loving; human soul on another.'*

—George Eliot

GREETINGS FROM CAMPUS ASSOCIATES

Adena Miller R ic h ...... A Trustee

G. W. H a l e s ...... A Patron

Ruth Murdoch Lam pson ...... A Colleague

Katharine von W e n c k ...... A Staff Member

Maude Monroe W olfe ...... A Classmate

Margery Scott A Student

Dorothy Jacobson - - A Graduate

Adjournment

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 6 .) 176

PIATE XXVI

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 7.) 177

PIATE XXVII

)

CLASS OF 1903 OBERLIN COLLEGE Department of Physical Education for Women

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 8 .) 178

PIATE XXVIII

ALUMNAE COMMITTEE

ALICE COIJTTS ALDRICH

MARJORIE HECK

JANICE CARKIN, Dinner Co-chairman

CARMIAN FORBUSH

CATHARINE M. GOOD, Dinner Chairman

DOROTHY JACOBSON

MARIAN KEMBLE

MINNIE L. LYNN, General Chairman

JEAN STAN ICE K

ALUMNAE CLASS REPRESENTATIVES

SUZANNE ROHN BALLARD

MARY BenDURE

DOROTHY KOCH

ALBERTA WILSON MacGREGOR

BARBARA CLARK McCOY

RUTH ROOT

JANETTE SPICKERMAN

HELEN LOCKWOOD Van ZANEN

MARION WHALLON

Program of the Alumni Dinner Honoring Dr. Moulton Upon Her Retirement from Oberlin College. (Fig. 9.) 179

One o£ the outstanding events of the Banquet was when the alumnae group and friends presented to Oberlin

College, The Gertrude Evelyn Moulton Scholarship Fund in

Honor of Dr. Moulton. It was the wish of the donors that

This Fund shall be administered by the College Committee on Scholarships and Loans; the candi­ dates shall be women students majoring in Physical Education; the recipient of the scholar­ ship shall be recommended by the Department of Physical Education for women; she shall give promise of perpetuating the ideals, the character, the abilities, the influence and leadership which are Dr. Moulton's benevolent gifts and are richly associated with her in the thought of her gradu­ ates. Mr. President, to Oberlin College we entrust this Fund with confidence that it will preserve in part, the compelling spirit of integrity and of human kindness with which Dr. Moulton's years of service have been dedicated and which, because they have known her, remain for many Oberlin students a most cherished heritage

The alumnae group worked diligently in making the

Moulton Scholarship Fund possible. At the 1945 National

Convention of the American Association of Health, Physical

Education and Recreation they asked professional leaders to

give their opinions in establishing the Gertrude Moulton

Scholarship Fund.

The replies were inspirational and laudatory, and in

themselves are contributions.

132Scrapbook of Gertrude Moulton. 180

From Mabel Lee, President of the American Academy of

Physical Education and Past President of the American Associ­ ation for Health, Physical Education and Recreation.

This opportunity to pay tribute to Gertrude Moulton is one of the happy experiences of my life. I have known her intimately for many years and have always appreciated deeply her keen sense of good sportsman­ ship and fair play and her eager interest in and feeling of responsibility toward her students, look­ ing upon each as a developing personality which she might help to mold.

Dr. Moulton has served the field of women's Physical Education in many important advisory capacities, being one of the few women in our profession who hold the degree of Doctor of Medicine.

To her strict adherence to high standards in both professional and personal relationships she adds a rare sense of humor, so that she is both an idealist and a delightful realist bundled into one personality.

From Dr. Jay B. Nash, President, American Association for Health, Physical Education and Recreation, 1943. Dr.

Nash's daughter, Janet, graduated from Oberlin College in

1939.

To carry the torch of physical education in ac­ cordance with the high traditions of Oberlin College has been no easy task. This, however, has been done with vigor and with dignity by Dr. Gertrude E. Moulton.

A medical background has made Doctor Moulton a keen analyst of the biological foundations of the physical aspects of fitness. Outstanding as her contributions have been made in this area, a more fundamental one has been made in the human relationship aspects of our profession. Never 181

has she lost sight of the fact that the social uses to which health is put are far more impor­ tant than health itself.

In many years of acquaintance with Dr. Moulton I have never heard her criticize anyone adversely. Always it was causes which she opposed, or en­ thusiastically supported. Few people have followed so definitely in the footsteps of the Great Teacher in opposing the evil in men but not the men themselves.

For balance of judgment, for professional and personal sincerity, for thoroughness and untiring devotion to a cause, I rank no one in the Nation above Doctor Gertrude E. Moulton, whom I am proud to hail as co-worker and friend.

From Lt. Commander Elwood Craig Davis, Third Naval

District, United States Navy, New York City. Formerly

Director of Department of Physical Education, University of

Pittsburgh.

The crux of this project is leadership. This scholarship honors an outstanding leader. It serves an even greater purpose for it provides a way of preparing leaders when Doctor Moulton and others no longer serve. Without this the profession perishes.

Dr. Moulton's professional and personal qualities are inseparably interwoven into a pattern of leadership. Her incisive mind is tolerant and understanding. The weight of her responsibili­ ties is lightened by the twinkle of her sense of humor. Her professional contributions are matched by and made through service to others. Her integrity, sincerity, and faith in her fellow- men make hers a friendship of enduring worth. 182

From Dr. Arthur Steinhaus, Professor of Physiology,

George Williams College, Chicago, Illinois.

I am so glad to learn that Doctor Moulton's graduates are planning a scholarship fund with which to commemorate her retirement. It seems to me that nothing could be more appropriate.

Dr. Moulton has always held my respect as an intelligent, honest and tireless worker in the cause of physical education. I have been par­ ticularly impressed by the high esteem in which she is held by the women of our profession who knew her best. A woman who accomplishes this distinction must be good. I have also been very favorably impressed with the quality of those of her students who have come to my atten­ tion. This proves to me that she is good.

You have my best wishes that your venture may be eminently successful. Anything less would be incommensurate with its object.13 3

Dr. Moulton was very pleased with the establishment of the Scholarship, given in her honor. The award which

signifies everything good that Dr. Moulton believes in and

practices has been given for seventeen years, and may it continue to be given as a never-ending tribute to a great

person and teacher.

At the Alumnae Banquet Dr. Moulton was presented a

Scrapbook containing letters of praise for her guidance and her understanding, congratulatory notes on her wonderful

career at Oberlin College, pictures, poems, etc. from "her

^■■^Scrapbook of Gertrude Moulton. 183 girls" and friends. The pages of this study would be volumi­ nous if it were to include all the wonderful praises which appear in the Scrapbook.

As Chairman of the women's Physical Education Depart­ ment for 22 years. Dr. Moulton was a dynamic leader and an inspiration to her students, friends and associates. She retired from Oberlin College in 1945, but she did not retire from her work or her interests, which would carry on her beliefs in the importance of physical education and in the value of leading a balanced life. To this day Dr. Moulton still lives a vigorous life, practicing everything that she believes in. Oberlin College lost the service of an out­ standing teacher and leader in 1945, but the world would still claim her as its teacher, leader and friend. CHAPTER VI

BELIEVING— BELONGING— SERVING

“The greatest questions are never new; we can hardly hope for more, in any case, than the individual outlook. "1

Dr. Moulton's interests and efforts in promoting health and physical education went beyond the confines of the schools in which she taught, for she was an active member in several professional organizations which aimed to enhance the growth and interest of health, physical education and recreation.

One of the groups that held great interest for Dr.

Moulton was the Midwest Association of Physical Education for

College women, which she joined in 1923. The original title of this group, adopted at the charter meeting on April 12,

1917 at the University of Chicago, was the "Middle West

Society of College Directors of Physical Education for women." The Association really began to function in its efforts to study the problems and to promote the interests

^Henry Churchill King, The Laws of Friendship (New York: Macmillan Co., 1909), p. v.

184 185 of physical education for women in colleges and universities of the Midwest region about 1920 when the United States had

recovered from the effects of world War I.

In 1937 for the first time the group met according to

the districts as devised by the American Physical Education

Association, which meant that those members of the Central

District broke away from the original Middle West Society of

College Directors of Physical Education for women. At the

same time the group decided to have their meetings at a

separate conference rather than as a prelude to the Midwest

Physical Education Association meetings. This plan of hold­

ing a separate conference for annual meetings is still in

effect.

At the 1948 meeting held at McCormicks Creek State

Park, in Spencer, Indiana, the name of the organization was

changed to "The Midwest Association of Physical Education

for College women, 11 for the membership was now open to all

physical education women staff members in colleges and uni­

versities in the Midwest area. It was at this same meeting

that Gertrude Moulton and Blanche Trilling were honored by

being made the first honorary members of the Association.

This honor was bestowed upon them for their outstanding 186 efforts and services in promoting the purposes of the

Association.

Dr. Moulton served on various panels, in discussion groups, and as a consultant to the organization. The follow­ ing list shows that Dr. Moulton has served the Association in many capacities.

1925-1926 Chairman of the Membership Committee.

1929-1930 President.

1932-1933 Chairman of the Standing Committee for Re­ quirement of Physical Bducation Courses.

1934-1935 Member of the Program Committee.

1935-1936 Chairman of the Resolution Committee.

1935-1936 Member of the Teacher Training Committee.

1937-1938 Member of the Teacher Training Committee.

1937 & 1940 Chairman of the Standing Committee for College Hygiene.

1941-1942 Member of the Curriculum Committee.

1943-1944 Member of the College Hygiene Committee.^

The 1934 meeting of the Association was held in con­ junction with the National Association meeting for Physical

^Gertrude Moulton, Anne Hughitt, and Helen A. Barr, "A History of the Midwest Association of Physical Education for College Women, 1917-1957" (unpublished report. Official Files, Women's Physical Education Department, Oberlin College, Oberlin, Ohio, 1957). 187

Education of College Women on the Oberlin Campus. Dr.

Moulton was very pleased that Oberlin College was the hostess

for the meeting, and she was also very proud to exhibit the

new Crane Swimming Pool.

The National Association of Physical Education for

College women was another organization In which Dr. Moulton was an active and serving member. This group, first organ­

ized in April, 1924, at the instigation of the Midwest

Association, was called the National Association of Directors

of Physical Education for women in College and Universities.

The Eastern, Midwest, and Western societies joined hands to

form the National Association. At this first meeting there

were sixteen members and twelve guests present, including

Dr. Bell, Dr. Norris, Dr. Moulton, the Misses, Bunting, Lee (then at Beloit), Freer, Hawley, McArdle, Small, Trilling, Leonard, Cummings, Barto, Comstock, Stafford, Rilling, and Clark.

The colleges represented were Earlham, Wellesley, Beloit, Smith, Oberlin, Missouri State. The universities were Michigan, Stan­ ford, Kansas, Illinois, Northwestern, South Dakota* Minnesota, Denver, Colorado, Wisconsin and Ohio State.3

3 Dorothy Ainsworth, "The National Association of Physical Education for College Women," Journal of Health and Physical Education. XVII (November, 1946), 525. 188

Eventually the Association altered the membership qualifications by inviting all women physical education staff members in colleges and universities to join the group.

Consequently, the organization received its present title, the National Association of Physical Education for College

Women. The "...organization always had as its purpose the education of women in physical education in standards, methods, and research of their profession, and effort to keep its membership informed in trends in education in 4 general."

Dr. Moulton served this organization In the following ways:

1929-1932 President.

1934-1935 Member of the Committee on Teacher Training.

1934-1936 Member of the Committee on Physical Education Requirements.

1934-1936 Chairman of the National Rating Committee.

1936-1937 Member of the National Committee to Study Standards•

1937-1938 Chairman of the Finance Committee.

1941-1943 Member of the Workshop Planning Committee.

^"History of the National Association of Physical Educa­ tion for College Women from Beginning through Spring 1950," (NAPECW Records, Official Files, Archives, Smith College, Northampton, Massachusetts, 1950), p. 2. 189

In 1929-1930 when Dr. Moulton was President, Ruth

Glassow was Vice President and Catherine Winslow was Secre­ tary-Treasurer. During Dr. Moulton's second term as Presi­ dent, Violet Marshall was Vice-President and Dorothy

Ainsworth was Secretary-Treasurer.

At the sixth Annual Conference of the National Asso­ ciation of the Directors of Physical Education for Women in

Colleges and Universities, Miss Amy Morris Homans, a great pioneer leader in physical education for women, was the guest of honor. President Moulton, expressed the feeling of all the members 11 •. .by paying high tribute to Miss Homans and 5 her contribution to the cause of physical education."

The last year when Dr. Moulton was President, the

National Association meeting was held in conjunction with the Western Society meeting at Mills College, July 17-20,

1932. Presiding and speaking at one of the meetings Dr.

Moulton talked about the "Business of the National College

Directors Association." The first part of her speech told how the objectives of the Association could be met and was interspersed with a bit of humor.

5"Sixth Annual Conference of the National Association of the Directors of Physical Education for women in Colleges and Universities (unpublished, NAPECW Records, Official Files, Archives, Smith College, Northampton, Massachusetts, March, 1930), p. 1. 190

The need of our conference--or of any conference— is to consult maps, to determine, or to classify in our minds, the objectives of the day, to get road information as to the best roads to take to reach our objectives* Our objectives are pretty well recognized by us as a group but they must coincide with those of the schools which we serve. Certainly our objectives are not the preservation of the status quo. A negro preacher was taking up a collection 'for the status quo1 and one of the elders said, 'Brudder, what am de status quo?' 'De status quo am de Latin for dis awful mess what we's in,' he answered.^

Dr. Moulton continued her speech by pointing out two directions that should be followed if the association hoped to attain their goals. She said, "First, I believe we must work for a definite time for our extra-curricular activities just as we have a definite time for our curricular classes."^

This approach to extra-curricular activities was the same one which Dr. Moulton presented to President Wilkins of

Oberlin College in 1928. About a year later after her ad­ dress at the 1932 National Association of Directors of

Physical Education for Women in Colleges and University

Conference, Dr. Moulton wrote the article, "The Extra-

Curricular Program and Leisure-Time Training." Her belief

^Gertrude Moulton, "Statement of the Business of the National College Directors Association," Report of the National Association of Directors of Physical Education for College Women Meeting with the Western Society of Departments of Physical Education. Mills College, California, July 17-20, 1932, p. 11. Ibid.. p. 12. 191

In the Importance of planned extra-curricular programs is discussed in detail in Chapter V.

The second directive which Dr. Moulton indicated as

important to meet the objectives of the organization was

that:

Our work must become life-minded not subject- centered. There must be a recognition on our part of all experiences which train in human re­ lationships at close range, but there must be adaptation of those experiences for which we are especially responsible so that our games and ac­ tivities will meet the needs of the shy as well as the aggressive, the weak as well as the ^ strong, the vacillating as well as the determined.

This part of Dr. Moulton's address exemplified her beliefs in balanced living and the importance of the college

or university to help students to lead happy, efficient and

serviceable lives. In fact, all of the many contributions

which Dr. Moulton made to the National Association of Physi­

cal Education for College Women exemplified her beliefs of

the tremendous impact that physical education could have on

the lives of college students.

Another example indicative of Dr. Moulton's philoso­

phy appears in a report on the "Statement of the Health Edu­

cation Committee" given at the "Victory Through Fitness"

8Ibid.. p. 12 192 workshop, sponsored by the NAPECW, in June of 1943. The planning committee of the workshop was composed o f : Dorothy

Ainsworth, Bmily R. Andrews, Roslind Cassidy, Laurentine

Collins, Martha Deane, Ruth Glassow, Helen Hazleton, Anna

Hiss, Hilda Kozman, Dorothy LaSalle, Gertrude P. Manchester,

Gertrude E. Moulton and Mabel Shirley. The Health Committee, of which Dr. Moulton was Chairman, prepared the statement to be given at this meeting. However, the statement is very typical of her beliefs in the importance of health education contributing to all the facets of living. Following is part of the statement given by Dr. Moulton:

Concepts of Health Education vary tremendously throughout the country. Some colleges con­ sider it only the traditional information lectures on hygiene. Others believe that Health Education should embrace all experiences which contribute to total well-being. The first con­ cept is obviously too narrow. We recognize health education as being a part of the responsi­ bility of the field of Physical Education, even as we recognize it as transcending the limits of the Physical Education field. Health Education must be functional. It cannot be an isolated informational subject. It must develop and in­ fluence attitudes and practices in health and help the individual to solve persistent health problems. It must be based on biological sciences including physiology of exercise, nutrition, psychology and public health.^

Q "Statement of the Health Education Committee," Victory Through Fitness workshop. Sponsored by the National Associ­ ation of Physical Education for College Women, June, 1945, p. 52. 193

It was also at this 1943 workshop that Dr. Moulton said that "the educated person should have samples of all fields of knowledge. Therefore, physical education should be required in college."1® Dr. Moulton, believing so strongly in the principles and importance of health and physical edu­ cation, attempted to relate and convince her associates that steps should be taken to fulfill the objectives as stated in the purpose of the association.

The 1934 annual meeting of the National Association of Directors of Physical Education for College Women was held on the Oberlin College Campus, with the Women's Physical

Education staff serving as hostesses to the conference.

Dr. Moulton and her staff were very pleased to have the mem­ bers enjoy their facilities and, in particular, the new

Swimming Pool. In preparing for the conference on the

Oberlin College campus, the February, 1934, issue of the

Journal of Health, and Physical Education announced: "The

Oberlin Inn has been reserved for our sleeping accommodations.

The rooms are for two, three, or more persons, with and with­ out bath and running water and will all rent for $1.25, the bath rooms to be used generally by all, not privately. The

10 Ibld.. p. 32 194

Inn will care for forty-three; if there are more, accommo­ dations will be provided elsewhere.

One of the outside speakers for this conference was

Dr, Ernest H. Wilkins, President of Oberlin College who spoke on "The Contribution of Physical Education to the

College Curriculum," The choice of this speaker for the meeting was very good, for it was President Wilkins who wholeheartedly supported Dr, Moulton in promoting the physi­ cal education program for women at Oberlin College, He also believed, as Dr. Moulton did, that ",,,the function of edu­ cation is twofold; to qualify students to live well in the

society in which they will have to live, and to be itself an 12 instrument for the constant improvement of society.*'

President Wilkins believed that physical education was a very

important part of the total college curriculum. Consequently,

the work of the Physical Education Departments at Oberlin

College was as important as the academic program.

^"American Physical Education Association Convention," Journal of Health and Physical Education, V (March, 1934), 39. 12Ernest Wilkins, "The Contribution of Physical Educa­ tion to the College Curriculum," (Transcription), National Association of Directors of Physical Education for College women Meeting with the Middle-West Association of Directors of Physical Education for College Women (Report of the Conference, April 16-18, 1934), pp. 10 and 11. 195

In 1945 eight leaders in the National Association of

Physical Education for College Women were elected as honorary members of the organization, and the following year they were honored at a Luncheon during the annual meeting. Theprogram of this luncheon Is given on the following pages.

Miss Minnie Lynn in giving tribute to Dr. Moulton said i

It is a privilege and an honor to pay tribute to Gertrude Moulton, who to all of us personifies the happy union of energy of character and out­ standing qualities of heart and mind.

It seems appropriate today, on the occasion vrtiich honors her upon retirement, that young Gertrude Evelyn Moulton should speak to us on Growing Up . for she is undoubtedly one of our most convincing proofs that statistics are generally wrong. Scarcely had the Moulton Scholarship in Physical Education been signed, sealed and delivered to Oberlin College by her graduates, or the tables been cleared of our testimonial dinner, or the ink dried on her official retirement, when we found her on the starting blocks at the University of Michigan and subsequently breaking the tape for the presidency of the Midwest Association, AAHFBR.

But how proud we are! Her interests are bounded only by the limits of the world and the extent of the human mind, with deep faith in personal and social duty, a genius for fathoming the reality beneath outward show and a relentless will to systematically realize worthy ideals, she is an eloquent lesson in Fitness for the American Wav of Life. PLATE XXIX

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Program of N.A.P.E.C.W. Luncheon, April 9, 1946, (Fig. 1. 197

PLATE XXX

t , +• fVVV Wv*# ^ v V -

The Gay Nineties or “ When Wo Wore Very Young’'

H elen M c K instry

The Turn of tlie Century or “ Growing F p ”

G ertrude E. M oulton

World War I or “ Coming of A ge”

W ilma D. II ayxes

World War II or “ The Atomic Forties” Major Donna Niles,WAC

(In b vctez

“ Florence Aldkx” .... Mary G. Hutchinson

“ Aijce Gelding” ..... Marion G. Smith

“ Helen McKinstry” .... Emily Andrews

“ Violet Marshall” ----- Elizabeth Kelley

“ Gertrude E. Moulton” - Minnie Linn

“Ethel Perrin” - Mary C. Coleman

“ Blanche Trilling” ...... Ruth Glassow

••Agnes W a y m a n ” Mary L. Soule

Program of N.A.P.E.C.W. Luncheon, April 9, 1946. (Pig. 2.) 198

PLATE XXXI

V'TiXtYWrx

Florence Alden— Smith College, A.R., II.P.E. Wellesley College, M.A. Teachers College, Columbia University. For many years supervisor of the I’laytjrour.d Athletic League in Baltimore, Md. A leader and an organizer in the field of recreation. Developed a Model Playground in Eugene, Oregon. One of the early workers in the N*. A. A. F., Western College Directors, and the A.A.II.P'.E.R, Retired as Director of the Department of Physical Education for Women, University of Oregon. Present address: 1282 East 18th Street, Eugene, Oregon.

Alice Belding— Vassar College, A.B., Sargent College ofP. E.; summers Harvard Medical School. For 12 years co-owner and director of a girls’ summer camp. Served on the Board of Directors, Girl Scouts, Lincoln Center Settlement. Organized and operated one of the first health programs in the YWCA, Lynchberg, Virginia. President Eastern Society College Directors. Retired as Director of Physical Education, Vassar College. Now working in a volunteer capacity on a Youth Recreation Commission. Present address: 523 Central Avenue, Cedarhurst, Long Island, N. Y.

Violet M arshall— Boston University, H.P.E. Wellesley Col­ lege, A. B. California, Berkeley, Graduate Work, New York University, Stanford, and Sweden. Vice-President National Association of Directors of Physical Education for College Women. Active in the A.A.H.P.E.R.; American Student Health Association, A, F. of C. W. National and Western Sections. Member of Education for Women, University of California. Present address: Berkeley, Cal.

G e r t r u d e E. M o u l t o n — Oberlin College A. B., Rio Grande Col­ lege A. R., University of Illinois, B. S., New York University M. A., University of Illinois M. D. Honors, American Academy Physical Education. Honor Award A.A.H.P.E.R., Former President of N.A.P.E.C.W,, incoming president Mid-West Association A.A.H.P.E.R. Nationally known for her work in establishing correct stand­ ards for medical examinations of girls and women and for her insight and courage in establishing health standards for girls and women in athletics. Author and lecturer. Retired while Director of Physical Education, Oberlin, College. Present address: 291 Forest St., Oberlin, Ohio.

Program of N.A.P.E.C.W. Luncheon, April 9, 1946. (Fig. 3.) 199

PLATE XXXII

Helen McKinstuy—Poston Normal School of Gymnastics, B. S., AI. A., New York University, 0. D. Gymnastics People’s Col­ lege, Denmark, L.L. D. Skidmore College.

!'nr fourteen summers organized and directed summi'r courses for Aincr- u:.n students and teachers at -People's College, Denmark. Consultant in the building and jvit|i[iintr of many Women's Activity Buildings in the U, S. Charier nieiuln r of the W, D. of the W. A. A. l’\ Organizer and Director of tiie Central School ,,f 3'hysieal Education, N. Y. A pioneer in the estab- 1.'hir.it of atrdetie stat.dards for girls and women. Award for Distinguished Service N. Y. State P. K, Association, Honor Award A.A.P.E.K., Fellow American Academy of p. E.t Writer and lecturer. Retired as Head of the School of Physical Education, Russell Sage College to become President of tiie college. Present address: Russell Sage College.

Ethel Perrin —Harvard Collegiate Institute, Boston Normal School of Gymnastics. For fourteen years Director of Physical Education in the Detroit Public Schools. While there, she developed a department which was recognized as one of the outstanding city systems in the U. S. Leaving Detroit she became Associate Director of Health Education of the American Child Health Association. First chairman and one of the founders of the W. D. of N. A. A. F. Honor Award from the A.A.P.E.It. A valiant leader for over forty years in the development of correct standards in all phases of physical education for girls and women. Retired to be a farmer. Present address: Rocky Dell Farm, New York, N, Y.

Blanche Trilling—Boston Normal School of Gymnastics, A. B. University of Wisconsin. Supervisor of the War Camp Community Service in the Mid-west, World War I. Promoted the first conference of the A. F, C. W., one of the orig­ inators of the W. I), of the N. A. A. F., Charter member in the development of the N. S. W. A., President Mid-west Society of College Directors, Pioneer in the field of Teacher Training and outstanding in the U, S. for her leader­ ship in the development of the Professional School of Physical Education for Women. Honor Award for "outstanding achievement’’ by the University of Wisconsin, Honor Award A, A, P. E., Fellow American Academy of P. E. Author and lecturer. Retired as Director of Physical Education for Women and Chairman of the Professional Course for Women, University of Wis­ consin. Present address: University of Wisconsin, Madison.

Agnes Wayman —U niversity of Chicago A. B., Diploma Educa­ tion, Yale University. M. A. Teachers College, Columbia University. Doctor of Pedagogy, Russell Sage College. Organized Health Education Program, National Girl Scouts. Third woman to become President of the A.A.P.E.R. Served as President of the Alumni Association, University of Chicago, President of the N. Y. State Camp Directors and of the Women's Divisions of the N. A. A. F. Honor Award from the Alumni Association University of Chicago as a "useful citizen”. Honor Award A.A.H.P.E.R. Member of the American Academy of P. E. Author and lecturer. Retired as Director of Physical Education, Barnard College. Present address: Breille, New Jersey.

Program of N.A.P.E.C.W. Luncheon, April 9, 1946. (Fig. 4.) 200

In honor, in admiration, in gratefulness we pay tribute to Gertrude Evelyn Moulton. Time continues to accentuate our acclamation, our learning and our respect.13

All of the leaders who were honored were well deserv­ ing of the tributes paid to them, for they gave outstanding service in promoting the objectives of the Association.

Dr. Moulton's philosophy of physical education for women was exemplified in many of the Association's activi­ ties. One example of this revolved around a resolution made by the National Association of Directors of Physical Educa­ tion for Women in Colleges and Universities in 1929, when they went on record as expressing their belief that the plan of entering United States women in the 1932 Olympics, was foreign to the best interests of the girls and women of the 14 United States. As a spectator at the Olympics Dr. Moulton observed the American girls in action and was not too pleased with what she saw, and perhaps thought more than

l^Minnie Lynn, "Tribute to Gertrude Evelyn Moulton,” National Association of Physical Education for College Women, Luncheon, April 9, 1946 (unpublished NAFECW Records, Official Files, Archives, Smith College, Northampton, Massachusetts). i 4 "Fifth Annual Conference of the National Association of Directors of Physical Education for Women in Colleges and Universities"(unpublished report, NAPBCW Records, Official Files, Archives, Smith College, Northampton, Massachusetts, April, 1929), p. 4. 201 once about the resolution made by the National Association of

Directors of Physical Bducatlon for Women In Colleges and

Universities. She commented on her feelings about the united

States women in the Olympics in a letter to her former students:

At the Olympics, I was fortunate enough to meet the physician who had charge of the infirmary for the care of the women contestants, and through her courtesy, I was able to spend some time in the Chapman Park Hotel talking with and observing the girls, they were a very interest­ ing group. For some reason, many of the American girls took their sports more seriously and with less interest in their opponents than did the Canadian or English or some others. They seemed to have sacrificed other interests to too great an extent for the sake of their sports. 'The good had crowded out the best. 1

Perhaps while the members of the Association were cringing with despair, some people no doubt were pleased with the results of the women participating in the Olympics.

For the results showed that the United States women performed very well. Winners of the women's events in the 1932

Olympics at Los Angeles, California were as follows:

Track and Field

100 Meter Dash Stella Walsh Poland 80 Meter Hurdles Mildred Didrikson United States 400 Meter Relay United States

^Gertrude Moulton, Letter to Alumnae, December 6, 1932. 202

Running-Hop-Jump Jean Shiley United States Discus Lillian Copeland United States Javelin Throw Mildred Didrikson United States

Swimming

100 Meters Helene Madison United States 400 Meters Helene Madison United States 100 Meter Backstroke Eleanor Holm United States 200 Meter Breaststroke Claire Dennis Australia 400 Meter Relay United States

Fancy Springboard Dive Georgia Coleman United States Platform Dive Dorothy Poynton United States

Fencing

Individual Foil Singlestick Elen Preis Austria

A similar situation concerning competition arose in

1941 when the Department of Physical Education for Women at

The Ohio state University presented an invitation to the members of the Midwest Association of Physical Education for

College women to attend a meeting for the purpose of organis­ ing a Women's National Collegiate Athletic Association, and directly to establish a women's National Intercollegiate Golf

Tournament. The invitation was presented at a workshop meeting and discussed at several other meetings. A few mem­ bers felt that some consideration needed to be given to the problem of the highly skilled girl. The pros and cons of

*®Frank G. Menke, The Encyclopedia of Sports (New York: A. S. Barnes and Co., 1960), pp. 763-774. this question received utmost attention in the Midwest

Society and the National Association of Physical Education for College Women. The debates in both organizations were focused on competition for women. ‘The members of the Ohio

State Uhiversity Women's Physical Education Department felt that so much attention had been given to bringing the skill level of the masses up to par that the highly skilled player had been neglected. The Midwest and National Association took a stand against intercollegiate competition being drawn up on a national basis, thinking that such competition would or could lead into the well-known 'evils' of competition such as men coaching, disregard for the participant's health, emphasis on winning rather than on the playing for the sake of fun and the social relationship that could be gained from competing with other people. On the other hand the Women's

Physical Education staff of The Ohio State University be­ lieved that women leaders in physical education were in a strategic position to direct competition for women and eliminate the 'evils* which could creep into such a program.

Dr. Moulton has always been of the belief that physical education should be for everyone and not just the highly skilled. The potential of physical activity contribu­ ting to balanced living is so tremendous that the "dub" or 204 poorly skilled cannot be denied their rights to be exposed

to such an education. "Perhaps we should give our more highly

skilled girls of college age, opportunities for responsible

leadership and for help to the less skilled instead of making

it easy to crowd out the less skilled in our effort to find 17 worthy opponents for the highly skilled." This last remark

made by Dr. Moulton in May, 1962, would lead us to believe

that she is still not too much in favor of highly competitive

activities for girls and women.

Perhaps similar problems still confront the members

of the National Association of Physical Education for College

Women and its district organizations. The answers to such

questions seem to lie in the philosophies possessed by indi­

viduals, and because of this the right or wrong directions

may never be defined. For this same reason, the Women's

Physical Education Department of The Ohio State University,

believing that they were right, organized and held the first

women's Intercollegiate Golf Tournament in 1941. The tourna­

ment played each year since that time and controlled by the

^Gertrude Moulton, "Physical Education at Oberlin College," Address, Physical Education Major Club, Oberlin College, Oberlin, Ohio, May 22, 1962. 205

Women's Intercollegiate Golf Association seems to have been very successful in providing educational opportunities for the women participants in an educational situation.

Dr. Moulton has always been one to defend her beliefs concerning physical and health education. Her participation

in professional organizations was not a selfish one to put herself in the "limelight,” but to increase and promote the over-all programs of physical and health education. The

functions of the professional organizations have always held

great interest for her. She became a member of the American

Association for Health, Physical Education and Recreation in

1903 when the group was called the American Physical Educa­

tion Association. Some of her activities in this Association have been:

1935-1936 Member of the National Rating Committee.

1943-1944 Chairman of the Committee on Cooperative Study of Professional Education.

1944-1945 Advisory Member to the Women's Athletic Section.

1948-1949 Member of the Permanent Historical Record and Exhibits Committee.

Almost always Dr. Moulton has attended the national

conventions of the American Association for Health, Physical

Education and Recreation. In 1960 she attended the 75th

Anniversary Convention in Florida. Dr. Moulton, the earliest 206 twentieth century member present at the convention, presided

IQ over the reunions of the senior citizens*

Or* Moulton was also present at the latest national convention held in Cincinnati in April of 1962* The writer spotted her walking around the exhibits, wearing comfortable shoes and not minding the strain of having walked many, many places. 1 felt quite embarrassed when I sat there in the balcony wearing shoes that were of the latest style and my feet were “killing" me. I questioned my courage to be able to disregard the social styles for the comfort of my feet.

Dr. Moulton has always held courage in practicing what she really believes in. Dr. Moulton attended the meetings and general sessions at the Convention, for she is still quite interested in the work, progress and functions of the

Association.

Dr. Moulton has also been active in the Midwest

Association for Health, Physical Education and Recreation.

In 1946-1947, she served as President of the organization.

Serving with her were: Leon G. Kranz, President-Elect and

Lou H. Holloway, Secretary-Treasurer. Dr. Moulton presided over the Midwest Convention, held in Milwaukee, Wisconsin,

18 “Reunion of Senior Citizens," Journal of Health. Physical Education and Recreation. XXXI, Part 2 (October, 1960), p. 76. 207

April 2-5, 1947. During the time of her presidency she was teaching at Rio Grande College in Rio Grande, Ohio. In talk­ ing with Dr. Moulton about her experiences as President of the Midwest Association, she said:

Fritz Maroney, President of the National Associ­ ation gave me quite a little bit of help....I enjoyed my association with him...Some of my ex­ periences were enjoyable, part of it was drudgery and part of it was quite exciting. I didn't get all the response that I wanted from some people, but perhaps that is always so.••.They weren't ready to come out in front at the meetings. I tried to have someone at the section meetings who would have certain things proposed. That didn't work out so well. I followed what was spontaneous and did a fairly good job. But I wanted to have some of the ideas brought out that I was pretty 'hypped' on .1 9

Dr. Moulton was always trying to get people to under­ stand her viewpoints concerning health and physical education.

She was a very strong believer that her convictions of health and physical education were right and tried all of her life to promote them because her ideas would enhance the total development and well-being of people.

Another professional organization in which Dr. Moulton expressed great interest in is the American Academy of

Physical Education.

Interview with Gertrude Moulton, November 24, 1961. 208

The general purpose o£ the American Academy o£ Physical Education shall be to advance knowledge and common understanding, to raise standards, and to bestow honors in physical education and related areas. More specific purposes shall be: (a) to elect as Fellows persons who have made significant pro­ fessional contributions; (b) to stimulate needed research through guidance and advice; (c) to disseminate professional information within this country and in foreign lands; (d) to assist with the enactment of appropri­ ate legal measures in local, state, and federal governments; (e) to encourage compe­ tent persons to enter the professions; and (f) to recognize meritorious and scholarly achievements by indicative awards and citations.2 0

Membership in the Academy is by invitation, and limited to professional people in health, physical education and recreation "...who have made scholarly contributions to their field either through research, writing or exceptional service over and above expected performance in professional positions."^ Dr. Gertrude Moulton, meeting the qualifi­ cations for membership became an American Academy Fellow in

1944.

20 American Academy of Physical Education. Professional Contribution Mo. 1 (November, 1951), Title Page. 21 Henry Harrison Clarke, Biographies of Fellows American Academy of Physical Education. 1953 (University of Oregon: 1954, Microcard), p. iii. 209

Dr. Moulton has always been a forward-moving leader, who has dedicated her life to help people to live a richer fuller life. She believes that through active participation in professional organizations she could enhance the oppor­ tunity for everyone to participate in physical activities, and thereby reap the harvest of such participation. CHAPTER VII

ACTIVE SENIOR YEARS

"I need to be able to lose myself In the greatness of the great objective interests that call forth my powers. " 1

In 1945 Dr. Moulton retired from Oberlin College but not from the teaching profession. Dr. Margaret Bell, past

Chairman of the women's Physical Education Department at the

University of Michigan, invited Dr. Moulton to teach kinesi- ology as a visiting professor for the school year 1945-1946.

In commenting about her year at Michigan, Dr. Moulton related:

Presumably I was to give the staff some help in the things that they might want in a new gymnasium. They are still using the Barbour gymnasium and their whole set-up there was just the kind that I had fought against here, for it was under the control of the men's department and I didn't think it was right.

This concern of Dr. Moulton's was the same one which she felt when Mr. Savage at Oberlin College wanted to combine

^Henry Churchill King, The Laws of Friendship (New York: Macmillan Co., 1909), p. 121. 2 Interview with Gertrude Moulton, November 24, 1961.

210 211 the Men's and Women's Physical Education Departments, and have a male Director of Physical Education. She did not believe that It was right for a man to be In charge of the women's activities.

Dr. Margaret Bell has said, "Dr. Moulton spent a year with us at the University of Michigan...I hope she

3 enjoyed It as much as we did."

Being a visiting professor at the University of

Michigan still did not mark the close of her teaching career,

for from 1946 to 1950 she taught at Rio Grande College, in

Rio Grande, Ohio.

I taught one semester each year. I had classes in health education and hygiene, and served on several committees. I went there because they had asked me to go several times and I couldn't. At this time however, I sought it and said that I would like to come and teach. I didn't want to teach a full year, because at that time I was President of the Midwest Association of Health, Physical Education and Recreation, and I wanted to have some time to think about it and write it out.4

Dr. Moulton finished her college teaching career at

the college, where her father had been a mathematics teacher

and the President, and in the community where she had grown

3 Margaret Bell, Questionnaire Regarding Gertrude Moulton, February 17, 1962. 4 Interview with Gertrude Moulton, November 24, 1961. 212

up and spent many happy hours with her family. Her return to Rio Grande, Ohio must have been exciting and filled with

pie as ant memor ie s.

Since 1950 Or. Moulton's time has been spent in doing the things which have always held great interest for her. "Since I retired I've done nothing that I hadn't

started on before, really I did about the same."^ But it has been these things that she had started before which have

kept her interest and have added to her youthful vigor and

vitality.

Dr. Moulton has always loved camping and the wonder­

ful experiences and inspiration derived from being in God's

great outdoors. She loves the peace and solitude of the

outdoors, for as she told her former students "...at night

on the beach, with the song of Lake Erie as a background and

the depth of the sky to bring peace." In 1958 when Dr.

Moulton was 79, she and four others took a ten-day canoe

trip around Fern Lake in Quetico Provincial Park, Ontario,

Canada. The other members of the trip included, Anne

Hughitt, Betty McCue, Mary Jane Mulvaney and Ruth Shellberg

^Interview with Gertrude Moulton, November 24, 1961. 6 Gertrude Moulton, Letter to Alumnae, July 28, 1941. 2X3 who acted as guide. Dr. Moulton pays very high respect to

Miss Shellberg, Physical Education teacher at Mankato State

College, Mankato, Minnesota, for her masterful ability to plan, conduct and guide a canoe trip. ^ a letter sent to ft the four who were on the trip Dr. Moulton recorded the ten- day jaunt. Parts of the letter relates Dr. Moulton's strong love o f nature.

The lake, with the spacious sky above, the trees which closed us in so intimately and the gracious cottage which united us as one family....It was beautiful and the wonder of it all turned the soul of those who have no voice, to the song of the waves, and the woods and the wind Within, we all carry a warm glow which brings in clear relief bright impressions of beauty and companion­ ship and accomplishment, and which tend to make us feel a closer companionship with our Creator. One song lingers in memory: 'Mo man is an Island. No man lives alone. Each mam's joy are my joys. Each man's grief is my own. We need one another, so I will defend Each man as my brother, each man as my friend.' For it all - amd for all of us, I like it that way.7

The above statements by Dr. Moulton not only express her love for nature, but also her love and companionship for people. Her life has been a rich one because she has counted everyone as her friend. Dr. Moulton's interest and

7 Gertrude Moulton, Letter sent to: Anne Hughitt, Betty McCue, Mary Jane Mulvaney and Ruth Shellberg, July 22, 1958. 214 concern £or people has no boundaries; it appears in every­ thing that she does•

On this Northern canoe trip Dr. Moulton was not about to be outdone by her younger companions, and she did every­ thing that everyone else did. Betty McCue said that "...if

Dr. Moulton set the pace in paddling, it was difficult to g keep up with her." Even when Dr. Moulton had a slight accident, she did not let that stop her activities.

One night Dr. Moulton and Miss Shellberg went out to get some fire wood. They took a canoe and went across to a little island. When they got back they were both laughing and we couldn't tell what the big joke was. Well soon we saw the blood trickling down Dr. Moulton's face, for she had slid, fallen, and bumped her head. You'd think that a woman of her age to take a tumble like that, that she could really have been injured seriously, but she paid no attention to it. She really had quite a cut on her forehead. It didn't keep her from doing anything, she kept right on and did everything that everyone else did.9

Dr. Moulton's canoe trips did not end with the

Northern trip. Following the American Association for Health,

Physical Education and Recreation Convention at Atlantic City

in 1961, she went to Florida and spent a couple days on a

^Interview with Betty McCue, October 28, 1961. 9 Interview with Anne Hughitt, November 24, 1961. 215 canoe trip, at the age of 81. She was invited on this canoe trip by the two Costella brothers who were in Red Cross work.

A one-day trip was made with one of the brothers and his wife, two sons, and his father. They showed her all the wonders of Fisheaten Creek in Florida. After this Bhe went out for two nights with George Costella and his wife. They spent two nights at Itchatucknee Springs.1 0 Dr. Moulton continues to enjoy canoeing and the outdoor life, and at this writing she is spending many enjoyable hours at Torch

Lake in Michigan.

In the summer of 1952 Dr. Moulton spent part of the time working and lecturing to a group from New York Uni­ versity who were on their way to the Olympics. Upon their arrival in Helsinki she served as director of that group, and as guide when they toured the Scandinavian Countries.

Two years later Dr. Moulton accompanied by Miss Anne Hughitt,

Miss Mabel Lee, and Miss Lee's sister toured the European countries for six and a half months.

Dr. Moulton travels many places, but when she is at home in oberlin she has many activities that interest her.

One of these is her continuous interest in the Women's

10Ibid. PIATE XXXIII

The First Church of Oberlin of which Dr. Moulton Active Member. 217

Physical Education program at Oberlin College. She is in­ vited by the women physical education students to Join them at their annual Christmas party. "They do this on their own, but of course, it is cultivated in the first place in order for them to get to know her. I am sure all of the staff feels that this is a very nice thing to d o . " ^ Dr.

Moulton is always the honored guest at the social affair for the awarding of the Moulton Scholarship. She is also in­ vited to attend other special activities of the physical edu­ cation department. Dr. Moulton continues to bring glow and inspiration to the Women's Physical Education Department of

Oberlin College.

Dr. Moulton will always be a part of Oberlin College and of the village of Oberlin. One of the community activi­ ties in which she is quite active in is the Church. In the spring of 1961 she offered her services in aiding the fund drive for the First Church of Oberlin. She spends many en­ joyable hours with her friends working for the Church. Some time is also spent each year working for the Hospital Bazaar.

For a number of years she has been in charge of the selling of used books. At one of the bazaars Dr. Moulton had an

*^Interview with Betty McCue, December 16, 1961. 218

Interesting experience which she tells on herself. It was

about closing tine and there were only a few books left, A boy about eleven or twelve years of age cane up to Dr.

Moulton and asked if there were any chemistry books still

available. He looked around and brought a few books up to buy, and one book was not marked. Dr. Moulton told him that

it probably would have sold for fifteen cents, but since it was closing tine the books were selling for half price, so

the book would be seven and a half cents, but she would

sell it to him for five cents. The boy looking surprised

turned, walked back to the table and brought back a book

and handed it to Dr. Moulton. The title of the book was

How to Improve Your Salesmanship. At this point Dr. Moulton 12 was the one to be surprised by the wit of this boy.

Dr. Moulton is a member of the Oberlin Branch of the

American Association of University Professors and the Ameri­

can Association of University Women. She also contributes

her service to the Red Cross of Oberlin. The Girl Scout

organizations of Oberlin and Elyria, Ohio have benefited by

the service of Dr. Moulton. Up until 1960 she was still on

the Girl Scout Board of Elyria, Ohio. _ Interview with Dr. Moulton, October 29, 1961. 219

For the last two years Dr. Moulton has been a member of Oberlin's Health Commission. Last year the group surveyed and studied the cases of the Oberlin residents who had chronic diseases. Dr. Moulton could not get overly excited about the survey, because she believed that more effort should be made toward educating the public about correct health practices. This year it appears that the Commission will be involved in a preventive medicine program, mostly concerned with immunizations of school children. Dr. Moulton believes this is important, but she still maintains the be­ lief that the purpose and work of the Committee should be

Health Education. The Commission should "...educate the public, about desirable health habits and the importance of following them.”1** This is the same philosophy which Dr.

Moulton has held and encouraged for most of her life.

Dr. Moulton's interest and contributions to the com­ munity further exemplifies her belief that people should be educated to live, work and contribute to the community in which they live. It also continues to show her interest and kindness for people. She is certainly a part of the community of Oberlin, and is greatly appreciated for the contributions she makes to help the community grow.

^Interview with Gertrude Moulton, May 5, 1962. 220

Or. Moulton*s service has not been limited to

Oberlin, for in 1961-1962 she was appointed to a Committee to study and propose a plan for the implementation of the

Findings of the White House Conference on Aging. The

Committee was formed by the American Association of Health,

Physical Education and Recreation. During this same year

she served the same group on the Senior Members Committee.

In spite of Dr. Moulton's busy schedule she has found

time to pursue and enjoy some of her own interests. She has

always loved to polish stones, and until last year when she

received an electric stone polisher, she polished stones by

hand. Evidence of this interesting hobby may be found in

her home. She is also experienced in woodworking. As you

walk into her living room you notice a coffee table that is

quite an unusual one, for beneath its glass top is a tilted

shelf to hold magazines, so when looking for a magazine, it

is not necessary to Hstand on your head" to find the one you

are looking for. The very unique part of this coffee table

is that Dr. Moulton made It a few years ago. She has also

made built-in book shelves. She is quite pleased, and well

she should be for the shelves have a professional appearance.

Much of the woodworking and other craft work was

learned at the "John Campbell Folk School" in Brasstown, 221

North Carolina. For a number of years Dr. Moulton and Miss

Hughltt have had an exciting and enjoyable time at this Folk

School. The objective of the school is to specialize in creative uses of leisure time. Creative crafts and recre­ ation are enjoyed by many adults in the beautiful setting of the mountains of Western North Carolina.

One wonders at the driving force, the good health, and the total fitness which enables Dr. Moulton to continue such a vigorous and healthful life. Her reward for practicing all of the components of total fitness and balanced living has been her ability to continue participation in the many activities which she loves. CHAPTER VIII

MODESTLY ACCEPTING HONORS

"The only external things,...are persons and personal relations. They abide forever."1

In her article "Leader or Signboard?," Dr. Moulton says that adult supervision is most important to help chil­ dren recognize the value of their work or activity as opposed

2 to working for an award. Adults like children should not depend on tangible awards for their efforts. The value de­ rived from receiving an award or honor is not in the symbol but in the manner in which the award is received. A person chooses to invest his energy and skill in a pursuit because

it gives him continuous and commensurate satisfaction. He does not need symbolic evidence to show that he has succeeded,

rather he should judge success in terms of the activity it­

self or in the approval of his friends or associates.

*Henry Churchill King, The Laws of Friendship (New York: Macmillan Co., 1909), p. 4. 2 Gertrude Moulton, "Leader or Signboard?," Journal of Health and Physical Education. XII (May, 1941), 293-295 and 341-342. 222 223

Dr. Moulton has always been one to abide by the above philosophy. She has always been quite modest and unassuming in receiving praise or recognition for her works. It is with some hesitancy that Dr. Moulton talks about the honors and awards that she has received. Dr. Moulton relates:

These awards just sort of came along. When I was informed about being one to receive an honor award I said if you are going to give awards lets give them to those who deserve them. I have never had an award that hasn't pleased me. From the point of view of feeling that it was anything big that I ought to be proud of what I had done to get it— absolutely not. They had to give them to somebody and there aren't too many who have had as good a fortune as I have had.3

Dr. Moulton has received numerous awards and honors for her untiring efforts in promoting her philosophy of life through the medium of health and physical education. One of the first honors that Dr. Moulton received was the Alpha

Omega Alpha award, given for outstanding medical scholarship.

A more detailed account of her receiving this honor appears in Chapter IV. Dr. Moulton was also honored by becoming a

Fellow of the American Medical Association. She is also a member of the Alpha Epsilon Iota, a medical sorority.

3 Madge Marie Phillips, Biographies of Selected Women Leaders in Physical Education in the United States (Ph.D. dissertation. State University of Iowa, 1960), p. 168. 224

Because she contributed to the growth and develop­ ment and was a part of physical education at the University of Illinois, she became a member of their honorary physical education society. Alpha Sigma Nu.

In 1931 Dr. Moulton was a recipient of a Fellowship

Award, presented by the American Physical Education Associ­ ation. That year marked the beginning of giving such awards to men and women who had won recognition for distinguished service in the areas of health, physical education and recre­ ation. Miss Mabel Lee, President of the Association intro­ duced the first Fellowship Award ceremony with the following address: 'There is a tide in the affairs of men Which taken at the flood, leads on to Fortune; Omitted, all the voyage of their Life Is bound in shallows and in miseries: And we must take the current when it serves. Or lose our ventures.' The American Physical Education Association has at last decided to take its tide at the flood so that it will lead on to Fortune, so that we will never more run the chance of losing any ventures through a failure to do honor where honor is due. Therefore, into our new constitution we have written this clause: 'The National Association may honor individuals for meritorious service in the profession of physical education or in allied fields of science and education by electing such persons as 'Fellows of the American Physical Education Association. ' 4

^Mabel Lee, "Presentation of Fellowship Awards, " Journal of Health and Physical Education. II (June, 1931), 14. 225

Many physical education leaders received recognition in 1931, because it was the first time that the awards were given. Those who could not attend the National Convention in Detroit, were given their awards at the Eastern District

Convention in 1931. However, Dr. Moulton was present at the

Detroit Convention to receive her honor along with many of her friends and associates. It must have been quite a thrill for Dr. Moulton to be one of the group to receive the first

"Fellowship Awards" given by the American Association of

Physical Education. Miss Mabel Lee, presiding, extended a gracious and cordial greeting to the following recipients:

Amy Morris Homans, John Brown, Elizabeth Burchenal, Lydia Clark, Louis Cooke, Gertrude Dudley, Eugene Clarence Howe, Henry F. Kallen- berg, Alvin F. Kindervater, James Huff McCurdy, Gertrude Evelyn Moulton, James Naismith, Julia Anna Norris, Ethel Perrin, William Reuter, Charles Winfred Savage, Carl Schrader, Amos Alonzo Stagg, Blanche Trilling, Jesse Feiring Williams, George Wittich, August Zapp, and Carl Ziegler. In Absentia: Jessie Bancroft, Howard S. Braucher, Joseph Cermak, Clark Hetherington, William J. Kapp, Joseph Lee, George Meylan, William Skarstrom, William A. Stretcher, Thomas Storey, Henry Suder, Thomas Dennison Wood.5

The American Academy of Physical Education, another group realizing that Dr. Moulton had made significant

5 Ibid.. pp. 14-19. 226 contributions to health and physical education, invited her to become a member of their organization. By meeting the qualifications for membership Dr. Moulton became an American

Academy Fellow in 1944.

Chapter VI gives a detailed account of when Dr.

Moulton was elected as an honorary member of the National

Association of Physical Education for College Women in 1945.

The climax of receiving this honor for outstanding service to the organization was when Dr. Moulton and seven other leaders were honored by the NAPECW at a luncheon in St. Louis on April 9, 1946.

The mext two honors which Dr. Moulton received were given for her outstanding service and efforts in promoting health and physical education for women at Oberlin College.

The watch she received from all the women on campus and the

Gertrude Moulton Scholarship given to the College by the physical education alumni in 1945 were given in honor and respect for their teacher, leader and friend.

One of the greatest thrills of Dr. Moulton's life was when she received a letter from Thomas S. McDonough,

President of the American Academy of Physical Education, in­

forming her that she had been selected to be the recipient of the 1961 Hetherington Award. His letter of March 7, 1961

said: 227

It 1b my privilege and pleasure to inform you that the American Academy of Physical Education has selected you as the recipient of the 1961 Hetherington Award. This citation is given only to Fellows of the Academy after retirement from active service, for contributions specifically related to the purposes of the Academy.

The recipients of the Hetherington Award to date are as follows: 1955 - Jay B. Nash; 1956 - C. H. McCloy: 1957 - Mabel Lee; 1958 - Vaughn Blanchard; 1959 - None granted; 1960 - Elmer Mitchell.

The award will be made at the Academy banquet at the Seaside Hotel, Atlantic City, New Jersey, Wednesday, March 5, 1961, at 7:00 p.m. We hope that you may honor us with your presence and be our guest at the banquet.6

This award is given in memory of the great teacher and philosopher, Clark W. Hetherington, who formulated the plans for the Academy and was its first president in 1926.

Dr. Moulton, being very pleased and happy to receive such honor, attended the banquet where formal ceremonies were held in presenting her with the Hetherington Award.

The bestowing of honors upon Dr. Moulton has not been limited to her professional organizations. In 1956 she received a 35-year pin from the Elyria, Ohio Chapter of the American Red Cross. Dr. Moulton's work has also been 7 recognized by Who's Who in America. 1922-1923; American

6Thomas E. McDonough, Letter to Gertrude Moulton, March 7, 1961. 7 Albert Nelson Marquis (ed.) Who's Who in America (Chicago: A. N. Marquis & Co., 1922-1923), p. 2263. 228 3 Q Women, 1937-1938; Leaders in Education. 1948; and Who's Who of American Women. 1958-1959.^®

Dr, Moulton has always been quite modest In receiving awards. The pleasures and happiness derived from such recog­ nition for the most part are hidden within her heart. She believes that her rewards were received when the fruits of her labor were produced. Seeing her "girls" succeed, her ideas accepted by her friends and associates, the Women's

Physical Education Department at Oberlin College grow and develop, and seeing accomplishment in her personal endeavors, these are rewards that please and thrill her, too.

g Durwood Howes (ed.) American Women (Los Angeles, Cali­ fornia: American Publications, Inc., 1937-1938), p. 482. g Jaques Cattell and E. E. Ross (ed's.) Leaders in Edu­ cation (Lancaster, Pennsylvania: The Science Press, 1948), p. 770. ^Who's Who of American women (Chicago: Marquis Company, 1958-1959), p. 917. CHAPTER IX

AN UNFORGETTABLE PERSON

“The art of living with people••.with honesty and dependability with self-importance and usefulness, with a true co-operation or working together with the miracle of mutuality toward the values which seem to be supreme, this is the real purpose and the real satisfaction of living."1

Dr. Moulton's achievements in life have been remarka­ bly outstanding because of her magnetic personality and her sincere interest and concern for mankind. Because of this attribute, her work in health and physical education has had a great impact upon many people. Her ability to work with people has been more than gaining rapport with them, for she really was and is vitally interested in helping and guiding individuals to have happy, healthful and successful lives.

Friends, former students and associates commenting on Dr.

Moulton's unique personality have said:

A truly sincere concern for people.

Gertrude Moulton, “Education for Behavior," Journal of Health and Physical Education. XV (September, 1944), 403. 2 Helen Barr, Questionnaire Regarding Dr. Moulton, April 3, 1962.

229 230

Due to her broad interests in people and in life around her, she gave you the feeling that your problems were her problems. She has always been interested in not only her work but the work of everyone (Connie Davis, Mrs. Carle).

Complete selflessness (Hazel Longbridge).

Her understanding, kindness, patience and sympathy (Elizabeth Denton).

I suppose that other than my Mother, Dr. Moulton influenced my life more them anyone I know. She has given me advice and help in many of the main decisions of my life (Madge vonWenck Biel).

Her readiness to give in any way to help others; and her uncanny sense of knowing when need was there (Margaret Burton).

Always made each student feel that she was inter­ ested in her, not only as a major in physical education but as a person (Lila wilkson).

Intensive interest in each girl as a person set her apart as a real friend (Alma Winston Landles). 4 Interest in people, and a love for them.

She is the most selfless person I ever knew. She would always give away anything she possessed, if she thought another wished it. She is a wonderful person— not many rugged individualists left like her today! She is a good sample of the upright sturdy, fearless (but God-fearing) men and women of great integrity and independence \dio built America in the early days making it the wonder of

3 Quoted in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958). 4 Laura J. HueIster, Questionnaire Regarding Dr. Moulton, February 19, 1962. 231

the world and for today's citizens to expect to take care of them In their Inability to do for themselves. I am afraid she Is one of the 'vanishing Americans.'^

She has a warm and genuine interest in people. Her honesty and frankness are admirable.6

Dr. Moulton really enjoyed people.^

Reflective, scholarly, perceptive, broadly in­ formed, benevolent, humble, genial, humorous, sensitive, creative, skilled craftsman, sturdy of spirit, altruistic.®

A delightful personality, always warm hearted, good administrative judgment and professional integrity characterized Dr. Moulton always.

Much of her interest in and for people was apparent in her teaching of health and physical education. She is still of the opinion that all girls and women should have the opportunity to participate in physical activities, not only because it enhances physical growth and development, but that it can also contribute to mental alertness, emotional stability and spiritual balance. Dorothy Ainsworth has said

5Mabel Lee, Questionnaire Regarding Dr. Moulton, February 11, 1962. ^Lucy Bond Tinsley, Questionnaire Regarding Dr. Moulton, May 7, 1962• 7Margaret Bell, Questionnaire Regarding Dr. Moulton, February 17, 1962. ®Minnie Lynn, Questionnaire Regarding Dr. Moulton, March 2, 1962. 9 Jay B. Nash, Questionnaire Regarding Dr. Moulton, February 11, 1962. 232 that Dr. Moulton's most important contribution to health and physical education was "Iter ability as a Doctor (M.D.) to see clearly the contributions of physical education not only to health, but to the total development of the student— l.e. from the social and emotional side as well. " 1 0

Helping women particularly to understand and practice the basic laws of health was not done for the sake of health alone, but was emphasized because it would have an effect upon total balanced living. Her interest and work with women has always been one of accepting the person as a total being, and not just concerned with the physical element.

Her concern for the human race has been quite profound because of her strong beliefs and importance of health and physical education.

At times Dr. Moulton was quite stern with her stu­ dents. She would expect them to think things through and do their best work. Mediocre work was not accepted, for stu­ dents were expected to give their all in the classroom and in their total activities. Dr. Moulton giving her all and living by strict moral standards expected her students to do the same.

Jo Dorothy Ainsworth, Questionnaire Regarding Dr. Moulton, February 16, 1962. 233

Her ability to instill courage and challenge her

"girls" and associates to achieve high standards has been quite remarkable. It is easy to understand this ability, for

Dr. Moulton herself possesses the courage and strength to abide by all the rules of balanced living and the laws of

God.

In promoting her philosophy of living through health and physical education. Dr. Moulton has been most serious in her attempts to promote her philosophy of living through health and physical education. Believing that the supreme design of living could be found by practicing the laws of health, the rules of God, and by participating in physical activities. Dr. Moulton's efforts to communicate these ideas have always been evident in everything that she has done.

She has always had the ability to fight, very fairly, for her ideals and principles. Her opponents were and are, opponents in her eyes only on the single issue on which she disagrees with them. In other situations she liked, supported and admired them wherever she could. Her solemnity toward cultivating her ideas has always been interspersed with a keen sense of humor. "The twinkles and wrinkles around those merry brown eyes which denoted a zest for life

and interest in people, especially her students, and her 234

ability to see the humorous side of almost everything"

(Alice Roosa Bennett) It is her magnificient sense of humor which places all things in their right proportion.

This personal characteristic has always been exemplified, whether in class work, at home, at meetings, on trips or

any place where Dr. Moulton happens to be.

Her sparkling eyes reveal her love of life, her work

and her continuous energy and vigor which is still most apparent at the age of 82. The physical characteristics of

a person growing older are evident, but her strong body housing a strong mind continues to grow. She is still very

alert to new knowledge and ideas. Her intellectual curiosity has never been limited to the course work that she had at institutions of higher learning. Her consistent en­ deavors to be alert to new trends and issues not only in health and physical education but all worldly affairs is one

more of her admirable characteristics.

Dr. Moulton has always tried to relate worldly happenings to health and physical education and vice versa.

She believed that if these areas of education were to have

1JlQuobed in "A Biography of Dr. Gertrude Moulton," by Alice Darnell and Phyllis MacGregor (History and Principles of Physical Education, Oberlin College, December 15, 1958). PLATE XXXIV

Gertrude Moulton and Miss Anne Hughitt, PIATE XXXV

4

]

3p

Gertrude Moulton and Miss Marianna Trekell. 237 an effect upon the people of the world, it was necessary to consider culture and its changes. Health and physical edu­ cation cannot function in a vacuum, they must function as a part of the whole.

Dr. Moulton believes there are times when the physi­ cal education profession suffers because teachers and leaders do not give a firm understanding of the relationship of the physical to the spiritual and social, and because they do

"...not follow the laws of health which really are the laws of the Lord. The laws of nature are the laws that God has made. " 12

Dr. Moulton continues to lead others in the right direction. By combining her rare gifts of energy, wisdom, and intelligence she has always endeavored to promote pro­ grams of human betterment through the medium of health and physical education. She continues to light the way for many people. The road is illuminated by her gaiety of spirit; her visible warmth? her philosophy of life, health, and physical education; and by her convictions of obeying the laws of God. The earthly world can count its blessings for the presence of Gertrude Evelyn Moulton.

12 Interview with Gertrude Moulton, November 11, 1961. APPENDIX

238 APPENDIX

COPY OF LETTER SENT TO SOME OF DR. MOULTON'S FRIENDS AND ASSOCIATES, ASKING FOR THEIR ASSISTANCE IN THE GATHERING OF DATA FOR THIS STUDY

Dear

As a physical education graduate student at The Ohio State University, I am presently gathering data for my dis­ sertation, which is a biography of Dr. Gertrude E. Moulton. I have spent many hours in Oberlin talking with Dr. Moulton and collecting data there from the women's Physical Education Department.

To supplement the work I am doing it is necessary to ask some questions of her friends and associates which would add to the completeness of the study. Knowing that you are an associate of Dr. Moulton's I am sure you can contribute valuable data for my paper.

It would surely facilitate this study if you would please reply to the enclosed questionnaire. Please indicate if you have any objections to direct quotations from your responses. Proper acknowledgment will be given if there is no objection.

I shall be grateful to you for your cooperation. Any suggestions you might have to enhance the unity of this study would be appreciated.

Thank you very much for your assistance.

Very sincerely yours,

/s/ Marianna Trekell

239 240

Questionnaire Regarding Dr. Moulton

1. In what capacity were you or are you associated with Dr. Moulton?

2. What do you consider to be some of Dr. Moulton's most im­ portant contributions to health and physical education?

3. In your opinion, what traits does Dr. Moulton possess which make up an unique personality? Such as: creativity, interest in people, physical endurance, intellectual curiosity, perseverance, etc.

4. Could you relate any anecdotes or events which would exemplify Dr. Moulton's personality and/or philosophy?

5. Is there any additional information which would add to the completeness of Dr. Moulton's Biography?

Check one:

1. Mo objection to being directly quoted.

2. Prefer only general acknowledgment.

Signature BIBLIOGRAPHY

241 BIBLIOGRAPHY

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King, Henry Churchill. "The Primacy of the Person in College Education," Inauguration President Henry Churchill King of Oberlln College. Oberlin, Ohio: Oberlin College, May, 1903.

Moulton, Gertrude. "Physical Examinations," Alice Allene Sefton, The Women’s Division National Amateur Athletic Federation. California: Stanford University Press, 1941.

Oberlin College. Hi-O-Hi. Yearbook, 1903 and 1930.

University of Illinois. Illio. Yearbook, 1915.

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Moulton, Gertrude. "Education for Behavior," Journal of Health and Physical Education. XV (September, 1944), 374- 376, 402-403.

______. "Excused from Gym work," American Physical Educa­ tion Review. XVI (April, 1911), 283.

. "Fitness of College Youth Rests on Sound Pre- College Programs," Robert E. Wear (ed.) Educational Comment: Toward the Greater Total Fitness of American Youth and Adults. University of Toledo, College of Edu­ cation (August, 1961), pp. 13-16.

______. "Health as Balance," Ohio Schools. XXVI (January, 1948), 23-24.

______. "Leader or Signboard?," Journal of Health and PhVBical Education. XII (May, 1941), 293-295, 341-342.

242 243

Moulton, Gertrude. "Needs and Numbers," Oberlin Alumni Magazine. XXIV (June, 1928), 19-20.

. "Our Feet," American Physical Education Review. XVIII (May, 1913), 319.

______• "Physical Education in the War and in the Peace," Journal of Health and Physical Education. XIV (February, 1943), 74-75, 126.

______. "Plans for the Use of the New Galpin Field," Oberlin Alumni Magazine. XXIV (February, 1928), 17.

______. "Report of the A.P.E.A. Committee on Physical Ex­ aminations for Girls and women," Research Quarterly (October, 1934), 14-26.

______• "Some Conclusions Derived from the White-House Conference of 1950 as Applied to Football and Basketball for Grade-School Children," American Academy of Physical Education. Professional Contribution, 3 (November, 1954), 25-28.

______. "Team Games and World Citizenship," The Physical Educator. Ill (October, 1942), 5-7.

______. "The Extra-Curricular Program and Leisure-Time Training, '* Journal of Health and Physical Education. IV (June, 1933), 21 and 42.

. "The Relationship of Physical Education to Health Education and to Recreation," Journal of Health and Physical Education. XVIII (October, 1947), 570-571, 614, 616, 618.

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Moulton, Gertrude. "Training the Physical Educator," N.E .A. Proceedings of the Seventy-Fifth Annual Meeting, LXXV (1937), 362-363.

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Moulton, Gertrude. "Report to the President, 11 Annual Report of the President and Treasurer of Oberlin College. 1923- 1924, p. 75; 1924-1925, p. 8 6 ; 1926-1927, p. 79; 1927- 1928, pp. 82, 8 8 and 94; 1928-1929, p. 95; 1929-1930, p. 8 8 ; 1931-1932, p. 96; 1939-1940, p. 12.

______. "Statement of the Business of the National College Directors Association," Repdrt of the National Associ­ ation of Directors of Physical Education for College women Meeting with the Western Society of Departments of Physical Education. Mills College, California, July 17- 20, 1932, pp. 11-12.

______. (Chr.), "Statement of the Health Education Commit­ tee, " Victory Through Fitness. National Association of Physical Education for College Women, June, 1943, p. 52. National Association of Directors of Physical Education for College women meeting with the Middle-West Association of Directors of Physical Education for College Women. Report of the Conference, April 16-18, 1934, Oberlin College, Oberlin, Ohio. 245

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______. "The Contribution of Physical Education to the College Curriculum," (Transcription) National Association of Directors of Physical Education for College Women meeting with the Middle-West Association of Directors of Physical Education for College Women. April 16-18, 1934, pp. 1 0 - 1 1 .

Unpublished Material

Lynn, Minnie. "Tribute to Gertrude Moulton," National Association of Physical Education for College WOmen, Luncheon, unpublished, National Association of Physical Education for College Women, Official Files, Archives, Smith College, April 9, 1946.

Moulton, Gertrude. Address given at the Unveiling of the Hales Memorial Plaque, Women's Gymnasium, Oberlin College, February, 1940.

______. Hughitt, Anne and Barr, Helen. "A History of the Midwest Association of Physical Education for College women, 1917-1957," Official Files of the Midwest Associ­ ation of Physical Education for College Wbmen, Women's Physical Education Department, Oberlin College.

______. "Physical Education at Oberlin College," Address, Women's Physical Education Majors, Oberlin, Ohio, May 22, 1962.

Oberlin College. Women's Physical Education Staff Minutes, Official Files, Department of Physical Education for women, February 23, 1933? February 14, 1936; March 25, 1937. 246

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Derau, Mrs. John. Reply to: Questionnaire Regarding Dr. Moulton, May 17, 1962.

Domonkos, Helen. Personal interview with the writer, March 17, 1962.

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Hughitt, Anne. Personal interview with the writer: October 29, 1961; November 24, 1961.

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McDonough, Thomas E. Letter to Gertrude Moulton, March 7, 1961. 247

Moulton, Gertrude. Letter to Anne Hughitt, Betty McCue, Ruth Shellberg, and Mary Jane Mulvaney, July 22, 1958.

______. Letter to Norma Leavitt, March 29, 1960.

______• Letters to President Edmund Janes James, University of Illinois: March 5, 1912; May 22, 1912; June 20, 1914.

______• Letter to President Ernest Wilkins, Oberlin College, July, 1944.

______. Letters to Women Physical Education Alumnae: May 31, 1927; May 27, 1932; December 6 , 1932; May 17, 1935; January 26, 1939; July 28, 1941.

______. Personal interview with the writer: October 29, 1961; November 11, 1961; November 23, 1961; November 24, 1961; March 3, 1962; May 5, 1962.

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Schaufele, Evelyn. Reply to: Questionnaire Regarding Dr. Moulton, April 18, 1962•

Scrapbook given to Gertrude Moulton upon retirement from Oberlin College, June 23, 1945.

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Comenlus, John Amos. As quoted in: Douglas, Charles Noel. Forty Thousand Quotations. New York: Sully and Co., 1917.

Fletcher, Robert Samuel. A History of Oberlin College. Oberlin, Ohio: Oberlin College, 1943.

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Hansen, Harry (ed.) The World Almanac 1962. New York: World Telegram and the Sun, 1962. 249

Hockett, Homer Carey. The Critical Method in Historical Re­ search and Writing. New York: Macmillan Co., 1955.

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Articles and Periodicals

Ainsworth, Dorothy. "The National Association of Physical Education for College WOmen." Journal of Health and Physical Education. XVII (November, 1946), 525-526, 575- 576.

American Academy of Physical Education. Professional Contri­ bution 1 (November, 1951), Cover page.

"American Physical Education Association Convention," Journal of Health and Physical Education. V (March, 1934), 39.

Cleveland Plain Dealer. March 7, 1907; April 4, 1907; April 12, 1907.

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Lee, Mabel. "Presentation of Fellowship Awards," Journal of Health and Physical Education. II (June, 1931), 14-19.

Lynn, Minnie. "Portrait of a Pioneer," Oberlin Alumni Magazine. LIII (July, 1957), 22-24.

"Members of the A.P.E.A.," American Physical Education Review. VIII (December, 1903), 309.

Mitchell, Elmer D. "The American Physical Education Associ­ ation, " Journal of Health and Physical Education. Ill (January, 1932), 3. 251

Nash, Jay B. “A Note on the History of the American Academy of Physical Education," American Academy of Physical Education, Professional Contribution 4 (November, 1955), 80.

Nichols, John Herbert. "Dr. Gertrude E. Moulton," The Ohio High School Athlete. IV (May, 1945), 91-92.

"Pioneer women in Physical Education," Research Quarterly, Supplement, XII (October, 1941).

Polhemus, Ruth Anderson. "A Major in Motion," Oberlin Alumni Magazine. LVI (May, 1960), 10.

"Reunion of Senior Citizens," Journal of Health. Physical Education and Recreation. XXXI, Part 2 (October, 1960), 76.

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Reports

National Association of Physical Education for College Women, Report of the National Association of Directors of Physical Education for College women Meeting with the western Society of Departments of Physical Education. Mill's College, July 17-20, 1932.

Unpublished Material

Darnell, Alice and MacGregor, Phyllis, "A Biography of Dr. Gertrude Moulton" (History and Principles of Physical Education, Oberlin College, December 15, 1958). Doran, Claire. "The History of Physical Education in the Cleveland Public Schools" (Paper for Administration of Health and Physical Education, Western Reserve Uni­ versity, June, 1946) . 252

Bvans, Benjamin Rees. "A History of Rio Grande College." Unpublished Master's thesis. The Ohio State University, 1939.

Heidorn, Matilda Pearl. "Ten Outstanding Women in Physical Education." Unpublished Master's thesis, The Ohio State University, 1951.

Kinsey, Daniel C. "The History of Physical Education in Oberlin College 1833-1890." Unpublished Master's thesis, Oberlin College, 1956.

Locke, Margaret Chase. "A Biographical Study of Agnes Rebecca Wayman: Her Life and Contributions to the Field of Health, Physical Education and Recreation." Unpub­ lished Ph.D. dissertation, Springfield College, 1959.

Lynn, Minnie. "An Historical Analysis of the Professional Career of Delphine Hanna." Unpublished Master's thesis, Pennsylvania State College, 1937.

Mintz, Phyllis. "A History of the Service Curriculum in Physical Education for women at the University of Illi­ nois." Unpublished Master's thesis. University of Illinois, 1955.

National Association of Physical Education for College Women, "Fifth Annual Conference of the National Associ­ ation of Directors of Physical Education for Women in Colleges and Universities," Official Files, Archives, Smith College, April, 1929.

National Association of Physical Education for College women, "History of the National Association of Physical Education for College Women from Beginning through Spring, 1950," Official Files, Archives, Smith College, April, 1950.

National Association of Physical Education for College Women, "Sixth Annual Conference of the National Associ­ ation of the Directors of Physical Education for Women in Colleges and Universities," official Files, Archives, Smith College, March, 1930. 253

Niehus, Dorothy Elizabeth. "The Development of the Physical Education Program for women at Oberlin College Since 1837." Unpublished Master's thesis. The Ohio State University, 1942.

Tucker, Dorothy M. "Katherine WilliamB Montgomery: Her Life, Professional Career and Contributions to Physical Edu­ cation. " Unpublished Ph.D. dissertation, Texas Women's University, I960.

Other Sources

Clarke, Henry Harrison. Biographies of Fellows American Academy of Physical Education. 1953. University of Oregon:Microcard, 1954.

Phillips, Madge Marie. Biographies of Selected Women Leaders in Physical Education in the United States. Ph.D. dissertation. State University of Iowa, 1960. AUTOBIOGRAPHY

I, Marianna Trekell, was born in Davenport, Iowa, on

April 11, 1926. I received my elementary and secondary edu­

cation in the Davenport Public Schools, receiving a diploma

from Davenport High School in January, 1945.

My undergraduate study was completed in February,

1949, at Iowa State Teachers College, now the State College

of Iowa, where I received a Bachelor of Arts degree. From

March of 1949 through the school year of 1951, I was employed

as a physical education teacher in the New Hampton, Iowa,

Public School System where I taught elementary students as

well as junior and senior high school girls. The following

year I taught girls physical education in the Bettendorf,

Iowa, Junior and Senior High School. In 1952-1953 I was a

graduate assistant in the Womens Physical Education Depart­

ment at The Ohio State University and received the Master of

Arts degree in September, 1953. Since that time I have been

employed by the Bexley, Ohio, Public School System as an

elementary school physical education teacher.

254