This dissertation has been microfilmed exactly as received 68-2999 HEALY, Frances Patricia, 1923- A HISTORY OF EVELYN COLLEGE FOR WOMEN, PRINCETON, NEW JERSEY, 1887 TO 1897.

The Ohio State University, Ph.D., 1967 Education, history

University Microfilms, Inc., Ann Arbor, Michigan © Copyright by

Prances Patricia Healy

1968 A HISTORY OF EVELYN COLLEGE FOR WOMEN PRINCETON, NEW JERSEY 1887 TO 189?

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

B.i

Frances Patricia Healy, B,AtJ M.A<

x * x * * #

The Ohio State University 1967

Adviser School of Education ACKNOWLEDGMENT

Many people have helped In the completion of this history—too many to name them all. But to some who have played an especially Important part I wish to give my special thanks: first, to Dr. Robert B. Sutton, my adviser, whose help and advice made this task not only possible but also enjoyable; then to three women who, each in their own way, are most responsible for my successful completion of this work; to Katherine H. Porter, my Freshman English professor, who taught me to appreciate higher education and who over the years has exhibited a belief in me that I cherish; to Esther Brubaker, who as my assistant at Ohio State, saw me through course work and examinations and whose confidence in me I wanted GO justify; to Marjorie M. Trayes, the Dean of Students at Douglass College with whom I have worked for the past seven years—the years in which this history was written, whose genuine concern and complete support was con­ stantly available; to my family—especially my father who, like my mother before her death, gave me the continual re­ assurance and encouragement that is a major factor in accomplishing a project such as this; finally to typists,

ii librarians, archivists (especially M. Halsey Thomas of Princeton University), my secretary, Melba Coopey, and all the others whose paths I crossed and without whose help this history would never have been written.

lii VITA

November 20, 1923 Born - Cleveland, Ohio 19^6 B.A., Flora Stone Mather College, Western Reserve University, Cleveland, Ohio 1946-19^8 .... Teacher, Champion Junior High School, Painesville, Ohio 1953-1960 .... Assistant to the Dean of Women, The Ohio State University, Columbus, Ohio 1956 ...... M.A., The Ohio State University, Columbus, Ohio i960 ...... Associate Dean of Students, Douglass College, Rutgers. The State University, New Brunswick, New Jersey FIELDS OF STUDY Major Field: History and Philosophy of Education Studies in Philosophy. Professor H. Gordon Hullfish Studies in Philosophy. Professor Everett J. Kircher Studies in History of Education. Professor Bernard Mehl Studies in History of Education. Professor Robert B. Sutton Minor Fields: Higher Education Studies in Higher Education. Professor Earl W. Anderson

iv CONTENTS Page ACKNOWLEDGMENT ii VITA iv ILLUSTRATIONS vi FOREWORD . . . 2 Chapter I. INTRODUCTION 7 II. THE FOUNDING FAMILY 36 III. THE COLLEGE 5^ IV. STUDENTS AND FACULTY 9*» V. CONCLUSION 126 APPENDIXES I. LIST OF STUDENTS EVELYN COLLEGE 136 II. McILVAINE'S SPEECH (1895) 1^3 III. HARPER'S ARTICLE (1888) 152 IV. HARPER'S ARTICLE (I896) 157 V. HIGHER EDUCATION OF WOMEN IN NEW JERSEY .... 162 VI. HARVARD CERTIFICATE 168 VII. HARVARD EXAMINATION FOR WOMEN 171 BIBLIOGRAPHY . 195

v ILLUSTRATIONS Figure Page 1. Seal of the College 1 2. Joshua Hall Mcllvalne 35 3. Elizabeth Mcllvalne 45 4. Evelyn College Building 53 5. Evelyn College Room 1891 98 6. Evelyn Tennis Club 104

vi Fig. i.—Sketch of the Evelyn College Seal from the Special Certificate of Josephine Reade Curtis, 1893 (courtesy of the Princeton University Archives; drawing by Robert Bradshaw, Art Department, Douglass College). FOREWORD

In an address given at the 1958 Douglass College Founders Day which celebrated the fortieth anniversary of the College, Frank H. Bowles, then President of the College Entrance Examination Board referred to Evelyn College In Princeton, New Jersey as "the first institution of higher education for women established in this state." After quot­ ing a glowing account of Evelyn College published in the Harper's Bazar of September, 1896, he said: Evelyn, despite this glowing account, closed its doors in 1897, when its enrollment dropped to 1^. Furthermore, be it noted, its disappearance was com­ plete. No mention of it was found in any of the histories of Princeton that were consulted, no men­ tion is to be found in any account of the develop­ ment of New Jersey's educational system. But it represented, as already noted, the first attempt at higher education for women in the state. . . . It seemed strange that a college for women could have existed in Princeton for ten years and yet not be mentioned in histories of either Princeton or women's education. And yet substantially this is true. The search for material concerning Evelyn began in the Archives of the Firestone

xFrank H. Bowles, "The Higher Education of Women: Factors the State University Should Consider in Planning for New Jersey," address given at Douglass College Founders Day, April 17, 1958, New Brunswick, New Jersey. 2 3 Library of Princeton University where a box labeled "Evelyn College" contains a sparse collection of three or four Evelyn College Catalogues, a few class day and commencement brochures, some photographs of Evelyn College, rooms at the college and the Evelyn College Tennis Team of 1890-91, and little else. Fortunately one letter from Alice Mcllvaine to the Archivist gave the name of two Evelyn College graduates and one of these proved most valuable. That was the name of Julia Bogert who had lived in Metuchen, New Jersey. In tracing her heirs and seeking material she might have left concerning Evelyn College it was discovered that she had a mimeographed list of names of Evelyn College alumnae which she had compiled, along with a report of Evelyn College Alumnae Reunions held in 1931 and 1932. This list, although it did not include all the students who attended Evelyn Col­ lege, was extremely valuable since it not only listed the maiden name but also the married name of former Evelyn College students. This list, the list of students in the back of the 1890-91 and 1891-92 Evelyn College Catalogues, and the names of students found in several articles in the Princeton Press became the ten years roster of Evelyn College students. In attempting to trace these students the following sources were used: Princeton City Directories, current telephone books, records of state historical societies, and the New Jersey Department of Vital Statistics for death notices from 1932 through 1964 of those alumnae with New Jersey addresses. One fact led to Oberlln, Ohio where the burial certificate of an 1893 graduate of Evelyn College was found and then back to Scarsdale, New York where the cousin of this graduate was located, but after all that no material or information about Evelyn College was to be found. Another led to the Princeton Water Company where burial records are kept. Obituary notices both in the Princeton Alumni Records Offices and in the Library of the Princeton Theological Seminary helped in locating several people related to Evelyn College students. One of the major sources of information was the Princeton Press. For the ten years that Evelyn College existed, this newspaper carried full and very favorable reports of its activities. Two or three articles found in Harper's Bazar during this period also give full and very sympathetic accounts of Evelyn College. Another source of information was contacts with relatives of the Mcllvaines, relatives of Evelyn students (a brother, a daughter, a niece, a brother-in-law), a few contacts with women who had attended Evelyn for a year or two but had not graduated, and Interviews with Princeton people who had heard about Evelyn College.

Papers and letters of Princeton faculty members con­ nected with Evelyn College were perused and a search through 5 twenty-seven boxes of the papers of Princeton Professor Allan Marquand turned up one Evelyn College Catalogue, one photo­ graph of Evelyn College, and one letter from an applicant for a position in the Evelyn College Art Department. The Princeton University Catalogues, which listed all the stu­ dents in attendance, were used to locate brothers and hus­ bands of Evelyn students as well as information concerning the Princeton requirements for entrance and for graduation. In addition to general histories of women's education the catalogues of 1890-91 of the following colleges were studied so as to compare requirements: Radcliffe, Barnard, Bryn Mawr, Mt. Holyoke, Smith, Elmira, Vassar and Wellesley. It appears to be true that the existence of Evelyn College is not mentioned in any of the general histories of Princeton or of Princeton University. However, mention of it is to be found in Annie Meyer Nathan, Barnard Beginnings, the anonymous work The Colonial Club of Princeton, 1691-19^1> and the small volume, Princeton, Past and Present by Varnum Lansing Collins. Thomas Woody's monumental two-volume A History of Women's Education in the United States mentions Evelyn once in a listing of "Division A" Colleges given in the 1890 Report of the U.S. Commissioner of Education. The history which follows is primarily reconstructed from the aforementioned sources. No records of the College itself could be found. At one point it was thought that 6 Dr. Mcllvalne's papers were In the archives of a Newark Presbyterian Church but this proved to be incorrect. The grandnlece of Dr. Mcllvalne felt that if any records were kept by the Mcllvalne daughters they were lost around 1916 when the daughters had to sell most of the things they had had in storage due to the lack of finances. On the other hand it well may be that there just were not any records. CHAPTER I

INTRODUCTION

The nineteenth century can clearly be designated as the time when higher education for women came into its own and established itself as an important element in the history of American education. Prior to this time women's education was confined primarily to the elementary level. Beginning early in the l800's, however, a movement got underway that was to prove significant to the establishment of higher edu­ cation for women. This was the development of the female seminaries and academies. This movement flourished and reached its most fruitful period from 1830 until i860. A small number of seminaries existed prior to 1820, but from 1820 to 1850, close to 104 were founded and in the ten years following the Civil War, 96 more were established.

A small number of these seminaries developed into strong institutions and began to offer to women an education of high quality. It is impossible to include all those that managed to develop high academic standards, but it may be well to mention a few in the northeastern part of the United

Mabel Newcomer, A Century of Higher Education for American Women (New York: Harper and Brothers Publishers, 1959), P. 9. 7 8 States such as Troy Female Seminary (1821), Mount Holyoke Female Seminary (1837), Hartford Female Seminal"* (1828), Ipswich Seminary (1828), which were consj-' red of . i extremely high quality. The women who were instrumental in the devel­ opment of these institutions were women whose names are quite familiar in the field of education—Emma Willard, Mary Lyons, Catherine Beecher, Zilpah Grant. Although none of these seminaries ever claimed that they were colleges or that their program equaled that of reputable men's colleges, it is evident from the description of their courses that much of their work was on a college level and was comparable to that being given in the men's colleges. Troy Female Seminary (now called the Emma Willard School), was unquestionably a forerunner of women's higher education. From its founding in 1821 by Emma Willard, a plan had been devised for it. Emma Willard's "Plan for Improving Female Education" was the basis on which she founded her seminary in 1819 in Waterford, New York, and then moved it two years later to Troy, New York. Fifty years later her "Plan" was still considered so able and so applicable that it was printed in full in the proceedings of the convocation of officers of colleges and academies at Albany, New York. In 1893, in *n article published in "Harper's Bazar," Thomas Wentworth Higginson wrote, "When in 1819, Mrs. Willard published her address to the public, particularly to the members of the Legislature of New York, introducing a plan 9 for improved female education and establishing her school under State patronage at Waterford, she laid the foundation upon which every woman's col­ lege may now be said to rest."^ Emma Willard's plan pointed out the weaknesses of some of the existing educational institutions. The major ones being: They were founded by individuals to make money; they did not provide adequate accommodations, libraries, or apparatus; they did not have enough teachers; there were no persons or boards to whom the teachers were responsible. She then proceeded to point out what the essential features of a female seminary should be: 1. A building, with commodious rooms for lodging and recitation, apartments for the reception of appa­ ratus, and for the accommodation of the domestic department„ 2. A library, containing books on the various sub­ jects which the pupils were to receive instruction, musical instruments, some good paintings to form the taste and serve as models for the execution of those who were to be instructed in that art, maps, globes, and a small collection of philosophical apparatus. 3. A judicious board of trust[ees]. 4. Suitable instruction; first, moral and religi­ ous; second, literary; third, domestic; and fourth, ornamentalo 5. There would be needed, for a female, as well as for a male seminary, a system of laws and regulations, so arranged, that both the

Alma Lutz, Emma Wlllard, Daughter of Democracy (Boston: Houghton Mifflin Co., 1929), p. 75. 10 Instructors and pupils would know their duty; and thus the whole business, move with regularity and uniformity.3 Although she failed to receive State support for her seminary, which had been one of her main goals in her Plan, she did receive $4,000 from the city of Troy, and after repeated attempts to get financial aid from the State failed, Mrs. Willard went on to develop her excellent Seminary with the help of citizens in Troy and an ever expanding enrolment. The course of study which she advocated, she divided under four heads—Religious and Moral, Literary, Domestic, and Ornamental. The ornamental studies which she recommended for a seminary were music, drawing, painting, "elegant penmanship," and "the grace of motion." She did not include needlework, which, in its most ornate phases, was considered an essential part of the curriculum of a girls' school. In defence of this omission, she said that she considered the use of the needle for other purposes than "the decoration of a lady's person or the convenience or neatness of her family" a waste of time, since it was of so little value in the formation of character.^

Mrs. Willard"s curriculum gradually took on more and more of an academic flavor, She made higher mathematics a part of it. She improved her own methods of teaching geography and eventually published a textbook in this field. Modern languages were taught at Troy along with history and natural philosophy. By the 1850's, the following higher studies were being taught at the Troy Female Seminary:

•^Henry Barnard, Educational Biography: Memoirs of Teachers, Educators, and Promoters and Benefactors of Educa­ tion, Literature and Science (New York, 1861), quoted in Thomas Woody, The History of Women's Education In the United States (New York: The Science Press, 1929), Vol. I, p. 309- ^Lutz, op. clt. , pp. 71-72. 11 "Latin, alegebra, geometry, trigonometry, moral and natural philosophy, logic, botany, chemistry, geology, astronomy, zoology, natural theology, rhetoric, literature and 5 history." In all of these courses, Mrs. Wlllard's methods were such that she did not only teach the students the sub­ ject matter, but equally Important to her was teaching them to communicate what they had learned. This led her to train them as teachers for her own seminary and eventually resulted In hundreds of Troy Female Seminary daughters going out to teach all over the country. The far reaching effect of teachers educated at Troy, as well as at Mount Holyoke, Hartford, Ipswich, to name but a few, on common school education throughout the United States, resulted In changing attitudes towards educating women and most certainly aided the struggle for the estab­ lishment of colleges for women. The second development in the emergence of higher education for women came about in the l850's and l860's, when institutions incorporated for women's education began to be designated as "colleges" or "collegiate" institutions. The South in particular used this designation for a great many of their female institutions. As late as 1915, in a report given by Mrs. Ellis for the Southern Association of College Women, she stated, "that there were 140 institutions

5Ibido , p. 183. 12 in the South calling themselves 'colleges for women'; but 'only six have been recognized as standard colleges.'" These colleges sprang up all over the country in the middle of the nineteenth century, but few of them could legitimately claim the title. Many of them could not even be favorably compared to the top ranking seminaries of that day. Many of these colleges closed down after a time, while a few gradually developed into institutions that had a right to be called colleges. Most of these institutions developed in the South, Midwest, and West. Only a few seemed to develop in the Northeast. Woody has studied many of these very carefully and found that in their entrance requirements, their course of study, and their requirements for graduation, they could not be compared favorably with the leading men's colleges of that time. For example, he cites that the Pennsylvania Female College at Perkiomen Bridge,Pennsylvania, required no Latin or Greek for entrance, and they were accepting students at age thirteen or fourteen. The Cincinnati Wesleyan Female College did not mention an age for admission. They had seven teachers, and Woody felt that probably four of them taught only elementary studies. Although in many areas their requirements were comparable to those in men's colleges, they

Thomas Woody, History of Women's Education in the United States (New York: The Science Press, 1929), Vol. II, p. TET. 13 were weak in mathematical studies, and they completely neglected history. Llndenwood College at St. Charles, Missouri had some college level requirements, "... but the catalog states that 'students may omit some of the studies in the regular (course) when studying the Languages, or 7 several ornamental branches.'" It was about these institutions that Catherine Beecher wrote in 1851: Those female institutions in our land, which are assuming the ambitious name of colleges, have, not one of them, as yet, secured the real features which constitute the chief advantage of such insti­ tutions. They are merely high schools, with one or two principals, employing subordinates, who are entirely subject to the control of the head of the institution.o But these so called "seminaries," "Colleges," and "Collegiate Institutions" were paving the way for the genuine colleges for women that were to be established in the second half of the nineteenth century. Except for Oberlin College which opened its doors to women in 1837, there is no other record of co-education on a college level before 1850. From I850 on, however, more col­ leges, particularly state universities, began to allow women

7Ibid, p. 178, o C. E. Beecher, True Remedy for the Wrongs of Women (Boston, 1851), quoted in T. Woody, History of Woman's Educa­ tion in the United States (New York: The Science Press, 1929), Vol. I, p. 143. 14 to take a full collegiate course. By 1873, ninety-seven col­ leges or universities were co-educational. Of this number, seventeen were in the southern states, eight in the middle states, sixty-seven in the western states and five in New England. The conservatism of the East in regard to co­ education may be the reason that it became the center and the stronghold for the independent women's colleges. The beginnings of the independent woman's college historically lie in the South. Educational historians vary in their opinion, but whichever side you choose, it will be a southern institution—either Georgia Female College char­ tered in I836 or Mary Sharp College organized in 1850. These were the first independent women's colleges that were con­ sidered to compare favorably with men's colleges. But the real development of the independent woman's college took place in the Northeastern part of the United States where by 1886, the U.S. Commissioner of Education's report listed seven institutions, all from the Northeast, which he regarded as legitimate colleges and which formed his "Division A" list. They were: Bryn Mawr, Vassar, Ingham University, Wells Col­ lege, Wellesley, Smith, and the Society for Collegiate Educa- o tion of Women, at Cambridge. All of these independent women's colleges opened after 1850. Three of the earliest ones, Elmira (185SD, Vassar

9Woody, op. clt., Vol. II, p. 185. 15 (1865), and Wellesley (1875) tried to begin only as colleges but found that the vast majority of students enrolled in the beginning days were not prepared to do college work. It was necessary for them to provide preparatory courses as well as collegiate courses, so as to bring these young women up to the level of college work. Smith college, one of the few women's colleges "which had the distinction of opening without a preparatory depart­ ment and which from the beginning adopted the same require­ ments as the best men's colleges, including Greek, had only fourteen students in its initial year, 1875, to the disap­ pointment of local residents who had hoped for a prompt return on their investment in the new enterprise."10 Bryn Mawr, opening in 1885, not only opened without a preparatory department, but it offered graduate training. Perhaps the foresight of M. Carey Thomas, President of Bryn Mawr from 1894-1922 accounted for their good fortune in not needing a preparatory department. "... She and her two closest friends, Mary Gwinn and Mary Garrett, had united to set up the Bryn Mawr School in Baltimore, which was designed

10L. C. Seelye, The Early History of Smith College, 1871-1910 (Boston, 1923), cited by Mabel Newcomer, A Century of Higher Education for American Women (New York: Harper and Brothers Publishers, 1959), p. 22. 16 not only to prepare students for the new college but to serve as a model for other preparatory schools to follow." Most of the more successful women's colleges gave up their preparatory departments as early as possible. They felt the existence of these departments jeopardized their standing as fully qualified colleges on the level of such institutions as Yale, Harvard, and others. It is obvious from all that was written by or about the individuals involved in the early history of indepen­ dent women's colleges that one of the major considerations constantly on their minds was to create standards of ad­ mission, courses of study, requirements for receiving a degree which would convince all concerned that their institu­ tion was equal in quality to the recognized men's colleges of their day. By 1891, the women's colleges in the Northeastern part of the United States were pretty firmly established. Their entrance requirements matched very closely those of the men's colleges„ In general, they required all students to take examinations in Latin, English, Mathematics, History, Greek, French or German. Some accepted the New York Regency Exam­ inations, or the Harvard Examination for Women as a substitute for their own entrance examinations. Elmira, Smith, Vassar

1]"Cornelia Meigs, What Makes a College? A History of Bryn Mawr (New York: Macmi11an Company, 1956), p. JST 17 and Wellesley Indicate In their 1890-91 catalogues that proficiency certificates were acceptable in place of exam­ inations. Proficiency Certificates were those given in vari­ ous subjects by the secondary or preparatory school which the student had attended prior to seeking admission into college. Most of them were based on an examination given by the school. Bryn Mawr accepted the results of certain of the subjects in the Harvard University Examination for Women, but would not accept proficiency certificates. Perhaps the reason that Elmira, Vassar, Smith and Wellesley were willing to accept these certificates was that they had been in existence for 15 to 35 years and knew how to evaluate the high schools and preparatory schools from whom they recruited their student body c Generally speaking, most of the early independent women's college offered similar courses of study. The major emphasis was placed on the Classical Course which had been the foundation of the leading colleges for men. Interestingly during the period from 1850 until 1900, when the largest number of colleges for women were founded, many of the old, established men's colleges were beginning to show interest in the free elective system. This interest resulted in a "dramatic debate" between President Eliot of Harvard and Dr. McCosh the President of Princeton, in which Dr. Eliot de­ fended the free elective system, and Dr. McCosh defended the 18 traditional required curriculum with the following eloquence: . . . I believe that comparatively few young men know what their powers are when they enter col­ lege. . . . Fatal mistakes may arise from a youth of sixteen or eighteen committing himself to a narrow-gauge line of study, and he finds when it is too late that he should have taken a broader road. I am glad things have come to a crisis. . . . Tell it not in Berlin or Oxford that the once most illustrious university in America no longer re­ quires its graduates to know the most perfect language, the grandest literature, the most ele­ vated thinking of all antiquity. Tell it not in Paris, tell it not in Cambridge in England, tell it not in Dublin, that Cambridge in America does not make mathematics obligatory on its students. Let not Edinburgh and Scotland and the Puritans in England know that a student may pass through the once Puritan college of America without having taken a single class of philosophy or lesson in religion.12 The women's independent colleges could not take a chance on these new innovations and ideas concerning curricu­ lum. They needed first to break down the barriers concerning higher education for women. They had to prove that women were able to handle the same education as men. This they could only do by following the established traditional clas­ sical curriculum. The innovations that were to appear in the men's college curriculum during the latter half of the nineteenth century were too new and untried, and so were not adopted by most of the early independent women's colleges for some time. As time passed and as evidence of their success

12James McCosh, The New Departure in College Education (New York, 1885), quoted in T. J. Wertenbacker, Princeton, 17^6-1896 (Princeton: Princeton University Press, 1946)> pp. 306-307. 19 became more apparent, changes began to creep into the cur­ riculum of these women's colleges. However, if one looks at the catalogues of 1890 of many of these women's colleges, one finds most of them offering the following courses: Latin, Greek, Mathematics, Rhetoric, French, German, English Liter­ ature, Physics, Ethics, Logic. The offerings in science varies from college to college and included astronomy, chem­ istry, biology, botany, and zoology to name a few. A limited offering in history was available in some of these colleges by I890. Mount Holyoke, Smith, and Wellesley still required three to four years of Bible. Most of the above subjects were required in practically all of the independent women's colleges. In some French or German could be substituted for Greek.13

Of the six college catalogues studied, two of them offered only one course of study. They were Bryn Mawr and Vassar. Bryn Mawr presented a curriculum which was basically classical. However, they were one of the first independent women's colleges to offer in their opening year a free elec­ tive system and to offer in addition to a limited number of required studies "group" courses which constituted a major. Vassar College, on the other hand, had offered a classical and scientific course early in its history but after a few

13i889-l890 or 1890-1891 Catalogues of the following colleges were consulted: Mount Holyoke, Vassar, Smith, Barnard, Wellesley, Elmira, Radcliffe, and Evelyn. 20 years dropped its scientific course. However, "the privilege of substituting French for Greek, which was the most impor­ tant difference between the two programs, was retained." The other four college catalogues studied indicated that Mount Holyoke and Smith offered Classical, Scientific and Literary Courses; Elmira offered a Classical and a Scientific Course; and Wellesley offered a Classical, a Scientific and one each in Music and Art. The program in Art earned a diploma, whereas the program in Music led to a Bachelor of Music (Mus. B) degree. One of the major differences in these various courses of study was the language requirement. The Classical Course required Greek and Latin with the Greek requirement gradually lessening. The Literary course clung to Latin, and the Scientific course eventually dropped both Greek and Latin and required French and German. Of the leading four year independent women's colleges in the northeast in the 1890's one can easily see that only slight variations are to be found in their curriculum offer­ ings. Although these courses of study closely paralleled those existing In the leading men's colleges, some interest­ ing differences between women's college programs and men's were shown in an 1868 Annual Report of the New York State Board of Regents. In this report they analyzed the programs

l^Newcomer, op. cit., p. 82. 21 offered by four women's colleges and nine men's colleges. They found two major differences. The women's colleges offered more modern languages and less Greek than the men's. And they offered more sciences, particularly more biological sciences. These same differences appear when Vassar's course of study is compared with those of Yale and Harvard at approximately the same period. The emphasis of the women's colleges on the biolog­ ical sciences was in part, but not entirely, due to their preoccupation with matters of health. It should be noted,also, that while art and music rarely appear in the regular course of the women's colleges they were always available as special studies.!5 In spite of these differences, it is safe to say that by the l890's the independent women's colleges were offering and their students were giving evidence that women were cap­ able of pursuing a college education comparable to that offered to men. This is not to say that everyone believed this, was aware of it, or, most importantly, approved of it. The growth in enrollment of the older women's colleges and the founding of new ones during this period, however, give evidence that inroads had been made for the education of the "weaker sex." Finances were unquestionably one of the major problems faced by the early colleges for women just as they had been for the men's colleges. The generosity of some philanthro­ pists in these early days is clearly shown in the founding of practically all of the independent women's colleges that were

^ibid. , pp. 82-83 22 able to get underway and continue. The one exception was Mount Holyoke which began as a seminary, and sustained by the drive and effort of Mary Lyon, collected monies from everyone in the community and seemed to be able to move into college level work without any large donor. Most of the others trace their beginnings and their successes back to generous bene­ factors. Perhaps the reason that Mount Holyoke, as a college, succeeded was the fact that it had been in existence for so long as a seminary and it had developed a group of donors who had sustained it and given it a solid foundation. In most cases, however, the initial donation was the thing that made it possible for the college to undertake its dream. Obviously these donations varied in size as did the programs and the ambitions that these colleges pursued. Clearly a change in the attitude towards women's higher education can be seen if one looks not only at the variety of individuals who gave so generously to these early colleges, but also at the size of the donations they gave. Elmira College received over $50,000 from Simeon Benjamin who had amassed a fortune in the dry good business. Vassar College received $800,000 from Matthew Vassar and an additional $450,000 from the Vassar family. Matthew Vassar had made his fortune in the brewery business which did make his fortune questionable to some people such as the graduate of Vassar who wrote to him warning that "'a college foundation 23 which is laid on beer will never prosper.' A student over­ heard Vassar exclaim, 'Well, it was good beer, wasn't it?'" Henry Wells who made his fortune with the Wells Fargo Express Company had decided as a young man to found a college and this he did when he donated close to $200,000 for the founding of Wells College in Aurora, New York in 1868. Sophia Smith left close to $400,000 to Smith College and further stipulated that the town in which the college would be established would have to put up $25,000. This Northampton, Massachusetts quickly did. Wellesley College, like Vassar, not only received its original endowment from a man, but also had him closely directing the development of the college in its early years. Henry P. Durant, a lawyer and successful businessman, gave generously to this college and it is estimated that he spent for and endowed the college with close to $1,000,000. Bryn Mawr was the fulfillment of the dream of Quaker Joseph Wo Taylor who made his fortune in the tannery business in Ohio* In his will he left $800,000 to the college. One other aspect concerning the finances of the early colleges for women was that of tuition. In comparing some of the major women's colleges existing in the northeast in 1890

l°Ernest Earnest, Academic Procession: An Informal History of The American College, 1636 to 1953 (Indianapolis, 1953), quoted in Merle Curti and Roderick Nash, Philanthropy in the Shaping of American Higher Education (New Brunswick, New Jersey: Rutgers University Press, 1965), p. 9^» 24 one finds that in general the average annual cost was about $350.00 per year which includes tuition, room and board. Mount Holyoke was $200 but this may be due to the fact that each student there was required to give one hour a day to domestic work. At Wellesley College the 1890-91 catalogue states "The price of board and tuition, including heating and lights, for each student, regular or special, is $350 per year. . . ." 17 It goes on to describe some aspects of the room: The ventilation is a remarkable success. Fresh air is admitted into the basement, and after being heated by contact with steam radiators, and charged with moisture by the addition of a prescribed quantity of steam, passes into the rooms through hot- air flues. By means of the registers the tempera­ ture is regulated by the students, as they desire. All the rooms are thoroughly furnished, and sup­ plied with student lamps. All the buildings are supplied with hot and cold water. The drainage, natural and artificial, is faultless.1^ The costs at Smith and Elmira were $350 while Bryn Mawr's cost ranged from $375 to $500 depending on the type of room requestedc At Vassar in 1890 "The charge to all students who re­ side in the College is $400. This includes tuition in all college studies, board, and the washing of one dozen plain

17Calendar of Wellesley College, 1890-1891 (Boston: Prank Wood, Printer, 1891), p. 51. 18 Ibid. , p. 14 25 pieces weekly. Extra washing is charged for at fixed rates."19 According to Woody, the independent women's colleges arose because of opposition to coeducation and this opposi­ tion was felt most strongly by those in the East. It was only natural therefore that it was in the East that . . . a third type of institution for the educa­ tion of women—the coordinate college—arose, partly as a protest against the completely separ­ ate institution. Tradition hindered the older universities of the East from opening their doors on the coeducational plan; but the compromise, mid­ way between coeducation and the separate college was effected.20 Today it seems most appropriate that this movement for a coordinate, or what is sometimes called an affiliated col­ lege, should have begun at the oldest men's college estab­ lished in America. It began rather simply in 1873 when the Boston Women's Educational Association requested that Harvard University conduct examinations for women similar to those given in England at the Universities of Oxford, Cambridge,and London. These examinations would indicate the level of academic achievement that a woman had accomplished, Harvard agreed to give these examinations on the condition that they be given under the auspices of the Women's Educational Association of Boston.

19Vassar College Catalogue, 1890-1891, p. 70. SOwoody, op. cit. , Vol, II, p. 304. 26 These examinations (see Appendix VII) were first held in June 187^. Upon passing these tests, each candidate was to be given a certificate (see Appendix VI) indicating the level at which she had passed the tests and this was to be signed by the President of Harvard. This in essence was all that Harvard did in the early 1870's for women's higher education. The demands for these examinations, however, began to increase until by 1877 it was necessary to hold the exams in New York, Philadelphia, and Chicago as well as in Cambridge. By 1878 there were fifty-nine candidates who took the exam­ inations and it was at this point that it seemed opportune to begin some kind of collegiate instruction for women. A plan was proposed by a Mr. & Mrs. Arthur Gilman of Cambridge who had garnered the support of three Harvard faculty mem­ bers, who had all found themselves the previous year tutoring a young woman in the courses they were offering to the men at Harvard. The plan proposed was probably the wisest under

the existing conditions since it in no way challenged the hallowed tradition of Harvard's being a college for men. 21 Mr. Gilman organized a committee of ladies to form an association for "Private Collegiate Instruction for Women." He also gathered the support of several other members of the

2^Samuel E. Morison, Three Centuries of Harvard (Cambridge: Harvard University Press, 1936) , p. 391. 27 Harvard Faculty who agreed to give their lectures, the same as those they gave at Harvard, to a group of women. On the women's committee one of the outstanding mem­ bers was Mrs. Louis Agasslz, wife of the famous Harvard scientist, who with the help of the committee made all prac­ tical arrangements and raised the sum of $15,000 which they felt would be adequate to carry them through the first four years of this experiment. They issued a pamphlet entitled "Private Collegiate Instruction" indicating that all of the courses would be at the level of those given at Harvard College and would be given by the members of the Faculty of Harvard College. As can easily be understood the number of courses offered at the very beginning was quite limited. The number of students who first enrolled was 27, but by the second year this had increased to 47. The enrollment in­ crease led the committee to incorporate as "The Society for the Collegiate Instruction of Women" and they purchased a home known as the Fay mansion and continued to enlarge their course offerings. At this time they began to discuss plans to bring about an official affiliation with Harvard University. There was no question that Harvard's Governing Board would not accept the idea of granting the Harvard degree to the stu­ dents attending "the Annex"—as this college became known. 28

Under the leadership of Mr. Gllman and Mrs. Agasslz a rather Ingenious compromise was worked out . . . by which the Harvard Governing Boards accepted a vlsltorlal power and consented to countersign women's degree diplomas, on the condition that all Instruction be given by members of the Harvard staff. On this basis The Society for the Collegi­ ate Instruction of Women received a new State Charter In 189^ as Radcllffe College, which was empowered to confer all honors and degrees given by the university in the Commonwealth. Prom the very beginning the plan for collegiate in­ struction of women by Harvard's professors was wholly sup­ ported by President Charles Eliot. There is little doubt that the plan would never have succeeded if it had not been for his good will and support. In relation to Radcllffe, it has been said of President Eliot that "He was not the founder of the new institution—not the founder, but the founda- tion.1*23

Exerpts from two letters by two of the most deeply In­ volved founders of Radcliffe College seem to give insight into the reason that Radcliffe succeeded. In February 1883 Mr. Arthur Gllman wrote a letter to Mrs. Agasslz in which he recounted some of the background involved in the founding of the women's college. Meanwhile I had laid the plan before President Eliot, asking if there was any objection to carrying it out. He called on me and told me

22Ibid. , p. 392. 23LBR Briggs, "An Experiment in Faith," The Atlantic Monthly, Vol. CXLIII (January, 1929), p. 106. 29 there was no objection. In January, 1879, we began to form the committee of ladies, taking pains to choose such as did not represent any "cause" or who would be looked upon as "advanced," or in favor of coeducation. . . .^ The second letter is one written by Mrs. Louis Agassiz to a group of graduates of the Annex who wrote to her ex­ pressing the regret that the degree granted would not be a Harvard degree. Her reply clearly shows why she was so suc­ cessful in her dealings with Harvard as well as showing what she strongly believed. My dear Girls: . . . A year has been spent in the most careful deliberation and earnest discussion between the Harvard Corporation, the College faculty, and our own Society as to the means of bringing about a closer relation between the Annex and the University. . . . We began the Annex as an experiment. We did it in the hope that Harvard would finally take us in some way under her protection. She has now made the first step in that direction. She has assumed the whole responsibility of our education, and I confess it has never occurred to me that a degree given under her signature and seal would not be equivalent to a Harvard degree. It seems to me a distinction without a difference. What can an institution give more sacred than its signature and its seal? A pledge so guaranteed cannot be broken by any honorable body. To make this guarantee valid Harvard must keep our edu­ cation up to the level of that of the Harvard student. She cannot set her hand and seal to an inferior degree. But I do her injustice in even hinting at such a possibility—the offer is made in perfect good faith and with the purpose of

Lucy Allen Paton, Elizabeth Cary Agassiz, A Biography (Boston: Houghton Mifflin Company, 1919)7 P- 199. 30 enlarging our education as fast and as fully as possible.25 The rise of coordinate colleges begun by Radcliffe found other advocates. Some because, like the founders of Radcliffe, they believed it to be the best type of arrange­ ment and others, such as the founders of Barnard, because they found that it was the only arrangement that would be accepted by the Board of Trustees of Columbia. It is note­ worthy that beginning in 1879 Dr. Barnard had advocated open­ ing Columbia to women but he had been unable to achieve this because he insisted that the best arrangement would be co­ education and apparently Columbia was not ready for this. In March 1888 the Board of Trustees did agree to a plan that was similar to the Harvard-Radcliffe plan.

Other coordinate colleges that came into existence in the late 1800's were Pembroke (Brown University), Sophie Newcomb (Tulane University), and Flora Stone Mather (Western Reserve University). The latter, Flora Stone Mather, , o . was a little different, since it was created in order to permit Adelbert College—the under­ graduate liberal arts college of Western Reserve— to limit its instruction to men. The decision was made by the administration, not the students, and was defended by President Haydn on the grounds that while coeducation was inevitable under fron­ tier conditions, the "demand for separate education is one of the later growths of civilization and the advance of wealth".2"

25lb_id. , p. 246. Newcomer, op. cit., p. 42. 31 The coordinate colleges had definite advantages over the Independent women's colleges. Being closely affiliated with a well established men's college they followed their entrance examinations and their course of study. They did not need to be overly demanding in their requirements in order to prove themselves and this eliminated one of the major concerns facing the independent women's colleges. At Radcliffe in 1890 the course of study clearly showed the influence of Eliot's elective system. Only two courses were required in the Freshman Year—English and either French or German. The other three courses were open to election by the student from seven different departments. The tuition at Radcliffe was about $200 a year for a full course. Room and board in the beginning was arranged on an individual basis in private homes in Cambridge. At Barnard the tuition for a full course was $150 per year as stated in their 1890-91 catalogue. One of the greatest advantages, however, of the co­ ordinate women's college over the independent women's col­ lege was a financial one. The coordinate colleges that grew up in the shadow of men's college whether with hopes of or arrangements for becoming affiliated with said colleges were able to rely on the faculty of that college and in some cases the use of their libraries and laboratories. Their initial expenditure was practically nothing in comparison to the 32 Independent women's colleges. The coordinate college needed acceptance as her first and most Important step whereas the independent women's college needed money as her first and most important step. This is clearly illustrated by the fact that Radcliffe raised only $15,000 in the beginning and felt that this would carry them through the first four years. Barnard, according to an account given by Annie Nathan Meyer, began with "$3750 pledged annually for four years, . . . and it possessed in outright gifts $5,050. . . ."^' Radcliffe after surviving for the first five years finally did solicit contribution so as to raise $100,000 to prove to Harvard that they were not "financially speaking, an unsafe acquisition for the University."2° The question of finances has always plagued the col­ leges and universities whether they be for men, women or co­ educational. The special problem involved in raising funds for women's colleges in the late 1800's was clearly described by Annie Nathan Meyer who was active in the founding of Barnard. Her description may also give us some indication of the character of the early philanthropists who lent their support to the higher education of women: Of course what made begging for a women's college in those days peculiarly difficult was the fact

'Annie Nathan Meyer, Barnard Beginnings (Boston: Houghton Mifflin Company, 1935), pp. 139-140. ? 8 Paton, op. cit. , p. 217. 33 that it took a person of liberal views to be in­ terested at all. And people who are deeply in­ terested in a liberal cause, who would actually make sacrifices for it, are usually not rich. The possession of wealth makes for conservatism, for keeping things as they are. Why not? Those who suffer most from present conditions are obviously the ones to be filled with a burning de­ sire for change. It is only the finest souls of the earth who dedicate themselves to an Ideal even if they have more to lose by it than to gain. One cannot expect to meet many such in the course of a lifetime.29

Two major historical developments seem to have worked most favorably in behalf of women's higher education. First was the growth of the female seminaries and public schools and second was the suffrage movement which gained support and ammunition from the abolition movement. The rise and growth of the seminaries and public schools affected women's education in two ways. First of all it made it possible for more women to get a secondary education and secondly it created a demand for teachers. There just were not enough men to fill all the positions and furthermore schools found that they could hire women much cheaper„ Looking back into the early history of some of the leading four year women's colleges it is almost inevitable to find that preparation for teaching was a major consider­ ation of the early founders. This also turned out to be one of the most successful arguments to gain support for the college.

Meyer, op. cit. , p. 13*J. 3 The second historical development was the suffrage movement which followed closely the anti-slavery movement. The arguments for equal legal and political rights lent themselves easily to educational rights. Some advocates of women's educational rights, however, were not equally enthusiastic about women's legal and political rights. An article appearing in the Princeton Press on April 16, 1887 entitled "Women Get to Vote in School Districts" clearly shows this: The Governor has signed the bill giving women the right to vote in school districts. The new law will meet with the hearty approval of the public. The education of the children at home and in school is largely confided to women, and there is no reason why they should not have something to say concerning the selection of trustees. Prac­ tically, the question of "women suffrage" is not involved in this matter, for there is a clear distinction between the duty of choosing those who look after educational interests and that of electing those who care for the business details of government.30

But inspite of varying opinions more and more people were concerning themselves with women's rights and their concerns included women's education.

3°Princeton Press, April 16, 1887, p. 3. 35

Fig 2 —Joshua Hall Mcllvaine (courtesy of Mrs. S E Edgerly, great granddaughter of Dr Mcllvaine) CHAPTER II

THE FOUNDING FAMILY

Joshua Hall Mcllvaine, the founder and president of Evelyn College, was born In 1815 In Lewes, Delaware. He was one of twelve children brought up on a farm. All of them appeared to gain an education for themselves in some manner. According to Miss Margery Austen Ryerson, a grandniece of Joshua Hall Mcllvaine, there was a brother, Joseph, who was an inventor with the Baldwin Works in Philadelphia. Miss Ryerson recalls that her mother told her about claying with a self-loading car model which Joseph Mcllvaine had appar­ ently invented. Another brother, David, was an Episcopal minister in Lewes, Delaware who remained unmarried; the story is told that for six days he farmed the land and then on Sunday he preached, but he always wore black kid gloves when he preached because the farming had left his hands in such bad condition. A third brother, Robert Hunter, was a doctor-minister who settled in Ocala, Florida. Two sisters, Comfort Helen and Prudence, were teachers who remained single and had a school in Murfreesboro, Tennessee. It is said that during the Civil War one of the major battles was fought out in their school yard and in the surrounding area. A sister,

36 37 who was with them at the time, met a Northern officer during this time and Is reported to have returned to Princeton and married him. Of five sisters, Annie, Jane, Emily, Mary Simons, and Lydla Crawford, little Is known. But there was also a sister, Eliza Hopkins, who married James Brown, and whose daughter Mary Mcllvalne Brown married David Austen Ryerson, a lawyer in Newark, New Jersey. The Ryersons had one daughter, Margery Austen Ryerson, who is still living in New York City, and who is the source of most of the personal information concerning the Joshua Mcllvaine family. Miss Ryerson's mother lived with the Mcllvaines for about eight years during her teens and after her marraige to David Ryerson continued throughout her lifetime to keep in close touch with her "Uncle Josh" and his family. Joshua Hall Mcllvaine attended Princeton College and graduated in 1837. He then received a degree from Princeton Theological Seminary in 18^0 and in 1841 was made pastor of a church in Little Falls, New York, where he stayed for eighteen months. In 1843 he went to Utica, New York were he married Sarah Dutton, the daughter of George and Sarah Day

Duttonc Her father was a musical instrument expert in Utica, New York and gave his name to the Dutton piano. Her mother was a Day, sister of Benjamin Henry Day who established

•'•Interview with Margery Austen Ryerson, grandniece of Joshua Hall Mcllvaine, August 3, 1965. 38 the New York Sun, and sister-ln-law to Moses Beach who later owned the same newspaper. Benjamin Henry Day was the father of Ben Day who invented the printing process known as "Ben Day" and was the great-grandfather of Clarence Day, author of Life with Father.2 Sarah Dutton's mother and father were a prominent family in Utica, and Sarah herself was a member of high society when she married Joshua Hall Mcllvaine. They remained only five years in Utica when Joshua Hall was called to Rochester to become the pastor of the First Church, one of the leading Presbyterian Churches of upstate New York. Here he spent twelve years of his life and it was really during this period that he gained his reputation as an outstanding preacher and in 1854 the University of Rochester gave him the degree of Doctor of Divinity. While he was pastor of the First Presbyterian Church of Rochester, Dr. Mcllvaine held a "front rank among the preachers of Rochester and not with­ standing his conservatism and brusque manner commanded the highest respect of all classes and religious sects. He was a deep scholar and a powerful preacher, and never hesitated to express his opinion, and in so doing always retained the

2The National Cyclopedia of American Biography (New York: James T. White and Company, 1906 and 1940), Vol. XIII, pp. 307, 329; Vol, XXVIII, p. 111. 39 respect of those whose views were opposite to his own." While at Rochester Dr. Mcllvaine developed and broad­ ened the literary and linguistic interests which were to bring him back to his alma mater as professor for the decade of the sixties. In Rochester he founded o „ . a scientific and literary society in which each member was expected to have a special sub­ ject of study, choosing for himself the field of comparative philology. Mcllvaine became more and more interested in that subject, devoted a good deal of time to it and to related fields, and eventually achieved a considerable reputation. In 1859 the American Whig Society of Princeton College selected Mcllvaine to deliver the annual oration at Princeton before the two societies, and he spoke on the relation between politics and religion. During the same year Joseph Henry, head of the Smithsonian Institution and former professor of Physics at Princeton, invited him to lecture at the Smithsonian, where Mcllvaine delivered a course of lectures on comparative philology in relation to ethnology, including an account of the relation of Sanskrit to the whole Aryan family of languages. In i860 he became professor of belles-lettres and elocution in the College of New Jersey, lecturing also on politi­ cal economy. The title of his chair was changed in 1869 to belles-lettres and English language and literature—the first time English literature was specifically mentioned as the subject of a professorship at Princeton,,^

The appointment at Princeton included a house on cam­ pus, a pasture for his cow and $1700 a year. The students

^Rochester Democrat and Chronicle, February 1, 1897. Donald Drew Egbert, Princeton Portraits (Princeton: Princeton University Press, 19^7) , pp. 116-117. 40 had great affection for Dr. Mcllvalne, who was respected and cared for during his ten years at Princeton. Shortly after his arrival In Princeton the Civil War broke out and he watched nearly half the student body leave to go to their homes in the South to fight for the Confederacy. The story was told that he helped to have the Northern flag put up over Nassau Hall. Dr. Mcllvalne's reputation as an out­ standing preacher followed him from Rochester to Princeton. He was in great demand to be a guest preacher at the Presbyterian churches around the Princeton area. He would often receive $50 a Sunday, which was a handsome sum in those days* Sometime in 1869 a gentleman interested in the Uni­ versity of Pennsylvania approached Dr. Mcllvalne and offered to endow a chair for him at that University. The gentleman agreed to set up this endowment according to Dr. Mcllvalne's specific wishes. Dr. Mcllvalne resigned his position at Princeton late in 1869 in anticipation of this position, but in the meantime the gentleman had died and left no provision in his will for the endowed chair for Dr. Mcllvalne. Prince­ ton, having already replaced Dr. Mcllvalne, did offer him another position but it was not sufficiently attractive so Dr. Mcllvalne refused it, Instead he accepted the pastorate

^Interview with Margery Austen Ryerson, August 3, 1965. 6Ibid„ 41 of the High Street Presbyterian Church in Newark, New Jersey where he went as a temporary measure and remained for 17 years. According to Margery Ryerson, this position at Newark never was right. This parish was not his kind of parish. The church actually turned out to be a "settlement church" that needed a pastor more than a preacher, and according to Miss Ryerson, Joshua Hall Mcllvaine was a preacher not a pastor. She recalls that her mother said that the people at the Newark church never did take to Dr. Mcllvaine and he never took to them0 However, this is not completely borne out by two facts. First, he remained there for seventeen years and second, ten years after leaving Newark at the time of his death the Session of the Newark High Street Presby­ terian Church . . . decided that the Session should attend the funeral in a body, and the following letter was ordered to be addressed to his family and entered on the Session records— Dear Friends—We share with you individually and as a Session a personal loss in the death of your honored and beloved father. We sympathize with each one of you in this second great recent bereavement. Dr. Mcllvaine was for seventeen years our pastor, and the results of his faith­ ful ministry are abiding. The members of this Session will ever remember how earnestly he sought to instruct the young in sound doctrine and prac­ tice and to prepare them for church membership and eternal life. Those who attended the prayer- meetings where he is still kindly remembered and often quoted will not forget his remarkably able, practical and spiritual remarks. The congrega­ tion which listened to his preaching will remember 42 how he fed the hungry with the bread of life and preached the Lord Jesus Christ to the impenitent. The homes that he visited in affliction will re­ member his tender and prayerful sympathy, and the city of Newark is a debtor to him for his long continued influence.' Whatever misunderstanding or lack of rapport which may have existed was probably due to the fact that Mcllvaine was an intellectual and did not take to the pastorial type of work required in this Newark church. Dr. Mcllvaine's wife, Sarah, really became deeply involved with the Newark church and did as much settlement work as she could possibly do. Both daughters, Elizabeth and Alice, also gave a great deal of time and energy to this settlement church.

During his pastorates, Dr. Mcllvaine wrote several articles and books, most of these dealing with theology or elocution. The list cf his books included: The Tree of Knowledge of Good and Evil (1854); Elocution: the Sources and Elements of Its Power (1870); The Wisdom of Holy Scripture, with Reference to Sceptical Objections (1883); and The Wisdom o of the Apocalypse (1886). In i887 at the age of 72, Joshua Hall Mcllvaine left his pastorate in Newark and with his wife and two daughters, Elizabeth, age 49, and Alice, age 43, moved back to Princeton, New Jersey, In that year, he founded Evelyn College for Women with the help of his wife and two daughters. Margery

'Princeton Press, February 6, 1897. Q Egbert, op. clt, , p. 117. 43 Ryerson has said that the real Impetus behind the move from Newark to Princeton and the founding of Evelyn College was Dr. Mcllvalne's eldest daughter, Elizabeth. The college was incorporated under the laws of New Jersey In 1889. Joshua Hall Mcllvaine spent the next ten years of his life trying to build the first four year col­ lege for women in New Jersey. Notwithstanding his advanced age Dr. Mcllvaine possessed a vigorous body and an active mind and gave himself to his new and congenial work with characteristic energy and skill. For nearly ten years this institution [Evelyn] has furnished advantages for the higher education of women in Princeton, the absence of which had been sorely felt by the community.9

He died of heart failure on January 29, 1897 at the age of 82c "The funeral services were held on Monday after­ noon, February 1, In the Second Presbyterian church. . . . The funeral services were largely attended and every class that has been graduated from Evelyn was represented."10 He left behind him a ten year struggle to establish a college for women in New Jersey. He also left two daughters whose involvement in Evelyn College had been as total and as unceasing as his own,

Dr, Mcllvalne's belief and interest in higher educa­ tion for women must hav'e evolved over the years. It may well

Princeton Press, February 6, 1897. 10Ibid„ 44 be that, watching his own two daughters, Elizabeth and Alice grow up and remain single, he discovered the disadvantages and the waste of talent which resulted from their lack of higher education. Perhaps the most interesting and the most important member of the Mcllvaine family was Dr. Joshua Mcllvaine's oldest daughter, Elizabeth, who was known as Bess. Here, apparently, was an unusual young woman. An extremely bril­ liant young girl, she was sent, early in her life to attend the Utica Female Seminary, where they recognized her bril- lance and tried to convince the Mcllvaines that she should be trained to be a teacher„ However, this was neither the day nor the age for training young women to be teachers and especially a beautiful young woman such as Elizabeth Mcllvaine, The family was sure that she would get married quite young and, therefore, felt that the only education she needed was that female education which was considered apropos in the late l800's. Elizabeth Mcllvaine was fated for a dif­ ferent life. True, she was most attractive and was engaged to at least four different young men, She was a person who wanted everything but was never satisfied with anything once she got it. /^.parent ly men, as well as other things, fell into this category.

Elizabeth Mcllvaine had a strong mind. She was bossy, she was spoiled, she was stubborn. As the years progressed 45

Fig. 3.—Elizabeth Dutton Mcllvaine (courtesy of Miss Margery Austen Ryerson, niece of Elizabeth Mcllvaine). 46 she began to run the Mcllvaine household. Mrs. Mcllvaine, In later years, became quite deaf and found it quite diffi­ cult to keep up with what was going on around her, there­ fore, it was only natural that Elizabeth, the oldest daughter, should take over, This she did to the eventual bankruptcy, unhappiness and upset of the entire family. Elizabeth Mcllvaine had marvelous ideas. Her cousin used to say, "When Elizabeth stood up, I sat down because I couldn't cope with her dreams and her ideas."11 Time and time again she would get some big idea about establishing a school or a college but her lack of training and formal education left her with little knowledge of what she was undertaking. With only the simple "finishing" that was done at the Utica Female Seminary, Elizabeth was in no way qualified to begin or to sustain a college such as Evelyn College was trying to be.

Nevertheless it was Elizabeth who reportedly, was the force behind the move to start Evelyn College. It was she whose hair turned white as she went out and attempted to

•^Interview with Miss Margery Austen Ryerson, August 3, 1965- 12 The Seminary was a good one of its sort and was directed by Miss Jane Kelly who had an excellent reputation as a teacher. It is reported in M. M. Bagg, M.D. (ed.), Memorial History of Utica, N.Y., from Its Settlement to the Present Time (Utica: D. Mason and Company, Publishers, 1892), pp. 464-465, that the school burned down in 1865 and was not rebuilt until 1871. It could be assumed that Elizabeth's formal education was terminated at the age of 17. 47 raise the money for this college. Perhaps the first and major error that Elizabeth Mcllvaine made was in thinking that a college would make money, and thereby provide a livelihood for her and her family. Her lack of knowledge and experience resulted in her failure to understand that one of the essential elements in the success of practically all of the early institutions of higher learning was a sub­ stantia] endowment. If she had known anything at all about colleges, she would have realized that they were non-profit institutions that had certain set costs whereas they could not be sure of set income, and that, particularly in their early days, they needed considerable financial support over and above the Income from tuition.

The necessity of making a living from Evelyn College was eventually to lead to making concessions in relation to the course requirements, so as to get and keep more students. This is borne out by a letter Elizabeth Mcllvaine wrote to Annie Nathan Meyer in 1891, one of the founders of Barnard College, in which she said, "Of course, you in New York have doubtless all the money you need, but we have very little to go on, and it is necessary, if we are to live at all, to make concessions."1^ The venture with Evelyn College ended in 1897, after the death of Joshua Mcllvaine, and little evidence has been

•^Annie Nathan Meyer, Barnard Beginnings (Boston: Houghton Mifflin Company, 1935), p. I60T 48 found to indicate exactly what happened to Elizabeth and Alice Mcllvaine. A letter from Elizabeth, written in 1899 from Utica, New York to her sister Alice in Decatur, Georgia, indicates that Alice is apparently working at Agnes Scott Institute but there is nothing in the letter which tells what Elizabeth Is doing.x It is known that around 1905 Elizabeth was teaching at Miss Dana's School in Morristown, New Jersey, This was a finishing school which was in its last days. It closed around 1909 when the principal, Miss Dana, died. Elizabeth's next venture took her to Flushing, Long Island, New York, where, in 1909, she established the Hawthorne School and conducted it along with her sister, Alice, for four years. There is no indication where the money came from to begin this school, but it is thought that with this school as with Evelyn College, Elizabeth got some money from her mother's family which included the Days, the Beaches and the Duttons, Whatever its beginnings were, its end can on^y be termed ignoble as is clearly shown in the following newspaper article headlined, "Strike in a Select School," When the seventy-seven children of wealthy Flushing families, pupils at the Hawthorne

-^Letter from Elizabeth Mcllvaine, Utica, New York to Alice Mcllvaine, Decatur, Georgia, September 2, 1899, in the possession of Mrs, S. E. Edgerly, Englewood, New Jersey, a great-granddaughter of Joshua Hall Mcllvaine. 49 School, a fashionable private institution con­ ducted by Miss Elizabeth D. Mcllvaine, arrived at the school yesterday , they were met by the Principal. "You may go home, children," she is quoted as saying, "There will be no lessons today." Happily the youngsters ran home and told their parents they had an unexpected holiday. An investigation revealed the fact that the seven teachers connected with the school were on strike^ They said their salaries had not been paidc Miss Mcllvaine issued a statement late in the day in which she said she had told the teachers that they might have to wait a few days for their money, and had asked them to wait. The school has long had the reputation of being one of the richest of its kind in Queens Borough. The rates for tuition are such as to attract only the children of wealthy parents.15 The school closed after this incident and the Flushing Daily Times stated, "The Misses Mcllvaine are well known educators, and came to Flushing highly recommended. They said today they had no definite plans for the future, but would not again start a school in Flushing."-ix o/- Elizabeth

Mcllvaine died February 17, 1920 in Burlington, Vermont. She and her sister lived there and were associated with Bishop Hopkins Hall, a school for girls. Although Alice Mcllvaine did not have the potential brilliance of Elizabeth in any literary sense, she was a marvelous musician and managed to use this talent to sup­ port herself throughout her lifetime.17 After leaving

•°New York Times, May 14, 1913, p. 1. l6Flushing Daily Times, May 13, 1913= 17interview with Miss Margery Austen Ryerson, August 3, 1965. 50 Burlington, Vermont, she settled in New York City where she taught music to private pupils. In March 1931 and 1932 she attended the Evelyn College Alumnae Reunions. She was re­ ferred to as follows by an 1897 graduate, Sarah "Sage" Biggs Noble, "To me 'Miss Ao.ice' was a wonder. She was so pretty and so sweet, How has she kept so young and attractive? I would like to know." Another said, "It was most interesting to see how little some of the group had changed, particu­ larly 'Miss Alice,' who looked as gay and young as the rest of us," And a .etter from Eveiynite Ethelinde Dennis Oates readt , Miss Alice Mcllvaine, seated in queenly state at the head of the table, looked just as she did in the old days when she walked down the campus to meet the mail man, Tony at her heels. Sin^e ojr Alma Mater is no more, Miss Alice must be the visible symbol of those days,— days filled wi + h a wealth of funny and very happy memories, made sweet by friendships that have survived the happenings of thirty years and a Worj a War,^° Three years before her death, which occurred in 19JJ2 at the age of 88, she was stii^ living in New York City and wro"e vhe foifcwing letter in "epTy to an inquiry from M. Ha'.sey Thomas whs at f-at time was archivist at Columbia Uni 'erslty : My dear 3 i: , 1 am m receipt of your letter of May 11th and In reply I should Like to refer you to Miss

.julia Bogert , "Evelyn College Reunions—1931 and 1932," mimeographed report. Copy sent to Frances P. Healy by Mr Donald Edgar, Miss Bogert's cousin. 51 Julia Bogert, Graham Avenue Metuchen N.J. and to Miss Georgia Penfield 328 West 112th St. New York, both of whom are graduates of Evelyn Col­ lege. I suppose you have some information concerning the work done by the college. The course was as nearly identical with that of Princeton, the senior professors on every hand, as it could be made. It was hoped that Prince­ ton would grant her degree to Evelyn, but when that was refused because some of the Princeton Trustees were opposed to having any affiliation with a college for women and my fathers death occurlng soon after, Evelyn was closed. The idea was afterward taken up in connection with Rutgers. There are a number of graduates all of whom are very loyal to Evelyn, and we have a reunion every year at the Hotel Woodstock in New York. Julia Bogert can give you the list of graduates and she or Georgia Penfield can give you further details. I am glad to know that Dr. Rankin is still in Princeton, and that he has not forgotten Evelyn College, Very Sincerely Yours Alice M. Mcllvaine^ Alice Mcllvaine ended her long and active life as a patient in the Christian Sanatorium, Wyckoff, New Jersey. She died June 21, 1942. In addition to his two daughters Joshua Hall Mcllvaine was survived by a son, James Hall Mcllvaine. There is no evidence that this son ever had any connection with Evelyn College, except that two of his daughters, Grace and Annie (Nan) attended Evelyn College, and Annie received her degree 20 from the college in 1894. James, who graduated from

-^Letter from Alice M. Mcllvaine to M. Halsey Thomas, ca. May 14, 1939. Princeton University Archives. 20Letter written for James D. Heard, M.D., brother-in- law of Annie Mcllvaine Keeble by his secretary, Loma M. Hoehl, to Frances P. Healy,July 26, 1965. 52 Princeton In 1866, became a Presbyterian minister and in 1897 changed his affiliation to the Protestant Episcopal Church of the United States.21 Prom 1900 until the time of his death he served as a minister in Episcopal Churches in Pittsburgh, Pennsylvania. Undoubtedly his own ministry and his family precluded his involvement in Evelyn College. This then was the family that founded and operated Evelyn College from 1887 until 1897. It would be difficult to conjecture what might have been if Alice and Elizabeth, in particular, had had the benefit of a formal college educa­ tion or if some philanthropist had appeared on the scene. Unfortunately neither took place and instead the Mcllvaine family along with many of their well-to-do relatives spent ten years putting what money they could into Evelyn College, •only to have it turn out not to be enough for such a grand venture.

Princeton Press, April 17, 1897. 53

*>/^/

Fig. 4.—Evelyn College building, Princeton, New Jer­ sey, sometimes called "The Pines" (courtesy of the Princeton University Archives). CHAPTER III

THE COLLEGE

Evelyn College for Women founded in Princeton, New Jersey by the Reverend Joshua Hall Mcllvalne opened its doors to its first students on September 28, 1887. A year or more of planning and organizing lay behind this opening. In 1886, when James McCosh was in his second last year as President of Princeton, Dr. Mcllvaine had begun his efforts to open a college for women in Princeton. Support, or at the least, acceptance from McCosh was critical: Great caution was exercised before the decision was finally made. Dr. McCosh was consulted, and although not altogether favorable to the idea, yet his advice was to go on with it, if the con­ sent of certain professors and trustees could be obtained. Also the advice which he gave at that time concerning the management of the Board of Trustees of Evelyn was followed to the letter, and wise and wholesome advice it has proved to be.l Dr. Mcllvaine's relations with former colleagues and fellow churchmen made it possible to act upon McCosh's advice in securing distinguished trustees. In the prospectus of Evelyn College, 1887, the following impressive list of names constitutes the Board of Trustees:

"Women's Colleges'—Evelyn College," Harper's Bazar, November 17, 1888. For a complete copy of this article see Appendix III. 54 Board of Trustees Trustees of Princeton College The Rev. William Henry Green, D.D., LL.D. The Rev. Elijah R. Craven, D.D. Thomas N. McCarter, LL.D. Professors in the Theological Seminary The Rev. Casper Wistar Hodge, D.D. The Rev. Francis L. Patton, D.D., LL.D. Professors in Princeton College The Rev. James 0. Murray, D.D., Dean of the College Faculty Charles A. Young, Ph.D. William A. Packard, Ph.D. Allan Marquand, Ph.D. Hon. A. V. VanFleet, Vice-Chancellor of New Jersey Cortlandt Parker President of the Institution The Rev. J. H. Mcllvanine, D.D., former Professor of Belles-Lettres in Princeton College2 "The Interest of those whose approbation Dr. McCosh thought necessary was easily gained."3 On November 11, 1886, Dr. Mcllvaine wrote to the Board of Trustees of The College of New Jersey (which was to change its name to Princeton University in 1896) and requested permission to make arrangements with the professors to give their courses at Evelyn College. At that time, his request was referred

2Evelyn College Prospectus 1887, p. 3- Princeton University Archives. -"'Women's Colleges—Evelyn College," op. cit. 56 to the Committee on Curriculum who studied it and reported as follows at the February 10, 1887 Board of Trustees' Meeting: Dr. Mcllvaine's petition that he might be allowed the privilege of making arrangements with the pro­ fessors for the delivery of their lectures and examinations upon them in a college for young women which he is proposing to establish in Prince­ ton, was also referred to the Committee on the Curriculum. The following resolution is recom­ mended: Resolved. That if any individual profes­ sors are disposed, on their own responsibility to give such assistance as is asked for, the Board of Trustees will make no objection, provided due care is taken to guard against any neglect of their duties in the College.^ This motion was approved by the Trustees, although this action surprised some people who had thought it would be difficult to gain the support of the authorities of the University. "... One of the most enthusiastic friends of the enterprise, himself one of the College authorities, [had said] 'it will take you five years to push it through the Board of Trustees.'"5 The name Evelyn College, as a name for a women's col­ lege adjoining Princeton, is intriguing. There is in it no clear reference to a donor (as Vassar) or to an ancient benefactress (as Radcliffe) or even to a location (as Bryn Mawr). It would seem instead to have been taken from the

Proceedings of Trustees of the College of New Jersey. Meeting, February 10, lbb7, Vol. VII, p. 18. Princeton Uni- versity Archives. 5 "Women's Colleges—Evelyn College," op. cit. 57 name of the seventeenth century scholarly gentleman, John Evelyn. A pamphlet entitled Higher Education of Women in New Jersey which, although undated and unsigned seems to have been published in 1895 by someone closely connected with Evelyn College, has this to say: It was called Evelyn indirectly for Sir John Evelyn of the seventeenth century, of whom a quaint old writer has said: "He had genius, he had taste, he had learning, and he knew how to give all these a proper place in his works , so as never to pass for a pedant." Learning and modesty were the qualities for which he was best known, and these associations thrown around the euphonious old English name, were well suited to the aims of the new college.° The same attribution of the name Evelyn can be found in an article in Harper's Bazar magazine dated September 26, 1896. There are two possible explanations why Sir John Evelyn's name was borrowed. Possibly Joshua Mcllvaine, born and raised in Lewes, in the county of Sussex in Delaware, at one time may have looked into the name of his town and county and discovered that it had been named by William Penn after its parallel town and county in England.' And that it was in the town of Lewes in Sussex County, England, that Sir John Evelyn was educated prior to going up to Oxford. Sir

Anon. Higher Education of Women in New Jersey, n.d., n.p. Princeton University Archives. For a complete copy of this pamphlet see Appendix V. George R. Stewart, Names on the Land (Boston: Houghton Mifflin Company, 1958) , p. 106. 58 John became distinguished as a writer and as one of the founders of the Royal Society of London, of which he was for o a time the secretary. But it is also true that Sir John had a brilliant daughter, Mary, who wrote Mundus Muliebris [The Female World], wherein is an enumeration of the immense 9 variety of the modes and ornaments belonging to the sex," and of whom he wrote: The justness of her stature, person, comeliness of countenance, gracefulness of motion, unaf­ fected, though more than ordinary beautiful, were the least of her ornaments compared with those of her mind.10 And later in his Diary, after her death, Sir John wrote: . . . My dear child, whose piety, virtue, and incomparable endowments deserve a monument more durable than brass and marble.H There is a family tradition that the name Evelyn was given to the College in memory of an aunt of Mrs. Mcllvaine, Eveline Sheperd Day, since this family is supposed to have contributed some money to support the Mcllvaine family in their venture,12 However, it seems evident that the illus­ trious members of the Board of Trustees of Evelyn College

Q Margaret Willy, English Diarists: Evelyn and Pepys (New York: Longmans, Green and Company, 1963) } P • Tl~! ^The Diary of John Evelyn, edited with introduction and notes by Austin Dobson (London: Macmillan & Co., Ltd., 1906), p. 152, 1QIbid. , p. 149. i;LIbid. , p. 156.

Interview with Margery Austen Ryerson, August 3, 1965. 59 would have favored the seventeenth century diarist over a family relation when they lent their names and support to the founding of this college for women. Evelyn College was located in a low-rambling Queen Anne style house located "about a mile from the centre of Princeton, upon rising ground known in colonial days as Queenston on the King's Highway." J The college catalogue states : The College Building is situated ... at some distance from the main street, from which it is secluded by a beautiful grove, and is in every respect admirably adapted to its purpose. The interior is handsomely finished in modern style with hard wood and artistic decorations. The en­ tire floor, one hundred and twenty-five feet in length, can be thrown open "en suite" for lec­ tures and concerts. The class-rooms, library and dining-room are large and well ventilated, the sleeping rooms carefully arranged, with every attention to sanitary requirements. It will be readily understood that, for such an institution, Princeton possesses advantages not to be elsewhere obtained. Situated midway between New York and Philadelphia with easy access to both cities, yet at a considerable distance from the great thoroughfares, it is a retired and quiet place, noted for its entire freedom from malaria, and for its otherwise healthful climate. . . .-^

The Princeton Press heralded the opening of Evelyn College in 1887 with the following article: We welcome the new Institution. Hereafter it will be The College [meaning The College of New

^Adaline W. Sterling, "Evelyn College," Harper's Bazar, Vol, XXIX (September 26, 1896), pp. 806-7. iaEvelyn College Catalogue, 1890-1891, p. 6. Princeton University Archives. 60 Jersey] and Evelyn College, for we will have two Colleges In town. The Scott property at Queens- ton has been taken for the uses of the new College for young women, under the Rev. Dr. Joshua H. Mcllvalne's Presidency, which will be opened In the Fall. A board of trustees control Its management. Admission requirements and cur­ riculum will be substantially that of the College of New Jersey, with special facilities for music, modern languages and fine arts. A Preparatory Department will be efficiently conducted. Dr. Mcllvaine and his daughters will have the assis­ tance of the College professors on the teaching staff.!5

Not everyone was as enthusiastic or as cordial to this new venture in higher education for women as the Princeton Press was in its welcoming of this "new Institution" nor did all seem to be impressed with those outstanding men con­ nected with Princeton College who were willing to serve as members of Evelyn's Board of Trustees. An editorial appear­ ing in the May 12, 1887 issue of the Unionist Gazette of Somerville had this to say: If the florid accounts of some correspondents who date their letters "Princeton," and send their communications to the daily press, are to be believed, there never was such a magnificent insti­ tution started for young ladies as the "Evelyn College," now being originated in that place. "The female seminary on the Hudson," says one writer, "is no longer to hold the field for edu­ cating the girls of the country against all comers. This quaint and beautiful old town that overlooks miles of Jersey's fairest landscape, is to have a college that proposes to give Vassar all it wants in the line of culture and the classics. This head and centre of Presbyterianism in the world is not content with Princeton College and its

^Princeton Press, January 22, 1887. magnificent buildings, fine curriculum, large corps of professors and long list of students. Nor is it content with the theological seminary that looms up to the left of the college and turns out orthodox clergymen by the score. Princeton wants a female seminary, that will shine like an immense luminary in the classical world. Gray haired and handsome President McCosh," etc. , etc. Well, this almost takes one's breath away. But the writer goes on to say that Vice Chancellor Van Vleet [sic] and Cortlandt Parker will be at the head of the Board, and Dr. Mcllvaine President, and it is in "a beautiful grove," etc. We like Princeton, and who does not? We believe in its college, and hope it will be a university, and who does not save a few old-fashioned trustees? But Princeton cannot have a first-class college and ladies' seminary side by side. Nature is against it, and parents will have something to say about it, "Then you are against the co-education of the sexes?" one of our reformers will ask of The Unionist-Gazette. No. If Princeton will and can educate both sexes in the same rooms, we should not oppose the trial. But two separate insti­ tutions, under different management, to educate the young men and young ladies in their teens in a small town, are not in the line of co-education. The line will be that of co-flirtation instead, and if it is not, parents will believe it. We opine that few mothers will choose Princeton as better calculated to make good, moral and stu­ dious daughters than Vassar. But these arp opinions not shared in by Dr. Mcllvaine and his associates, and, accordingly, our neighboring village will have the trial of a scheme very grand on paper, and which, contrary to the foregoing predictions, we trust may prove entirely successful.16

Unionist Gazette, Somerville, New Jersey, May 12, 62 But Evelyn did attract students and It eventually attracted others because of Its lovely location. In the summer of 1894 the Brooklyn Art School used Evelyn College for its summer art school. Its glowing account of Evelyn gives the most complete physical description to be found: Driving up the winding road which cuts the wide lawn before Evelyn College, no one can fail to think that the Brooklyn Art School . . . has settled this year in delightful quarters. The house is shadowed and partly hidden from the road by many trees—elms, maples, a few nut and fruit trees and some magnificent pines, whose straight, strong trunks rise grandly above the tired group of people which lie beneath them at evening. The great width of the house is broken by many sized gables, quaint windows, irregular little veran­ das, green here and there with vines, all aiding In an effect which combines gratifyingiy the picture- esque and the comfortable. - . The central entrance door is but a step above the drive. Just within a few easy steps of oak lead to the level of the hall. On either side open the music and drawing rooms. Beyond, at the extreme right, a few steps lead down to the studio, a square, well- lighted room, furnished with castes. The library lies at the extreme left of the building and is occupied generally by tne Rev. Dr. Mcllvaine, and his two daughters, who conduct the college. . . . The congenial and homelike atmosphere which pre­ vails ... is felt by both school members and visitors. . . .

, . o The country about is gently undulating, with­ out prominent features, yet offers much variety. The low range of hills known curiously as the Sourland Hills, lies to the southeast. In some of the long, sloping fields are trees, which, just at twilight appear as spots and lines of dark green against the lighter shade of the grass. Abrupt hilly roads are here and there, level tree bordered roads, and plenty of cabbage fields. A good deal of picturesque material besides lies along the banks of the Delaware and Raritan Canal. A portion of this stream, about two miles from the house, is a favorite spot with the students. . . . 63 A few students have rooms in the College proper, while most of them are lodged in Queens Court, a house belonging to the college and situated across the road. . . .17 The low rambling house occupied by Evelyn College was built by a woman named Miss Prevost. It then came into the ownership of a Mr. Johannot, and must also have been at some time the property of a family named Scott, as the Princeton Press article would indicate. After the college closed the house was turned into apartments and the grounds surrounding it were cut up and turned into several building lots. The houses built on these lots and the house which was the col­ lege, still standing today, are situated on a street off Nassau Street now known as Evelyn Place. On down Nassau Street a short block, at the corner of Harrison Street there also stands another house, once known as Queen's Court which was use! by Evelyn College for its preparatory school. Evelyn College never owned either of these two residences but rented them during its ten year history. The large house became known as "The Pines" and the other house was either referred to as "Queen's Court" or the "Annex." In March 1897 the College moved from "The Pines" to "Queen's Court"

The Daily Standard Union, Brooklyn, August 4, 189^ > p. 2. 1 ft Varnum Lansing Collins, Princeton, Past and Present (Princeton: Princeton University Press, 1931)* P« BIT! 64 and the Evelyn College property was listed for sale or rent from that time through February, 1900. " The first examinations for admission into Evelyn Col­ lege were held on June 22 and 24 and again on September 26 and 27 in 1887. In the initial prospectus published by the college it was simply and clearly stated: "A full Princeton College Course for young women. Lectures and examinations by the Princeton Professors. Nothing of co-education." 20 This prospectus, published in February of 1887 . . . made a flutter of excitement throughout Princeton. A new topic of public interest was hailed with delight in the quiet little town. The cry of the University students, "Eva, Eva, 1-y-n, Eva, Eva, Let me in!" was composed months before Evelyn College was in existence. ^ During the first year that Evelyn College was open lectures in English Literature and general History were given by Dr. Murray and Dr= Moffat of Princeton College. Art Classes were formed under the direction of Mr. Ernest Knaufft, and the establishment of a music school was announced with Mr, A. R. Parsons instructing in piano and Mr. Francis Korbay in singing. These gentlemen also agreed to come from New York to Princeton an additional day of each

19Princeton Press, March 6, 1897. 20Evelyn College Prospectus, 188/, op. cit., p. 1« ^"Women's Colleges—Evelyn College," op. cit. 65 week if enough students wished individual lessons.22 By the second semester of the first year of the college, a course of lectures was being delivered every Tuesday evening by Professor E. 0, W. Mildner and Dr. Murray was lecturing every Wednesday and Friday at twelve noon.23 A student taking this latter course said "While Dr. Murray is talking, I am all oh the time so afraid that he will stop." By the beginning of the second year Evelyn had doubled its enrollment and caught national attention. Harper's Bazar in its November 1?, 1888 issue ran a lengthy feature story with a picture of the College. The story told of the founding and how the founders had been able to establish the kind of college that they wanted, namely: A college for women situated in a university town, where the advantages provided for young men could be utilized; each department of instruction to be under the supervision of the head of that depart­ ment in the University:, « c the recitations in each department to be conducted by teachers chosen with the approbation of the professor in charge.25 The article then went on to tell how Evelyn not only offered a full collegiate course but also offered special studies to

22Princeton Press, September 24, 1887, p. 2. 23princeton Press, January 14, 1888 and February 25, 1888. 2^"Women's Colleges—Evelyn College," op. cit. 25Ibid. 66 girls who were not Interested in full college studies. In addition the social and homelike atmosphere of Evelyn was conducive for the development of students so they could assume the appropriate social position in life. Although nothing in the way of co-education was even considered, Evelyn College, the article asserts, pursued a wise and realistic attitude in regards to the sexes: . . . Great care would have to be taken not to sep­ arate too much the two colleges, or to let either young men or young women feel that they were forcibly kept apart. It was therefore desirable that a com­ fortable and attractive home should be made for the girls, where they could receive their friends at suitable times and under proper chaperonage.26 The college authorities made Evelyn College an attractive place and took great care in their invitations to young men and had a rule to exclude any young man who might create a disturbance. This apparently was successful for the most part. It is only due to the young men to say that it has not been necessary to enforce this rule except in one or two instances. The pretty and chivalrous respect with which Evelyn is treated upon all occasions causes some, surprise and much pleasure to Princeton people.2'' The feature story concludes by saying that within these first two years Evelyn College had managed to overcome most of the objections that had been raised against her establishment and

26Ibid 27 Ibid, 67 predicted that the College would surmount all difficulties in the future. "... Our country shall come to speak with equal pride of the sons and of the daughters of Princeton. ,!2o

These early years seemed to have been ones of trial and error. Lectures were offered in a variety of courses if enough students applied. In 1889 an Art School was estab­ lished under the direction of Mr. Edgar M. Ward, N.A. Instructor of the Life Class at the National Academy of Design in New York City.2^ This program apparently was suc­ cessful since the school under the direction of Mr. Ward was still listed in the 1895-96 catalogue.30 Eventually it appeared that the whole new venture would succeed and so the college was legally incorporated and re­ ceived its Charter from the State of New Jersey in December, 1889. In addition to the original members of the Board of Trustees listed in the 1887 Prospectus, the incorporation certificate included the names of George B. Jenkinson, Newark, New Jersey and William Mason, Mus. Doc, Orange, New Jersey. •^1

28ibid. 29Princeton Press, February 2, 1889. 3°Evelyn College Catalogue, 1895-96, p. 4. Princeton University Archives. 31certificate of Incorporation, on file, New Jersey Department of State, Trenton, New Jersey. 68 In the same year that Evelyn College was incorporated the Trustees of Princeton acted upon a new request from the authorities of Evelyn College "... that the privileges of the Library and museums of the College be granted to the students of Evelyn College. . . . "32 The committee on Li­ brary and Apparatus reported on this request and their report and recommendations were approved. Their report read: . . . Such of the members of the Committee as were able to meet, however, gave such attention as they could to the advisability and propriety of grant­ ing the request presented by Evelyn College that its officers and students should be allowed access to the Library and Museums of the College. And they agreed to recommend to the Board that the officers and students of Evelyn College be per­ mitted to use the Library and Museums of the College under such regulations and restrictions as the President of the College together with the Librarian and the Curators of the Museums shall see fit to adopt, care being taken to admit them at times when these buildings are not frequented by the students of the college, and so to regulate their use of the Library and Museums that the proper convenience and accommodation of the students of the College shall in no respect be interfered with.33 Thus Evelyn in the second year of its existence had accomplished what Radcliffe did not accomplish with Harvard in over 75 years, that is, the use of the library at Prince­ ton at least on a limited basis.

32proceedings of Trustees of The College of New Jersey, Meeting, February 14, 1889, Vol. VII, p. 1907 Princeton University Archives. 33Ibid. , Meeting, November 14, 1889, Vol. VII, p. 297. 69 In all, three major accomplishments had been achieved by Evelyn College within the first two years. First they had received the approval of the Princeton Trustees to use the Princeton Faculty. Second, they had received approval of the Princeton Trustees to use the Libraries and Museums at Princeton, Third, they had been chartered by the State of New Jersey as a college with the right to confer degrees. By 1890 Evelyn College listed forty-six students in their catalogue, and in the 1891-92 Annual Report it was indicated that there were thirty-six students in the college, the remainder being in the Preparatory School. Of this number about half were from Princeton and the rest from Oil other New Jersey cities and from out of state.J In the summer of 1890 the increased number of stu­ dents made it necessary to secure further accom­ modations, and Queenscourt, a substantial old Colonial dwelling, with extensive wings, and which rivalled in quaintness the main building, was thoroughly refitted for that purpose. In addition to its roomy and comfortable sleeping rooms, it affords convenient classrooms and a gymnasium pro­ vided with all necessary appliances for physical training. From the fact that, not only the parlors, and bedrooms, but all the .stairways and corridors of this house, are newly and thickly carpeted, it is more quiet than the MainBuilding, and is often preferred by the students.3J

3**Annual Report of Evelyn College, 1891-92. Princeton University Archives. 35Evelyn College Catalogue 1891-92, p. 8. Princeton University Archives. 70 By 1892 Evelyn College seemed to be well underway. The local paper felt that Its work was going smoothly and that It appeared to be prospering and each year showing definite advancement in its curriculum. Dr. Murray is giving two lectures a week to the juniors and seniors at his own study. The juniors continue their work in physics throughout the year, with Dr. Brackett, at his class-room in the scientific building. Professor Ormond is con­ ducting the junior class in logic, and Dr. Schanck has the sophomores in chemistry.3°

About this time Evelyn College began to receive the attention of people outside of Princeton, In New York City several ladies were attracted by the work at Evelyn and began to set forth a program for the benefit of Evelyn Col­ lege. Their endeavors resulted in a meeting held on April 7, 1892 at the home of Mrs. Theodore Cuyler. "The meeting was addressed by Professor Woodrow Wilson, of Princeton College, and by Professor Allan Marquand, of Princeton Col­ lege, also a Trustee of Evelyn,"37 This is the only refer­ ence made to the involvement of Woodrow Wilson with Evelyn College. He is not listed in any of the catalogues of Evelyn as having taught there although he was teaching at Princeton during this period and was to become President of Princeton in 1902. It is especially interesting to see even this one

36prjnceton Press,March 5, 1892. 37Annual Report of Evelyn College, 1891-92, op. cit. 71 reference to him as a promoter of Evelyn College since his rather infamous remark while teaching at Bryn Mawr prior to his appointment at Princeton would lead one to believe that he was not the strongest advocate of higher education of women, He had said "I should of course prefer to teach young men, and if I find that teaching at Bryn Mawr stands in the way of my teaching afterwards in some men's college, I shall, of course, withdraw." The fact that the name of his cousin, Helen Bones, appears on the Evelyn College alumnae list of 1931-32 may have had something to do with his concern for Evelyn College, or it may have been due to the fact that this meeting was held at the home of Mrs. Cuyler's son, Cornelius C. Cuyler, with whom she lived, and he had been a classmate of Wilson's. Unfortunately Mrs. Cuyler died shortly after this meeting, and there is little evidence of any organized effort to help Evelyn College for the next four years. However, one outcome of this meeting in New York seems to have been that twelve women were added to the Evelyn College Board of Trustees in an effort to get influential women interested in the College. No catalogue could be found for 189^-95, but in the 1895-96 catalogue the following women are listed as members of the Trustees of the College: "Mrs,

^Cornelia Meigs, What Makes a College? (New York: The Macmillan Company, 1956) , p. U2. 72 William Shlppen, New York City; Mrs. William S. Stryker, Trenton, New Jersey; Mrs. Washington Roebling, Trenton; Mrs. Margaret Herbert Mather, Bound Brook, New Jersey; Mrs „ Payette Smith, Morristown, New Jersey; Mrs. Benjamin Williamson, Elizabeth, New Jersey; Mrs. Henry Marshall, Montclair, New Jersey; Miss Anna Hunter Van Meter, Salem, New Jersey; Mrs. William Potter Wilson, Philadelphia, Pennsyl­ vania; Miss Anna Law Hubbeil,Philadelphia, Pennsylvania; Mrs. R. Sanford Ross, Newark, New Jersey; and Miss Georgia M. Penfield, New York City."39 The first Commencement exercises of Evelyn College were held in June, 1892 for three students who had completed special studies• "The special students of this class, though not candidates for a degree, have been doing full col­ lege work, except that they have not attempted the required amount of Latin and Mathematics, and their general standing has been hight" The Baccaiaureace sermon was given on Sunday, June 5, by the President, the Rev, J. H. Mclivalne, D.D. On Tuesday the Class Day exercises were held and con­ sisted of the following as reported in the local press:

Greetings to the Class. Class History by Miss Josephine Reade Curtis, of New York.

39Kvelyn College Catalogue, 1895-96, op. cit., p. 2, ^°Princeton Press, March 5, 1892. 73 Presentation and Prophecy, by Miss Prances Vincent Brown, of California. CLASS SONG I. Summer's roses fade away, Joy must e'er with sorrow blend, Night must come at close of day, Even college life must end. Last farewells must now be spoken, Hands clasp hands in last adieu, Links that bind us must be broken, Dear old Class of Ninety-two. II. Friendships made we ne'er can sever, Though we far from here may roam, Still our hearts will fondly ever Turn to this, our college home. In the years we've spent together, We_ have ever loyal been, And our sweetest memories linger 'Neath the pines of Evelyn. III. Alma Mater, first to leave thee, Hear to-day our farewell song, May we ever worthy be, Ever faithful, ever strong. For the last time here together, Stand we friends and class-mates true, In our hearts, oh may we never, Say Farewell to Ninety-two. Valedictory, by Miss Lena Jewell Kline, of Ohio. At the conclusion of the class exercises, the cer­ tificates were awarded to the three young ladies who had completed the special course: Misses Frances Vincent Brown, Josephine Reade Curtis, and Lena Jewell Kline. The president, Dr„ Mcllvaine, ac­ companied the presentation with an appropriate address, after which the class hymn was sung and the assembly dismissed with the benediction. 1

Princeton Press, June 11, 1892. A copy of the com­ plete program Is to be found in the Princeton University Archives. 74 A copy of the special certificate awarded to Josephine Reade Curtis at the first commencement is the only copy of a certificate or a diploma from Evelyn College that is now to be found. The certificate reads: Evelyn College, Princeton, New Jersey, This is to certify that Josephine Reade Curtis had completed the Special Course of Study at Evelyn College and has passed, in a satisfac­ tory manner, examinations, corresponding to those of Princeton College, upon the studies pursued. In testimony whereof, these Presents are signed by the President of the Boa~d of Trustees, and by the President and Principals of Evelyn Col­ lege, this seventh day of June, in the year of our Lord, eighteen hundred and ninety-two.^2 There then appears the signatures of W. Henry Green, Presi­ dent of the Board of Trustees, J. H. Mclivaine, President of the College, and Elizabeth D. Mclivaine and Alice M. Mclivaine, Principals. The certificate has an orange and white ribbon with a white embossed seal of the college attached. The seal of the college pictures a woman holding in one hand a palm leaf and in the other a shield with an "E" on it, On the seal is a Latin motto which reads: "Palmam Quae Meruit Ferat"--"Let her who merits bear the palm."'13

q^Evelyn College Certificate presented to Josephine Reade Curtis, June 7, 1892, Princeton University Archives. ^3ibld. The motto comes from "John Jortin, Lusus Poetici: 'Ad Ventos,' St. 4 (W\M,F. King, tr.) 'Palmam qui meruit, ferat' was the motto of Lord Nelson and of the British Royal Naval School" according to The Home Book of Quotations. Se­ lected and arranged by Burton Stevenson, 8th edition CNew York: Dodd, Mead and Company, 1956), p. 14^9. 75 This first public exercise of Evelyn College came at the end of the fifth year of existence, and the college and its friends had high, and reasonable, hopes for its continu­ ing successc The future years will show increasing numbers going forth from its halls, and increasing public interest in the exercises. It cannot be questioned that, with its exceptional advantages of position in an educational centre, and between the great cities of the country, and with its peculiar facilities for instruction, Evelyn will speedily receive the patronage it deserves, and the plans looking to its adequate endowment, which have lately been made in our neighboring cities, may­ be expected to reap speedy fruit. ^ Evelyn continued to move forward enlarging its curriculum and strengthening Its entrance requirements and graduation standards„ The entrance requirements and the course of studies at Evelyn College from the beginning compared favorably with those in other women's colleges although her tuition was more expensive than any of the other independent or coordi­ nate women's colleges in the Northeast. The total cost of attending Evelyn was $500 with no special rooms indicated. Additional rharges included washing, 75 cents per dozen, and church sitting, $6.00 ;for the year). 5

The major variation in rhe entrance requirements was in Evelyn's lack of a Greek requirement, but even herp the other

Princeton Press, June 11, 1892. ^Evelyn College Catalogue, 1890-91, op. cit • , p. 1U, 76 colleges in 1890 showed variations. In their 1890 catalogues,

Barnard, Mount Holyoke, Smith and Wellesley required Greek for entrance, while Bryn Mawr, Vassar, Radcliffe and Evelyn did not. One important fact to note, is that Princeton did require Greek at this period as did Columbia, whereas

President Eliot's influence on Harvard had by this time eliminated Greek as an entrance requirement there.

Evelyn College in the beginning did not mention pro­ ficiency examinations as acceptable substitutes for its own entrance examinations. Like other new colleges, they prob­ ably were unable to Judge the quality of the high schools sending them students in their early years, However, by

1893, after they had been in operation for six years, they seemed to be able to make exceptions to their own entrance examinations and their 189 3—9^ catalogue states:

Students are admited without examination in the following cases: 1) When they bring certificate of proficiency from schools from which pupils have previously been admitted without conditions to the Freshman or a higher class. 2) When they bring certificates from schools which have been visited by the Faculty and approved by them, or of which the Fatuity have other sufficient means of information, 3) The College reserves to itself the right to withdraw the above mentioned privilege in case students thus admitted fail after fair trial to maintain their standing. H) The certificate of the Regents of the State of New York will be accepted in place of examina­ tion, so far as it meets the requirements for admission to the college. 77 it ' 5) The certificate of the President of Harvard College, offered by persons who have success­ fully passed "the examinations for women," so far as it includes studies, preparatory or col­ legiate, prescribed in the regular course, will be accepted in place of examination in such studieso In all cases, the certificate must specify the text books used, the ground actu­ ally gone over, and the date of examination. All certificates must be based upon recent exam­ inations , and should be forwarded to the Col­ lege before the first of September,^" The course of study at Evelyn College by 1890 was very similar to that being offered in other women's colleges. Here again the major difference was in the study of Greek. But again Evelyn was not alone in not requiring Greek, but joined company with Vassar, Radcliffe and Bryn Mawr- In 1890 Princeton was requiring two to three years of Greek for its undergraduates to receive degrees. Aside from this difference Evelyn required from 1887 until about 189't the following courses wnicn compare rather closely with other women's colleges and with Princeton Col­ lege: Latin, French or German, English (Rhetoric-Elocution), English Literature and Essays, Mathematics (Algebra, Trigo­ nometry), Physics, History (Greek and Roman, General, English, United States), Science (General Chemistry, Biology, Astronomy), Logic, Psychology, Ethics, Evidences of Chris­ tianity, and Political Economy.

In addition to these courses the following elect!ves were offered: Greek, French or German, Analytical Geometry,

Evelyn College Catalogue, ^893-9^» op. cit. , p. 12. 78 Physical Geography, Geology, Literature (Latin, Greek, French, Anglo-Saxon,1, Philosophy, Practical Astronomy, Lab­ oratory Chemistry, Palaeontology, Histology. Many of the electives were taken because all students at Evelyn in the Classical Curriculum had to take from 15 to 16 hours per semester and the required courses did not make up this num­ ber. During this period the Evelyn College Catalogue stated that the College offered "... Classical, scientific, and post-graduate courses, corresponding to those of Prince­ ton College, under the direction and with the instruction of the Princeton professors'' '.underlining mine). The scien­ tific course never did develop at Evelyn College. The phrase "courses corresponding to those at Princeton College" was used in the Evelyn College Catalogue through 1893-9^. Shortly before the publication of the 1895-96 Catalogue the course of study at Evelyn was changed. The pamphlet en­ titled Higher Education of Women of New Jersey, published some time in 1895, quotes from a report of the Evelyn College Curriculum Committee:

To the Trustees of Evelyn College: - Sirs - Your committee appointed for the consider­ ation of the course of study in Evelyn College, would respectfully report the following schemes of courses, the one leading to the Bachelor of Arts, the other to the Bachelor of Letters de­ gree. It has been our aim to make the former conform, as far as possible, to the course of study for the Bachelor of Arts degree in Princeton 79 College; and to make the latter a degree of not inferior but equivalent rank, representing a gen­ eral culture, in which modern languages and liter­ ature are substituted for courses in ancient classics o For Admission 1) For the Bachelor of Arts course the entrance requirements shall be the same as those of Princeton College. 2) For the Bachelor of Letters course the entrance requirements of Evelyn shall consist of the Prince­ ton requirements in Latin, Mathematics and English, in Modern Languages, either French or German, ac­ cording to the advanced standard; or both, accord­ ing to the elementary standard, advised by the Commission of New England Colleges. Signed Allan Marquand Chairman James 0. Murray Charles A, Young William A. Packard William T. Carter^7 The recommendations of this committee seem to have been followed to the letter for in the 1895-96 Catalogue Evelyn College offered: I. An academic or classical course leading to the degree of Bachelor of Arts, ^nder the direction and instruction of the Princeton professors , and exactly parallel [underlining mine] with the academic course in Princeton College. II. A course in Modern Languages and Literature leading to the degree of Bachelor of Letters, equivalent in rank to the academic course, and in which Modern Languages and Literature are sub­ stituted for courses in the ancient classics.'*"

Higher Education of Women in New Jersey, op. cit. , pp. 4-5. Evelyn College Catalogue, 1395-96, op. cit. , pp. 6-7. 80 The entrance requirements for the classical course included Greek as well as Latin and the course of study parallels Princeton's by requiring two years of Greek and two years of Latin for graduation. The entrance requirements for the Modern Languages and Literature course also followed the recommendation of the committee. Apparently these changes affected the status of the students currently enrolled in the college because in June, 1896, there was no graduating class ". • -owing to changes in the standards for entrance and graduation, made to meet the increased requirements in other eastern colleges. „ „" p In addition to the classical, or academic course offered at Evelyn, the college also offered a Special Course which was a four year course in which the Classics were re­ placed by Modern Languges. Successful completion of this course resulted in the student receiving a certificate of proficiency« In the L893-9^ Catalogue as well as the 1895-96 Catalogue there appears a third course entitled a "Course in English." This was a three year program, which included most of the courses offered in the other curricuiums with the exception that it required nc coarses in mathematics or in any of the sciences, TIKS course when successfully com­ pleted also earned for the student a "certificate of pro­ ficiency. "

^Princeton Press, June 6, 1896. 81 In June, 1893, . . . Evelyn College sent forth its first gradu­ ating class. Those who had hitherto terminated their connection with the institution had been special students, but the three members of the present class, having completed the regular col­ lege course, have earned their bachelor's degree.50

The three members of the class of 1893 were May Cynthia Bradley, Georgia May Penfield, and Kate Gaston, the latter being the Valedictorian of this class as well as its presi­ dent . Again in June 189^ and 1895, Evelyn College sent forth graduates who had earned their Baccalaureate degree. Five graduated in 1894—Grace Adelaide Coe, Helen Day Gibby, Blanche Lansingh, Aletta Knox, and Annie Biddle Mcllvaine, a granddaughter of Joshua Hall Mcllvaine. The Valedictorian of this class was Helen Day Gibby, and her address on the occasion of Commencement was entitled "The Inspiration of All Progress."51 in 1895, the graduating class numbered four and included Mary Hoe Mudge, Emily Peckham, Ethel Wood, and Vietta Bogert. Miss Bogert selected the topic, "The Influ­ ence of the Individual in History" as her Valedictory Address. Dr. Joshua Mcllvaine gave the Baccalaureate Sermon (see Appendix II) to the graduates of the class of 1895= In this address, he proposed "to discourse ... as God shall

50Prlnceton Press, June 10, 1893* ^Evelyn College Commencement Folders, Princeton Uni­ versity Archives. 82 give me wisdom, on the excellencies and beauties of a true and noble character, such as we aim to form in our students here in Evelyn College." In his sermon, he mentioned the following traits that he thought were essential for a true and noble character: a living faith in Jesus Christ; simple truthfulness in word and deed; unselfishness; fidelity; a group of qualities including kindness, cheerfulness, gentle­ ness, and courtesy; control of tongue; humility and modesty; and finally the desire of pleasing, or giving pleasure to others. Regarding this last trait, Dr. Mcllvaine said "I lay the greater stress upon this because it seems to be forgotten by some college bred girls from pride in their new acquire­ ments." And finally he closed his address to the graduates with these words: Young Ladies of the Senior Class, I congratulate you on your approaching graduation. You have passed with honor through the four years of your college course, and are about to receive your honorary degree, and to become regular graduates and alumnae of Evelyn College, As such, you ha/e the unquali­ fied approbation of those who ha;e had the charge of your education, for your diligence, faithful­ ness, and unswerving loyally to your Alma Mater. But hereafter you will be severely scrutinized by all who may come to know you, to see what the higher education, as given in this Institution, can do for young women. We confidently expect you to be no small honor to your Alma Mater, who has stead­ fastly aimed whilst you have been under her care, to imbue your minds with true culture, with wisdom and piety, and to render your lives both profitable and happy. She expects you to exemplify the fruits of your education in the glory of piety , truthful­ ness, unselfishness, self-sacrifice, and spotless purity. This you cannot fail to do If you shall 83 give due heed to her instruction; especially if" you shall always account it your highest glory to love, honor, and obey your divine Savior. And now as the last word of your Alma Mater, you are ever to bear in mind that your superior education is a sacred trust, which binds you by the strongest obligation to live for God, to honor and glorify Him, and to do good to others as He shall give you op­ portunity. And we, who have learned to love you very tenderly for the beauties of your characters, shall not cease to pray for you, that your lives in this world may be prosperous and happy, and that in the world to come you may attain to the final beatitude and the eternal glory.52

By the end of its first six years, Evelyn College, al­ though operating on very limited resources, had practically become self-supporting. However the Depression, beginning in about 1893 and highlighted by the march of "Coxey's Army" upon Washington, affected greatly the enrollment at Evelyn, thereby reducing its income while it could not proportion­ ately reduce expenses. In spite of every effort to keep the college free from debt, it has fallen behind in its finances, until at present it is several thousand dollars in arrears. This deficit, being in the most part in the form of floating debts, is proving extremely embarrassing, and is constantly encroaching on the funds that are needed to meet the current expenses of the institution.53

Evelyn College was finding what Emma Willard and Catherine Beecher had long advocated that an educational institution could not maintain itself on student fees alone, but ulti­ mately depend upon some form of endowment.

-> Princeton Press, June 15, 1895. 53Alexander T. Ormond, "Evelyn College's Needs," Princeton Press, December 26, 1896. 84 The struggle to survive seems to have begun In earnest sometime In 1895, when the pamphlet entitled Higher Education of Women In New Jersey appeared pleading the case for Evelyn College. The pamphlet compared the work at Evelyn to that at Radcliffe, Barnard, and the Women's College at Brown University. It praised the sound academic foundation on which Evelyn was built and extolled Princeton for all the help it had given Evelyn in terms of faculty, use of the libraries and museums, and the "tacit permission to the pro­ fessors to use laboratories and classrooms when scientific apparatus was needed . . .—one thing only she withholds, the Princeton degree, waiting, it has been whispered, until Evelyn's foundation is secure."-'

The pamphlet emphatically declared that Evelyn was not a preparatory school, but that it did have a preparatory school which was entirely separate from the college. In addition, it quoted an unnamed Princeton faculty member who had addressed a meeting of ladies in Trenton and had said: I have been a teacher at Evelyn College for eight years. I say without hesitation that in the work at Evelyn there is nothing to undo. It has been right from the beginning. And of the graduates of Evelyn—I would name them if it were proper— I can also say that I consider them very highly educated women. The question is, Does New Jersey 85 want a college for women, and will It build on the good and broad foundation already laid?55 The pamphlet urged women in New Jersey to get inter­ ested in this college for women. Its proposed plan to raise money included one method which was eventually to prove successful, but not for twenty more years. The proposal to obtain the interest of 5,000 women in the state who would give one dollar a year was to succeed in 1915 and result in the founding of the New Jersey College for Women (Douglass College, Rutgers-The State University), but it failed to materialize in the middle of the l890's, to the misfortune of Evelyn College. The pamphlet announced the establish­ ment of the Evelyn Association which was an organization to help with this program of higher education for women, and which was made up of the leading women in civic life through­ out New Jersey.5°

In May, 1896, a meeting was held in Newark, New Jersey, at the home of Mrs. Edward H. Wright. The meeting was attended by a number of ladies interested in the higher education of women, who were addressed by a number of dis­ tinguished men, all associated in some way with Evelyn College. The Rev. Dr. Mcllvaine opened the proceedings with a few remarks, and then presented the Rev. Dr. David

55Ibld., p. 8. 56Ibld. , p. 8. 86 R. Frazer, who Is a trustee of Princeton University and of Evelyn College. Dr. Frazer, who was suffer­ ing from a severe cold, said that he had broken the embargo laid upon him by the family physician in order to raise his voice, which illness had rendered by no means mellifluous, in testimony of the worth of the object for which the women of New Jersey had been invited to work. Higher education for women, he said, had come to stay; this was a fact that the great educational institutions must recognize and meet. Dr. Frazer alluded to his position of trus­ tee of Princeton as a pure matter of heredity, be­ cause it was an office always pertaining to the pastor of the First Presbyterian Church of Newark. With this preliminary he proceeded to give the Board of Trustees of Princeton some pungent crit­ icism for the conservatism displayed toward the woman's college. "But" the speaker concluded, "despite its conservatism the Board is a thought­ ful, deliberate and deliberative body of men, and as such it cannot get away from appeal; and there is no stronger appeal than the united effort of the women of New Jersey to insist that they shall have an Institution for the higher education of their sex, and to insist, moreover, that they will have it right under the shade of Princeton."57

The next speaker was one of Evelyn College's most active supporters throughout her ten year history, Professor Allan Marquand, Art Professor at Princeton, and he . . . presented the three methods of college edu­ cation which obtain in our country—the separate institutions, such as Vassar, Wellesley and Smith, co-education as exemplified at Cornell and Ann Arbor, and the annex. The latter, he explained, does not imply a real connection, but only a com­ mon use of the same advantages where women's insti­ tutions are placed geographically in the immedi­ ate vicinity of men's colleges. This last sys­ tem Professor Marquand favors, from an economical standpoint, among other reasons. Professor Mar­ quand gave some interesting statistics concerning the growth of the institution, its present status, its outlook and the attitude of Princeton from his

Princeton Press, May 16, 1896. point of view, and prophesied that the day was not far distant when Evelyn College would receive the fullest recognition.58 Following Professor Marquand's remarks, the ladies were addressed by Robert H. McCarter, a prominent lawyer from Newark who was a member of the Evelyn College Trustees and who was later to serve as State Attorney General. He discussed, from a practical point of view, the education of women and he . . . contrasted the course of a quarter of a century ago, which fitted women to enter a pew or a carriage in good style, with the present curriculum, which pre­ pares them to meet the realities of life. Women themselves, he added, have discovered they are of some importance, that they have minds to cultivate and deserve education, and, in the overwhelming rush of women into the business world, it is more neces­ sary than ever that they should be equipped with all that learning can give them. And nowhere is better opportunity afforded to the women of our State than in a town whose atmosphere is filled with culture, and where religion has not yet gone out of fashion.^"

Finally Dr. Mcllvaine concluded the meeting with an appeal for help and . . . spoke of the injustice done women for thous­ ands of years in denying them the right to develop their God-given faculties. Reverting to business detail, Dr. Mcllvaine said the property now leased by Evelyn can be purchased for $15,000, and pres­ ent possession obtained by the payment of $3,000, which could be easily accomplished if some gener­ ous individuals would put themselves on the Board of Founders of the College by gifts of $1,000 each. The object of the Evelyn Association was also explained at length. In the open discussion

58Ibid. 59ihid. 88 which followed Mrs. G. W. Cushing, president of the Woman's Club, of Orange, compared her grow­ ing interest in Evelyn to the advent of the camel's head into the tent." A subscription paper was circulated and all present pledged themselves to membership in the Evelyn Association. Mrs. Edward Balbach, Jr.. making a direct gift of $100 to the college.60 Some help came to Evelyn and in I896, her enrollment had again begun to increase. In June, the first annual meeting of the Evelyn College State Association was held at Princeton. At this meeting both Professor Alexander Ormond and Dr. Mcllvaine discussed the curriculum at Evelyn along with its standards and scholarship. Dr. Mcllvaine again told of the financial needs of the college and the necessity of securing a permanent home for the college. Evelyn has passed and is still passing through the period of struggle that forms a part of the early history of almost every literary institu­ tion. It has passed, however, the experimental stage, and if patrons can be gathered to its support it has a promising future. It affords the only local opportunities for Princeton girls to obtain a liberal education and for this reason alone should receive willing endowment and support, while there is no reason why it should not, in time, be as prominent in the State in the educational interests of young women as Princeton University is among the like interests of young men.°1 Evelyn began to attract considerable attention and in September 1896 a long article appeared in the Harper's

6oIbid. Princeton Press, June 6, 1896. 89 Bazar which clearly sets forth Evelyn's achievements and its problems and needs. The article decries the conservation of New Jersey which keeps it from recognizing the need for women's higher education and the State's willingness to let her women go outside the state for higher education. The writer goes on to give the history of Evelyn and shows how, unlike other colleges for women, "she was born with no gold spoon in her mouth; no generous patron stood beside her cradle ready to endow her with gifts of money and to provide her with a suitable habitation; like Topsy, she has 'just growed.'"^

The author accounts in glowing terms the growth of the college in its first eight years and then explains the finan­ cial problems faced by the young college. She praises Princeton for all the help it has given Evelyn and shows great understanding of the inability of the University to aid Evelyn financially because of the nature of Princeton's financial resources. The gifts which the university receives are be­ stowed usually with such hampering conditions that they more often serve to gratify the donor than to advance the work of education.°3 The article concludes by telling of the establishment of the Evelyn Association in an attempt to reach and interest the

c p Sterling, op. cit. , p. 806. For a complete copy of this article see Appendix IV. 3Ibid. , p. 807. 90 women of New Jersey in Evelyn College, and goes on to say that their efforts need to be supplemented with more help. New Jersey sends out the cry from Macedonia, "Come and help us." It is not a mere matter of State pride; it is rather to open another avenue of edu­ cation to the coming generation of women. It is a duty which men and women owe to those who are hungering and thirsting for intellectual food and drink that the sustenance which is there in Prince­ ton in abundance shall not, Tantalus-like, lie just out of reach of outstretched hands. The energy which placed Barnard on a firm footing must find its counterpart in Jersey women and in their sisters over the State-line. Vassar asks for more tables on which to spread the intellectual banquet. Evelyn humbly requests not more, but only one table; she begs not for many new buildings, but for a single roof which she can call her own. What New York has done for Barnard, what Rhode Island has done for the Woman's Annex of Brown University, what New England has done for Radcliffe, New Jersey can do for Evelyn If she puts her shoulder to the wheel.64

But the patronage it deserved and which was predicted to be speedily received by Evelyn at its first Commencement in June 1892, failed to develop and even with the initial efforts of the newly organized Evelyn Association, by Decem­ ber 1896, Evelyn College was deeply in debt and "things have at length come to a crisis where Evelyn will encounter seri­ ous embarrassment if material assistance is not speedily obtained."65

6i4Ibid,

Ormond, op. cit. 91 In the midst of all its efforts to garner the support it needed to continue its existence, Evelyn suffered a great blow on January 29, 1897 when Dr. Joshua Hall Mcllvaine died of heart failure. The loss of his leadership was almost the last blow for Evelyn College. The drop off in enrollment and the accumulation of debts finally became apparent in March, 1897 when Evelyn College moved its students from "The Pines" to "Queen's Court" and beginning at the end of that month the "Evelyn College Property" was listed for sale or for rent in the Princeton Press.66 The Evelyn Commencement of 1897 was held on June 8 and saw the following three students receive their Baccalaureate Degree: Julia Thomas Bogert, Sarah Scott Biggs, and Lillian Adria Palling. The Valedictory was given by Lillian Failing and the Latin Salutatory by Julia Bogert. ' It is not known whether any of these three students completely fulfilled the new Evelyn College curriculum which required two years of Latin and Greek, but in the case of Julia Bogert there is a letter from Dr. Mcllvaine to her father regarding tuition payment which concludes with the following postscript: "The matter of Julia's degree without Greek, will come before the (TO Trustees this week."

66princeton Press, March 6, 1897, ^Princeton Press, June 12, 1897. 68Letter from J. H. Mcllvaine to Rev. N. J. Bogert, April 3, 1895 sent to Prances P. Healy by Mr. Donald Edgar, Miss Bogert's cousin. 92 The 1897 Commencement was addressed by Dr. James H. Worman whom the Evelyn College Trustees had just announced as the acting president of Evelyn College. This appointment seemed to Indicate brighter hopes for the future of the college. The removal by death of the founder and first president of the institution, Dr. Mcllvaine, at a time when in the commercial distress of our country the affairs of the college were in critical condition caused its friends and promoters great anxiety. Providentially the future has again brightened and it is confidently hoped that the college so useful in itself and so necessary to rq Princeton will be speedily and firmly established. Dr. James H. Worman the newly appointed president of Evelyn College was a veteran educator and journalist. At the time of his appointment as President of Evelyn College, he was editor of Outing magazine, which he had purchased in 1888. In 1897, he "retired from the active management" of the magazine, which thereafter was edited by his son. 70 Dr. Worman was a well known educator who had come to this country from Germany and had taught at such places as Knox College, Drew Theological Seminary, Adelphi and Vanderbilt University. fie had also been active at Chautauqua where he had helped organize and conduct the university's correspondence system of study. He also was the author of Romance Language texts for Chautauqua courses.

^Princeton Press, June 12, 1897. 7°0uting, March, 1900, Vol. 35, p.623. 93 There is no evidence to be found that Dr. Worman ever was active as President of Evelyn College. It is known that he was married a second time in 1898 and in January, 1899 71 President McKinley appointed him Consul to Munich.' Follow­ ing his service in Munich, Dr. Worman was Consul at Three Rivers, Canada, from 1904 until 1908. After this "he did much special editorial and educational work for the Govern- 72 7 ^ ment,"' and engaged in agriculture.'-' Nowhere in any of the obituary notices for Dr. Worman or in responses to inquiries made to his survivors is there any record of his appointment as President of Evelyn Col- 74 lege, although this appointment was announced in news­ papers carrying the account of the June 1897 Evelyn College Commencement Exercises.

71New York Daily Tribune, January 30, 1899. 72frjew York Times, January 25, 1930. 73New York Herald Tribune, January 25, 1930. "^Letter from Mrs. Dorothea W. Knowles, daughter of James H. Worman, to Frances Healy, August 30, 1966. CHAPTER IV

STUDENTS AND FACULTY

Of the existing catalogues of Evelyn College only those of 1890-91 and 1891-92 list the names of the students and these lists include both the students of the college and those attending the preparatory school, Queenscourt. These two listings combined contained sixty-four different names and this number does not include an additional thirty names that were found in newspaper accounts of Evelyn Co]lege or in the mimeographed list of Evelyn College alumnae compiled in 1932.2

Of the forty-six students listed in the 1890-91 catalogue, twenty-five were from Princeton and the remaining twenty-one were from other New Jersey towns or out-of-state. In 1891-92 the catalogue listed forty-three students and seventeen of them were from Princeton. This latter cata­ logue, now in the collections of the Princeton University

Julia Bogert, "Evelyn College Renunions—1931 and 1932," mimeographed report. Copy sent to Frances P. Healy by Mr. Donald Edgar, Miss Bogert's cousin. p Complete list of alumnae is to be found in Appendix I. 94 95 Archives, apparently belonged to a student at Evelyn because it contains numerous penciled notations throughout. In the section listing the students the owner marked after each non- Princetonians' name either "Evelyn" or "Queenscourt" and has marked eighteen as the former and eight as the latter. The remaining seventeen students from Princeton have no mark after their name indicating which division of the institution they attended. It is not surprising to find that several of the stu­ dents attending Evelyn were daughters of ministers or Prince­ ton faculty members or sisters of boys attending Princeton at that same period. Of those whose identity could be found there were seven who were daughters of faculty members of Princeton; nine whose father were ministers; eleven who had brothers attending Princeton; and five who may possibly have had brothers attending Princeton. It seems reasonable to understand that faculty members would see the value of edu­ cating their daughters and it also is feasible to recognize that an educated ministry would see value in such education especially when the college was headed by a highly renowned member of their own profession. A few other Evelyn students who could be identified were daughters of lawyers, manufacturers, merchants, planters, horticulturalist and musicians. But for the most part they seem to be girls whose families were either connected with 96 the College or the ministry. This is not unusual for this period since most of these fathers would have had a college education and would have been able to evaluate it more accur­

ately than men in business who as a general rule, in those days, did not have a college education. The men's colleges had, until the second half of the nineteenth century, pretty much confined their programs to those going into the min­ istry or into education. There is not much on which to base a description of the undergraduate life at Evelyn College. Newspaper accounts announced musicals being performed at the college and the college also gave "small dances during the winter 3 and a formal one at Commencement-time, . . „ " These

social occasions were apparently well received as can be seen from the newspaper account of the reception and dance given by the special students of the class of 1892: . . . About seventy-five invitations were issued, and, as usual with the Evelyn receptions, there were few regrets. The entire lower floor of the main building, which opens en suite, was cleared for dancing, except the studio, which was prettily decorated in orange and white—the college colors— and lighted with orange and white candles. A sug­ gestion of orange and black also appeared in the decorations to show a loyalty to Princeton. The guests assembled early, as it is well known that no dancing is allowed at the college after half- past 12 o'clock. The diminutive orange and white

^Harper's Bazar, Vol. XXIX, No. 42 (October 17, 1896), p. 867. 97 satin mortar-board which each guest received will serve for a long time as a souvenir of a pleasant evening,^ The annotations in the remaining copy of the 1893-92 catalogue lead one to believe that a sense of fun and enjoy­ ment existed, and that the students attending were pretty typical of all students at that age. Where the catalogue mentions "varied and wholesome food" the student has under­ lined "varied" and then on the opposite page written the following: Monday a.m. Chicken Hash Tuesday a.m. Mutton Hash Wednesday a.m. - Veal Hash Thursday a.m. - Corned Beef Hash Friday a.m. - Roast Beef Hash Saturday a.mc - Steak Hash Sunday p.m. - Onion Hash5 She has also added "Banjo a specialty" under the listing of the study of music. In this catalogue the following description is given of the accommodations available to students: A refined and beautiful home, where the students are members of the family and receive that instruc­ tion in social customs which is so necessary a part of the education of every young lady." The young lady has added the following marginal notes: "e.g. In case the callers don't go before 11:00 p.m. turn off the

^Princeton Press, March 5, 1892. ^Evelyn College Catalogue, 1891-1892, p. 7. Princeton University Archives 6Ibid 98

Fig. 5.—Evelyn College room, 1891, shared by Josephine Reacle Curtis and Bessie Colwell, both of Troy, New York (courtesy of the Princeton University Archives). 99 gas meter in the cellar" and regarding being members of the family the young scholar states "you'll have to 'scuse me for I've just made other arrangements."^ Further marginal notes of interest tell us that although "church sitting" is $6.00 at the First Presbyterian Church, front seats cost $5.00 extra and although the catalogue indi­ cates that there will be "a charge of 15 cents for meals served in students' rooms" the marginal comment states "Hot meals 75 cents extra." The college showed real concern for the young ladies under their charge which could be expected both because of the standards of that day and also because Evelyn College was trying to build support and could only do this with a good reputation. A graduate of the class of 1895 had this to say: No one can realize more than I the great advan­ tages Evelyn offers to her students, and how much benefit my college life has been to me0 Aside from the very fine educational advantages derived from the instruction of the Princeton professors, in the same curriculum offered at Princeton, it seems to me that the home life at Evelyn is the pe­ culiar point in which she differs from most women's colleges. The interest taken in the girls does not end at the door of the classroom. It extends beyond their schedule of so many hours each week. The whole atmosphere is home-like in the personal interest taken in each student„ She is treated as an individual, not merely as one of the units, which go to make up the body of undergraduates. It

?Ibido 8Ibid. , p. 18. 100 is in an atmosphere like this that the most is made of a girl, morally, mentally, and physi­ cally,, ° This care and concern was recalled in i960 by Irving W. Mershon of Princeton Who, as a boy watched the young ladies, in fashionable full sleeves, long, billowing skirts and feathered hats, walk from their college to Bayard Lane led and followed by two precep- toresses. "Those preceptoresses were so tottery, they didn't even notice when the girls slipped notes to the boys in front of the drugstore. The girls couldn't come in town with smiles on their faces—they had no liberties at all!"10 But in spite of this description of rather strict regulations others claim that Princetonians were able . . . to circumvent formal introductions. One memorable night Evelyn's chicken coop was des­ troyed by a fire of mysterious origin, and enterprising young men swarmed into Evelyn to enjoy the flames, waiving former formalities. Oldtimers report that Evelynites graced many football games, frequented parties, and that a number of marriages resulted.H The prediction made by the Unionist Gazette in 188? that the establishment of Evelyn College would not be in the line so much of coeducation as of co-flirtation may have had

^Anon-, Higher Education of Women in New Jersey, n.d., n.p„, p. 6, Princeton University Archives0 Melissa Kay, "Ill-Luck Closed Evelyn College Leav­ ing Princeton Without 'Coeds,'" The Princeton Packet, Novem­ ber 24, i960, p. 7. li"Evelyn College for Women," Nassau Sovereign, May 19^9, p. 28. 101 1 p some merit.x The record shows that at least thirteen Evelyn students married men from either Princeton University or Princeton Theological Seminary. 1J "3 Since it was not possible to locate and identify several of the Evelyn stu­ dents because the listing in catalogues and newspapers con­ tained only their maiden names, it would probably be safe to conjecture that several more married the young men from Princeton, This understandable interest in Evelyn by the students of Princeton is further attested to by the marginal notes in the 1891-92 Catalogue where the catalogue has a description of the location of Evelyn which ends as follows: The objections sometimes urged against the loca­ tion of a college for young women in a University town, have been found by experience to be of no force. On the contrary, Evelyn College is greatly indebted, not only to the professors of Princeton College and the Theological Seminary, for their cordial encouragement and support, but also to the students, who have shown to the Institution from the beginning a gratifying and truly chival­ rous respect. 1^ To which has been added the following penciled notation: In fact the students are so devoted to Evelyn that a police force is employed night and day to keep

12 Unionist Gazette, Somerville, New Jersey, May 12, 1887. -^See Appendix I, L4Evelyn College Catalogue, 1891-92, op. cit., p. 9 102 them off the place, and they are constantly re­ moved by the collar from the campus and adjoining fences, by Josh [Dr. Joshua Mcllvaine] a promis­ ing sprinter. J-5

The only official record of Evelyn College having any difficulty with the students from Princeton is found in the following entry in the Princeton Trustees' minutes of February 11, 1892: The Committee on Grounds and Buildings reported. The report was accepted, approved, and its recom­ mendations adopted. The Report is as follows:— Early in January a body of students known as ''The Colonial Club" requested the faculty to permit them to lease the house of the Rev. John Rodgers, ad­ joining Evelyn College, to be used as a club house. This request of the Club was referred by the Faculty to this Committee, and at a meeting of the Committee held January 12th the following preamble and resolutions were unanimously adopted:-

Whereas certain students have, with the permission of the President, made a contract to take a lease of a house in the neighborhood of Evelyn College, and money has been expended in fitting and furnish­ ing the same, and Whereas the officers of Evelyn College have re­ quested the College authorities to revoke the permission so given, on the ground that the prox­ imity of a students' club will be detrimental to Evelyn College, Resolved, that this Committee desire to make every possible concession to the wishes of Evelyn Col­ lege on a question considered material to its prosperity, and, Resolved, that the permission already given be revoked, provided Evelyn College will, within fifteen days, pay the outlays made by both stu­ dents and lessor and secure a release of the stu­ dents from their obligation. If this proves impracticable

1^Ibid. 103 Resolved, that the permission to the students be ratified and continued with the proviso that the occupancy of the house is only temporary and until other quarters can be secured, and is to continue not longer than one year and shall be subject to immediate revocation upon any infringement of good order or upon the occurence of any misbehavior calculated in the opinion of the Faculty of Prince­ ton University to prejudice the comfort or con­ venience of Evelyn College or its occupants, and that the Curator be directed to furnish the author­ ities of Evelyn College and the Colonial Club with a copy of this preamble and resolutions. At the expiration of the limit of fifteen days the President of Evelyn College informed this Commit­ tee, through the Curator, of the inability of Evelyn College to comply with the requirements of your committee.lt> The story of the Colonial Club and its confrontation with Evelyn College is best told by an 1893 Princeton gradu­ ate, Dr» Howard S. Forman, second president of the club: . . o Just before Christmas vacation we decided that there was no reason why we shouldn't incorporate and rent a house and become a real upper class club . Our first difficulty was in renting a house, as there were very few houses in Princeton to rent, so that we divided up into squads and visited every private house in town, saying we thought it was for rent, in that way having a lot of peculiar experi­ ences and finally finding the old Virginian, three- story veranda house, on the border of Kingston and next door to Evelyn College, The house was quite adaptable to our use and the grounds with their beautiful shade trees and room for tennis courts made it very attractive, to say nothing of its close proximity, only a wire fence between, to a young ladies' seminary. We quickly signed a lease for a year and went on our Christmas vacation.

Proceedings of Trustees of the College of New Jersey, Meeting, February 11, 1892, VoL vii, p. 533. Prince­ ton University Archives. 104

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Fig. 6.—Evelyn College Tennis Club, 1890. Pictured: Florence Harris, Buda Peck, Adriana Edgar, Katharine Gaston, Ruth Allen, Josephine Reade Curtis and one unnamed member (courtesy of the Princeton University Archives) 1 During this time our various committees, with the help of their mothers to select the furnishings and dishes, as well as their fathers to furnish the cash by several generous loans, we felt well launched on a successful career. When we reached Princeton, the president and vice- president of the club were summoned before the president of the College, Dr. Patton. Well do I remember that interview. We had already by a~pre­ vious meeting, received his consent to organize and rent a house, but he had received a violent pro­ test from the faculty of Evelyn. "To allow a Boys' Club next door would ruin the College." What were we going to do about it? We told him we had only done what he had given us permission to do and had gone ahead and signed a lease with the old people who owned the house, bought furniture for the house and were ready to start in. He said he could not let us start until he had further considered the subject. So he called a meeting of the trustees of the University and they decided if the faculty of Evelyn would take the lease off of our hands and reimburse us for the outlay we had made, they would prevent us from having our Club so near the College. Evelyn pretended to agree to do this and held us up for a short time but soon found the terms too onerous and backed down, but with the provision that no Colonial man, and we had changed our name as soon as we became so im­ portant, should darken the door of Evelyn College, which was somewhat of a hardship to one or two who were engaged to Evelyn girls, but they surmounted that difficulty and so we moved in, and how fond we became of that quaint old house and its beauti­ ful grounds, to say nothing of the honey in the bee-hives behind the house.17

Excerpts from two letters found in the possessions of an 1897 graduate of Evelyn College give us some insight into how Dr. Mcllvaine viewed the students and a view into the life at Evelyn by a student who was in attendance.

1'The Colonial Club of Princeton University, I89I- 19^1, 1941, pp. 25-2^ 106 The first letter is one in which Dr. Mcllvaine writes to the Rev. N. J. Bogert the father of Julia Bogert, Class of 1897 and he says: "We are glad to report that Julia has won all our hearts, both for her character as a young lady, and for her fidelity and success in her studies."-1-" The second letter was written by Julia Bogert to her brother, Howard who was attending Rutgers Preparatory School in New Brunswick, . , . Last night we had our Annual Hallowe'en German and had a fine time as usual, Had nice favors to bring home with us. They were chrysanthemums, orange and bia?k per wipers, McKinley buttons and Japanese Janterns which last we hope to illuminate Evelyn next week in honor of McKinley. Today has been a mze sort 01 day. Immediately after Dieakfast five of us dressed In our last evening's costumes and had our pictures taken with Bess Hall's $5 Kodak. I was a sort oi mini­ ature George Washington with powdered hair done up like a wig and gorgeous red vest stash and stocking with other acoutrements of black. Kitty Clover, my partner, Etheiinde Dennis and Frances Gay were foreign peasants in brightest colors and Lillian [Failing] was a right royal Highlander. We five were the ones to be pictured this A.M.

»-i)««i>e*c»«r "*et»3* •> t. "•not* I wish you ?ouid have come to the "Sesqui»"19 I got in to everything except the exercises of the first afternoon and the reception at Dr. Patton's to which we girls were invited. My lessons are ail done for Monday except an exercise to be written in Italian and I have been out walking (and a little on Elsa's wheel) for three hours this afternoon all together.

10Letter from J. II. Mcllvaine to Rev. N J. Bogert, April 3, 1895. 19princeton Sesquicentenniai celebrated in the Fall of 1896. 107

What is going on in New B. not connected with Prep School? Don't get so interested in ball and class and Trap that you forget you have the privilege of being in Rutgers' City for when you come into the world people will know of N.B. and Rutgers and the lecturers and the people of N.B. and not be so much interested in the Trap and its appendages. Its the same with Evelyn and with Princeton to a less extent. I do not know what will be next year. I hope you will grad with honor in the Class of '97—our mutual year, old boy. . . .^0 By 1896 with three graduating classes behind it, Evelyn College began to take its place in the Women's College Alumnae Associations, An article in Harper's Bazar included a photograph of Georgia M. Penfield, President of the Alumnae Association of Evelyn College along with the Alumnae Presidents of Smith, Mount Hoiyoke, Bryn-Mawr, Women's Col­ lege of Baltimore (Goucher), the President of the New York Branch of the Association of Collegiate Alumnae, and the President of the Association of Collegiate Alumnae. The article discussed the various alumnae associations of the leading women's colleges and of Evelyn College had this to say :

Evelyn College, Princeton's annex, """"so to speak, has the youngest Alumnae Association of all the col­ leges, having entered into existence only last June;

^'Letter from Julia Bogert to her brother Howard Bogert, October 31, 1896. Copy sent to Frances P. Healy by Mr. Donald Edgar, a cousin- 1 but its aims are high, and it hopes to do much for its Alma Mater in the way of providing scholarships, professorships, and permanent buildings, mean­ while fostering the interest of its members in each other and in Evelyn. The alumnae dinner at Commencement times is a cheery feast in contrast with the altogether serious business meeting which precedes it. Miss Georgia May Penfield was chosen the first president. In addition to a charm­ ing personality, she brings to her position a fund of hereditary college spirit, an ancestor having been a founder of Oberlin College, and both par­ ents having been graduated from that seat of learning.2* In November, I896 Evelyn College became a member of new organization called the College Women's Club that was being founded in New York City. The chief aim of this organization was . . . to ioan money without interest to talented girls of limited means who are eager to avail themselves of the privileges offered by the lead­ ing women's colleges and co-educational institu­ tions. Another purpose is to bring about stronger and more helpful relations among all college-bred women for greater individual enlightenment, and for the general advancement of the higher educa­ tion for women.

Much enthusiasm has been manifested on all sides in regard to the club and its good work, and it enrolls a long list of members, representing all the leading women's colleges. The club's founder is Miss Carolyn Halsted, of Vassar; the president, Mrs. John J. Amory, another Vassar representative, as is also the first '/ice-president, Mrs. 0. D. M, Baker, Miss Jeanne C, Irwin-Martin is the vice- president for Smith; Miss Bertha Bailey, for Wellesley; Miss Georgia M. Penfield, Evelyn; Miss Alice M. Keyes, Barnard; Miss Annie L. Barber,

^Carolyn Halsted, "The Women's College Alumnae Associations," Harper's Bazar, Vol. XXIX., No. 21 (May 23, I896), pp. 445-ilgT" 109 Radcliffe; while among the first members are Miss Emily James Smith, Dean of Barnard College; Mrs. Ellen K. Hooker, head of Sage College, which is Cornell's annex; and Miss M. Carey Thomas, President of Bryn Mawr College.22 Certainly this was evidence that at her prime Evelyn College was able to take her place among the well established women's colleges in the East, But her hour of glory was short-lived,. In 1889 a report by a committee on membership of the Association of Collegiate Alumnae had suggested that colleges must have graduated at least twenty-five students before submitting its application. ^ By 1896 the number of graduates required was 50 and the college was required to have a productive endowment of $500,000. By 1897 when she closed her doors Evelyn had graduated only a total of 15. Thus it was that the graduates of Evelyn College never be­ came members of the Association of Collegiate Alumnae which was later to become the American Association of University Women,

Although her numbers ceased to increase apparently her graduates continued to maintain ties. And the few that maintained these ties over a period of thirty-some years all

of a sudden found their numbers increasing in 1931. The

22"The College Women's Club," Harper's Bazar, Vol. XXIX, No, 48 vNovember 28, 18961, pp. 998-99- ' 23"Report of the Committee on a Basis of Membership," Association of Collegiate Alumnae, Series II, No. 16, Sub­ mitted in Brooklyn, New York on May 25, I889. 110 reports of the Evelyn College Reunions for 1931 and 1932 tell the story best: For a number of years, Etheiinde Dennis Oates and Julia Bogert met once a year to lunch together in N.Y. City. Kittie Clover Van Ness began soon to appear pretty regularly. Now and then Beth Hall came in from Hartford, Nell Buckingham also came once or twice Then in 1931 some one else heard about these meetings and exclaimed "Why can't I come? and Why can't we ask others?" So quite impromptu and suddenly, with only a slight motion of Etheiinde's wand, there gathered on March 28, 1931 a group of 12 Evelynites for luncheon at Hotel Woodstock, 4 3rd St. near Broadway, N.Y. City. Prodded on by Julia's remarks on the then low state of hotel trade, Etheiinde has spent half a day be­ hind the scenes cajoling the management and urging on a squad of workers to carry out furniture and create a "private dining-room" for the party; and so were the "old girls" welcomed to a place where the table was decorated with orange and white flowers and other dainty Evelyn touches. Etheiinde sat at one end of the table and directed the proceeding with her Southern grace, long famili­ ar to old Evelyn. Miss Alice Mcilvaine sat at the other end of the table. A poem was read-"Greetings from a Fellow Princeconian" by Mr. Arthur M. Kennedy. Each guest was in-/ited to rise and tell about her life since college days and what she was doing at that present time. Etheiinde was elected president of this Minerva- birth association of alumnae and „ulia Bogert was named as Scribe and Collector of Eating and Writ­ ing Funds—vafter Kittle Ciuver Van Ness had de­ clared her life was too full to collect anything more.) The others present on this happy occasion were Nell Buckingham, Elizabeth Hall, Madeline Hodge, Julia Prime Knapp,"Sage" Biggs Noble, Georgia 1 Penfield, Aletta Knox Stout, Katherine Humes Winter, Klttie Clover Van Ness and Julia Bogert —12 in ail,2ii After the meeting, Julia Bogert, who had been selected Scribe, must have thought hard to try to find a way to make these get-togethers more meaningful. The new secretary had a fine idea of getting each one to write her viewpoint of the reunion—all accounts to be sent in a round-robin letter to all old Evelyn friends. The only letters she received were the three following: "Dear Julia: You asked me to write and tell you what im­ pressed me most at the 1930 Evelyn Reunion. To me 'Miss Alice' was a wonder. She was so pretty and so sweet, How has she kept so young and attractive? I wouid like to knew. Sage." "Old Father time did get an awful jolt when we 'Evelyn Girls' got together in N,Y. March 28th! To me, oxi gathering was a tremendous success— and my reaction 'Carry on, make the most of each day. We are newer too old to learn—and don't for­ get to Play.' It was most Interesting to see how little some of the group had :hanged, particularly 'Miss Alice,' who looked as gay and young as the rest oi us, I stili revere Elmira's age--despite the differences of jplniont'—but Evelyn and her traditions will always ho/J me and often as I drive oy Evelyn Place, when 1 am in Princeton with my boys, I remember, tnat was when 1 began to live. j'Jia P. Knapp" "Dear Evelynites: March 28th found twexve of the old Evelyn Col­ lege family gathered together for their first hotel-sized Reunion at the Woodstock Hotel N.Y. City . One dozen fine looking, earnest-faced women rushed into each others arms exclaiming—'I'd

Julia Bogert, "Evelyn College Reunions—1931 and 1932," mimeographed report. Copy sent to Frances P. Healy by Mr. Donald Edgar, a cousin of Miss Bogert. know you anywhere'—'Do you remember when, etc. etc.?' Such a merry dozen as we were! A hotel bed­ room had been hastily changed Into a banquet hall. The long table all dressed up in Orange and White. Miss Alice Mcllvaine, seated in queenly state at the head of the table, looked just as she did in the old days when she walked down the Campus to meet the mail man, Tony at her heels. Since our Alma Mater is no more, Miss Alice must be the visible symbol of those days,—days filled with a wealth of funny and very happy memories, made sweet by friendships that have survived the happen­ ings of thirty years and a World War. One could not fail to be impressed by the inter­ esting, worthwhile accounts each girl gave of her life-interests and those of her family circle. May the Second Generation of Evelynltes make each others acquaintance as opportunity arises. It was enthusiastically decided to make our Reunion and luncheon a yearly event, selecting the Saturday (before Easter Sunday) as our definite date. Meanwhile, will not every girl try to gather any information and addresses of Evelyn girls, sending same to our Secretary, Miss Julia Bogert, Metuchen, N.J., or to Mrs. Ethelinde Dennis Oates, c/o Castle School, Tarrytown, N.Y. In accepting the presidency of our Association for this coming year, I am doing a service very near my heart. I know little of parliamentary law, but I know a great deal of the love and loyalty that holds closely to old friends and old associ­ ations . Let us get into step again as in the dear old days. It will add zest and interest as we travel down the shady side of life's road. Begin to plan for the Evelyn Reunion of 1932. Ethelinde D. Oates," Jen. Pomeroy Hodges got to N.Y., March 29, 1931— 24 hours too late for the Reunion, but Ethelinde and Kittle, who had stayed over had a good visit with her,25

25Ibid, The following year, 1932, a substantial number of Evelynltes met again in New York for their second reunion. March 19, 1932 was set for the Evelyn luncheon. Because of the depression, it was thought there would be about three present. Instead, nine gathered together in a private dining-room at Hotel Woodstock. Everybody present made a special trip to the main lobby to gaze on the Hotel bulletin-board with its legend "Evelyn College luncheon—March 19th." It was not by magic that again the Evelynltes found a private banquet hall with a table decorated with Evelyn colors in flowers and cards and sou­ venirs, but the care and work of the President, Ethelinde, who had spent hours again in the morning at the task. Miss Alice Mcllvaine was again seated at the other end of the table, opposite Ethelinde and both looked just as lovely as the previous year. The others present were Madline Hodge, Sarah Hill, Georgia Penfield, Helen Bones, Kittle Clover Van Ness, Sarah Biggs Noble and Julia Bogert. The President opened the luncheon with a short talk, substantially as follows: "One is supposed to shrink up and grow smaller with age, not so with Evelynites. We increase and grow broader (in interest and num­ bers) with age. As I look around this luncheon table at so many of us young things gathered here, I feel we've given Old Man Depression a good slap in the face—and this is not all the story. Many more unseen guests from as far West as Vancouver, B.C. and as far South as Mont., Ala. are with us in spirit, sending thought mes­ sages through the air and more tangible greeting by letter. This all goes to prove that there are some rich possessions Wall St. cannot rob us of, e.g., the loves and loyalties of other days. Let us continue to nourish and cherish these rich possessions. Even Mr. Hoover will not object to such hoarding. Just for today let us try to forget the griefs and anxieties each one of us is bearing, and wander back through Memory Lane to Jugtown and the days that were. Let us drink a toast first to the Gay Nineties in the dear old town of Orange and Black and to 114 Miss Mcllvaine, who represents the background of the days when we were young and gay."2° Following her short talk the President then read a poem from Arthur M. Kennedy who had graduated from Princeton in 1897 and had been a member of the Colonial Club. Mr. Kennedy, for many years, was Secretary and Librarian of the Athenaeum in Philadelphia. His poem for the 1932 Evelyn reunion was: "The Spirit of »32. Now, General Depression, His cruel flag unfurled, His legions grim they followed him, He conquered all the world. He conquered all the world, Nor spared he trade nor craft. With blighting frown he struck us down— And then the monster laughed! But at forty-third and Broadway Brave Evelyn defies him! He turns as pale as a cotton bale And to the woods he hies him! For there's power in a hand-clasp (When the heart is beating true) To bring good cheer, to cast out fear-- I'm sure of that—aren't you?. . . . Oh! General Depression, Your cruel lip up-curled, Your minions blue they follow you, You think you own the world. But the spirit of Good Fellowship Will best you every tlme-- We're spirit led, we're Princeton bred, We've quaffed the draught sublime!

26Ibid. 115 And Evelyn In Reunion Your instant doom proclaims, What! TOLERATE DEPRESSION WHEN EVELYN'S IN SESSION! You do not know these dames! Arthur M. Kennedy March 19, 1932"27 After hearing the poem all of the reunioning Evelynltes began to get caught up on the news about each other. After informal conversation, the President called for letters from absent friends. A beauti­ ful letter was read from Julia Prime Knapp of Syracuse to whom deep sorrow had come in the inter­ vening year; also an enthusiastic letter received from Ethel Wood Thomas of Ottawa, who plans to be with us next year. A letter was read from Dr. Olin Kirkland, written for his wife, Frances Gay Kirkland, who was ill from neuritis. Emilie Peckham Smith of Pittsburgh wrote from Florida; Dode Cunningham from Chicago; Nan Mcllvaine Keeble from Pittsburgh; Ruth Leighton Greene of Rochester was not able to be present. Nell Buckingham was quoted as enjoying a motor trip with her brother Carl last November from Colorado into New Mexico. After Easter she is expected back in N.Y. City. Miss Ellen F. Alexander is living in Princeton and she sent a letter by Madeline Hodge, regret­ ting not being well enough to attend the Reunion. Roberta Sistrunk wrote of her life in Alabama and told of her daughters near and in N.Y. City. Word was received also from "sweet Laura" Nelson Plowman of Missouri and Lillian Failing Devoe in Fort Plain. Eveiy one present seemed much pleased with her­ self for coming and declared she would come next year. The Secretary thinks the satisfaction can best be expressed by a quotation from Ethelinde's letter after she reached Maryland at Easter time: "I consider," she writes, "we are very smart and enterprising old ladies to gather ourselves to-

27Ibid. 116 gether from four corners of the globe as we do and enjoy It so hugely." Several names and addresses have not been filled In In detail, but rather than delay longer, we forward the list as It is. Kindly send these Items to the Secretary— Julia T. Bogert28 Two and a half pages of 1932 names and addresses followed. Here the report stops. No further record of alumnae meetings was found. If the saying Is true that a faculty makes a college, then Evelyn College should have been made. For the roster of faculty In her catalogue Includes the names of some of the most outstanding members of the Princeton Faculty. During the period of James McCosh's presidency of Princeton, he had deliberately and successfully added some of the ablest men to his faculty. He took special pride In nine of these men who "he termed 'his bright young men.'"2? . . Five of these— Theodore W. Hunt, William Libbey, William B. Scott, Henry F. Osborn and Allan Marquand—are listed in practically every one of the Evelyn College Catalogues. Other faculty added to the Princeton staff by President McCosh were: . . . William Alfred Packard of Dartmouth as pro­ fessor of Latin; General Joseph Karge as Woodhull professor of continental languages and litera­ tures; Cyrus F. Brackett, of Bowdoin College as

^Thomas J. Wertenbaker, Princeton, 1746-1896 (Princeton: Princeton University Press, 19^6), p. 299. 117 Henry professor of physics; the Reverend James 0. Murray of the Brick Church, New York, as Holmes professor of belles-lettres and English language and literature; Charles A. Young of Dartmouth as professor of astronomy; Charles G. Rockwood of Rutgers as professor of mathematics; S. Stanhope Orris of Marietta College as Ewing professor of Greek language and literature. . . All of these men were listed in the Evelyn Catalogue and Murray, Young, Packard, Marquand and, later on, Brackett all served as members of the Board of Trustees of Evelyn College. Many of them were nationally known for their scholarship. Professor Young was one of the most distinguished astronomers in the country, his work The Sun and his articles in scientific journals winning wide acclaim. Professor Orris was recognized as a keen critic of literary expression and philosophic thought. His best known work was the translation of The Teaching of the Twelve Apostles. Theodore W. Hunt, known to thousands of Princetonians as "Granny" Hunt, was a pioneer in the introduction of old English studies in American colleges, and a penetrating literary critic. His works in­ clude The Principles of Written Discourse, Studies in Literature and Style, American Meditative Lyrics, and Literature, Its Principles and Problems, buutt won wide distinction in geology, Marquand in art. . . .31 Professor Allan Marquand who began teaching at Prince­ ton in 1881 took an active and sustaining interest in Evelyn College. He was a member of the Board of Trustees throughout the history of Evelyn and taught at the College from its beginning.

30Ibid. 1Ibid. 118 As a teacher and scholar specializing in the field of art history, Marquand had very few predecessors in this country. The department of art and archaeology at Princeton, which he founded and of which he was for many years chairman, was the second to be established in the United States on any large scale. . . . 32 His academic connection with Evelyn College seems to date from the earliest days of the College. In the Marquand Papers there is a letter dated March 28, 1887 from Katharine E. Smith of Carmel, New York requesting a position in the art department of Evelyn College. She had been told by Dr. Mcllvaine that Professor Marquand would have charge of that department. Miss Smith went on to give her credentials and enclosed testamonlals. She referred Professor Marquand to her cousin, Charles G. Rockwood (Professor of Mathematics at Princeton) for "anything further."33

Professor Marquand was also listed, as was previously noted, as a speaker in Newark before a group of interested women at which time he expressed his approval of Evelyn Col­ lege and his hope that the work there could continue.3^ Professor Marquand served as the Chairman of the Evelyn Col­ lege Curriculum Committee which brought about the establish-

32Donald Drew Egbert, Princeton Portraits (Princeton: Princeton University Press, 1947), p. 125. 33;Letter from Katharine E. Smith to Allan Marquand, March 28, 1887, Marquand Papers, Princeton University Library. 3^Princeton Press, May 16, 1896. 119 Ing of standards that paralleled those at Princeton. 35 Professor William B. Scott was a famous paleontolo­ gist at Princeton along with Henry P. Osborn who also was a renowned paleontologist as well as a biologist and zoologist. These men had been classmates at Princeton and both had studied under Huxley at London and Francis Balfour at Cam­ bridge. -^ Both returned to teach at Princeton and both gave lectures at Evelyn College. One of Scott's Princeton pupils was . . . much impressed by his teacher's breadth of interests, which ranged far beyond the boundaries of science. He relates how Scott always kept a copy of Alice in Wonderland on his desk, read a chapter regularly every week, and urged his pupils to read the book through at least once a year saying, "It is the most nearly complete corrective to in­ dividual conceit that I have ever known."37

Another famous member of the Princeton faculty who taught at Evelyn was John Stillwell Schanck. He taught chem­ istry throughout most of his career at Princeton but began there as curator of the Zoological Museum which earned him the nickname of "Bone" or "Bones" among the undergraduates.3s In speaking of the Evelyn students to whom he taught

^Higher Education of Women in New Jersey, op. clt. , p. 5. 36Egbert, op. clt., pp. 129-131. 37ibid. , p. 131. 38Ibid. , p. 109. 120 Chemistry he said: "I would be glad if you would have the class know that I think they did extremely well."3° Dr. Cyrus Fogg Brackett was a professor of physics at Princeton. In 1891-92 he gave fifty-three lectures and recitations combined at Evelyn College. In a letter, Brackett wrote to President Mcllvaine, he "speaks of his 'very great satisfaction with the attention which the young ladies have given in the class-room, and with the progress which they have made in consecutive and logical thinking.'" Dr. Brackett as well as Professor Young, the astron­ omer at Princeton, held rather advanced scientific views at least from the point of view of some of the more conservative Calvinistic faculty members of Princeton. These two men lived next door to each other and the corner where they lived was for a long time known as "Atheists' Corner." In a letter to her brother, Julia Bogert, Evelyn

College, Class of 1897s discusses some of the courses and the faculty: I am having physics now with Prof. Waterman of Princeton University . . . who has the Senior Class there. He is fine and so polite and nice. We think he is just right. He only graduated in Princeton College in '88. Prof. Daniels too at the head of Political Economy in the University

39 Evelyn College Annual Report 1891-92, op. cit. 40. 'ibid. i,1Egbert, op. cit., p. 121. 121 was In the class of * 88. The Faculty there Is very young. We have lectures on Astronomy from Dr. Young (Chas. Young) who Is so prominent In modern In­ vestigation of light etc. (old man). Now we have English, very practical work, under Dr. Parrot also a young prof. Papa has probably told you of "Sesqui" and how the boys cheered Dr. Young for three whole minutes while he stood on platform waiting to speak. . That's how popular dear old "Twinkle" Young is. The faculty that Princeton shared with Evelyn was indeed evidence that many of Princeton's finest minds were willing to help women receive higher education. This in­ cluded faculty able to arouse intellectual curiosity of Princeton men of the nineties, described in later years by one of their own number as undergraduates who "... got away with murder. ... We resisted culture with a vigor, a resourcefulness, an invincible clan spirit that must have been the despair of the devoted and frequently scholarly men whose task it was to train our adolescent minds." •> This group who taught at Evelyn included Theodore W. Hunt in English, John Grier Hlbben in Mathematics, Winthrop M. Daniels in History, Alexander Ormond in Ethics, all of whom were among the most popular professors at Princeton.

^2Letter from Julia Bogert to her brother Howard, October 31, I896. ^Princeton Alumni Weekly, February 6, 1931 as quoted in Wertenbaker, op. clt., p. 365. 12 Two other well known Princeton men served Evelyn College. One was Princeton President Francis L. Patton who was one of the signers of the Evelyn College incorporation papers and who served on the Evelyn College Board of Trus­ tees throughout the ten years that the College operated. The other was James 0. Murray, the Dean of Princeton, who signed the incorporation papers, served on the Board of Trustees and taught English at Evelyn. He also had a daughter, Julia who attended Evelyn College. Professor Alexander Ormond gave a great deal of ser­ vice to Evelyn College. His letter to the Princeton Press December, 1896 clearly shows his concern and his admiration for Evelyn College and seems to sum up what appears to be the feeling of many of the Princeton faculty towards this women's college: Many of the visitors at the recent sesquicentennial of Princeton failed to learn, perhaps, that here, right under the shadow of the university, in a most beautiful part of the town, there existed a college for the education of young women which was just then entering on its decennial year. . . . During these ten years the college has clung to the high ideals which prompted her founding, and has sought to give to the girls who pass through her course of study an education the substantial equivalent of that which the ordinary college curriculum sup­ plies to young men. The major part of the instruc­ tion has been given by members of the Princeton faculty, and the standards and tests of work have been the same as those applied to the University.

qqEvelyn College Catalogue 1890-91, 1891-92 list of students, p. 15 and p. 20. Princeton University Archives. That the quality of work done by the girls has been good Is the unanimous testimony of the in­ structors. Having for several years conducted classes in psychology, ethics and logic, I can say for myself that the results compare very favor­ ably with those of young men in the same subjects. In the prosecution of her alms Evelyn has not es­ caped the common experience of our American col­ leges, but has found that the higher education is expensive, and that it cannot be maintained from the fees of the students alone.

I write to appeal to the good people of New Jersey for help. The State is justly proud of the col­ lege that has so recently become a university. Shall it not become the foster mother of the fair sister who is struggling to offer the prize of a college education to the daughters of the State? The demand for college education for women, al­ though still in its infancy, has led to the found­ ing of such colleges as Wellesley, Vassar, Smith and Bryn Mawr. More recently another type of college has appeared, represented by Barnard, at Columbia; Radcliffe, at Harvard, and Evelyn at Princeton; independent foundations planted by the side of great universities, whose advantages they share, thus in a sense anticipating the growth of years, and avoiding much expensive outlay which would otherwise be necessary. This is unques­ tionably the most economic method of securing the advantages of college training for our girls, and in view of the exceptional opportunities it offers will no doubt be most effective in produc­ ing the desire results.

In view of Evelyn's ten years of struggle and sacrifice, in view of her aims and the work she has already done, I think she ought not to be allowed to suffer. A flourishing college for the education of women would be an added glory to our State. Evelyn can be made eminently suc­ cessful if friends in and out of New Jersey will come to her aid with their sympathy and means. . . The movement for the higher education of women is yet in its beginning. It is now the time for found­ ing and developing institutions which shall have for their aim the better education of our girls. It is a time now for the exercise of the far 124 sighted sagacity and enlightened patriotism which animated the founders of such institutions as Harvard, Yale, Columbia and Princeton. The large sums which our people spend every year for the education of their sons and daughters prove their sense of its vital importance. The in­ creasingly large sums spent every year in the support of such institutions as Evelyn is proof of our growing appreciation of the value of col­ lege education for women. Will not the friends of Evelyn rally to her support in this her time of need? Will not the people of New Jersey undertake the honorable task of building up a fine institution for the education of our daughters so that they may have a training equal to that of our sons? Will not the men and women to whom God has given wealth devote a part of it to a cause which has such claims on their support? Shall not Evelyn fall heir to a portion of that un­ stinted generosity which has enabled so many of our institutions to become great? Alexander T. Ormond Princeton, N.J., Dec. 19, 1896.^5 Evelyn College had both students from fine intellec­ tual families and a faculty from Princeton that was unques­ tionably of highest caliber. Evidenced by the statements that could be found, it appears that the quality of the work done by Evelyn students was equal to that done by Princeton students. This is further substantiated by Edgar Marsh Gibby, Princeton 1899, whose sister Helen Day Gibby gradu­ ated from Evelyn College in 1894. He stated that she took the same courses as he did from many of the same professors and that the work demanded of Evelyn students was just as rigorous as that demanded of Princeton students. He recalls

^Princeton Press, December 26, 1896. 125 rather clearly when his sister graduated from Evelyn because for days before Commencement she had wandered about the house memorizing and reciting aloud the Valedictory Address she gave at Commencement. °

^Interview with Edgar Marsh Glbby, Princeton, Class of 1899, March 28, 1967. CHAPTER V

CONCLUSION

A newspaper article concerning the Evelyn College Commencement of 1897 reports: "Providentially the future has again brightened and it is confidently hoped that the college so useful in itself and so necessary to Princeton will be speedily and firmly established."1 These brighter hopes for Evelyn did not, however, materialize. As a matter of record Evelyn seemed to disap­ pear as if swallowed up in a chasm. No news items about her appear after June 1897 in the Princeton Press. Not even one announcing that the college had closed could be found. The only obituary seems to be that written in a letter in 1939 by Alice Mcllvaine: . . . It was hoped that Princeton would grant her degree to Evelyn, but when that was refused be­ cause some of the Princeton Trustees were opposed to having any affiliation with a college for women and my father's death occurring soon after, Evelyn was closed. . . .2

1Princeton Press, June 12, 1897. 2Letter from Alice Mcllvaine to M. Halsey Thomas, ca. May 1*1, 1939, Princeton University Archives.

126 127 There is no record that Evelyn ever officially re­ quested that Princeton grant their degree to Evelyn students. No where in the Princeton Board of Trustees' Minutes is there any mention of this either before or after Dr. Mcllvaine's death. Miss Mcllvaine's facts may, however, be an accurate recording of informal requests made and rejected by the Princeton Trustees. It would be interesting to know whether the request was made for a regular Princeton degree, or whether, following the wisdom and shrewdness of Mrs. Agassiz at Radcliffe, Evelyn requested a degree co-signed by the President of Princeton. In either case this failure, although indicated by Miss Mcllvaine as a major one, does not seem to be the most important factor in the failure of Evelyn College. What were the reasons for the failure of Evelyn Col­ lege? The failure is somewhat unique in that it is the only case that can be found of a women's college affiliated with a major institution which failed to develop and find its place. First of all it is important to recognize that Dr. Mcllvaine was seventy-two years old when he founded Evelyn College. He unquestionably received a great deal of help from long time friends who were scholars and teachers at Princeton. Much of this aid was undoubtedly due to their great respect for him as an individual, a scholar, and in many cases as a friend. But beyond Dr. Mcllvaine there did not seem to be anyone intimately involved in the college who could 128 take over the reins as he grew older or, as it became neces­ sary, when he passed away. Devoted as the two daughters, Alice and Elizabeth, were, they were certainly not the people to run a college for women either as an independent college or as an affili­ ated college connected with Princeton. Their own education and background in no way prepared them to have a full under­ standing or appreciation of what was necessary to maintain a fine institution for the higher education of women. They certainly could not be spoken about in the same breath as a Mary Lyon, Alice Freeman Palmer, Mrs. Louis Agassiz, or M. Carey Thomas. Nor could they be compared with the order of the Sisters of Charity of Saint Elizabeth, especially Mother Mary Xavier Mehegan and Sister Mary Pauline Kelligar of Convent Station, New Jersey, who in the l890's were begin­ ning their work to found The College of Saint Elizabeth which today can claim that it is the oldest existing college for women in New Jersey.

Two further pieces of evidence seem to point out that the Mcllvaine daughters were not prepared to manage an edu­ cational institution. One was the failure of the Hawthorne School in Flushing which Alice and Elizabeth ran for four years and then had to close because the teachers went on strike because they had not been paid.3 The second is the

3Flushing Daily Times, May 13,1913. 129 criticism leveled at Evelyn by Annie Nathan Meyer who was a key figure in the founding of Barnard College. In 1891 Mrs. Meyer addressed the National Council of Women concerning affiliated colleges for women. She mentioned a letter she had received from the Head Mistress of Evelyn in which the writer (probably Elizabeth Mcllvaine) had said: You will understand how impossible it is for girls to accomplish the same course of study in the same length of time as the boys do, if they try to do anything at music or art, therefore we have found it necessary to have our own, or what we call the Evelyn College course, which differs form the Princeton course, in allowing music and art to be pursued as regular electlves, and in not insisting upon Greek.^ Mrs. Meyer clearly shows the lack of understanding of the Mcllvaine daughter of the necessity for maintaining standards. However Mrs. Meyer's assumption that this was the reason that Evelyn failed is not borne out when one re­ calls that she is referring to events in 1891 and it was after this period that Evelyn College gradually strengthened its requirements and by 1895 had requirements which were exactly the same as those at Princeton. This, to be sure, was accomplished as a result of the Evelyn Curriculum Com­ mittee made up of Princeton professors and not necessarily through the efforts or wisdom of either of the Mcllvaine daughters.

^Annie Nathan Meyer, Barnard Beginnings (Boston: Houghton Mifflin Company, 1935), pp. 159-161. 130 One needs only to look at the roster of Evelyn College Trustees and Faculty to know that practically all of these people were Involved in other major commitments and that prob­ ably many of them merely lent their name to the young college for women. Unlike Radcliffe with a Mrs. Louis Agassiz, Miss Alice M. Longfellow, Mr. Arthur Gilman, and Mr. Warner (treasurer) or a Barnard with an Annie Nathan Meyer, Ella Weed,and two outstanding treasurers, Mr. Jacob Schiff and then Mr. George A. Plimpton, Evelyn College's day to day operation and fund solicitation seemed to be pretty much managed by Dr. Mcllvaine and his two daughters. They not only operated the college, but depended upon it for their livelihood. A former Evelyn student, herself the daughter of a Princeton Theological Seminary professor who served on the Evelyn College Board of Trustees, said that the college seemed too much like a private venture of the Mcllvaines. She also thought that Dr. Mcllvaine had started the school backwards in that he had selected the Board of Trustees after making himself President. It would have been wiser, she thought, if he had picked the Board of Trustees and then let them choose the President. Perhaps then they might have felt more responsibility toward the College.^

^interview with Miss Sarah M. Hodge, Princeton, New Jersey, July 23, 1963. 131 The seeming lack of a small core of people fully In­ volved In the running of Evelyn College coupled with the absence of an endowment and the slowness of fund-raising eventually helped to bring about the failure of Evelyn Col­ lege. Unlike the independent women's colleges such as Vassar, Smith, Wellesley, Bryn Mawr, Evelyn College was not founded by a wealthy philanthropist who gave the college a substan­ tial endowment. Unlike Radcliffe and Barnard, Evelyn Col­ lege did not attract adequate interest from New Jersey people to receive any sizeable financial contributions from them. It was not until 1896 that the Evelyn Association was established and this was too late to rescue the college from three years of debt. Even this, however, might have suc­ ceeded if it had not been for the death of Dr. Mcllvaine. The appointment of his successor, Dr. James H. Worman could have been a wise and fortunate choice under normal conditions. He was a well known educator who had made a fortune both from the language textbooks he had published and from the successful operation of Outing Magazine. His background fully qualified him to take on the operation of an institution such as Evelyn College. Apparently, however, Dr. Worman was too involved with other activities because after his appointment in June 1897 nothing more is mentioned of Evelyn College and it never again opened its doors. There seems to be no record of Dr. Worman's affiliation with Evelyn except in the news­ paper articles concerning his appointment as President. As 132 previously mentioned Dr. Worman married for a second time in April I898 and in January 1899 President McKinley sent his name to the Senate for approval as Consul to Munich. This appointment was probably under consideration earlier and may have been the reai on that Dr. Worman never became actively involved in Evelyn College. Thus we see that many factors were involved in the failure of Evelyn College: the lack of a core group of people who were totally committed to the college, the absence of an endowment, the failure to get adequate financial sup­ port from people in New Jersey, the fact that faculty and trustees had major responsibilities other than at Evelyn College, the death of the founder and the inability of his two daughters to take over the management of the college. All of these things played a part in the closing of Evelyn Col­ lege. All have been given, singly or combined as reasons for the failure of the college. But why? Why was there no group committed to the college? Why did no philanthropist come forth with an endowment? Why did none of the citizens of New Jersey join in supporting it financially? In Boston, Radcllffe was able to accomplish these things. In New York City, Barnard was able to achieve its goal. Why not Evelyn College in Princeton, New Jersey?

Perhaps the answer lies in the words: New Jersey. Pew States in the Union ever have been so backward in the field of education as New Jersey. The State has the questionable 133 "distinction of being the last state in the Union to vote tax-suppr -ted, tuition-free, public elementary schools open to all";6 and it was not until 1897 that the State Legisla­ ture made provisions for high schools in first and second- class cities. The state was equally slow in its development of higher education and even now (1967) over half of its high school graduates who enter college must go to institutions outside of the state. In 1917 a survey conducted for the New Jersey Feder­ ation of Women's Clubs concerning the need of a college for women in New Jersey gives us some insight into the attitude of New Jerseyans regarding this need. The first response 7 was: "Are all the women's colleges full?" And that rather bluntly summarizes an attitude of long standing in New Jersey concerning education as well as many other things. It reflects the attitude of a state that is located between two major cities--New York to the north and Phila­ delphia to the south, a State that was referred to by Ben­ jamin Franklin as "a barrel, tapped at both ends, with all o the live beer running into New York and Philadelphia." New Jersey, with easy access to these two major cities, has ^Frank H. Bowles, "The Higher Education of Women: Fac­ tors the State University Should Consider in Planning for New Jersey," address given at Douglass College Founders Day, April 17, 1958. 7Ibid. 2John T. Cunningham, New Jersey, America's Main Road (Garden City, N.Y.: Doubleday and Co., Inc., 19b6), p. 53. 134 never felt the need to develop Its own cultural centers. A New Jerseyan goes to "the City" (New York or Philadelphia) for that. The same attitude has been prevalent in regard to higher education. The State had established only one college for men or women prior to the twentieth century. That was the New Jersey State Normal and Model School (now Trenton State College) founded in 1855- Rutgers became the land grant college of New Jersey in 1864 but it was not until 19^5 that it was designated as the State University of New Jersey. The five other State Colleges in New Jersey developed during the first quarter of the twentieth century as State Teachers Colleges and did not begin to offer a liberal arts program until 1966. Thus until 1966 Rutgers, the State University was the only public liberal arts college in New Jersey. In the area of higher education for women New Jersey was equally slow. Only two women's colleges existed from 1899 until 1918—The College of St. Elizabeth founded in 1899 and Mt. St. Mary's College, North Plainfield, in 1908. Both were Catholic colleges and both were outgrowths of exist ing academies. Finally in 1918 New Jersey College for Women (Douglass College), the first public liberal arts college for women, was founded. This then was the state in which Evelyn College tried to become established. Fifty miles north Barnard succeeded. Fifty miles south Bryn Mawr succeeded. But in "split- 135 personality" New Jersey, Evelyn College, the only private non-sectarian women's college ever to exist in New Jersey, was only able to keep going for ten short years. The future may prove that the Mcllvaines and those Princeton professors who gave so freely of their time and effort to Evelyn College were born before their time. Many a loyal Princeton man may, before too long, regret the demise of Evelyn College seventy years ago. For on March 9, 1967 a Faculty sub-committee at Princeton recommended that Prince­ ton become coeducational and those who look back with fond memories at the fourth oldest men's college in the country might be much happier to settle for an affiliated women's college connected with Princeton rather than complete coedu- 9 cation On the other hand it may well be that Princeton will choose an affiliated college plan and perhaps out of the past will rise in the shadow of Princeton "a college for the „10 education of young women."

%ew Brunswick Home News, March 9, 1967. Princeton Press, December 26, 1896. APPENDIX I

LIST OF STUDENTS EVELYN COLLEGE

[Key: EC - Evelyn College; PU - Princeton University (College of New Jersey prior to 189677 PTS - Princeton Theological Seminary; 1. - 1890-91 Evelyn College Catalogue list of students; 2. - 1891-92 Evelyn College Catalogue list of students; 3. - Julia Bogert's 1931-32 list of Evelyn College Alumnae; ]T° ~ Name found in newspaper account of Evelyn College; m - married.]

136 137 AIKEN, CEPHISE (Princeton) m. Louis Irving Relchener, PU »9^, a member of Colonial Club; two sons, Aiken, PU 1921, Morgan Stephen, PU 1927. Father: Wm. David, a planter. Died Nov. 17, 19^2 (2.) ALDEN, ANTOINETTE SPENCER (Troy, New York) (1.) ALLEN, RUTH (Montclalr, N.J.) (1.) BERRY, LOUISE (Caldwell, N.J.) (1.) BIGGS, SARAH SCOTT 1897 EC graduate, m. 0. G. Noble; 1932 address: Trumansburg, N.Y. (3.) BOGERT, VIETTA (Princeton) 1895 EC graduate. (2.) BOGERT, JULIA THOMAS 1897 EC graduate. Father: Rev. N. L. 1932 address: Metuchen, N.J. Died Dec. 18, 1961. (3.) BOGUE, ESTHER (Chicago) may have been sister of Hamilton, Jr., PU '93, a member of the Colonial Club. (l.,2.) BONES, HELEN W00DR0W- cousin of Woodrow Wilson. Lived with the Wilson's for a while in Princeton as wexl as in Washington, D.C. 1932 address: New York City. Died June, 1951. (3-) BRADLEY, MAY CYNTHIA - 1893 EC graduate. 1932: in Europe. ifrr BREGA, LOUISE (Chicago) (2.). BROWN, FRANCES VINCENT (California) 1892 EC graduate—special certificate. (4.) BUCKINGHAM, NELL - sister of Walter M., PU '95 and Carl E., PU '97o 1932 address: New York City. (3.) CLARK, ALICE WEBSTER (Brooklyn) daughter of Rev. William Walton, minister who in his last years preached for a number of Dutch Reformed and Presbyterian churches in New York and vicinity. Sister of Elizabeth M. (2.) CLARK, ELIZABETH MORRIS (Brooklyn) ,feame as above). Sister of Alice W. (2.) CLOVER, KITTY - m. Robert Van Ness. 1932 address: Little Falls, New Jersey. Died somewhere in N.Y. in April 1964. (3.) 138 COE, GRACE ADELAIDE (Newark, N.J.) 189^ EC graduate. May have been sister of Theodore Clifford, PU '96. (2.) COLWELL, BESSIE SYLVIA fTroy, N.Y.) May have been sister of Percy R. , PU '97 (2.) CORNWALL, MARIAN (Princeton) daughter of Princeton professor H. B. Sister of Ellsworth B., PU '05- (l.,2.) CUNNINGHAM, HARRIET (Chicago) m. George M. McCampbell, PU '9^, a member of the Colonial Club. Sister of Josephine. Died February 2, 1958. (2.,3.) CUNNINGHAM, JOSEPHINE ("Dode") (Chicago) m. H.P. Darlington. Sister of Harriet. Deceased. (2.,3.) CURRIER, E. B. - mentioned as a member of EC class of 1896, but there were not graduates that year. (4.) CURTIS, JOSEPHINE READE (Troy, N.Y.) 1892 EC graduate- special certificate, m. Edward D. Duffield, PU '92. Graduated in 1889 from Troy Female Seminary. Died March 19, 1911*. (1. ,2. ) DANIELS, DEDE - m. Henry Sherman Lane. 1932 address: Dayton, Ohio. May have been sister of Harrison Roberts, PU '93 who was from Dayton, Ohio. (3.) DENNIS, ETHELINE - m. Luther A. Oakes, PTS "90. 1932 address: Castle School, Tarrytown, N.Y. (3.) DEY, DOLLY (Princeton). Daughter of John V. who had a dry goods store in Princeton. (l.,2.) DOOLITTLE, LEILA (Princeton) (1.) EASTON, EDITH (Princeton) Sister of John William, PU »92 and Roswell F., PU '98. (l.,2.) EDGAR, ADRIANA MEEKER (Newark, N.J.) (1.) FAILING, LILLIAN 1897 EC graduate. m. DeVoe. 1932 address: Fort Plains. (3.,4.1 GASTON, KATHERINE (Montgomery, Alabama) 1893 EC graduate. m. William P. Redd. Daughter of Dr. John Brown, doctor in Montgomery and probate judge. (l.,2.,3.) 139 GAUSS, MAME GUION (St. Louis, Missouri) (1.) GAY, FRANCES (Montgomery, Alabama) mentioned as a member of EC class of 1898. College closed in 1897. m. Olin G. Kirkland. Deceased. (3.) GIBBY, HELEN DAY (Princeton) 1894. EC graduate. Daughter of William D. Sister of Wm. D., PU '90, Herbert B. , PU '92, Edgar M., PU '99. Died May 4, 1963. (l.,2.) GUMMERE, ELIZABETH. Daughter of Wm. Stryker, PU '73, Chief Justice of N.J. Supreme Court. Sister of Frances. (3.) GUMMERE, FRANCES, m. Frederick A. Borcherling, PU '93- Daughter of Wm. Stryker, PU '73, Chief Justice of N.J. Supreme Court. Sister of Elizabeth. (3.) HALE, ANNA WILLIAMS (Princeton), m. Rev. George H. Bucher. Daughter of Henry E., PU '60, Sister of Henry E., Jr., PU '92. (1. ,2.) HALL, ELIZABETH, 1932 address: 69 Forest St., Hartford, Connecticut. (3•) HALLIDAY, ADELIA (Cairo, Illinois) (1.) HALLIDAY, CHARLOTTE JOSEPHINE (Cairo, Illinois) (1.) HARRIS, FLORENCE POTTER (Bristol, Tennessee) (l.,2.) HILL, SARAH C, 1932 address: 47 East 88th St., N.Y., N.Y. (3.) HINSDALE, KATHERINE (Princeton) Daughter of Rev. H. G., PU "52, PTS '55, pastor of First Presbyterian Church, Princeton. (1.) HODGE, ANGELINA POST (Princeton), m. Malcolm MacLaren, Jr., PU '90 Daughter of Rev. C. Wistar, professor at PTS. Sister of Mary Blanchard and Sarah Madeline. (1.) HODGE, MARY BLANCHARD (Princeton), m. W. F. Magie, PU '79, Professor of Physics at Princeton and Dean of the Faculty. Daughter of C. Wistar, professor at PTS. Sister of Angelina Post and Sarah Madeline. Died February 12, 1948. (l.,2,, 3.) HODGE, SARAH MADELINE (Princeton). Daughter of C. Wistar, professor at PTS. Sister of Angeline Post and Mary Blanchard. (l.,2.,3.) 110 HOWE, CHRISTINE BUTLER (Princeton). Daughter of Edward, Princeton, N.J. Sister of Grace. (l.,2.) HOWE, EMILY CUMMING (Princeton). Daughter of Leavltt, Princeton, N.J. Sister of Helen. (1.) HOWE, GRACE BUTLER (Princeton), m. Samuel Martin, PTS '99- Daughter of Edward, Princeton, N.J. Sister of Christine, 1932 address: Beaver Ave., State College, Pa. (1. ,2. ,3. ) HOWE, HELEN (Princeton). Daughter of Leavitfe-r-Princeton, N.J. Sister of Emily. (l.,2.,3.) HUBBELL, GRACE CHURCHILL (Newark, N.J.) (2.) HUMES, KATHERINE, m. Arthur E. Winter, PU '96. Daughter of Andrew Russell, PU x'69. Sister of Augustine L., PU '96, a member of the Colonial Club. (3.) KING, ANITA (Princeton), m. Benjamin P. Carter, PU '9*1. Died ca. 1947. (1.) KLINE, LENA JEWELL (Portsmouth, Ohio) 1892 EC graduate- special certificate. (2.) KNOX, ALETTA HARTWELL, 1894 EC graduate, m. Edward Coffin Stout. Daughter of Rev. Wm. White, PU '62, PTS '66. (3.) KNOX, MARION, 1932 address: (nurse) Fairoaks Sanitarium, Summit, New Jersey. (3.) LANSINGH, BLANCHE (Chicago) 1894 EC graduate. (2.) LEIGHTON, RUTH, m. James Gereau Greene. 1932 address: "Elmcroft," Westfall Road, Rochester, New York. (3.) LEWIS, AUGUSTA ANYNE (Chicago) (2.) McILVAINE, ANNIE BIDDLE (New York City) 1894 EC graduate. m.~ E. J. Keeble. Daughter of James Hall, PU x 66, PTS '73- Granddaughter of Joshua Hall, President of Evelyn College. Sister of Grace. (l.,2.,3.) McILVAINE, GRACE, m. L. H. Baldwin. Daughter of James Hall, PU '66, PTS '73- Granddaughter of Joshua Hall, Presi­ dent of Evelyn College. Sister of Annie Biddle. (3.) Ill MARSHALL, ININ LOUISE (Chicago) (2.) MUDGE, MARY HOE (Princeton), 1895 EC graduate. Daughter of Rev. Lewis W., pastor of 2nd Presbyterian Church, Princeton. Sister of Lewis S., PU '89, Charles 0., PU *92, William L., PU '92, Frederick P., PU "96, Henry, PU '99 (1. ,2. ) MURRAY, JULIA ORMSBEE (Princeton). Daughter of Rev. James 0., Dean of Princeton College. Sister of George R., PU »93. (l.,2.) MUSSELMAN, ANNIE, m. Alexander Esler, PTS, '96. 1932 address: 1631 Napier St., Vancouver, B.C. (3.) NELSON, LAURA, m. M. 0. Plowman. 1932 Address: Route 4, Pettis Road, St. Joseph, Missouri. (3.) NETTLETON, GRACE LANGDON (Stockbridge, Mass.) (1.) ORR, KATHERINE (Princeton) (1.) PAGE, ETHEL FLORENCE (Chicago) (2.) PECK, BUDA MAY (Chicago) (l.,2.) PECKHAM, EMILY, 1895 EC graduate, m. Frank Stuart Smith. 1932 address: ^38 Center Street, Bethlehem, Pa. (3.) PENFIELD, GEORGIA MAY (New York City), 1893 EC graduate. Daughter of Smith N. and Sarah Hoyt, both graduates of Oberlin College. Died March, 1953- (l.,2.,3.) POMEROY, GEORGIA, m. John E. Johnston. 1932 address: Port Leyden, N.Y. (3.) POMEROY, JENNIE, m. Campbell E. Hodges. 1932 address: 165 W. 3rd St., Oswego, New York. (3.) PRIME, JULIA, m. William W. Knapp, PU »97. Died in 1932. (3.) ROBERTS, ELLA CREGO (Utica) (l.,2.,3.) R0CKW00D, KATE (Princeton). Daughter of Charles G., Profes­ sor of Mathematics at Princeton. (1). SANFORD, GRACE RICHMOND (West Randolph, Vermont). 1890-91, 1891-92 EC Catalogues list her as Instructor in His­ tory, Preparatory Latin and Mathematics. (l.,2.) 142 SAYLES, ELEANOR, m. Jervls Langdon. 1965 still living on Quary Farm, Elmira, N.Y. (3.) SISTRUNK, ROBERTA (Montgomery, ^Alabama), m. R. S. Buhl. Died in 1951*. (3. ) SLIDEL, ELLEN (Princeton), Sister of Thomas, PU "95 and W. J. , PU '99- (1.) SLOANE, MARY RENWICK ("Polly") (Princeton), m. Joseph Delafield. Daughter of William W. , Professor of His­ tory and Political Science at Princeton. Sister of James Renwick, PU '00. (l.,2.,3.) STIRES, BESSIE SCUPPER (Jersey City) (1.) STOCKTON, HELEN FIELP (Princeton), m. Pr. Walter H. Andrus, PU x'97. Paughter of Richard Stockton. (l.,2.) TAYLOR, ELLEN (Princeton). (1.) TOWNSENP, WIE PURFEE (Hudson, N.Y.) (l.,2.) VAN AKER, MINNIE (Princeton) (l.,2.) VAN SYCKEL, MARY (Princeton). Daughter of Rev. P. B. Sister of Frank Phineas, PU '92. (1.) WASHBURN, HARRIET CARPENTER (Saugerties, New York). Sister of Katherine. (2.) " WASHBURN, KATHERINE FRANCES "(Saugerties, New York). Sister of Harriet. (2.) WHEELER, MABEL (Chicago) (2.) WHITE, BESSIE, m. Russell Read. 1932 address: Winthrop Place, Englewood, N.J. (3.) WILKINSON, EMILY COOK (Poughkeepsie, N.Y.). (1.) WOOD, ETHEL, 1895 EC graduate., m. Herbert Thomas. 1932 address: 253 Augusta Street, Ottawa, Ontario, Canada. (3.) WOODRUFF, MAY (Orange, N.J.) (1.) APPENDIX II

MCILVAINE'S SPEECH (1895) EVELYN COLLEGE1

THIRD BACCALAUREATE SERMON

By The Rev. J. H. Mcllvaine D.D., President of the College. "Epheslans Iv. 13" Till we all attain . . . unto the measure of the stat­ ure of the fulness of Christ. The problem of the universe, that is, the object which God had in view in the constitution of the world, as I under­ stand it, was the formation of a right character in His moral creatures. If we ask, why are all things as they are? why is evil permitted under the government of an infinitely power­ ful and benevolent Being; especially, why are we subject to temptation, labor, sorrow, disease and death? I answer, as it seems to me, because this is the best possible system, that even infinite wisdom could devise, to form in human beings a right moral character. Thus we can understand why God can afford to lose so much as seems to be lost from the prevalence of evil in the development of His plan—it is in view of the transcendent value and preciousness o.^ that which is saved. You will see the idea represented in nature if you look at a flourishing stalk of Indian corn, or maize; its splendid growth, its broad and waving leaves, its imperial tassel, its blooming silk, and consider, how all this is doomed to perish, that out of it there may be evolved a little ear of grain. That ear represents the character which God aims to form and perfect in each indi­ vidual soul by all the arrangements of His creation and providence. For that alone is permanent and immortal. All else is doomed to perish.

Thus divinely instructed by the whole system in the midst of which our lot is cast, what else can we regard as the true object of the education of youth but that of co­ operating with God to form in them the noblest and most beautiful character of which they are capable?—the character which has been authoritatively represented to us in that of our Lord Jesus Christ? For He, as portrayed in the gospels,

Princeton Press, June 15, 1895. 145 is our grand model and exemplar. Such, then, is necessarily the true object of all education; and whatever calls itself such, yet in which this is not its chief object, is unworthy of the name; I mean, that its students may "attain . . . unto the measure of the stature of the fulness of Christ." Thus prompted and instructed, therefore, I propose, at this time, to discourse to you as God shall give me wis­ dom, on the excellencies and beauties of a true and noble character, such as we aim to form in our students here in Evelyn College. The first and every way the most important trait of such a character is a living faith in Jesus Christ. For this faith is the fruitful root of all the other virtues. And what I mean by a living faith is a faith that works by love, and purifies the heart. More particularly, it is a faith that accepts the teaching of Christ, in all things of which he has spoken, as the absolute truth of God, and His example as the perfect law of Christian life; in both of which He is transcendently above our criticism. Out of this faith spring all the excellencies and beauties of Christian character. He who has it aims to live for the objects for which Christ lived and taught and suffered and died. And though we do not deny that some of these excellencies may be found where Christ has never been known, yet we do not look for them where He is denied and rejected. And we regard our educational work as a total failure where it falls to estab­ lish and confirm, as the ruling principle of life and con­ duct, this living faith in Christ. 2. The second trait of a Christian character is that of simple truthfulness in word and deed. For as faith in Christ is the source, truthfulness is the foundation, of all the other virtues; that is to say, where this is found, the others are to be expected; and where this is wanting, no others can flourish. This implies that whatever is said or indicated shall be the simple truth; that the reasons assigned for anything shall be the true reasons, and not merely plausible pretexts; that all representations made shall represent things as they are, i.e. as they are under the eye of God. For if, even in our forms of civility and politeness, we allow ourselves to employ representations that are false or insincere, our sensibility to the distinc­ tion between truth and falsehood is dulled; our feeling of the sacredness and obligation of the truth is impaired; and our love and reverence for the truth is undermined and overthrown. On the other hand, when we strenuously resist all ' ur temptations to swerve from the truth even in little things,our perceptions of its beauty and our sensibility to 146 Its claims are quickened; we are strengthened in our souls; and we obtain brighter glimpses of the glories of the celestial world. Above all, we come into closer fellowship with him who is the truth itself. Nothing is so much want­ ing in human life as this love and reverence for the truth; and in no other way can you make yourselves more useful, or more commend yourselves to God, than by so living that this quality shall be manifest to others in all you say and do. 3. The third trait of the character which we seek to form is that of unselfishness, than which there is no purer or nobler element of beauty, as there is no greater depravity and deformity than its opposite, selfishness. For it was the selfish conceit of his own wisdom to distinguish between good and evil which was the original sin of man, by which paradise was forfeited, and which ever since has continued to be the sin that blights his spiritual life. "Ye shall be as God, knowing good and evil"—-this was the soul-destroying lie which was spoken into the depth of human nature by the voice of the serpent. Consequently the first act of Christian faith is the renunciation of this conceit, and the adoption into its place of the wisdom of God as the guide and criterion of the distinction between good and evil. For by this original sin the principle of selfishness became the supreme law of our fallen nature, which naturally governs all our feelings and thoughts and actions. Thus it places us in direct opposition to the laws of Christ, "Thou shalt love thy neighbor as thyself," and "Whatsoever ye would that men should do unto you, do ye also unto them." In the development of this depravity and corruption people sacrifice the comfort and welfare of other people to their own desires and whims. They delight to express themselves as better, nobler, wiser, richer, stronger, higher, and more beautiful than others. In a word, it gives birth to all the infinitely varied forms of self-praise and self-glorifica­ tion. It refuses to recognize the superiority of others, and delights in detracting from their merits. It is full of envy, all uncharitableness, and slander.

In opposition to this, unselfishness is charitable and considerate of others. Those who possess this grace and beauty recognize the comfort and welfare of others as having equal claims upon them with their own. The manifest superi­ ority of others gives them sincere pleasure. They delight in looking upwards to that which is above them, not downward upon that which is beneath them. Self-glorification, in all Its forms of speech and action, they abhor, not only as sin­ ful and defiling, but also as intensely vulgar, no less than envy and slander. 0 that I could portray the beauty and 147 glory of this trait of character, as It stands before my mind! I am sure It would win all hearts. And I would that I could represent the sin, deformity, and blackness of Its opposite, selfishness, so as to exasperate to the uttermost that disgust and loathing for It which I am sure you must all feel. 4. The fourth trait of the character which I am try­ ing to delineate is fidelity. This implies obligations to which we are required to be faithful. Now, as included in our obligations to God, we owe duties to our parents, to the aged, to our friends, our neighbors, our companions and associates, and to all our fellow creatures. To our parents we owe reverence, love, and obedience; to the aged, respect and reverence; to our friends, affection and sympathy, also to comfort them in trial and afflictions, and to defend them in reproach and obloquy; to our companions and associ­ ates, we owe the same; to our neighbors, kindness and cour­ tesy, and to all our fellow creatures, to think, feel, speak and act towards them as we would that they should toward us. When we come to regard these duties as sacred obligations, the observance of which is well pleasing to God, and which we cannot neglect without offence against Him, and incurring His condemnation, then we begin to appre­ ciate the significance of fidelity. Yet nothing is more common than the violation of all these obligations e.g. the failure to stand by and defend our friends and neighbors in obloquy and reproach, speaking of them as we would not that they should of us, joining in any hue and cry that may arise against them, how common it is! How contemptible and vulgar! What a loathsome deformity of character! And yet there are those who are faithful to these obligations. The most dis­ tinguished example of fidelity to friends that I have ever known was that of the late venerated and beloved President Maclean, many instances of which I could mention if there were time.

5. Another group of qualities are kindness, cheerful­ ness, gentleness and courtesy. I group these qualities to­ gether because they run into each other, and each is a manifestation of the others. These qualities are not simply affections of our hearts, they also belong to our manners, which the French so beautifully and significantly call "little morals," "petites morales"; nor are they so very little. For without them a person, whatever other qualities he may possess, can never be anything but a clown; especi­ ally a woman can ever exert any great power of attraction, nor influence in society. The importance of them is admirably represented in the significance which we attach 148 to the words, gentleman, gentlewoman. Where they are found in high perfection their beauty is such that it veils almost all our faults in other respects. 6. Another trait of a beautiful character, which I must signalize, is control of the tongue. What more power­ ful expression of this idea can we find than that which is given us in the sacred words of the Apostle James: "If any man offend not in word, the same is a perfect man, and able also to bridle the whole body. Behold we put bits in the horses' mouths, that they may obey us; and we turn about their whole body. Behold also the ships, which, though they be so great, and are driven of fierce winds, yet are they turned about with a very small helm, whithersoever the governor listeth. Even so the tongue is a little member, and boasteth great things. . . . The tongue is a fire, a world of iniquity; so is the tongue among our members that it defileth the whole body, and setteth on fire the course of nature; and it is set on fire of hell. For every kind of beasts and of birds and of serpents, and of things in the sea, is tamed and hath been tamed of mankind. But the tongue can no man tame; it is an unruly evil, full of deadly poison." Judge from this how great is the evil and mischief of an unbridled tongue; and how great is the triumph of grace and beauty where it has been subdued to peace and harmlessness, so as to become, in the words of the Psalmist, "the glory of our frame." 7. Still another trait includes humility and modesty. "For pride goeth before destruction, and a haughty spirit before a fall. Better is it to be of a lowly spirit with the meek, than to divide the spoil with the proud." For 'the proud', in Holy Scriptures, is only another name for the wicked. And the reason is that it always implies self- consciousness of some fancied excellence; for there cannot be any excellence in us which can stand the scrutiny of God. Humility is a grace well-pleasing to God and man; and joined with modesty, it does not seek out the best places in synagogues or social gatherings; it disclaims its own merits, whatever they may be, because it has no consciousness of them; and it is pleased to occupy the lowest places, wher­ ever it may be assigned. How beautifully has our perfect Master of manners, no less than of morals, represented this idea! "And He spoke a parable unto them . . . when He marked how they chose out the chief seats; saying. When thou art bidden ... to a marriage feast, sit not down in the chief seat; lest a more honorable man than thou be bidden . . . and he that bade thee and him shall come and say unto thee, Give this man place; and thou begin with shame to take the lowest place. But when thou art bidden, go and sit down in 149 the lowest place; that when He that bade thee cometh, He may say unto thee, Friend, go up higher: there shalt thou have worship in the presence of all them that sit at meat with thee. For every one that exalteth himself shall be abased; and he that humbleth himself shall be exalted." 8. In fine, there is another quality of this beauti­ ful character which must not be omitted; that is, the desire of pleasing, or giving pleasure to others. I lay the greater stress upon this because it seem? to be forgotten by some college-bred girls from pride in their new acquirements. Its importance is such that it stands beautifully represented in the old Greek myth of the origin of the first woman; according to which, man's first sin was the attempt to ascend into heaven to steal the fire and light of the gods. To punish him a woman was created, and endowed with all human perfections. Apollo taught her music; and Minerva instructed her in all other beautiful and useful arts. The god of eloquence touched her lips with persuasion. The Hours and the Graces decked her with every winning ornament. Venus gave her beauty, inirresistable attraction and charm, and filled her heart with the desire of pleasing. Each of the other deities conferred upon her some excellent and precious gift. Last of all Zeus placed in her hand a mystical casket, warning her under the most terrible penal­ ties never to open it. Thus richly endowed she was presented to Prometheus, who had stolen the fire, as his wife. But he, whose name signifies Forethought, refused to receive her, suspecting some trick. Then she was handed over to Epimetheus, Afterthought, who joyfully received her. But she, overcome in evil hour, as was our grandmother Eve, by the desire of forbidden knowledge, opened the fatal casket; when lo! forth flew from within it all the hosts of diseases, cares and sorrows which have invaded the human race. She tried to close it, but it was too late. Hope alone remained at the bottom. This she carefully preserved, and handed it down to her posterity, now all she had to leave them.

I have recited this ancient myth to you, my young friends, for its beauty and significance, but especially to emphasize the gift of Venus to the first woman, the desire of pleasing. For without this a human being is a failure, all his other qualities, however excellent they may be, are marred and deformed; he can never fill his true place in human life, The want of it leaves him to speak and act so as to cause displeasure and pain to others. It allows him to say things in common conversation, the object of which is to develop and strengthen his consciousness of power by 150 wounding and hurting others. Speaking in this way becomes in many persons a confirmed habit, and the worst of it is that they may be altogether unconscious of it. I once knew a well-educated young girl who hardly ever opened her mouth that she did not say something unpleasant. She was very pious; she died early, and undoubtedly went where she learned better manners. But with this quality, a young person makes himself as attractive as he possibly can, that he may give pleasure to others; he scatters blessings all around him; his presence is a delight and Joy to all with whom he associates. And all this is more true of women than it is of men. Thus I have endeavored to delineate, as well as I could, the character which we seek to form in our students here in Evelyn College; on the ground of which we confidently claim support from all who are interested in such education. But that is not what I wished to say now; but rather this: With what motives shall I appeal to you, students of Evelyn, to enkindle in your souls the warmest aspirations and desires to form in yourselves this grand character? Why, I can only suggest that you look into your own hearts to see if you do not find these aspirations there. For I cannot believe but that the Holy Spirit of God has already awakened them in your souls. Perhaps they are even now glowing with a quenchless flame. If so, heap fuel upon this flame—the fuel of con­ templation of the character of Christ, and of Prayer; until it shall consume all remains of unbelief, untruth, selfish­ ness, unfaithfulness, intemperance of tongue, unkindness, pride and conceit ; and in their places shall be perfected and reign faith, truth, self-sacrifice, fidelity, temperance of tongue, humility, and the desire of giving pleasure to others. For thus you shall attain to the measure of the stature of the fulness of Christ; and come to sit with Him in His throne, as He also has come to sit with His father in His throne.

ADDRESS TO THE GRADUATING CLASS

Young Ladies of the Senior Class, I congratulate you on your approaching graduation. You have passed with honor through the four years of your college course, and are about to receive your honorary degree,and to become regular gradu­ ates and alumnae of Evelyn College. As such, you have the un­ qualified approbation of those who have had the charge of your education, for your diligence, faithfulness, and unswerving loyalty to your Alma Mater. But hereafter you will be severely scrutinized by all who may come to know you, to see what the higher education, as given in this Institution, can do for young women. We confidently expect 151 you to be no small honor to your Alma Mater, who has stead­ fastly aimed, whilst you have been under her care, to imbue your minds with true culture, with wisdom and piety, and to render your lives both profitable and happy. She expects you to exemplify the fruits of your education in the glory of piety, truthfulness, unselfishness, self-sacrifice, and spotless purity. This you cannot fail to do if you shall give due heed to her instruction; especially if you shall always account it your highest glory to love, honor, and obey your divine Saviour, And now as the last word of your Alma Mater, you are ever to bear in mind that your superior education is a sacred trust, which binds you by the strong­ est obligation to live for God, to honor and glorify Him, and to do good to others as He shall give you opportunity. And we, who have learned to love you very tenderly for the beauties of your characters, shall not cease to pray for you, that your lives in this world may be prosperous and happy, and that in the world to come you may attain to the final beatitude and the eternal glory. APPENDIX III

HARPER'S ARTICLE (1888)

152 153 WOMEN'S COLLEGES—EVELYN COLLEGE1

Those who have followed the development of Evelyn College have been Impressed with the thought that what Is to be will be, and we who are merely used as a means to an end have only to do what comes next to our hands, and wait for the coming of the inevitable. Many questions have been asked and much curiosity expressed as to the formation of the original plan. To establish a college for women at Princeton, in the eyes of many the most conservative of places, was regarded as simply auda­ cious; but the thought sprang into being in full detail without premeditation. Evelyn College as it stands now is precisely what Evelyn College was as it existed in the minds of those most interested before a step had been taken toward its establishment. To explain how forcibly the scheme impressed itself upon those to whom it was first confided, how it gradually came to be talked about as a possibility, how circumstances and coincidences developed it into a probability until it finally became a reality—all this would be wearisome. The idea as it first presented itself was this: A college for women situated in a university town, where the advantages provided for young men could be utilized; each department of instruction to be under the supervision of the head of that department in the university; all lectures and exam­ inations in the full collegiate course to be given by the professors in the university; the recitations in each department to be conducted by teachers chosen with the ap­ probation of the professor in charge.

But not only was it intended that Evelyn should be a place where young women could pursue a college course under equal advantages with young men, it was also designed that those who did not desire a collegiate course could here have full college advantages in those special studies which are con­ sidered necessary in the education of every girl; and still further, that at Evelyn the home life and social atmosphere should be such that whether the students were to go through college or not, they should be fitted for any social position to which they might be called.

"Women's Colleges—Evelyn College," Harper's Bazar, November 17, 1888. 15^ The music and art schools were to be arranged after the same design as the other departments, the direction intrusted to the first musicians and artists in New York city, and the under teachers to be chosen by them. Conversation in French and German was to be required in the family. The lectures and recitations were to be held at the college, and not in the university buildings, except when it might be necessary to make use of museums, libraries, and laboratories. It would then be left to the professors in charge to arrange times when the apparatus was not in use by the young men. It will thus be seen that any special or post-graduate course possible to the young men at the university would also be possible to the young women at Evelyn. All this was to be accomplished without introducing anything of the nature of co-education. But great care would have to be taken not to separate too much the two colleges, or to let either young men or young women feel that they were forcibly kept apart. It was therefore desirable that a comfortable and attractive home should be made for the girls, where they could receive their friends at suitable times and under proper chaperonage. Princeton was the place chosen, for many reasons. The advantages to be obtained there were greater than anywhere else except at Cambridge or New Haven; the intellectual atmosphere could not fail to exert an influence upon the minds of the young girls, and the interests of those most deeply concerned had centred for many years in the educa­ tional institutions of this venerable college town. Much doubt, however, was expressed about the choice. Princeton was too small a place; there were too many young men there; it was swallowed up in the interests of the university, and there was no room for the education of women; it was too conservative; the consent of the authorities of the univer­ sity would be required, "and," said one of the most enthusi­ astic friends of the enterprise, himself one of the college authorities, "it will take you five years to push it through the Board of Trustees." On the other side, it was urged by many leading minds that such an institution must in time come to be established in Princeton, and the sooner it was undertaken the better. Great caution was exercised before the decision was finally made Dr. McCosh was consulted, and although not altogether favorable to the idea, yet his advice was to go on with it, if the consent of certain pro­ fessors and trustees could be obtained. Also the advice which he gave at that time concerning the management of the Board of Trustees of Evelyn was followed to the letter, and wise and wholesome advice it has proved to be. The inter­ est of those whose approbation Dr. McCosh thought necessary 155 was easily gained. Neither was any serious objection raised in the Board of Trustees to such assistance from the profes­ sors as might be needed. Resolutions were adopted to the effect that any help could be given to Evelyn College by the Princeton Faculty which did not interfere with their duties in the university. A certified copy of these resolutions is now preserved in Evelyn records. The prospectus, issued in February, 1887, made a flutter of excitement throughout Princeton. A new topic of public in­ terests was hailed with delight in the quiet little town. The cry of the university students, "Eva, Eva, 1-y-n, Eva, Eva, let me in!" was composed months before Evelyn College was in existence. Everything that the imagination of man or woman could invent was said for and against the new enter­ prise. But it had friends stanch and true, and it lived and prospered. A building was found admirably adapted to the purpose. A long rambling house, called by those who built it "The Family Roof," it proves indeed a family roof to the happy girls now gathered within its walls. There are no sacred rooms of state, but in furnishing and arrangement the effort has been made to make it an artistic and beautiful home, free to all, as belonging to one family. On Friday afternoon the rooms on the first floor, which all connect en suite, are thrown open, and the older girls, with the consent of their parents, and under the chaperonage of the principals, are permitted to receive their friends. English is spoken, and during the afternoon and evening play and not work is the rule. The stand taken by the authorities to prevent disturbance from the students of the university 1" to make Evelyn an attractive place, and never to invite within its doors any who show a disposition to give annoy­ ance o It is only due to the young men to say that it has not been necessary to enforce this rule except in one or two instances. The pretty and chivalrous respect with which Evelyn is treated upon all occasions causes some sur­ prise and much pleasure to Princeton people.

The lectures given during the past year have been received by the girls with much enthusiasm, A special course in English Literature was delivered by Dr. Murray, and perhaps a better tribute could not be given to the Dean's work at Evelyn than to repeat the words of one of his class: "While Dr. Murray is talking, I am all the time so afraid that he will stop." The lectures are not confined to the collegiate and special departments. The preparatory school has the advantage of a course upon general history by Dr. Moffat. These lectures are given twice a week throughout the year, and are of great value in the preparatory work. As occasion arises other courses will be provided in this department. 156 Evelyn College has now begun her second year of work. She has doubled her number of regular students, she has lived down the objections made to her existence, and it is con­ fidently anticipated that she will surmount all obstacles which may arise in future, until our country shall come to speak with equal pride of the sons and of the daughters of Princeton. APPENDIX IV

HARPER'S ARTICLE (I896) 158 EVELYN COLLEGE1

There seems to be a certain deep-rooted conservatism in New Jersey which has made that State slow to recognize the necessity of providing for the higher education of her women. For men the provision has been generous indeed, as both Princeton and Rutgers bear witness, and the secondary schools of the State are rivalled by none. Yet, with the examples of Vassar, Wellesley, Smith, Barnard, and Radcliffe staring her in the face, New Jersey has gone on her placid way, willing enough that her girls should acquire college education, but not moved by any sense of regret that this higher learning must be sought outside her borders. But from the general contrariety of things, perhaps, in the most conservative town in this most conservative State, right under the shadow of Old Nassau itself, a woman's college has evolved—a college which has attracted so little notice that its very existence is unknown to a large part of the State, but whose standard of scholarship and quality of work entitle It to rank with Barnard and Radcliffe. The history of Evelyn differs widely from the history of other colleges for women. She was born with no gold spoon in her mouth; no generous patron stood beside her cradle ready to endow her with gifts of money and to provide her with a suitable habitation; like Topsy, she has "just growed." Some eight years ago a little company of men, most of them Princeton graduates, met to consider the advisability of establishing a college for women at Princeton on the plan of an affiliated institutiono These friends of higher educa­ tion for women were confronted at the very start with many objections. The idea of a college for women in a town devoted to the education of men was set down at the outset as a dangerous experiment, and all sorts of direful results were foretoldo That the propnets had not the slightest ground either in history or experience on which to base their forecasts did not seem in the least to detract from the value and number of the predictions of ill. Then among the college faculty were found those who doubted whether a woman's mind could grasp learning heretofore supposed to be purely masculine property.

But these men were not deterred by prophecy, doubt, or ridicule. The results of their efforts was a petition to the board of trustees of Princeton for permission to enlist

1Adaline W. Sterling, "Evelyn College," Harper's Bazar, Vol. XXIX (September 26, 1896), pp. 806-707. 159 the services of the college professors in the undertaking. Probably no more startling request has ever been addressed to that good old conservative Presbyterian board than that framed by these progressive men. To their surprise, it was granted, and the new college entered upon existence. The institution takes its name indirectly from Sir John Evelyn, whose seventeenth-century characteristics of learning and modesty were at the very beginning made the cardinal principles of the college. A local habitation was found in a low, rambling Queen Anne house situated about a mile from the centre of Princeton, upon rising ground known in colonial days as Queenston on the King's Highway. In 1889 the institution was incorporated with its own board of trus­ tees, and empowered by the terms of incorporation to confer degrees upon its graduates. Included among this board were President Patton of Princeton; Dr. James Murray, Dean of the college; Professors Young, Marquand, and Packard; and many well-known men outside the college faculty. Princeton opened to Evelyn students its libraries and museums under direction of the professors in charge, and gave sort of a tacit permission for the conducting of scientific classes in the college class-rooms and laboratories. Princeton profes­ sors have gi^en Evelyn girls the same lectures they deliv­ ered before Princeton boys, and have found the former quite as intelligent and receptive as the latter. The entrance examinations of Evelyn upon the course leading to the degree of Bachelor of Arts are the same as those in Princeton College, and the courses of study are largely identical. Evelyn also offers a course in modern languages and literature leading to the degree of Bachelor of Letters, equivalent In rank to the academic course, with the substi­ tution of modern languages and literature for the ancient classics. Thus far the number of students enrolled in the college has been comparatively small, and the whole corps of Princeton professors has not been needed for the work; but lectures have been given in English literature, physics, astronomy, logic, archaeology, aesthetic criticism, political economy, biology, and invariably by the senior professors in Princeton,, All the vast resources at the disposition of Princeton are equally at the service of Evelyn if the latter college can be placed on a firm financial basis.

The endowments of Evelyn are absolutely none; it has struggled through the eight Initial years of Its existence upheld by the strenuous exertions of its president, Dr. Mcllvaine, and a few friends, who have raised what funds they could by personal solicitation. Princeton is favorably disposed toward the sister college, but Princeton has no 160 funds to spare, and it distinctly declines to bestow her own degree upon Evelyn graduates or to assume any responsibility until, it is whispered, Evelyn's foundation is sure. And no imputation is cast upon Princeton by this statement. The gifts which the unversity receives are bestowed usually with such hampering conditions that they more often serve to gratify the vanity of the donor than to advance the work of education. It has not yet seemingly occurred to any indi­ vidual to invest a sum for the benefit of a college and to give its trustees the unrestricted use of the Income. In­ stead, we find memorial halls and the like or iron-clad endowments. So Princeton cannot help Evelyn financially, and yet she must have aid, and at once, or the work of the past nine years is lost. The college has long since passed the experimental stage; it has proved beyond question that young women can do all the work required by the same professors of young men, and can pass the same examination. It has demonstrated that the advent of women students in a college town of men raises the moral and social tone of the place, and it has always shown that education of the highest order may be combined with the most ideal home-like life. The money problem which con­ fronts Evelyn is most intricate, while her needs are most plain. The college is sorely in want of permanent build­ ings; at present she is but a tenant subject to a landlord's will. She needs convenient class-rooms, a gymnasium, more extended grounds, and there is a constant demand made for scholarships. Whence is to come the necessary money? An affiliated college needs less than an independent institu­ tion, but the difference is only one of degree.

About a year ago a philanthropic woman of an adjoining State said, in reference to the work at Evelyn and the pressing needs of the institution: "Interest the women of New Jersey. It is to them that the college must IOOK for help." An attempt has been made to interest the women of New Jersey by forming an Evelyn Association, with Mrs. Joel Parker, wife of the ex-Governor of New Jersey, as its president, with vice-presidents in every town and county throughout the State. The object of the association is to enroll as many women as possible in its ranks at an annual fee of one dol­ lar, and to use this sum for the current expenses of the college. But this does not provide for any permanent endow­ ment; ways and means must be devised for that. New Jersey sends out the cry from Macedonia, "Come and help us." It is not a mere matter of State pride; it is rather to open another avenue of education to the coming gener­ ation of women. It Is a duty which men and women owe to 161 those who are hungering and thirsting for intellectual food and drink that the sustenance which is there in Princeton in abundance shall not, Tantalus-like, lie just out of reach of outstretched hands. The energy which placed Barnard on a firm footing must find its counterpart in Jersey women and in their sisters over the State-line. Vassar asks for more tables on which to spread the intellectual banquet. Evelyn humbly requests not more, but only one table; she begs not for many new buildings, but for a single roof which she can call her own0 What New York has done for Barnard, what Rhode Island has done for the Woman's Annex of Brown Univer­ sity, what New England has done for Radcliffe, New Jersey can do for Evelyn if she puts her shoulder to the wheel. Dr. Mcllvaine has carried the college through the heat and burden of the day, and would fain give the work into youn­ ger hands to bring to glorious completion. The board of trustees has added an equal number of women to its roll, and everything is waiting for that mysterious impulse with which to set the machinery of effort in motion. The tendency of the age is to bring men and women together in study as well as work; the artificial barriers which have existed so long are crumbling one by one. It is pos­ sible and probable that coeducation will be the system of the future; but between that and the separate institution there is a gap to be filled, and what can better bridge the chasm than the affiliated college? It hurts no man's self- esteem, while it teaches him the useful lesson of a woman's possibilities in intellectual work; it tends to a community of interest, to increase the respect of one sex for the other; and it also has its economic point of view, which must com­ mend it to the practical mindr Here it is that Evelyn makes its plea, and rests its case for the verdict of the publico APPENDIX V

HIGHER EDUCATION OP WOMEN IN NEW JERSEY

162 163 HIGHER EDUCATION OF WOMEN IN NEW JERSEY1

In the history of education in America New Jersey has taken a prominent part. It is an interesting story to read of the foundation of Princeton College in the early days of our country's life, of its small beginning, its first class of six graduates, of the earnest and self-sacrificing efforts of its first President and Trustees. Now that Princeton numbers her thousand students, counts her endowment by millions, and is about to celebrate her one hundred and fiftieth birthday, it is hard to realize that in colonial days, before the Revolution, staunch old President Wither- spoon found it necessary to go to the mother-country, to present the claims of the young college, and beg for funds to maintain its existence. The struggles and difficulties and self-sacrifice are over now, and the College of New Jersey, newly become the University of Princeton, stands side by side with Harvard and Yaie, one of the three oldest and greatest universities of our land. In this way New Jersey works for the education of her men. In these later days, notwithstanding the conservatism which has made the State slow to recognize the necessity of the higher education of women, in this same town of Princeton, a college for women has been slowly but surely developing a college which is struggling for funds and for recognition as Princeton did a hundred and fifty years ago, but which ranks in educational advantages with the Princeton of to-day, with which it is closely associated In woman's work it competes with the Harvard Annex or Radcliffe at Cambridge, with Barnard in New York, and with the Women's College at Brown University.

The history of the work is this: Nine years ago a little company of gentlemen met to consider the establishment of a college for women at Princeton, where the advantages of­ fered to young men could be utilized for young women. A petition was sent to the Board of Trustees of Frinceton College, for permission to ask the co-operation of the Prince­ ton professors. A resolution was passed in the Frinceton Board granting this permission. It was granted hesitatingly, some of the Trustees doubting whether the experiment would succeed, some of them doubting In their hearts whether it was possible for a woman's mind to grasp the work of Princeton College as done by men. But still it was granted, and the college for women was opened. It was called Evelyn in­ directly for Sir John Evelyn of the seventeenth century, of

Pamphlet has no date or place on it. It is in the Princeton University Archives. I6i» whom a quaint old writer has said: "He had genius, he had taste, he had learning and he knew how to give all these a proper place in his works, so as never to pass for a pedant."

Learning and modesty were the qualities for which he was best known, and these associations thrown around the euphonious old English name, were well suited to the aims of the new college.

In 1889 the institution was legally incorporated under the care of its Board of Trustees, and authorized to confer de­ grees. Among this Board of Trustees were many well known names. Dr, Patton, President of Princeton College, Dr. Murray, Dean of Princeton College, Professor Young, Profes­ sor Packard, Professor Marquand, all of Princeton College, Rev. William Henry Green, Rev. Elijah R. Craven, Mr. Thomas N. McCarter, Trustees of Princeton College, the late Vice Chancellor Van Fleet;, Mr. Cortlandt Parker, Mr. George B. Jenkinson, and Dr, William Mason.

In the same year, a second resolution was passed in tne Board of Trustees of Princeton College, by which all neces­ sary use of the Princeton libraries and museums was granted to the students of Evelyn College, under the direction of the professors in charge. An unparalleled advantage was, at the same time, accorded to the classes in scientific study, in a tacit permission to the professors to conduct these classes, in the Princeton laboratories and class rooms, whenever scientific apparatus might be needed, at hours when the rooms were not used by the Princeton students. Princeton has been very bountiful in her gifts to Evelyn—one thing only she withholds, the Princeton degree, waiting, it has been whispered, until Evelyn's foundation is secure.

With respect to the curriculum of Evelyn College, I quote from the last report of the Curriculum Committee:--

To the Trustees of Evelyn Col lege:--

Sirs—Your committee appointed for the consideration of the courses of study in Evelyn College, would respect­ fully report the following schemes of courses, the one lead­ ing to the Bachelor of Arts, the other to the Bachelor of Letters degree- It has been our aim to make the former con­ form, as far as possible, to the course of study for the Bachelor of Arts degree in Princeton College; and to make the latter a degree of not inferior but equivalent rank, repre­ senting a general culture, in which modern languages and literature are substituted for courses in ancient classics. 165 FOR ADMISSION. 1. For the Bachelor of Arts course the entrance re­ quirements shall be the same as those of Princeton College. 2, For the Bachelor of Letters course the entrance requirements of Evelyn shall consist of the Princeton re­ quirements In Latin, Mathematics and English, in Modern Languages, either French or German, according to the ad­ vanced standard; or both, according to the elementary stan­ dard advised by the Commission of New England Colleges. Allan Marquand, Chairman, James 0. Murray, Charles A. Young, William A. Packard, William T. Carter. The pamphlet lately issued by the Board of Trustees of Evelyn College contains the name of almost every member of the faculty of Princeton College, each one offering to Evelyn the same course given by him in Princeton. These, then, are the educational advantages which New Jersey offers to women, and of which many women, even in the State itself, have never heard. Or, if they have heard of them at all, they have heard, perhaps, a distorted account, resulting from the jealousy of some Princeton boy who does not believe that a girl can do the same work that he is doing, or that his professors would condescend to deliver the same lectures to the girls at Evelyn that they deliver to the men at Princeton. Or they have heard, possibly, that Evelyn is a preparatory school, from the fact that Evelyn has a preparatory school under her supervision, a school, however, which is wholly separate from the College itself, and which occupies a separate building. In the social life of the College the aim, according to the standard of Sir John Evelyn, has been closely carried out. One of the graduates of the class of '95 writes: "No one can realize more than I the great advantages Evelyn offers to her students, and how much benefit my college life has been to me. Aside from the very fine eduational advan­ tages derived from the instruction of the Princeton profes­ sors, in the same curriculum offered at Princeton, it seems to me that the home life at Evelyn is the peculiar point in which she differs from most women's colleges. The interest taken in the girls does not end at the door of the class­ room. It extends beyond their schedule of so many hours each week. The whole atmosphere is home-like in the personal 166 interest taken in each student. She is treated as an indi­ vidual, not merely as one of the units which go to make up the body of undergraduates. It is in an atmosphere like this that the most is made of a girl, morally, mentally, and physically." Said a prominent member of the faculty of Princeton College in an address before a meeting of ladies in Trenton: "I have been a teacher at Evelyn College for eight years. I say without hesitation that in the work at Evelyn there is nothing to undo. It has been right from the beginning,, And of the graduates of Evelyn—I could name them If it were proper—I can also say that I consider them very highly educated women. The question is, Does New Jersey want a college for women, and will It build on the good and broad foundations already laid?"

No work, however, in higher education can carry itself. It must have the enthusiasm, the loyalty, the support of the community and State in which it is placed. It must have money. An affiliated college needs less than an independent institution; but funds it must have if the work is to be developed successfully. Some time ago a philanthropic woman in a neighboring State, one who has given lavishly of her means for the education of women, said, in speaking of the work at Evelyn: "Interest the women of New Jersey. It is to them that the College must look for the help it needs." Accordingly fifteen representative women have been placed on the Board of Trustees and an effort is being made throughout the State to interest the women A guarantee or emergency fund has been started in the hope of securing a pledge of $5j000 a year for current expenses. Three methods, not exclusive of eacn other, are em­ ployed. To find one hundred women—or men—who can and will give fifty dollars a year; to find five hundred women who will give ten dollars a year, and last and most practical of all, to make the fund one in which every woman in the State may interest herself if she will, and find, if possible, five thousand women who will give one dollar a year, that the woman's college of New Jersey may cake the same high stand with the other colleges for women, that Princeton holds among the universities for men. To accomplish this result, an association, which has for its name the Evelyn Associ­ ation, has been organized among the women of New Jersey, aided by women from other states wno are interested in this young college. Its plan of work is simple and practical. A president and a large board of vice-presidents chosen from the various townships, are seeking each in her own locality, 167 to enroll members for the association who shall pay a yearly fee of one dollar each, and who shall form themselves into a branch association or club, to use their influence, as they have time and opportunity for the interests of the New Jersey College for Women. An executive committee of fifteen ladies, meets every month in New York City, at the New York Ladies' Club, 28 East 22nd St., to receive reports from the vice-presidents, and to direct and control the whole work. Branch associations have been already organized in Jersey City, Newark, Orange and Morristown. Before the end of the coming winter, It is hoped that no town or township in the State will be without its Evelyn Association and that no woman who has at heart the education of her own sex, and a true pride in her own State, will fail to become a member of it. The women of New York City have been ?t work day and night to raise a similar fund of $10,000 a year for Barnard College, and this in addition to $300,000 already raised for buildings, while only thirty-five women in the little State of Rhode Island raised $50,000 for the Woman's College of Brown University. Can New Jersey women afford to fall behind the women of other states in this good cause? APPENDIX VI

HARVARD CERTIFICATE

Harvard University Examination for Women Certificate, 1890, Schleslnger Library, Radcliffe College.

168 HARVARD UNIVERSITY.

EXAMINATIONS FOR WOMEN.

CAMBRIDGE, J

JZ,#-IXUCJ ^n^Cvtt(Z cJ (AXJU-WC has passed a satisfactory examination in the following /f J Cut 11< subjects: —

("'(.£•> nodal u if i \yt< 4 fa } Vtix.i<> o/rt/tn, -Jt.1 ?>ua ii^

fuucii, J.kJLll^ a.aux Jv> r t La > v /if <

K •'lout yJ t /-, ,ict-i < f •^Jtu^Y<(j a i ir/ J?/%t Av> ?<--/; u< ' ucyx i i j

( < 1 V / j t

/ Sihh e has passed 7.7/7/ high credit in (f<£ y,it ti/

'fo-isutsLtxs^-^. S^w^ /'. ,111 of III. Colt, "I 170

The Examinations for Women embrace two classes of studies, Elcmculitrti and Aih-mirnl. The elementary studies are not supposed to l>e equivalent to one another in regard to the amount or time and work required in preparation. Greek, Latin, and Mathematics each have twice the weight of any other elementary study in determining a candidate's qualification for a certiticate. The advanced studies are classified as coiirxe.i and hitlf-ei>iirse!t^ according to the estimated amount of work which they severally require. Kach of them is identical with an elective course or half-course in the College, — a full course having, as a rule, three hours of instruction a week for :i year; a half- course, half that amount. The standard required in these examinations is the same as in the corre­ sponding College courses. (In the following list, half-courses are expressly designated as such ; all others arc full courses.) Elementary Stndlea. 1. English. — A coarse of reading in English classics. Compilation. Correction of specimens of had English. 2. Greek. — The translation at fright of simple Attie prose (with questions on ordinary forms ami constructions). ft. Latin. — The translation at sight of simple prose (with questions as in Greek). 4. German. — The translation at sight of simple prose. 5. French.—The translation at sight of ordinary prose. fi, 7. IHtiory (including Historical Geography). — Either (f>) History of (ireeee (to the death of Alexander i an 1 of Home (to the death of Coinnioilus); or (7) History of the I'nited States, and of England (to the year 17!>:ii. 8,0. Mathematics. — (8) Algehra (through Quadratic Equations) and ['•>) Plane Geometry. 10, 11. Physical Science. — Either (10) Elementary Astronomy and Descriptive Physics j nr (II) A course of experiments in Mechanics, Sound, Light, Heat, an I Electricity, not less than forty in tiunilicr. actually performed by the candidate at school. Advanced Studies. 12. Greek.—• The translation at sight of average passages from Homer, nr the translation at sight of less ditllcult passages from hoth Homer and Herodotus, (with questions on ordinary forms and constructions and on prosody). 13. Greek Composition (Half-course). —The translation into Greek of a passage of connected English narrative, based on a prescribed portion of classical Greek prose. 14. Latin. — The translation at sight of average passages from Cicero and Virgil (with questions as in Greek). 15. Latin Composition (Half-course).—The translation into Latin of a passage of connected English narrative, based on a prescribed portion of classical Latin prose. 16. German. — A course of reading in German classics. Translation at sight of modern German prnse. Grammar and Composition. 17. French. — A course of reading in French classics. Translation at sight of modern French prose. Grammar and Composition. 18. Mathematics (Half-course).—Logarithms. Plane Trigonometry, with its applications to Surveying and Navigation. 19. Mathematics (Half-course). — Solid (ieoinetry. 20. Mathematics (Half-course). —The Elements of Analytic Geometry. 21. Mathematics (Ifalf-course). — Elementary Mechanics. 22. Physical Science.—Physics. A course of at least sixty experiments in addition to those of the elementary Physics, corering the same subjects, but demanding more skill and more knowledge of physical theories and laws. 23. Physical Science. — Chemistry. A course of at least sixty experiments in General Chemistry actually per­ formed by the candidate at school. These subjects arc identical with those of the examinations for admission to Harvard College ; the time and method of examination arc the same and the same papers are used. A candidate who passes these examinations in accordance with the tenns prescribed for admission to the College receives a special certificate to that effect, bearing the signature of the President of the University. APPENDIX VII

HARVARD EXAMINATION FOR WOMEN

Harvard University Examinations, Papers used at the Examinations for Women, 1889. Schlesinger Library, Radcliffe College.

171 HARVARD UNIVERSITY EXAMINATIONS.

PAPERS USED AT THE

EXAMINATIONS FOR WOMEN.

1889.

CAMBRIDGE, MASS., 1889.

\ Examinations for Women.

ELEMENTARY.

ENGLISH. Write a composition on one of the following subjects, paying special attention to grammatical accuracy, to clearness, and to quality rather than quantity of matter. 1. Orlando in the Forest. 2. Swift's Character as seen by Johnson. 3. Swift's Character as seen by Thackeray. 4. Gulliver's Voyage to Lilliput. 5. Mr. Collins and Elizabeth Bonnet. 6. Mr. Darcy's Courtship.

SPECIMENS OF BAD ENGLISH.

Write your number on this paper. Correct on this paper all the errors you discover in the following sentences: — 1. A few years later he began his "Paradise Regained," but which he never finished. 2. While sitting in my room just after lunch, the fire alarm sounded. 3. The character of the agents, or persons, are next to be con­ sidered. 4. So honorable a connection might have been expected to have advanced our author's prospects. 5. Sometimes he -would lay awake the whole night, trying but unable to make a single line. 6. Milton was too busy to much miss his wife. 7. Everybody had in their recollection the originals of the passages parodied. 2

8. Dryden neither became Master of Arts or a fellow of the University. 9. He consoles himself with the fancy that he had done a great work. 10. I think we will fall considerably under the mark in compnting the poet's income at .CG00. 11. The Faculty from virtue of its position know thoroughly the needs of the students under them. 12. She confessed to having struck her husband with the axe, and plead self-defence.

GREEK.

ATTIC PROSE AT SIGHT.

JSP* You are advised not to write any pnrt of the translation until you have read the passage through two or three times. [SCBJKCT. — The commanders of Cyrus comment on the retentiveness of his memory. Why Cyrus always addressed by name those to whom he gave orders. His march toward Babylon.]

TRANSLATE : — *EK TOUTOU Sr; <3^OVTO i—X ras CKIJVCIS Kal apia dVioWcs SitXtyovTO 7rpo$ OXXTJXOU? u>s /injpoviKuJs 6 Kvpos 6~ocrois (ruvtraTTe iraaiv ovofid^oiv iv- trtXAtTO.1 6 St Kvpos trt/itXtt'a TOUTO iiroitf irdvv yap aur<3 tSoxti 6aVfia(TTov tivai ti ol fxh> /3ui'avcroi "craou Trjs iavrov Tt^iijs CKao"Tos rwv 5 cpyaXtuuv ra ovopaTa, Kal 6 farpos 81 oiSe Kai Tuiv opydviuv Kai TUIV ap- fiaKwv oTs xprjTai irdvTiov ra. ovopara, 6 St o~TpaT>ryos ourws 7/Xi#ios* ttroiTo UXTTI OVK ao-oiTo Ta>v v

o"K vSajp, HvXa TIS cr^icraTU). ovrtu yap TaTTO- (liviiv cis dXX>JXou? Tt 6pav 7rdvTts tooKovv avrii! Kai oiotts irepatrttv TO 7rpoo"Tavc9tv Kal TTUVTCS tv airi'u eii'ai Kal oi'Scis Ty airta ourt atcr^vi'cardat OVTC c£oj3cia'0ai Spoi'ws 8ia TO o~w TTOXXOIS amav «^eiv oia TauTa 8rj irdvras

KtpaTl. Kl'/)OS O (XlTUiV T

avrov Jjr^pcTas• /?pa^« 25 8t xpdrw \(TTipov XpucravTaS 7rap7)i' ayow TOUS 6tapa.Ko$>6pov

LATIN.

(Do not hurry to finish the uhole, but do what you can well.)

TRANSLATE:— (Conflict of Jugurtha and Adhcrbal.) "Interim hand longe a man prope Cirtam oppidum utriusque exerci- tus conscdit ct quia diei extremum crat, proelium non inceptum. Sed ubi plerumque noctis processit, obscuro etiamtum lumine niilite3 lugurthini signo dato castra hostium invadunt: scmisomnos partim alios anna sumentis fugant funduntque: Adherbal cum paucis equiti- bus Cirtam profugit, et ni multitudo togatorum * fuissct, quae Xuruidas insequcntis moenibus prohibuit, uno die inter duos reges coeptum atque patratum5 bellum foret. Igitur Iugurtha oppidum circumsedit, vineis turribusque et machinis omnium generum expugnare adgreditur, maxume festinans tempus legatorum antccapcre,' quos ante proelium factum ab Adherbale Romam missos audiverat. Sed postquam senatus de bello corum accepit, tres adulescentes in Africam legantur, qui ambos rcges adcant, senatus populique Ramani verbis nuntient: velle et censcrc, eos ab armis discedere ; de contro- vorsiis suis iure potius qtiam bello disceptare: ita seque illisque dig- num esse. Legati in Africam maturantes veniunt, eo magis quod Rornae, dum proficisci parant, de proelio facto et obpugnatione Cir- tae audiebatur. Quorum Iugurtha accepta oratione respondit: sibi nequc maius quicquara ncque carius auctoritate senatus esse: ab ndulesccntia ita se enisum, tit ab optumo quoque probaretur: virtute non malitia P. Scipioni, summo viro, placuisse: ob easdem artis a 4

Micipsa, non paenurialiberorum, in regnum adoptatum es.se: cetenim quo plura bene atquc strenue fceisset, co animum siuiin iniuriam minus tolerare: Adherbalem dolis vitae suae insidiatum: quod ubi comperissct, sceleri eius obviani isse: populmn Romanum neque recte neque pro bouo facturuni, si ab hire gentium sese prohibucrit: postremo de omnibus rebus legatos Romam brcvi missurum." Ita utrique digrediuntur. QUK-STION3. — Tres, uno, turribiis: inflect. Iugurthini. oratione, uucloritate, strenue: explain formation. moenibun, se, uu<:toritate, vitae, viissos: explain construction. adeaut: explain mood and tense, sumetitis, fundunt, censere, enisum, missurum, difjrediuntur: give principal parts. 1 toguti, unarmed citizens. ' putro, accomplish, complete. ' compare anticipate.

GEEMAX.

TRAN'SLATR (at sight) : — Translate I. ami at least two of the other three selections. Write good English. I. $)rei "iDiauncr loantcrtcn einfl init etnantcr fort unt famen auf ter Sfteife bait an eiucn Drt, mo einft ein ©eij()a(3 eiucn grojjen Zc&a§ scr» graven. Sic fauten il?n. Sie fatten lange nidit gegeffen; trunt folltc fd}uc(l ter cine Jtamcrat 311- rudgefyn in tic nadjfte Statt, urn tort fi'tr tic (ikfcllfdvift Spcife cinjufaufen; tod) feiuer battc Sufi, tabjn 3U taitfen. Um eutlid) alien Streit ;u mcitcn, bcfd)Io(fen fie, turd)'>J 2oo3 c<5 311 cnt|'d)citcn. Sic looftcn, unt ci niujjte (5r)rifiop^ gef)n. Gr ging. £!od) untenvegv} fid ticfem ein: „G3 ware in ter It, at ted> fd)0n, 1)5tt' id) ten ganjen Sd;a(5 fur mid) allein! SSie fang' tcb'S an, mic ticfe>5 ©liitf ju ftiftcn? "Sic? Gi nun, id) fonnte fie sergiftcn." Sett ?$orfafc mut ^ollfiibrt ter 53ofcwid)t; jctodi errcidjt cr tie scrrucbtc ^Ibficbt nid;t. Sci-n glcid^co '•paar loar intcjj cind gewortcn, ten Gbriftopb, r.eun er I5me, 3U crmortcn. Gr tarn unt ntufjte flaglid' jlerbcn. Sorb 3£11C fanteit ibr 'Bcrtcrbcn in Spcifcn, tic cr mitgcbrad>t. Sie fiibltcn bait tc

5

cine Strccfe sonuiv! roar. Dcr (cidjte, elegante Stclfcanjita, unt tad ©trof)' t>utd)cn auf tnn tiiiifelbfouten £aar ftcitetcu tic fcr-lanfe, aninuttjicjc Gr» fd»cinuna, altcrlicbjl, unt tie blaitcu Slugcn blirftcn grey unto pratjtcnt auf all tic 3ri)5ubcitcn tcr 91atur, tie jtrf) ringgcnuu)t; pc purjteu uut fictcii mit cinanter fiber ten fctjmalcit Gtcg fyiuab in ten reifjeuten SJaltjcrem, and tr-cldicm fie fid) nur mit grower 5(n« flrcugnng and Ufcr rcttetcn. IV. 3d) t)dt'e uicte Xfyierc gefefyen: sPfcrte, ,ftfil)e, 3^tJclT# Sdiafc, £>unte, Jtajjcn, f>iil)ner, Gntcn, ©anfe unt Xaubcn. Uicte Xt)iere nfilKn ten 93Zfn« fd)cn. I; a a *Pfcrt jic()t ten ©ageu uut ten sPfIug, uut tragt ten Steitcr. Die .Rut) gibt und "Mildi uut 33utter. Dad Sd)af gibt und S3 otic 3U Strfimpfcn unt Jltcitcrn. Jpiitiner, (Enten unt ©anfc tcgen Gicr, tie ivlr cjfen. Die Xaubcu (Int und 2ttlen (icb. Die s3)ieufd)cn fiittcrn ticfc niijjtidicn Xtjiere unt flatten pe in itjrcr 9taf>e. Darum nennt man pc £audtf)icre. Dad S?fctt> faun laufen. Die Xaube faun jliegeii unt tie Gnte fdjuniumen. Die Xfjiere fonnen pd) son einem Drt 3uin autern bcicegen.

FRENCH. 1. TRANSLATE {word for word) : — Je commence & sentir et a aimer plus que jamais la douceur de la vie rustique, depuis que j'ai uu petit jardin qui me tient lieu de maison de campagne. Je n'ai point de longues allecs a. perte de vue, rnaia deux petites seulemcut. dont l'une me donne de l'ombre, et l'autre, exposce au midi, me fournit du soleil pendant une bonne partic de la journee. Un petit espalier1 convert de cinq abricoticrs et de cinq pechers fait tout mon fruitier. Je n'ai point de ruches3 a miel, mais j'ai le plaisir de voir tous les jours des abeillca sur les fleurs de mes arbrcs. Ma joie n'est pourtant pas sans inquietude, et la tendresse que j'ai pour mon petit espalier et pour quelques ceillets* me fait craindre pour eux le froid de la uuit, que je ne craindrais point sans cela. 'fruit-wall. ' hives. * pink*, carnation*. 6

2. TRANSLATE (into free idiomatic English) : — Le gouverneraent de la Pologuc est la plus fidole image de l'ancien gouvernement celte et gothique, corrigi ou alUfrd partout ailleurs: c'est le seul Etat qui ait conserve le nora de republique avec la dignitc royale. Chaque gentilhomnie a le droit de dormer sa voix dans lY'leetion d'un roi, et de pouvoir lY-tre lui-memc. Ce plus beau des droits est joint au plus grand des abus: lc trone est prcsque toujours a l'en- cherc1; et, corume un Polonais est rarcment assez riclie pour l'acheter, il a et6 vendu souvcnt aux ctrangors. La noblesse et le clergd di5- fendent leur libertd contre leur roi, et l'otent1 au restc de la nation. Tout le peuple y est esclave; taut la destined des hommes est que le plus grand nonibre soit partout, de facon ou d'autre, subjugne par le plus petit! L:\ le paysan nc seme5 pas pour lui, niais pour des seigneurs a qui lui, son champ et le travail de ses uiaius appartien- nent, et qui peuvent le vendre et lYgorgcr* avec le bctail de la terre. II y a beaucoup de pauvres gcntil.shommes; ccux-la se mettent au service des plus puissants, en recoivent un salaire, font les fonctions les plus basses, lis aiuient mieux servir leurs egaux que de s'en- richir par le commerce ; et en pansant5 les chevaux de leurs maitres, ils se donnent le titrc d'electeurs des rois, et de destriicteurs des tyrans.

1 auction. * deprive, take away. 'sow (as seed). 'kilt, slaughter. * grooming.

HISTORY OF GREECE AINT) ROME.

Group A. Required. 1. [Omit one; ansv:er very briefly."] Place or explain the follow­ ing: Achaia ; Plataea, the Granicus ; Olympia ; archon ; Parthenon; Aetolian league. With what important events was each connected?

2. [Omit one ; ansv:er very briefly.] Place or "explain the follow­ ing : Capua; ^Tumidia; Veji; Phar»alus; comitia centuriata; decemvir; law of ruajestas. With what important eveuts was each connected? Group B. Take two on Greece and two on Rome. 3. The legislation of Solon. •4. What were the principal wars between the Greeks and the Per­ sians? What was the effect OQ Greece? 179

7

5. The campaigns of Fyrrhus iu Italy. 6. [For those only who have read Curtius.] [Take one.] (a) The poetry of the Greeks. (6) The plastic art of the Greeks. 7. [For those only who have read Curtius.] The political influ­ ence of Pericles.

8. The causes and results of the Samnite wars. 9. Cato's efforts to reform the government of Rome. 10. [Take one.] (a) Education in Rome. (Jb) Amusements at Rome. 11. [For those only who have read Tighe.] The political relations of Rome to Italy and the Italians. 12. [For those only who have read Beesly.] The Social war.

HISTORY OF THE UNITED STATES AND OF ENGLAND.

Group A. Required. 1. [Omit one ; ansiver very briefly.'] Place or explain the follow­ ing : the Delaware ; Santa F6 ; New Orleans ; Missouri; Writs of Assistance ; Fugitive Slave Act; Ku Klux. With what important events was each connected?

2. [Omit one ; answer very briefly."] Place or explain the follow­ ing : Hastings ; Orleans ; Naseby ; the Boyne ; Magna Charta; the "Rump"; the Jacobites. With what important events was each connected?

Group B. Take two on the United States and two on England. 3. The settlement of Connecticut. 4. The presidential election of 1824. 5. The Mexican war. 6. [For those only who have read Lodge.] Education in Virginia and in New England. 7. [For those only who have read Morse and Quincy.] The char­ acter of John Quincy Adams. I

180

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8. [Briefly."] "What attempts have been made to invade England? which succeeded? which failed, and why? 9. [Take one.] («) Thomas a Becket. \b) Cardinal AVolsey. 10. [Very briefly.~\ The Stuart sovereigns of England. How did they conic to the throne? who were they? what was the end of the house? 11. [For those only who have read Macaulay.] "Why did the Com­ monwealth fail? 12. [For those only who have read Macaulay.] Means of educa­ tion in England in 1685.

ALGEBBA.

Write legibly and without crowding; give the work clearly, and find all possible answers. The shortest methods of solution are preferred. Abridged pro­ cesses of work are recommended, but should be distinctly indicated. 1. Find the Greatest Common Divisor and the Least Common Multiple of 6x« — ox" — 10x' -f- 3x — 10 and 4x3 —4x* — 9x -f- 5. 2. Solve the following equations, finding and reducing to their simplest forms two sets of values of x and y: — * _ ( V_ x+6a\ _ Q x + y v»(x — y) *2 — yV ' y. (7x — 2y) — (b — a) : (2a — 9b). What do the answers become, when a = 6 and b = — 2? 3. A certain librarian spends every year a fixed sum for books. In 1886, the cost of his purchases averaged two dollars per volume; in 1887, he bought 300 more volumes than in 1886 ; and in 1888, 300 more volumes than in 1887. The average cost per volume was thirty cents lower in 1888 than in 1887. Find the number of volumes bought each year, and the fixed price paid for them. (Obtain two solutions.)

4. Find the fourth term of (x — y)77;

5....Solve the equation V(* + «) + V* + V(*-«) = o. Explain the possibility of satisfying this equation, the connccti>v signs being both plus. 9 PLANE GECXMETRY. [In solving problems use for x the approximate value 3^.] 1. Prove that two triangles arc equal when a side and the angles adjacent to it in the one are respectively equal to a side and the two adjacent angles of the other. 2. The circumference of a circle A passes through the centre of a smaller circle B: prove that their common tangents touch A in points which lie on a straight line tangent to B. 3. What is the locus of the middle point of a straight line of given length inscribed in a given circle? The radii of two concentric circles are 36 inches and 39 inches respectively. A chord of the larger circle touches the smaller: how long is this chord? 4. Prove that two triangles are similar when an angle of the one is equal to an angle of the other and the bides including these angles are proportional. 5. Two sides of a triangle are 10 inches and 12 inches respectively, and the angle included between them is 50°. Show how to draw a similar triangle which shall have twice the area of the given triangle. 6. Find the radius and the area of the largest circle that can be out from a triangular piece of paper every side of which is 4 feet long.

PHYSICAL SCIENCE. ALTERNATIVE I. PHYSICS. 1. If a cube of wood 10 cm. on each edge and of specific gravity 0.5 is covered on one side by a plate of metal 10 cm. square, 1 cm. thick, and of specific gravity 5, how deep will the whole mass of wood and metal sink in water? 2. A ball weighing 10 grims starting from rest falls freely two seconds, (a) How far docs it fall during each second ? (b) How much work does gravity do upon it in each second? State in what unit you reckon this work. 3. Name and describe the three characteristics that belong to musical sounds. "When is one musical note said to be the octave of another? 4. Draw a diagram showing how and where an image is formed by a concave mirror when the object is placed outside the centre of curvature. Mark the position of the centre of curvature and of the principal focus. 5. Tell what you can about the earth's magnetism and the behavior of a magnetic needle under the earth's action at different places and times. 10

ASTRONOMY. 1. "What is a " transit of Venus"? Why is its careful observation important for astronomers? Tell why certain stars always remain above our horizon. 2. Tell what you can about " variable stars," including an account of the proposed explanations of their action. ALTERNATIVE II. (Omit any tlirce questions.) 1. Define elasticity. If one end of a rod is firmly fastened and certain forces applied to a cross-piece at the other end ticist the rod 10°, how many degrees would it have been twisted by forces twice as great and similarly applied? IIow many degrees would these latter forces twist a rod twice as long as this one but similar in other respects? 2. A cube of wood 10 cm. on each edge and of specific gravity 0.5 is covered on one side by a plate of metal 10 cin. square and 1 cm. thick, of specific gravity 5. IIow far from the outer face of the metal plate is the centre of gravity of the whole? 3. IIow deep would the whole mass of wood and metal described in (2) sink in water? 4. Define work. A block weighing 10 lbs. rests upon an incline such that the block must move 5 ft. in order to rise 3 ft. The pressure of the block against the incline is in this case S lbs. Let the coellicient of friction be J. («) IIow much work must be done against gravity by a force parallel to the incline in drawing the block 5 ft.? {b) IIow much work against friction? 5. Describe briefly any experiments which ^ou have made upon the effect on air of a rise of temperature, stating clillicultics encoun­ tered and results attained. 6. How would you determine by experiment the time of vibration of a tuning fork? 7. Draw a diagram describing the action of an ordinary magni- fj'ing glass, as commonly used for examining small objects, showing the course of the rays and the relative positions of image and object. 8. (a) Draw a diagram showing the lines of force in the neighbor­ hood of two bar magnets each pointing in the direction it would natu­ rally take under the earth's intluence, the two being side by side and a little distance apart so that lines can be drawn between them. Mark each line at various places with arrow-heads to indicate in which direction a needle upon it would point. (b) Draw a diagram showing the lines of force in the horizontal plane cutting through the middle of a vertical circle in which a cur­ rent of electricity is flowing. Mark these lines also with arrow-heads, each line at several points. ADVANCED.

GREEK. NOTE. — Do either A or B, but not both. A.—HOMER. TR VXSI.ATE : — [SUHJECT. — Agamemnon, sleepless and troubled at heart, determines to \isit Nestor for counsel. Meuelaus is likewise anxious.] "AXXoi pev irapa vijvcrlv aptcrTJ/e? Tlavayaicav evBov TTavvvytoi, paXaKco Zthp.rip.tvot. virva' dXX' OVK 'ArpeiBrjv 'Aya.pip.vova, iroipeva Xaoyv, virvoi eye yXvKepbs, TTOXXO. peo-\v oppalvovra. 5 to? B' or' av uo-rpaTTTr) 7r6cri?"IIp^? 7jvKopoio, rev^cov •>) iroXvv opfipov udcaeTov, ore Trip re y/aXi]^ rrpodeXvpvov;1 eXKero y^aiVa? v-^rod' eovrt, Ad, piya 8' eareve KvBdXipov Kr)p. TjBe Be 01 Kara Ovpov dplcrri] (palvero fiovXr/, NecrTO/)' em rrpwrov N?;X>jioi' eXdepev avBpcov, el Tivd 01 ahv prjriv dpvpova reKrijvaLTo, 20 ^T*? dXe^tKaKoi rrdcnv Aavaolai yevoi.ro. opda>6e\a, irocraX B' vrrb Xiirapolcriv eBijaaro KaXa ireBiXa, dp/ edev e"iveKa rrovXvv ecf)' vypijv ijXvBov «dvT]V Ke

12

Give the Attic prose equivalents for <^t (4), 7rro\«/ioio (8), KpaSnjs (10), K«}>a\~]4>iy (30); ,}c-o0i (8), ws (0), o! (10), anil rd (12). "Write out verses 21, 22, dividing them into feet, and marking the chief caesural pauses. How do the chief caesural pauses in verses 9 and 10 differ? Account for the quantity of the final syllable of ScS/n^cvot (2), oiifipov (6) and of ri^troV (7). Why is the final letter of ort elided, but not that of re (14)?

B.—HOMER AND HERODOTUS.

TRANSLATE:— [SlMMECT. — Xestor to Telemachus; Xcstor offers a prayer to Athena, ami then conducts the yucrts within the house, where the preparations for a banquet are made.] 375 "*fl pe^eo fiovv ?]vu>, eupvperanrov, aSp^rrjv, i]v ov ira VTTO fir/ov r\yayev avrjp' tr\v TOI lym pi^o> xpverov xepaaiv irepfxevas" 3S5 *£!? ecf>aT* ev^6pevo<;, TOV 8* eKkve IlaWas 'Ad^urj. Tolcriv S* Tjyep.6veve Teptfpios hnrota NeffTwp, vla.Q-i Ka\ yap.fipoiaiv, ea irpbi Zaipara Ka\a. aW* ore 8'j>pa9' "KOVTO ayaic\vTa TOLO avaKTos, efenj? e^ovro Kara KXiapovs re dpovov; re, 390 Tot? 8* o yepuiv e\9ovoiv ava, KpTjTrjpa Kepaeruev oti'ov TjSirTToroio, TOV evSeK&Tu ivtauria Oil^ev Tap I J] Kai a~b Kpifiepvov eXvcrev. TOO 0 yepcov Kprjr~]pa Kepacraaro, iroWo o" 'AOqvr ev^er' aTroo-irevSaiv, Kovprj &ib<; aiyiojfpio. HOM. Od. III. 375-394. Give the Attic prose equivalents of TOI (37G), iraiSeo-o-c, -n-apaxoiVi (381), ws (3S5), and i—o'ra (38G). Write out verses 3S0, 3S1, marking the feet and quantities, and indicating the chief caesural pauses. Explain the difference in quan­ tity between TOI in 379 and in 384. 13

TRANSLATE : — [SUBJECT. — Alexander, son of Ainyntas, king of Macedon, warns the Athenian generals, on the eve of the battle of 1'lataea.] Twf Be vXd/ca)i> ol pev 7rXevues irapepevov, ol S' eOeov eVl roil? arpar^yovt, iXdovre1; Be eXeyov, &><; avOpawo*; ytcot eV Trnrov etc rov arparoireBov rov MijSwi/, o? aXXo pev oi/Sev rrapayvpvol e7ro?, ffrparijyov^ Be ovvopd^wv eOeXeiv (ftrjcri 6? 5 Xoyovi eXdelv. Oi Be eVel raina "jicovcrav, aurl/ca eZirovro e? ra? fyvXaKas. urnicopevoio-i Be eXeye 'AXefayS/so? rdSe' "AvSpes 'AOrjpaiot, irapaOijKjjv vp.lv ra errea rdSe ridepat, aTTopp-qra irotevpevos irpo<; pijBeva Xeyeiv vpeas aXXov f\ Ilau- ffaviTjv, pi] pe Kal Sia^deipjjTe' oil yap av eXeyov, et pr) peya- io Xii)<; i/CTjBopTjv avvatrd elKa^to. — HDT. IX. 44, 45. Point out in lines 1-10 four forms that are not Attic and give their Attic equivalents. Re-translate oi> yap . . . 'EXAuSos, omitting av.

LATIN". (Do not hurry to finish the whole, but do as much as you can well, dividing your time between the two authors.)

TRANSLATE : — !• (Cicero compares his calamities with those of Marias.) Si quis existimat me aut voluntare esse mutata aut debilitata vir- tute aut aniino fracto, vcliemcnter crrat: mihi quod potuit vis et iniuria et sceleratorum honiinum furor detrahere, eripuit. abstulit, dis- si[>avit; quod viro forti adimi non potest, id mihi manet et permanebit. vidi ego fortissiinum virum, niunicipcin1 liieum, C. Marium— quoniam nobis quasi aliqua fatali necessitate non solum cum his, qui haec delcre voluissent, sed etiam cum fortuua bclligerandum fuit, — eum tamen vidi, cum csset summa senectute, non modo non infracto animo propter niagiiitudineni calamitatis, sed confirmato atque renovato. quern cgomet dicere audivi, turn se fuisse miserura, cum careret patria, quaru obsidioue liberavisset, cum sua bona possideri ab iui- micis ac diripi audiret, cum adulcscentem filiuni videret eiusdem 14 socium calamitatis, cum in paludibus demcrsus concursu ac miseri- cordia Mintuniensiuin corpus ac;vitam suam conscrvasset, cum parva uavicula traiectus in Africam, quibus rcgua ipse dcdcrat, ad cos inops supplcxque venisset: recupcrata vero sua dignitate se non conimis- suruni, ut cum ea, quae amiserat, sibi restituta essent, virtutem animi non haberet, quam numquam perdidissct. sed hoe inter me atque ilium interest, quod ille, qua re plurinuiiii potuil, ea ipsa re inimicos suos ultus est, armis: ego qua consuevi arte utar, quoniam illi arti in bello ac seditionc locus est, huic in pace atque otio. QUESTIONS.— Exislimat, why not present subjunctive? Why not imperfect subjunctive? Report the first sentence in the form of indirect discourse. Explain the composition of municipem; of mise- ricorclia; of seditione. Explain construction of voluntate; of viro. Give the parts of detrahere, abstulit, maaet. 1 JIunicipem cf. municipiiim and municipal. II. TRANSLATE:— (Cvrenc conducts Aristaeus to Proteus.) " Ipsa ego tc, uicdios cum sol accenderit aestus, cum sitiuut herbae et pecori iam gratior umbra est, in secreta scnis ducam, quo fessus ab undis se rccipit, facile ut somno adgrediare iaceutem. Verum ubi correptum manibus vinclisque tenebis, 405 turn variae eludeut species atque oraferarum.

Sed quanto ille magis formas se vertet in omnis, tanto, nate, magis contende tenacia vincla, donee talis erit mutato corpore, qualem videris, incepto tcgeret cum lumina somno." Haec ait et liquidum ambrosiac defundit odorem, 415 quo totum nati corpus perduxit; at illi duleis compositis spiravit crinibus aura, atque habilis membris venit vigor. Est specus ingens exesi latere in montis, quo plurima vento cogitur inquc sinus scindit scse unda reductos, 420 deprensis olim statio tutissima nautis; intus se vasti Proteus tegit obice saxi. ' . Hie iuvenem in latebris avcrsum a lumine nympha collocat, ipsa procul nebulis obscura resistit. QUESTIONS. —Derivation of tenacia? Give a metrical scheme of verses 414 and 415, and show the place of the principal caesura in each. How is the meaning of the form videris determined by its quantity ? 15 GREEK COMPOSITION.

JHoents in the Corinthian War (302 B.C.). After this the rest of the army was dismissed' to* their (various) cities, and Agesilaus sailed away* homewards. In consequence of this the Athenians, setting out' from Corinth, and the Lacedae­ monians began hostilities." And most of the Corinthians, seeing their own country ravaged' while the other allies of the Athenians were at peace, became desirous of peace themselves. Dut the other Corinthians with the Athenians and the Argives, learning that Corinth was in danger of joining the Spartans" again, devised a most impious deed, that they might dispose of those who were inclined* to peace. They chose" the last day of a festival, on which they thought that they should find" a greater number in the market­ place, and put to death many of the best citizens, even slaughtering" some who had taken refuge at the altars in the market-place.

1 i-plrjfit. * Kard. ' a7ro7rX^w. * £K. * op^tdw. 9 jroXe/t/w. 7 53607. 8 XaKum'£u>. 'rp^rcj (pf. pass, purtic). '"xpaaipiui. "Xa^dnj. '*aipirTii.

LATIN COMPOSITION. (Do not hurry to finishth e whole, but do what you can well.)

No maritime people can with safety neglect naval warfare. Among the Greeks the Athenians were most skilled in this kind of warfare, and what a benefit their, skill was to the whole of Greece we learn from the Persian war, when Xerxes made an attack on Europe both by sea and land with such a force as no one had ever seen or heard of before. The Athenians heard that he was coming and sent to Delphi to enquire what they could do to avert destruction. The Pythian (priestess) replied to their enquiries that they should trust to wooden walls. If this had happened in our times she would have said iron, for she meant their ships, and ships are now made of iron and no longer of wood. But with this change the same advice might well be given now to the American people.

GERMAN.

I. 1. TRANSLATE INTO GEHMAS : — There stood, near the royal palace of Frederick the Great at Pots­ dam, a windmill which cut off the view in a certain direction. The king sent for the miller, and said to him "I wish to buy your mill ; 188

16 how much do you want for it?" The miller answered : "It is not for sale; it has been in the possession of my family for more than a hundred years, and I hope will remain a hundred more." Frederick, losing his patience at this cool answer, cried out: "Don't you know that I could have your mill, if I would, without paying anything for it?" "That is very easy to say," returnod the miller, "but there are judges in Berlin." Frederick was wise enough to laugh at this answer and let the man keep his mill. 2. Give (in German) at considerable length the story of Goethe's Hermann tint Dorothea. 2. Write (in German) a dozen sentences about Freytag's Fred­ erick the Great. 4. Say (in German) very briefly whatever you choose about Les- sing's 9)linna con 23arn()clm.

II. 1. TP.AXSLATK : — OTctd) tfyal. Eurd) tcr Siivcmtcn furdjtbarcd ©cbirg, Sluf weit verbreitet Bfceu Gifc>2fcttcrn, ©o ititr ter fycifreSamiucrgcic r trader, ©efaugt' id) ju ter 9(fpentrift, roo (id) SluiJ Uri tint som Gngclberg tie £irten Slitrufent ijrufjcn unt jjcmcinfam weiten, £cn Durft mir ftillcnt mit tec ©letfdjcr 9)Jild), Die in ten SJlunfcit fdjaument nicterquiftt. 3n ten tinfamen 3cnn!)utteii fc()rt' idj ein, Weill cigncr Kirtf) uut ©aft, tn>3 tafj id) fam 3" 2Bof)nungen gcfellig lebcuter OTenfdjen. — 5rfd)cUcn iit tragen'fie ocrtucgite 9?euerung 3m altgemobjtteu gteidjen ©ang te3 Mend. — Die fyarteu £ante rcidjtcrt fie mir tar, 17

$on ten JOanbcn langtcn fie tie roft'gcn Scbwerter, Uub aitv? ten Slugcii bliljte freubiged ®cfiU)( tec" 9)1 utft3 idi tie Oilmen nannte, £lie im ©cl'ira, bent Sanbmanu f)cilig (tub, Ten Gurigcn uitb SBaltficr Siirft*^ — SBa3 Gud) 9lcd)t tviirbc biiitfcit, fd)iiutrcn fie 311 tf>tnt, (Slid), fdjnntrcu fie, bis in ben lob 311 folgen. 2. (At sight.) 'Lit 3tcgicruttg SBaria Jfycrcfia'd ift fur bic Giitiiuifcfung bed StaatcivefenS son cpod)cmad)cnbcr 33cbcutung; untcr ibrcr frcn>ujjtcn 5)iitiv-irfttng soil* 303 fid) bcr llcbrrgang sum mittclaltcrlidjcn 311111 ntobcriten Staatc. Sie war fid) bariibcr sollfommcii flar, bajj bie Sclbftaubigfcit bcr ftaubifdicn Glcutcntc gefcrodjen unb bie Wacbt bcr Jlrenc crf)i;l)t iverbclt miiffe; it)r rid)* tiger laft licy fie nie bie Sd)ivicrigfeitcn scvfeniirn, ir-cldie bicfer T^cnvanb* lungcproccfj im ©efofge batte, unb init fcltcncr 3?c()utfantfeit uitb grofjer ©djonung iruvbeit bic eitifd)itcibeiibftcn Jlcformcn in Sltigrifr genommen uub burdigcfiitirt. 9iid)t gcivaftfam, fonbern (augfam unb allmaljliif) fotlte bad grofje 3'itl bcr ftaatlid)cu Gint'cit errcidjt lv-ertcn, uub Ceftevrcid) iviivbe cine bebcutenbere Strctfe auf bicfer 2?at)ii 3tirucfgclcgt l)J jur ©cite gcftaiibeu fatten. £)er friil)3citige Jpinrritt bicfc>5 Wanned bcraubtc OTaria Ibcrcfia eincr .Kraft erjien Slanged, unb nie nuirbe bicfe Siirfc cigcuttid) ausgcfuflt. So mafj« gcben'o aud) bcr Giiiflufj bei gurftcu Jtauuip auf bie gragen iunercr 33cr* roaltung tvar: er fiat bod) auf bicfem ©cbictc fcine fo eingrcifenbe Ifyatigfeit entfaltct, tvic bet bcr Ceitung bcr auiJiuartigcn 2(ngclcgcnf)citcn. Unb bie Differen3, ireld)e fcit bem Gintritt bcr "Diitrcgentfdjaft 3ofepf)'i3 jroifdjen flutter unb Sofjn in oicfeu Jragcn cintrat, fonute nur scrnnrrcub unb lafjmeub auf ben ganjen ©ang bcr Gntioirfclung ifirfen.

FKEXCH.

X. B. The passages set for translation to be rendered in good idiomatic English. The questions to be answered in French in the exact order in which they are put. 1. TRADUISEZ (enfranqais): — a. Batiiillc dc dames is a French comedy, bj- Scribe, which relates the story of Henri de Flavigncul. The time of the action is the period known in French History as the Restoration, during which, after the fall of Napoleon, France was again for a while ruled by kings of the house of Bourbon. The scene of the play is a chateau not far from the frontier, and the interest lies in the efforts of the prefect, Baron de Montrichard, to capture, and of the owner of the chateau to save the hero, who is prosecuted by the government for publicly expressing his enthusiasm for his fallen Emperor. 18

b. My dear friend, I promised you before I left that I would write to you as soon as I could. I did not write while we were on the ocean, first because the weather was very bad, and second because I was sick all the time. \Ve landed yesterday at three in the afternoon and we determined to remain in Havre until to-day because we did not care to arrive in Paris at night. \\*e took the first train this morninj* and now we are in one of the best hotels of your dear city. Your Presi­ dent has not been very polite to me; he has not yet sent to inquire about nvy health, but perhaps as I am not a very important traveler, our Minister forgot to inform him of 1113- arrival.

"i. TKADUISKZ (en anglais) : — a. Pourquoi les animaux trouvent-ils leur nourriture chacun suivant son espece? C'est que mil parmi eux ne d6robe celle d'autrui et que chacun se contcnte de ce qui suffit a ses besoius. Si, dans unc ruche line abcille disait: Tout lc miel qui est ici est a moi; et que lil-dessus, elle sc mit a disposer commc ellc l'entcndrait des fruits du travail commun, que deviondraient les autres abeilles? La terre est comme uue grande ruche et les homines comme des abeilles. Chaque abeille a droit a la portion du miel udecssaire a sa subsis- tauce, et si, parmi les hommes, il en est qui lnanqucnt de ce neees- saire, c'est que la justice et la charit6 out disparu d'au milieu d'eux. b. Je fus hier aux Invalides. J'aimerais autant avoir fait cet 6ta- blissemcut, si j'etais prince, que d'avoir gagn6 trois batailles. On y trouve partout la main d'un grand monarque. Je crois que c'cst le lieu le plus respectable de la terre. Quel spectacle de voir assembl6s, dans un memo lieu, toutes ces victimes dc la patrie, qui ne respircnt que pour la defendre, et qui, se sentant le menie ca'iir et non pas la meme force, ne se plaiguent que de l'inipuissance oft elles sont de se sacrifier encore pour elle. Quoi de plus admirable que de voir ces guerriers debiles, dans cette vetraite, observer line discipline aussi exactc que s'ils y <§taient con- taints par la presence d'un ennemi, chercher leur dcrniere satisfaction dans cette image de la guerre, et partagcr leur ca'iir et leur esprit eutre les devoirs de la religion et ceux de l'art militaire. Je voudrais que les noms de ccux qui meurcnt pour la. patrie fusscnt conserves dans les temples et inscrits dans les registres qui fussent comme la source de la gloire et de la noblesse. 3. Donnez les titres de cinq fables de La Fontaine ct racontez, en vous servant de vos proprcs expressions, les deux fables suivantes: le Renard et la Cigogne, le Li&vre et les Grenouilles, ou unc autre & votre choix, si vous ne vous rappelez pas celles-la. 19

4. Exposcz brievemcnt le snjet de deus des trois pieces suivantcs: Horace, Andromaque, I'Avare. 5. Ecrivez trois lignes sur chacun ties pcrsonnages suivants: Ber­ nard Stamply, DcstourncUes, le Marquis de la Seigliere. 6. Montrez que vous avez lu Dosia, d'llenry GnSville, en rapportant quelque passage on en racontant quelque incident que vous vous rap- peliez. LOGARITHMS AND TRIGONOMETRY. 1. In how many years will a sum of money double itself at 4 per cent., interest being compounded semi-annually?

2. Given sin'zrr: X ' J1 — , find sin 2a; and tan 2X. 3. Find all values of x, under 3G0°, which satisfy the equation V 8 cos 2 x ~ 1 — 2 sin a;. 4. What is always the value of 2 sin "x sin *y -\- 2 cos -x cos 2>j — cos 2 x cos 2 y ? 5. Find the area of a parallelogram, if its diagonals are 2 and 3, intersecting each other at an angle of 35°. 6. Find the bearing and distance from Cape Horn (55° 55' S., 67° 40' W.) to Falkland Island (51° 40' S., 59° \V.).

SOLID GEOMETRY. [In solving problems use for r the approximate value 3*.] 1. Prove that a plane can always Le drawn containing a given line and porpendicular to a given plane. Can more than one such plane be drawn? 2. Prove that two rectangular parallelepipeds having equal bases arc to each other as their altitudes. Extend your proof to the case where the altitudes are incommensurable. 3. "What are polar spherical triangles? Prove that each angle of a spherical triangle is measured by a semi-circumference minus the length of the opposite side of the polar tnangle. 4. Prove that the volume of a cone is equal to one third the pro­ duct of its base by its altitude. 5. Trove that the volumes of polyedrons circumscribed about the same sphere are proportional to their surfaces. 6. Find the \olume of a spherical segment if the diameter of each base is 8 feet and the altitude of the segment is C feet. 20-

ANALYTIC GEOMETRY.

1. Obtain the equation of a tangent at a given point (a;,, y,) of the ellipse -, + £=1.

2. Show that the line y = \x -f- /3 is tangent to ?L -f- ?_ rr 1 if

3. Define a diameter of a curve. Find the equation of a diameter of the parabola if =. 2mx, and prove that all diameters of the para­ bola are parallel. 4. A straight line of constant length moves with its extremities ou a pair of rectangular axes ; show that the locus of a fixed point on the moving line is an ellipse having the segments of the line as semi-axes.

MECHANICS.

[Ask for Trigonometric Tallies if you arc not supplied with tliem.]

1. Two couples act on the same rigid body. The arms of the two couples arc equal and parallel; the forces of the second couple are equal and parallel, but opposite in direction to the corresponding forces of the first couple. Prove that the second couple will counter­ act the effect of the first. 2. At the highest point of a smooth very thin spherical shell of internal radius G inches is a small smooth hole. Through this smooth hole, and resting against the edge, passes a smooth uniform rod 24 inches long, of which the end within the sphere torches the smooth inner surface of the shell. Find the angle the rod makes with the vertical in the position of equilibrium. 3. AB is a uniform rod 12 inches long, C being its middle point. When a weight of lo oz. is suspended from A, a weight of 4 oz. from C. and a weight of 0 oz. from ZJ, the rod balances about a point 4 inches from .-1. Find the weight of the rod. 4. A weight of 12 oz. rests on a rough plane inclined to the hori­ zontal at an angle of 30°. The least lorcc acting directly up the plane that will move the body is 24 oz. Find the coefficient of fric­ tion between the weight and the plane. 21

ADVANCED ALGEBKA.

1. Calculate, by Horner's method, the first three figures of the positive root of the equation x*-\-x> — Zx — 8 = 0. 2. Find the sum of the cubes of the roots of the equation x» — 2xt -f 4x — 5 r= 0. 3. A bag contains 5 red balls, 3 black balls, and 2 white balls. A person draws 3 balls at random. Find the chance of drawing 3 balls of the same color. 4. Find the first negative term in the expansion of (1 -\- xy. 5. Show that 9 a;1 — 12 JC -f- 8 is positive for all real values of x, and find its minimum value.

ADVANCED PHYSICS.

1. "What is meant by the "probable error" of a result, and how are you in the habit of calculating it? 2. A glass ball, counterbalanced by brass weights of density 8.4, weighs apparently 50 grams in air of density .0012, and 30 grains in water of density .998; find (1) the apparent specific gravity of the ball, (2) its true weight in water, (3) its volume in cubic centimetres, (4) its true weight in vacuo, (5) its density; each result to be cor­ rect to three places of decimals. 3. Five grams of ice are placed in a calorimeter of thermal capacity 10 already containing Go grams of water at 24°, and the result is a mixture at 20°; 10 grains of a certain salt at 20° are found to exert the same cooling clTect; find the latent heals in question. At what temperature should the room be in this experiment? 4. In PoggcndorfFs absolute method for measuring electromotive force, the current from the weaker of two batteries is entirely sup­ pressed by a current of 0.1 ampere flowing from the stronger battery through a resistance of 10 ohms between the poles of the weaker bat­ tery; make a diagram of connections, and find the electromotive force of the weaker battery. 5. The above is an example of what is called a " null method." (Explain the peculiar advantages and disadvantages of such methods.

i i i 22

ADVANCED CHEMISTRY. No credit will be assigned to this written examination unless it is supplemented by the laboratory examination. 1. One portion of sodic carbonate is dissolved in water and another portion in dilute hydrochloric acid. The two processes are called "solution." Are they essentially different from each other? How can the difference be shown? 2. How may a bit of phosphorous be burnt in a jar of oxygen her­ metically sealed, and how docs tbis experiment illustrate the law of conservation of mass? C. Describe the experiment by which the molecular weight of both chlorate of potash and chloride of potash may bo determined, the molecular weight of oxygen gas assumed to be known. State clearly the principles on which the determination rests. Mere formal answers to the above questions are not sufficient, but the candi­ date must show that he fully understands the principles involved. BIBLIOGRAPHY

Books Anon. The Colonial Club of Princeton University, 3.891-1941. Princeton, New Jersey. Bagg, M. M., M.D. The Pioneers of Utlca. Utica, New York: Curtiss and Childs, Printers and Publishers, 1877. Bagg, Mo M., M.Do (ed.1 Memorial History of Utlca, New York, from Its Settlement to the Present Time. Utica: D. Mason and Co,, Publishers, 1892, Bronson, Walter C. The History of Brown University, 1764- 191^. Providence: Published by the University, 1914. Collins, Varnum Lansing* Princeton, Past and Present, Princeton: Princeton University Press, 1931. Coon, Horace Columbia, Colossus on the Hudson. New York: E, P. Dutton and Company, Inc., 1947, Cunningham, John T New Jersey, America's Main Road. Garden City, New York: Doubleday and Company, Inc., 1966o Curti, Merle and Nash, Roderick. Philanthropy in the Shaping of American Higher Education. New Brunswick, New ^ Jersey: Rutgers University Press, 1965« Diary of John Evelyn. The, edited with introduction and notes by Austin Dobson. London: Macmillan and Co., Ltd., ^06. Egbert, Donald Drew„ Princeton Portraits. Princeton: Princeton University Press, 1947, Finch, Edith. Carey Thomas of Bryn Mawr. New York: Harper and Brothers Publishers, 1947. Fulton, John. Memoirs of Frederick A. P. Barnard. New York: Macmillan and Co., 1896.

195 196 Home Book of Quotations, The, Selected and Arranged by Burton Stevenson., 8th ed. New York: Dodd, Mead and Co., 1956. Lutz, Alma. Emma Willard, Daughter of Democracy. Boston: Houghton Mifflin Co0, 1929" Marburg, Clara- Nr\ _Pepys _and_ Mr. Evelyn. Philadelphia: University of Pennsylvania Press," 19 35- McCord, David, An Acre for Education. Cambridge, Mass.: Crimson Printing Co., 1938, revised and reissued 1958. Meigs, Cornelia. What Makes a College? A History of Bryn Mawr. -New York: "Macmillan Co,,' 1956 . Meyer, Annie Nathan, Barnard Beginnings. Boston: Houghton Mifflin Co., 1935. Miller, Alice Duer, and Myers, Susan. Barnard College, the First Fifty Years. New York: Columbia University Press, 1939. Morison, Samuel E. Three Centuries of Harvard. Cambridge: Harvard University Press, 193b. National Cyclopedia of American Biography, The. New York: James T. White and Co, 1906. Vol. XIII, pp. 307,329, 19^0, Vol, XXVIII, p. 411. Newcomber, Mabel. A Century of Higher Education for American Women, New York: Harper and Brothers Publishers, 1959."" 1900 Quadragesimal Record. Princeton, N = J,: Princeton Uni­ versity Press, 19^0? Paton, Lucy Alien, Elizabeth Cary Agassiz, a Biography. Boston: Houghton" Miffiin Co., 19190 Schmidt, George P, Princeton and Rutgers. Princeton: D. Van Nostrand Co >, Inc. , 196A. Vol. 5, The New Jersey Historical Series. Schmidt, George P. The Liberal Arts College. New Brunswick, N.J.: Rutgers University Press, 1957, Sharkey, Sister Mary Agnes- The New Jersey Sisters of Charity. New York: Longmans, Green and Co,,1933. 19? Stewart, George R- Names on the Land- Boston: Houghton Mifflin Company, 19TB~

Wertenbaker, Thomas Z. Princeton, 1^6-1396c Princeton: Princeton University Press , 19,J6„ White, Marian Churchill, A History of Barnard College. New York: Columbia University Press, 1954« Willy, Margaret English Diarists: Evelyn and Pepys. New York: Longmans, Green and Company, 1963- Woody, Thomas A History of Women's Education in the United States. New York: The Science Press, 1929, 2 Vols.

Articles and Periodicals Briggs, LBR- "An Experiment in Faith," The Atlantic Monthly, CXL1II (January, 19<--6 > , 1C60 "College Women's Cub, The," Harper's Bazar, XXIX, No, 48 (November 28, 1896 • , pp. 998-99-" Dally Standard Union, The Brooklyn, August >-, 189 4, "Evelyn College fcr Women," Nassau So/erelgn, May, 1949, P* 2 Flushing Dally Times, 1913. Halsted, Carolyn "The Women's College Ai-imnae Associations, Haiper's Bazar, XXIX, No- 21 .May 25, 1396), pp. 445-46. Harper's Bazar, XXIX, No. 4? "October i7, 18961, p, 867, Kay, Melissa "Ili-Lurk Closed Evelyn College Leaving Princeton Without 'Coeds,'" The Princeton Packet, November 2^, i960 New Brunswick Home News, New Brunswick, New Jersey, March 9, 1967- New York Times, 1913. , January 25, 1930- New York Daily Tribune, January 30, 1899- New York Herald Tribune, January 25, 1930- 198 Outing Magazine, March 1900, Vol. 35, p. 623. Princeton Press, 1886-1901. Rochester Democrat and Chronicle, 1897. Sterling, Adaline W. "Evelyn College," Harper's Bazar, XXIX (September 26, 1896), pp. 806-7." Unionist Gazette, Somerville, New Jersey, May 12, I887. "Women's Colleges—Evelyn College," Harper's Bazar, November 17, 1888„

Miscellaneous Allan Marquand Papers, Princeton University Library. Annual Report of Evelyn College, 1891-92, Princeton Univer­ sity Archives. Anon. Higher Education of Women in New Jersey , n.d. , n.p. , Princeton University Archives„ Barnard College Circular of Information, 1889-90. Bogert, Julia, "Evelyn College Reunion-1931 and 1932." Mimeographed Report. Bowles, Frank H. "The Higher Education of Women: Factors the State University Should Consider in Planning for New Jersey," address given at Douglass College Founders Day, April 17, 1958, New Brunswick, New Jersey. Bryn Mawr College Catalogue, 1890-91> Calendar of Wellesley College, I890-I89I. Boston: Frank Wood, Printer, IS9T. Catalogue of the College of New Jersey at Princeton, 1889 through 1899~ Princeton: Princeton Press. Elmira College Catalogue, 1890-91. Evelyn College Catalogue, 1890-91, 1891-92 (2 editions), 1893-94", 1595-967 199 Evelyn College Certificate. Presented to Josephine Reade Curtis, June 7, 1892. Princeton University Archives. Evelyn College Certificate of Incorporation. On file in New Jersey Department of State, Trenton, New Jersey. Evelyn College Commencement Folders. Princeton University Archives. Evelyn College Prospectus, 1887. Princeton University Archives. General Catalogue of Princeton University, 17^6~1906. Princeton: Published by the University, 1908. Mount Holyoke College Catalogue 1890-91. Proceedings of Trustees of the College of New Jersey, 1886- 18987 Princeton University Archives. "Report of the Committee on a Basis of Membership." Associ­ ation of Collegiate Alumnae, Series II, No. 16. Submitted in Brooklyn, New York on May 25, 1889. Smith College Catalogue, 1889-1890. Society for the Collegiate Instruction of Women by Professors and Other Instructors of Harvard College, The. Twelfth Year Title of the 1890-91 Radcliffe College Catalogue,. Vassar College Catalogue, 1890-1891.

Other Sources Letter from Julia Bogert to her brother Howard Bogert, October 31, 1896. Letter from Mrs. Dorothea W. Knowles, daughter of James H. Worman, to Frances P. Healy, August 30, 1966. Letter from Joshua H. Mcllvaine to Rev. N. J. Bogert, April 3, 18950 Letter written for James D. Heard, M.D., brother-in-law of Annie Mcllvaine Keeble by his secretary, Loma M. Hoehl, to Frances P.. Healy, July 26, 1965. 200 Letter from Alice No Mcllvaine to M. Halsey Thomas, ca. May 14, 1939c Princeton University Archives. Letter from Elizabeth Mcllvaine, Utica, Mew York to Alice Mcllvaine, Decatur, Georgia, September 2, 1899- Personal Interview with Sarah M. Hodge, Princeton, N.J., . July 23, 1963. Personal Interview with Edgar Marsh Gibby , Pr_.. eton, Class of 1899, March 28, 1967. Personal Interview with Margery Austen Ryerson, grandnlece of Joshua Hall Mcllvaine, .August 3, 1965 and August 5, 1966.