LETTER OF TRANSMITTAL. DEPARTMENT OF THE INTERIOR, SIR: Within the last 25 years the curricula of colleges of arts and sciences have undergone large transformations. A revolution has been wrought in education theory in the same period. The social philosophy of the United States has also been profoundly modified. In a very general way the changes in college curricula have followed these movements; but so rapid have been the developments, both of educational theory and of social philosophy, that higher institutions have as yet been unable to adjust themselves perfectly to the new demands made upon them. There is disagreement among college officers as to the present aim of the college of arts and sciences. There is consequently disagreement as to the principles which should govern the framing of collegiate curricula. This is plainly to be read in the wide variations of existing curricula. To aid in clearing up this confusion in the field of higher education there is urgent need of a series of studies which will accurately define the present status of different types of collegiate curricula, which will follow their evolution, and will explain the educational purposes of those who are responsible for them. The Bureau of Education has projected such a series. The first of these studies, entitled "The Curriculum of the Woman's College," has been prepared by Dr. Mabel Louise Robinson. I transmit it herewith and recommend that it be printed as a bulletin of the Bureau of Education. Respectfully submitted. P. P. CLAXTON, THE SECRETARY OF THE INTERIOR. 5 THE CURRICULUM OF THE WOMAN'S COLLEGE. I. THE DEVELOPMENT OF THE CURRICULUM. The modern college for women, evolving by rapid growth from recent simple beginnings to its present highly complex state, is unquestionably still in the process of development. A glance over the changes already accomplished brings conviction that the present situation is but a stage in the life history of a virile institution. That present condition is explicable only by a knowledge of its beginnings. The conception by the founder, the inheritance of his ideals, the impress of early traditions, and the effect of the immediate environment have served inevitably to produce variation. One woman's college differs from another in the courses which it offers its students, in the emphasis which it places upon values, in characteristics academic and social, because of certain elements which brought it into existence and certain factors which have been at work on it ever since. That the variation is on the whole comparatively slight points toward an integrity of purpose highly creditable to the protagonists of education for women. A study of the modern curriculum should, then, receive illumination by a knowledge of the early curriculum, its reason for being, and the modifications and adaptations which have attended its growth during its struggle for existence. If history has one function, it is to interpret the present by the past. If the present is to become significant as a signpost to the future, such an interpretation is essential. The colleges upon whose curricula the following study is based were chosen as fair samples of the varieties of modern colleges for the education of women: Vassar College, "the oldest of the wellequipped and amply endowed colleges for women in the United States," and Wellesley College, closely paralleling it in age and rapidity of development; Radcliffe College, a pioneer in establishing a college wherein women, without coeducation, could receive instruction from a university for men, and Barnard College with a like affiliation with a men's university; Mount Holyoke, the most important college which developed from seminary beginnings. 1 Cyclopedia of Education. Edited by Paul Monroe, p. 706. VASSAR COLLEGE. When Matthew Vassar founded Vassar College in 1865, he felt himself able to cope with most of the obstacles and difficulties connected with such an undertaking, with the exception of the curriculum. "For methods of procedure he relied upon others, especially upon the board of gentlemen whom he had selected to be his counsellors and the ultimate depositories of the trust." "In relation to matters literary and professional," said he, in one of his early addresses to the board, "I can not claim any knowledge, and I decline all responsibility. I shall leave such questions to your superior wisdom." 1 For years he had been interested in the education of woman, his attention, as he maintained, having been especially directed to it by his niece, Lydia Booth, who conducted a seminary for young ladies in Poughkeepsie. Her influence was, in reality, probably very slight. From Milo P. Jewett, the first president, came not only the scheme of founding a college for women, but most of the ideas incorporated in its development. That Mr. Vassar gave no more credit to Dr. Jewett is due to the unfortunate misunderstanding which later separated the two men. It is probable that Dr. Jewett's influence colors the general views of a curriculum which Mr. Vassar turned over to his trustees at their first meeting, February 26, 1861. The founder outlines his conception of a curriculum in the following statement: I wish that the Course of Study should embrace, at least, the following particulars: The English Language and its Literature; other Modern Languages; the Ancient Classics, so far as may be demanded by the spirit of the times; the Mathematics, to such an extent as may be deemed advisable; all the branches of Natural Science, with full apparatus, cabinets, collections, and conservatories for visible illustration; Physiology, and Hygiene, with practical ref 1 Vassar College, its Foundation, Aims, Resources, and Course of Study. By John Raymond, President of College, May, 1873. "It is the truth to say that my great interest on the subject of female education was awakened not less than 20 years ago by an intimate female friend and relative, now deceased, who conducted a seminary of long standing and character in this city."-Communications to the board of trustees of Vassar College. By its founder, Feb. 23, 1864. 3" Miss Booth had died and Mr. Vassar's will had been made without any reference to the educational project. Then in 1855 Dr. Jewett appears upon the scene."-James Monroe Taylor: Before Vassar Opened, p. 88. 4" Milo P. Jewett deserves the credit of originating in Mr. Vassar's mind the impulse and conviction which resulted in Vassar College. He not only nurtured the seed-he planted it. He wrote out the descriptions of what a college should be for Mr. Vassar's quiet reading, met his shrewd objections, encouraged his liberal views of women's powers and opportunities, led him to make his will founding the college, then encouraged and vivified Mr. Vassar's earlier purpose to realize his aims in his lifetime, sketched plans with him of buildings, grounds, equipment, curriculum, urged him to form his board of trustees, and then, a culminating stroke, induced him to place the funds in its hands.”— Ibid., p. 198. 5"When Jewett's influence had waned and the feeling against him was taking shape, it was natural for Mr. Vassar to lose sight of his early indebtedness to him and to look back to his earlier associations with his niece." Ibid., p. 190. |