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Annual Reports of the President of Bryn Mawr College, 1935-1942

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Annual Reports of the President of Bryn Mawr College, 1935-1942 Bryn Mawr College Library Digitized by the Internet Archive in 2011 with funding from LYRASIS Members and Sloan Foundation http://www.archive.org/details/annualreportsofp06bryn rP 10® REPORT to THE BOARD OF DIRECTORS of BRYN MAWR COLLEGE for the year 1935-36 Published by Bryn Mawr College Bryn Mawr, Pennsylvania May, 1937 CONTENTS PAGE Report by the President of the College 5 With Changes in the Academic Staff Appended 21 Report by the Dean of the College 25 Report by the Dean of the Graduate School 33 Report by the Librarian * 41 Report by the College Physician 51 Report by the Director of Publication on Official Pub- lications 60 On Faculty Publications • 61 On Lectures and Entertainments 6S Report by the Director of the Bureau of Recommenda- tions 77 Report by the Secretary and Registrar 79 Report on the Summer School for Women Workers in Industry Made by the Chairman of the Summer School Board 82 REPORT BY THE PRESIDENT OF THE COLLEGE The year 1935-36 included several events which will seem impor- tant in the history of the college. For one of these, the Fiftieth Anniversary, it was necessary for me to go through many early papers relating to the founding of the college and also to read through 1 the president's reports which exist for each year of President Rhoads term, 1885-1894, and for the first eleven years of President Thomas's term, 1895-1906. After that time, as the Directors probably know, she ceased to present any narrative account of the year and the president's reports as annually published consisted only of statistics tabulated by the various offices. The tabulations were not published in 1915-21, but they were published in 1921-22. Since I became president I also have written down and pre- sented to the Directors no history of the current year, nor have I resumed President Thomas's published compilations of figures. This defection was intentional. The frequent meetings of the Board, held eight times a year until 1929 and four times since, combined with the high proportion of members of the Board attending regularly, made the verbal reports presented at the beginning of each meeting by the president seem to me also adequate to keep the Directors in close touch with all important facts in the college's quiet history. On the other hand, I felt that the statistical tables made up by the college offices covered in many cases unimportant areas of information and were as a whole dull. I saw no reason for the expense of their publication. My work of last autumn, however, has brought about my conver- sion. I see that for the sake of those who are interested in American education or in colleges for women or in Bryn Mawr College in particular, a running history of each year may be valuable. Explicit comment on current history seems to me less valuable. The small college does not offer to the commentator the wide field of the university; within the limits of the institution itself neither variety of subject matter nor useful comparisonm is ordinarily possible. Time, 6 Report to Board of Directors of Bryn Mawr College however, gives the necessary variations of experience and comment can profitably accompany the summing-up of several years. I have now the seal of the convert and my plan is to repair my mistake as far as possible. I present this year a brief report of the events of the year as seen from my office and that of the Dean of the College and the Dean of the Graduate School. Together with these I present the reports of the Librarian, the College Physician, the Director of Publication, the Director of the Appointment Bureau and a few lists which seem to me useful as information for the Board and as material for a historian. This form of report I expect to lay before the Board annually. Within the next year I propose to prepare the manuscript of a larger report covering the years 1922- 193 5. This will be primarily a narrative, but the period covered is long enough and important enough to make effective a certain amount of comment on the facts. This report will be accompanied by a compendium of statistics for the thirteen years covered. I cannot at present promise to supply similar historical narrative records of the years 19064922. Raw material is present in the minutes of the trustees and of the faculty, many of President Thomas's speeches at the opening and close of the year and on other special occasions are in print in the Alumnae Bulletin and elsewhere, and I think at some time and by some one a running chronicle can be prepared. Each college year grows indirectly out of its predecessors but for several reasons 1935'36, the fifty-first year of the college, more than most sums up the past and stands for it. But each year again affects those that follow and in 1935-36 changes in college conditions occurred which will give a new color to the next period of college history. In consequence, the year seems to us who have just lived through it an unusually important one, but its special events took place in the course of the usual college routine and a report of that must be first set down. It mainly concerns faculty, students and the work done by them jointly. The College Year 1935-36 Faculty In the Bryn Mawr faculty there were fewer new appointments than usual this year and the simultaneous entrance of two new Report by the President of the College 7 assistant professors into the Greek Department was the only spec- tacular change. In four out of the five cases of sabbatical leave (Professors King, Wheeler, Herben, Rogers and Robbins), the work was carried by teachers already in the departments and known to the students. Such arrangements within departments are tempting because they are safe for the substitute as a risk is avoided; adjust- ments of salary are also easier. Nevertheless I am inclined to think that where the faculty is limited in numbers the substitution of a new instructor can be used to vary the academic menu and now and then increase the choices of the students. With such variety in view, an attempt has been made of late years to connect the actual six weeks' teaching of the Flexner and Shaw lecturers with the advanced and graduate courses of the year, and this teaching has been, I think, even more useful to the college than the public lectures. Thus Mr. Richards met both advanced undergraduate and graduate classes in English for six weeks this year and a similar arrangement will be made for courses to be taught for six weeks in the departments of Social Economy and Economics by Mrs. Barbara Wootton, Shaw lecturer for 1936-37. In contrast to the happily static year, two major faculty changes took place at its close in the retirement of Professor Lucy Martin Donnelly and Professor Susan M. Kingsbury. Except President Thomas herself, I think no one is so completely built into the picture of the college in the minds of the graduates as Miss Donnelly. It is very hard to speak of her! Richness of mind and character cannot be set down briefly. If I speak of the distinction of her teaching, the taste, the instant sense for Tightness, I must in the same breath speak of her boldness, her independence, her power to fire her students. And outside the classroom she has been to many of them a wise adviser, because she has taken time to know them, and for life a charming friend. She has taught almost every Bryn Mawr under- graduate since 1896 and many graduate students, and in particular she has trained a long series of instructors in the English Department who come to Bryn Mawr, as she herself came, to begin a professional career. And in faculty matters she has borne always, formally and informally, her full share, always to be reckoned on the side of wisdom and of boldness. Miss Kingsbury came to Bryn Mawr in 1915 to open the Depart- ment of Social Economy and Research made possible by the recent bequest of Carola Woerishoffer. In the twenty years in which she 8 Report to Board of Directors of Bryn Mawr College has been the head of the department she has trained or helped to train 219 young graduate students for certificates, master's and doc' tor's degrees and has seen them in positions which when she began her department hardly existed. Time has created some of them but Miss Kingsbury has created others. For she has increasingly been able to convince private employers, Young Women's Christian AssO' ciations, Red Cross and other agencies, settlements, city, state and national departments and bureaus that their important work should be done by thoroughly prepared women. She and they have been pioneers, not only in the field but in getting standards and values established in the courses themselves—here and elsewhere. Only Miss Kingsbury's vigor and hopefulness could have made her dream with Miss Thomas of opening this new field to women and indeed to men; only her will and her humor could have kept her at it. Now she sees her own work growing at home and many times determining the policies and programs of other newer schools of social work. I hope the research work done in the Susan M. Kingsbury Institute, which Miss Kingsbury's friends are hoping to add to the Carola Woerishoffer Department, will always keep the flavor of her vigor, honesty and good sense.
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