Indianapolis News, Indianapolis, Marion County, 1 November 1916 — Page 26

INDIANA WOMEN’S SUPPLEMENT, NOVEMBER 1, 1916.

E

WOMEN AND THEIR VARIOUS TYPES OF ACTIVITY.

m

AN EVER INCREASING PART

(By Adelaide Str*\r Baylor) Thu education of her people haa been a goal to which thia commonwealth has steadily advanced and of every movement inaugurated and fostered for thl# great purpose, the women of the state have been not only enthusiastic support-

ers. but leaders.

There are three types of education that go hand in hand, each dependent upon and at the same time growing out of the

other; enlightenment of the ge

lie, training of a. teaching corps, struct Ion of th<- vouth. In each

Indiana women have held a conspicuous

place.

general pub-

>rps, and

each of these

Through the establishment and conduct of clube and other organizations, the women have been great contributing factors in giving the public schools the sympathetic support of an intelligent patron-

age.

Organizers of Clubs.

In New Harmony, In 1826. Frances Wright, brilliant and fearless in the advocacy of a greater equality in the rights and privileges of all people, gave her energy and her fortune to disseminate, through groups of men and women, or ganized for that purpose, these “new principles." A half century later. May Wright Bewail, founder and principal of the Girls’ Classical school, where she brought before her students and the Indi anapolfs public some of the most renowned people of the world, was also largely instrumental in organizing and promoting the success of some of the most prominent clubs in Indianapolis. In Richmond, the name of Mattie Curl Dennis, carries with it the title of "organizer of clubs." A woman frail in body but mighty in spirit, “the number of those is great who have found a new revelation of themselves in association

with Mrs. Dennis.” Trainer* of Teacher*.

A fountain can not rise higher than its eource and this state has never overlooked the second fundamental type of education, 1. e., that of properly training teachers for the instruction of the children. Emma Mont McRae, for twen-ty-sf* years dean of women at Purdue university, haa Influenced and Inspired the teachers of this state, not only through her superior classroom work but as a writer, lecturer, and institute instructor. Some of the finest ideals that permeate the teaching body of our public schools may be traced to the Influence of

Emma Mont McRae.

For a number of years the principal of the Indianapolis city training school was Mary Nicholson, who has the distinction bsing the first woman elected to memon the school board of Indianajust recognition of her extremely le services in the education of and the promotion of public

interests.

than thirty-four years ago Eliza ter founded the free kindergartens city, which she still directs, and have a constantly Increasing soig Influence in the districts where are established. Out of the need of trained teachers for this work grew the Teachers' college, more familiarly known as “Mrs. maker's school," the students of which are found in almost every quar- | ter of the globe. r Educating the Youth. But it is In the. business of educating

NEBRASKA CROPSEY, EDUCATOR. A FORCE FOR PERMANENT GOOD

INDIANA RRSTIN PUBLIC IH AID TOWNS

STORY OF THE KINDERGARTEN MOVEMENT IN THE STATE.

ITS SOCIAL CENTER ASPECTS

the youth of this state that women are found in constantly Increasing numbers, and each one of those to whose service in the education of the general public and the training of teachers reference has been made was also a teacher of young

people,

Caleb Mills, in his sixth message to the _ ’-•'♦Mature of Indiana. December, 1861. fly urged the employment of women zchere for the primary classes, a

aim >st * '

When after fifty years of school service Miss Nebraska Cropsey received an honorary degree of master of arts from Indiana university. President Bryan said to the graduating class: "Instead of a sermon I present to you a woman." Then after reviewing her life of educational service, at the close of his speech, addressing Miss .Cropsey, he said: "This is the first time that the Indiana university has offered ah honorary degree to a woman. I am far from proud of that fact. I am proud of the fact that the university so rarely grants its honorary degrees to any one; that In twenty-eight years it has chosen three, John W Foster, David Starr Jordan and James Whitcomb Riley. The university of the state which you have served judges that you belong with these men. And we rejoice to entitle you as you are Indeed—master

of arts,"

This occasion was significant because it proved Indiana university capable of judging thfe true meaning of a degree and the kind of person upon whom it should

be conferred.

There is no lack of , witnesses among citizens and school professionals to the unique value of the services of Nebraska Cropsey to the state and the nation. She was a member of the national educational council, the "Witenagemote" of teachers. She was listened to with profound interest at the National Superintendents' Association. During her long time of service she gathered about her groups and classes for the study of literature and philosophy and direct educa-

tional problems.

She held the balance firm, extending over the changes incident to at least six Incoming superintendents of the Indianapolis schools. Lewis H. Jones, one of the former superintendents of the schools, after speaking of her idealism, says: "For twenty years I worked side by side with Miss Cropsey In the Indianapolis schools. During the last ten of those she was my chisf assistant in their supervision. In all that time I never heard her make a single suggestion that savored of self-interest or self-advertise-ment. The truth as she saw It at the moment engaged all her thought and effort. A singular openness toward new truth made her seem inconsistent to some who did not progress as rapidly as she did. "I think It no exaggeration to say that her teaching and influence constituted the greatest force for permanent good

that ever came from any one person who was in any way connected with the Indianapolis schools since their establishment. This Is said without forgetting that there were giants in those days and that some of them remain until this present. She was a rare soul. I fear we shall not see her like In many years to come.” Mary E. Nicholson, who was closely associated with Miss Cropsey In the Indianapolis schools, calls to mind the following: “In the summer of 1879 there gathered In Concord, Mass., & group of people for the study of the things of the higher life. They came from the far west, the middle west and the east. For ten years this annual session was held under the name of the Concord school of philosophy. Miss Cropsey was present at the opening of the school. She was there because she had for years been the center of a small group in Indianapolis which had close connection with the philosophic movement In St. Louis, led by the distinguished editor of the Journal of Speculative Philosophy, Dr. William T. Harria Through the efforts of this small company of people lecturers were brought to Indianapolis and classes formed for the study of eternal values. “One of Miss Cropsey’s most'marked characteristics was her serenity of speech, which had its foundation in her philosophic attitude toward life. Comparable only to the force of gravitation, this spiritual power of hers impressed all who came under her influence.” One of the remarkable things is that the thousands of people influenced by Miss Cropsey give varied impressions of what she meant to them. All. however, agree In saying that the most dominan/ impression received from her was the fact that a person in becoming a member of the teaching profession, thereby dedicated her life to the work undertaken and nothing should be allowed to Interfere with it, and that the business of a teacher was to grow spiritually and Intellectually. Another dominating Impression was the largeness of soul that came from sanity and h^r courage of conviction. Miss Cropsey saw the world in every schoolroom and the germ of perfection In every child, and education was to her a process of evolution to be worked out through the countless ages. This was shown through her positions as teacher, supervisor of primary instruction and assistant superintendent of the primary schools.

time

unknown in

• cent, of the teachers empuhllc schools of the state In 1870 the number had 0 per cent.; in liiitf, 48 per cent., r, 1916, 68 per cent of the teachin the publlb schools of Inwomen. tion Is recognized the Fretageot. & disciple of tant, almost a huni infant school of Laura Donnan of whose classroom to be a veritable cltlzen-work-whose pupils scattered throughn«H

high school, and the movoi the public school centennial ss for the current year. A Modest Leader. of the greatest educational factors napolis has ever known was a saumlng little woman who our midst a short time ago, her. as the greatest of e splendid results of her half a century in the te befitting the work will be found else-

of this paper,

will be found the menvements of such women

L. Dumont, a great teacher of Catherine Merrill for almost a of a century. Identified with the of Butler college, and others

great Instruments In adeducatlon in Indiana,

many women educators of In-

can not even be tnen-

fhiettce children

their instruction, great tribute 1 as one writer has said, it Is business to understand others, ly women must always occui place In the field of education.

ose names can not even be men this publication and whose in Is best known to the individual and elders who have come under

tribute is due. If,

i woman's then sure-

occupy a large

Mrs. May Winter Donnan as a Teacher of Literature

t !

[t»> Julia Harrison Moore.) No discussion of woman’s contribution i's development Is complete the mention of Mrs. May Winter of Indianapolis. Mrs. Donnan force for literary ideals and it of a high order. Her apprewhatever is fine and enduring itore caused many to learn from elation and love of the historians and essayists she introduced to them. Mahy ago. at the request of a few \ she became their leader in a ■mall beginnings grew lent. Her classes inand number, then spread one outside city to another, until In fia the name of Mrs. and the imputation of her classes a part of that section’s literary Donnan was an earnest student in c *7 KtUfUah universities. She roudh time in reeearch work and ires. Her extreme seldom could be broken through .of her experience, but that she i bouse guest of Professor Dowden a fame, a few of those to her, learned. Many lames are well known, of hers, not passing acreal friends, with whom a and with whom, on visited. A member of the Club, she was not the ^soui of the poet, the heart the mind of the essayist. h «r *n excellent tiase qualities, a sense of ;e8s „ cfoxpresaion, choice of a readiness of diction and. sympathy, and It u to . a teacher in sense of that much abused word a successful one is but the Of her beauty and I one can not fail to > -^tVL&v 5?^i ru !x. beau ' tender yet Arm and true, mod eat and refined, a manners and culture. Her ught her a gift most dear May 7. It was the owning m ymes within the 5- .. — -tate where new JTomJhe past and from distant fined within nar*ht delight and e and profit L * nd sound 111-

(By Adah McMahan, A. M„ M. D., Lafayette.) i , The status of medical women in Indiana is that of the men following the profession of medicine and surgery. The state of Indiana makes no discrimination as to sex in its legislative acts relating to the licensing of an applicant for the right to practice medicine and surgery within the state’s boundaries. The term "applicant" is used—not "man” or "woman.’’ No state of this union discriminates as to sex in the medical profession. ^ ' ,, The laws relating to the practice of medicine are interesting; they may be divided into three periods: The first from 1816 to 1889; the second. 1830 to 1885; the third from 1886 to the present day. Those from 1816 to 1830 were quite constructive for that period. Briefly stated, they were as follows: In 1816 boards of supervision were authorized by the legislature to examine and license the candidate in certain' districts corresponding to the then existing judicial districts. In 1825 a central state society was formed with the local societies affiliated, and representation into this being fixed by law. In 1830 these laws were strengthened and it was also deemed that a lawfully licensed physician could sue in court to recover fees for unpaid medical services. Soon after, these laws were repealed and the state bestowed no legal status upon its men and tromen in the practice of medicine for more than fifty years. Indiana became the dumping ground for the quacks, charlatans or any one who choose to "tack up a shingle" and begin thp practice of medicine. In 1885 the first constructive work was enacted by the legislature. This provided for the licensing of three classes of physicians: Those having duly graduated from a reputable school of medicine with proof of the fact and proof of possessing a good moral character. Those having attended one term of lectures with three years of continuous practice preceding the passage of this law, with proof of fact and moral character. Anv physician having practiced medicine for ten rears previous, proof of fact and moral character; with presentation of proper credentials and fee, the county clerk could issue a license for the successful applicant to practice of medicine The law of 1897 remains the baais of the present law. It provides for a board of medical registration and examination, which board examines all credentials, passes upon them and Issues a certificate to the successful candidate. This certifleate and the proper fee upon being presented to the county clerk, calls for the issuance of a license to practice medicine lii that county. The status of the medical college was determined solely by this board, and previously to 1901 a diploma from a reput-

able medical school entitled one to enter the practice of medicine without passing a state examination. The acts of 1901, 1903 and 1909 have enlarged the scope and power of this board, the members of which are appointed by the Governor of the state. This board of medical registration and examination may enter into affiliation with other states for the transferring Of one license in one state to that

of another.

There have been registered and licensed in Indiana some 260 women. One hundred •and one are engaged now In the practice of medicine. These women are principally in the cities and smaller towns. Thirty are In Indianapolis, three In Ft. Wayne, two. In Hartford City, two In Lafayette, two in Marion, three in Michigan City, four in South Bend, three in Tipton and

two In Washington.

Fourteen of the 101 worn* graduates of medicine; eighteen are mem-

101 women are regular

bers of the county and state medical societies, and also of the American Medical Association. They are: Drs. Ella Charles, Mary Thayer Ritter, Alice B. Williams, Hannah O. Staafft, Alice Louise Hall Davis, Hannah M. Graham, Alice Hobbs, Jane M. Ketcham. Lillian B. Mueller, Ada E. Schweitzer, Martha J. Smith, Mary A. Spink, Urbana Spink. Anna Belle Durrie, Adah McMahan, Nellie B. Powell, Nellie

MeReed and Anna McKany.

Twelve women are holding responsible positions in our state institutions, one is with the state boqrd of health and two are serving as public health officers in

the state. 3

'

Next to the schools and the newspapers, the public libraries of Indiana stand as a great educative force. Ail the smaller libraries of the state and those of larger places such as Indianapolis, Evansville, Richmond, South Bend, Ft Wayne and Logansport are in charge of women. In this field of work, aside from cataloguing and the regular routine of work, young women are successfully conducting the story hour for the children, and giving lectures to the clubs on art, music, literature and kindred topics: they are also carrying on research work in history and The Indiana historical commission found the greatest encouragement In the way the young women in Hie libraries responded to. the situation of the community In celebrations of the statehood centennial. The libraries of Indiana are coming to be social and civic centers In every neighborhood. Prominent among the librarians who have done signal work this entcnr.iat year should be mentioned Mrs. Sam Matthews, of the Tipton puhllc library She has touched every township in the county- librarians are now' feeling the need of training for their work and are everywhsjre fitting themselves for more efficient-service. EU”

I By Mrs. Thomas B. Stanley, R. N.) Nursing as a profession was not established in Indiana until within the last quarter of the nineteenth century. The Indianapolis Flower Mission and the city hospital board organized in 1883 the first training school for nurses. Miss Mary C. ladings was the first nurse graduated from this school. From this beginning, progress in the Indiana nursing world has been steady, if not spectacular. Many nurses have had marked success in particular fields of nursing, but the large body of nurses should be commended for faithful, persistent effort, which shows Itself in the various achievements of the work of the whole state. In 1903, the first steps were taken toward organizing the Indiana State Nurses’ Association. At present 400 nurses belong to this association, and not only contribute to national nurses' funds, but also contribute to the active work of the national associations of nurses in America, and in the branch organizations maintained in the state. This association was admitted to the Indiana Federation of Women’s Clubs in 1910. The Indiana State League of Nursing Education was founded in 1908, and has lent its influence In helping to raise the educational standards for nurses’ entrance into training schools, and in making the work of the nurses’ schools more efficient. In 1910 the national Red Cross committss gave Indiana a commission for Red Cross nurses, with headquarters at the Nurses’ Central Directory in Indianapolis. There are 110 nurses enrolled and constantly readv for active sendee. Sixteen cities in Indiana support visiting nurses, and state-wide Interest In public health nursing Is continually growing. Four hundred nurses in Indiana are affiliated with five official registries maintained by nurses in various cities In Indiana for the benefit of reputable, stateregistered private nurses and for the convenience of the public at large. An action of vital Importance to the nursing profession was the passing, in 1906, of the bill for the state examination and registration of nurses. This law has helped to standardize the nurses’ training schools and has helped to protect the profession as well as the public from improperly trained nurses. Since 1906. 1.616 nurses havs been registered by waiver, examination and reciprocity. At present there are thirty training schools for nurses in Indiana which meet the requirements of the nurses’ examination and registration board. In these schools 740 nurses are being trained, and in five of the schools only high school graduates are admitted as students. Indiana has reciprocal relations with fifteen other states in the Union whose nursing standards are at least equal to her owe.

(By Mrs. Lois G. Huffordl The real beginning of the kindergarten movement in Indiana is to be found in the organizing of the Indiana free kindergarten and Children's Aid Society in 1882. Beginning with one free kindergarten in that year, the society now maintains In 1916 more than sixty free kindergartens In Indianapolis. The society was fortunate in securing the services of Mrs. Eliza A. Blaker, of Philadelphia, a trained kindergartner, to whose intelligent and wise supervision is due in large measure the salutary influence exerted through these kindergartens. From the beginning the policy has been to make each kindergarten a social center in Its neighborhood. Not only are the little children cared for In the kindergartens, but the homes from which they come are brought under the direct influence of the kindergartens, mothers’ clubs, mothers' instruction classes, girls’ friendly clubs for girls above kindergarten age, monthly socials and other evening entertainments, for the pleasure of the entire family, all of these and other uplifting agencies have accomplished much for the bettering of these neighborhoods. The mothers are taught to cook wholesome and appetizing dishes; they learn to become real home-makers. Domestic Science Classes. For twenty-five years Saturday domestic science classes for girls from eight to twenty years of age. In which every phase of housekeeping was taught and practiced, were maintained in the kindergarten centers. Boys were also admitted to all housekeeping classes. Arrangements were made to care for the little children if they had to accompany their older sisters to the classes. Here, also, clubs for boys were organized, out of which grew the central Boys’ Club of Indianapolis. Indiana was the first state to appropriate public money for the maintenance of kindergartens. In 1901 the state legislature passed a law empowering the board of school trustees in any incorporated town or city of Indiana to establish kindergartens for children from four to six years of age in connection with the public schools, such kindergartens to be supported by a tax of 1 cent on each 3100 of taxable property. Several cities of Indiana soon thereafter established public kindergartens. In 1911 it was enacted that in cities having a population of more than 6,000 a tax of 2 cents on each 3100 might be collected for the support of kindergartens. This law also provided that the same amount of tax should be levied in cities of more than 100.000, provided there was in existence an Incorporated board approved* by the superintendent of schools, and which had for more than two years maintained at least twelve kindergartens, such tax moneys to be disbursed for the maintenance of free kindergartens for children under six years of age. More than twenty cities are now conducting public kindergartens. Nurseries for Right Habits. These kindergartens are not schools, as that word is generally undenstood. Neither are they places for play, merely. Wlien properly conducted, they are nurseries tor the formation of right habits, whfere wholesome conditions are provided for the happy unfolding of child nature. A normal training school for kindiergartners was established by Mrs. Blaker about the time that she became superintendent of the Indianapolis free kindergartens. This normal course has been maintained uninterruptedly and is still one of the main courses of study In the Teachers college of Indianapolis, of which institution Mrs. Blaker is president.

Miss Fidelia Anderson does not belong alone to Shortridge high school, Indianapolis. but to all of Indiana, to the cities of the east and the hamlets of the west and In lonely places where her saintly benediction was given to those under her during the long years of her service. She was more than a mere teacher. She was a woman of the highest Christian type in the schoolroom, and says It was always her highest ambition to develop the students spiritually as well as intellectually, and to let no opportunity pass without using it for the grounding of respect tor truth and right principles and .high mindedness in her students. That she succeeded Is borne witness to in the hundreds of letters that are coming to her from over the Union, as she sits awaiting what time and tide will bring to crown her glorious life. It was no passing phrase to call Miss Anderson "Saint Fidelia,” she filled the measure of the term in every respect as fully as did those of old who dedicated their lives to the service of education and humanity; and all who have ever known her say of her, "What a grand life and a good life she Ttas led.” ■ 1

SOME OF THE INFLUENCES OF PARENT-TEACHER CLUBS

low WIEN Lira A

IL

(By Mrs. E. M. Laeke. Newburg) A few years ago we could easily count the parent-teacher clubs on eur fingers. Today they number by the hundreds. The time is at hand when every schoolhouse In the state will have one of these clubs. You ask why are they multiplying so? Thev are the modem educational movement. A noted minister remarked that he considered them next to the church. Thev were the most beneficial organizations to a community that ever existed. He heartily Indorsed them and wished

them godspeed.

Show me a school that has a parent-

teacher organization and I will Insure you a successful one. There now exists a tie between parents and teachers of these clubs which never had existed In schools. Now parents restrain from criticising their teachers. The teachers In turn has a different attitude toward the home. A few years ago the home upheld the child one way and the teacher another. Now they work together, and the child reaps the benefit from this consolidated pull. This co-operative power comes largely from the parent-teacher club. This now is the means of bringing fathers, mothers and teachers on a friendlv relation. In former years the teacher ,only came in contatc with the angry parent. Now parent-teacher associations bring parents to the schoolroom and to the teacher. They hear and see for themselves what the schools need and also their shortcomings. They attend club meetings, serve on committees They visit, attend the entertainments, and by this have an opportunity of meeting the teachers, becoming thoroughly acquainted with their work. No longer does antagonism reign, buf Instead a willing hand extends to all necessary courtesy and help. So now when a school needs a library, furnace, electric lights, piano, playground or some other desirable addition

the parents lend a helping hand. Teachers have said that they would

rather resign than go back to the old way and be without help and support of

H&ese dubs.

PERSUADED MEN TO VOTE FOR MISS NICHOLSON.

CAMPAIGN WELL ORGANIZED

CATHARINE MERRILL, CIVIL WAR NURSE AND EDUCATOR

I By Dr. Amelia R. Keller | For the first time in the history of the state. Indiana women, acting in an organized capacity, won theif”lnitial triumph In the political arena when Miss Mary E. Nicholson was elected a member of the Indianapolis school board in November. 1909. In all of the four states that border Indiana, women would vote for members of the school board, but in Indiana that right is vouchsafed only to men; had women been permitted to vote in that election Miss Nicholson would have led the ticket by an enormous majority. There had been other women candidates i for membership on the Indianapolis school board besides Miss Nicholson, but she has the distinction of being the first to be elected. Perhaps the principal reason for the long record of failures was that none of the candidates had an organization to look out for her interests and to present her claims to the voters. Plan of Organization. We realized from the outset that without a strong organization. Miss Nicholson could not win. so we planned an organization along the same lines as the political organization of the old parties. We provided for a woman In charge of each ward, corresponding to the ward committeemen. who was to enlist other workers corresponding to the precinct committeemen. We created a central organization and the ward chairman reported at regular Intervals to central headquarters In the Odd Fellow building. The following women were placed In charge of the central organization: Dr. Amelia R. Keller, chairman; Miss Harriet Noble, secretary; Mrs. Carrie Goodwin Rexford, business secretary and treasurer; Mrs. Grace Julian Clarke, Mrs. Celeste T. Barnhill. Mrs. Luella F. McWhlrter, Mrs. Corinnla R. Barns, Mrs. W infield S. Johnson and Dr. Rebecca Rogers George. With the organization established and in full sway, its efficiency increased every day. About 176 women of standing and social prominence devoted almost their entire time to the work, but the influence exerted extended further and furthr Into every walk of life. The special point tor which the workers strove was the enlistment of the cympathies of the women of the city, to the end that they in turn might induce their nusbands, sons or fathers to vote for Miss Nicholson. We are satisfied that many a man voted for Miss Nicholson lust to keep peace in the family. Sources of Help. Much encouragement and substantial help was given by the members of the C. T. U. The women’s clubs were appealed to with satisfactory results. The labor unions, such as the garment workers. composed exclusively of women, were interested, and later. largely through their assistance, organized labor generally gave a helping hand to MiSs Nicholson. While the quiet work was never allowed to lapse, the speaking part of the campaign was not neglected. Every night Miss Nicholson’s claims were presented by women chosen for that part. Several were, including Colonel Eli Ritter, Thomas C. Day, Wilson S. Doan and Dr. A. W. Brayton, were pressed into service to speak for Miss Nicholson at the public meetings. As election day approached, the problem that confronted us was how to organize a corps of women that would look after Miss Nicholson's interests at the polls effectively. Many a woman who had done her part quietly, shrank from the publicity that would attend her appearance at the polls. Finally a Spartan band of women had been enlisted- for this service. In the Fourteenth ward was only one woman at each poll. In other parts of the city the women went in pairs. Dr. Keller, Miss Noble and Mrs. Martha Glpe were busy from -morning until evening on election day, going from polling place to polling place in an automobile, and giving directions to the women workers. From start to finish our compaign disproved the old theory that women can not take part in a political contest and work at the polls without degrading themselves. As Miss Noble said. "The women have gained In a sense of freedom, freedom from mere conventional trammels—in a hightened sense of citizenship and public spirit, in a closer feeling of oneness with the society in which they live and irt a greater respect for the manhood of Indianapolis, which has treated us with such unfailing courtesy and politeness."

Julia Dumont, Educator; Teacher of the Egglestons "A gentleman at the age of eighty, upon his last visit back to Vevay, said: T was one of her early pupils; but I still feel the touch of her hand upon my head in commendation of a lesson.’ This remembrance tells its own story of Julia L. Dumont, the teacher of Edward Eggleston and his brother, and the woman who did so much to shape the characters of three generations in the little Indiana town in which she lived.” So wrote Mrs. S. O. N. Pleasants in a recently published article about this early Indiana teacher. Vevay in Switzerland county, Indiana, on the Ohio river, was settled by French Swiss, many of whom were well educated and found it a serious problem to educate their children. To this little town Mrs. Dumont came with her husband, John Dumont, a young lawyer, In 1814, just beginning practice. She had been educated in the Milton academy, at Greenfield. N. Y.. and had taught several terms of school In that town. As a voung wife in Indiana she bravely met many difficulties. As her children reached school age In a region where teachers were few and some illiterate, she became a teacher again, teaching them and the boys and glris of VeVay and Switzerland for three generations. Her schoolroom was In her home and adjoined her library. She often had crippled boys in her school and some pupils were poor and friendless. To these she gave special motherly attention. "Mrs. Dumont," reads the account by Mrs. Pleasants, "was a frail, delicate woman, with eyes so tender and loving, and a smile like a sunbeam. In her declining years she was accustomed to sit in the schoolroom In an old-fashioned splint-bottomed rocking chair; always neatly dressed in a dark print gown and a black silk apron, a snowy cap with a deep ruffle upon her head.” She often made pens from the quills of turkeys and geese for her pupils and she beautifully "set” the copies In writing books for them. She instituted lyceura meetings in her schoolroom on Friday nights that were long remembered. As a writer of both prose and poetry Mrs. Dumont was a frequent contributor to the periodicals of the times, writing mainly

for the young.

FIR&T I. U. WOMAN GRADUATE Miss Sarah Parke Morrison was the first woman to graduate from Indiana university. She was bom in Salem, Ind., and received her preliminary education In the Salem seminary, of which her father. John L Morrison, was proprietor and founder Rhe graduated from Mt. Holyoke seminary, Massachusetts, in 1867 s.nd in ’36? entered Indiana university, where she received the degree bachelor of arts in 1869. She received the degree master of arts In 1872. Since graduation. Miss Morrison has been engaged in

teaching, -iterary and religious work. She was a pupil-teacher at Vassar college and waa one of the instructors at the

summer school for teachers at the Indiana State Normal school at Terre JHauie From 1873 to 1875 she was connected with Indiana university, first as a tutor and afterward an adjunct professor of English literature. Since 1875 she has been busily engaged in temperance .literary and religious work. Her boms is In Indianapolis*

TRAINING IN

TIME OF PAROLE DEPENDS ON GIRL’S OWN EFFORTS.

ALL HOUSEWORK IS TAUGHT

PI LjLlkrM

Catharine Merrill was an infant when her father Samuel Merrill, treasurer of Indiana, removed the state funds from Corydon to Indianapolis. Colonel Samuel Merrill, her brother, in an article about her, tells of her girlhood Interest in her father's large library and in the current literature of the great reviews from Edinburgh and London. Teaching was natural to her, he says. She taught the younger members of her family and then the neighbors insisted on a school for their little folk. Soon older pupils, all girls, filled a larger room In the center of the city and lessons were made attractive with lectures by travelers from the far west and from foreign lands. For two years Miss Merrill was principal of the academy in Crawfordsvllle, many of her pupils following her to that city. The same thing occured when she occupied a similar position for two years at Cleveland, O. Ip the summer of 1869 she went abroad and spent two traveling iq Europe.

Merrill says:

‘On her'return the nation was in the throes of tkar and she offered her free services as a nurse. The writer of these lines, in a | casual conversation with a comrade who had had a strange experience in camp and field, in prison and escape, in hospital and battle, said: ‘Captain, what of all you saw will stay with you longest?’ He was silent for a moment and then replied: ’There was a lovely lady who left her home of comfort and refinement an<h came to the army In the field. The day 1 was carried Into the hospital I saw her, basin and towel in hand, going from cot to cot, washing the feet of the sick, the wounded and the dying, gently preparing the tired boys for that long journey from which none ever returns. The act was done with such gracious humility as if it were a privilege that I turned my head away with my eyes full of tears, and I say to you now that after all other earthly scenes have vanished this, on which a radiance from heaven falls, will abide

forever.’

"Toward the close of the war and for some time after, Miss Merrill devoted all her time to writing a history entitled ’The Sollder of Indiana In the War for the

» years studying and Continuing, Colonel

Union,' in two royal octavo volumes, containing more than 1,500 pages. There are passages of beauty In this work unsurpassed in literature, yet nowhere from title pages to close of the index does her name appear. I have wandered far, seen many small and great, but nowhere met one with such gifts, who so shrank from publicity, or who was so thoroughly lost in the happiness of others. “On the compeltion of this work she was called to occupy a chair as professor in Butler college. An Incident throws a flash of light _op the character of the great man who founded this institution and on the one whom he had chosen a* teacher of English literature. No one thirsting for knowledge was to be turned away because of Illiteracy. There had pressed into the class an ambitious young man from an untamed region, who, during the hour in which a passage from Wordsworth was analyzed, showed his Ignorance of the meaning of the word infancy, greatly to the amusement of his classmates. ’Do not let them confuse

you, Mr.

spoke the teacher enHHUHi infant you

from that form your word.' There was

oouragingly.

‘An

know, and

an uproar in the room, and but one sympathizing face, as the frank reply came. T may have saw one, but if I did I didn’t know it.' Today this scorned student is a leader of men in one of the largest cities of the republic, and to such no political bights is forbidden. “After teaching fourteen years in Butler college, where she had applied the elective system long before it was used in Harvard university. Miss Merrill retired, and for the remaining eleven years of her life occupied herself in directing the literary studies of many of the ladies of Indianapolis and vicinity. As she had opportunity she visited the prison where unhappy women who had had no early care and had fallen into crime were confined -a depressing duty to one to whom the sixth was the most precious of the

beatitudes.”

Concerning the loveliness of Miss Merrill’s character many have borne testimony In complete accord with the words of Colonel Merrill: "Only those who were near her for years could appreciate her love for the good and the great in history, her reverence for what is possible In every human being, haste to lift up one who was down, her quickness to defend any one wrongfully attacked, her pity for those in sorrow—giving, always

giving."

[By The Young tlon did notl

Mrs. C. J. Buchanan] Women's Christian Associaenter our state as early as the Young jMen’s Christian Association, but it has performed a work of growing Importance. It was In the hearts of Mrs. E. E. Stacy and Miss Flora Shank that there grew a desire to establish association work for women in Indiana. Failing to aroube the women of Indianapolis to the needs of the city, an opportunity was found in Ft. Wayne and the first city association was formed there. A state copimittee was formed and eventually a state secretary' was employed who traveled from place to place helping to organize associations In both cities and colleges. The state committee studied the work in other states, and national leaders came for conferences with them. Some of the women who worked on this committee were Mrs. E. E. Stacy, Miss Elizabeth Wishard, Mrs. J. S. McDowell. Mrs. John Higdon and Mrs. F. F. McCrea. The following cities now have organizations: Elkhart, Evansville. Ft Wayne, Indianapolis, Marion. South Bend. Anderson and Terre Haute. Muncle also has a strong association, although’ it has never fully affiliated. Shelbyville f has Recently

started a county organization—the first In the state. The following colleges have associations: Butler, DePauw, Central Normal. Karlham, Franklin, Hanover, University Heights, Moores Hill, Oakland. Purdue, Spiceland academy, State Normal, Indiana university, Teachers’ College of Indianapolis, Valparaiso, Winona and Union Christian, of Merom. As the work grew. It was found that one state secretary was not able to develop the work. Each department needed aid from a secretary especially trained. But the state could not afford to hire so many special workers. So a combination was made and the four states of Illinois, Indiana, Michigan and Wisconsin were banded together and called the central field, with headquarters at Chicago. Even this combination can not afford to employ all the workers needed. But there I is a special secretary who does nothing but oversee the work in colleges. Another has charge of the industrial work In the factories and stores. She travels from city to city in these four states giving practical help. More secretaries will be added as soon as the central field can afford it. In Indianapolis the work has grown until there are now about 6,000 women using the building each week from September to June. We urge all people to become acquainted with this work.

(By Theresa V. P. Krull] >

Even In our centennial year, the college degree for women is sufficiently young to justify comment on Indiana's share in the century’s acceptance of the idea. Before 1850, Indiana girls had made longer journeys by coach to distant schools than some make to college today by Pullman. And to graduates of famed local seminaries few colleges anywhere

were open even in 1860.

Three persons of interest to us however, were among the first women of the country to ask the rewards of scholarship on the same standardized basis as

(By Kenosha Seomionn, Hoperintendrst) Every girl who is committed to the Indiana Girls’ school has & course of training, which equips her to earn an honest, upright living before she goes <> u ‘ «==> This couriM of training consists of thorough and systematic instruction In all kinds of housework. Each girl attends the school of letters half the day, where she does academic work. The other half of the day she has the vocational work 'n the cottage. _ The girl begins this vocational training t the simpler household duties about the cottage, such as caring for floors, bathrooms, rugs, etc. As she learn* the principles of cleanliness and order she is promoted and is given certain officers’ bedrooms to care for. Learns to Assume Responsibility. In this she not only learns how tcTTIo this work correctly, but she learns to assume responsibility for everything connected with that room If ft is wa?11 kept the girl has fu 1 credit for it; if not well kept the criticism must come to her. Thus the girl not only learns to take responsibility for but she learns to take pride in her work When a girl has learned to do well this work and Is found to be dependable she Is then advanced to her laundry training. Here she learns to do all kinds of laundry work under the direction of the laundry instructor. She does coarser work at first and as she becomes more efficient she is In time given the choicest of the table linens and clothing and* is made responsible for It. Again site assumes responsibility and takes pride In her work. When the girl in proficient and trustworthy In her laundry training Rhe is advanced to her dining room training, where she learns how to wait on table, care for china, silver and everything connected with a dining room. Kitchen Training Highest in Dignity. When sfie is proficient and trustworthy in this she is promoted to her kitchen training. The kitchen being the most dignified department of the institution Is, therefore, the last of the course of training. A girl is very proud when she attains to this. In the kitchen training the girl learns cooking under the kitchen instructor In the cottage one half the day, the other half day ahe is in the domestic science class over at the school of letters. In the domestic science class she has her lesson In cooking, does the cooking in a small way ami then she comes back to her cottage.^fer the other half of the ^.ay and puts into practice In a larger way what she has learned, and Incidentally gets the meals for the household. The girl has three months Id her kitchen training and the domestic science class. When she has finished this she is ready to come before the board of trustees for parole, to go out into a home to earn money for herself. When a girl comes before the board she must bring with her a garment aiie has made, one she has darned and mended, one-she has washed and ironed, and a loaf of bread she has baked. These tasks must all be well done In addition she must pave a grade In her cottage conduct for the past three months above ninety. With this work of her hands to show her efficiency and her conduct record to show her dependabll-* ity, she is granted a parole and goes out Into a home. Progress Depends on Conduct. The real work of the school is construction and reconstruction work with the girl herself. It is character building. The training is a means to that end. It in teaching the girl to be not only efficient but trustworthy. For this reason a girl’s progress in her training depends upon her conduct; if her conduct is unworthy she is taken out of her training. ia assigned scheduled duties from day to day, and everything depends upon her attitude and how 1 she performs these scheduled duties as to when she is restored to her training and given back her regular work. While the girl Is out of her training she Is losing time. She is not getting anywhere. The girl can not be paroled until she has finished all her training. She can not go on with her training unless her conduct Is right, consequently everything gets hack to the girl's conduct. Everything is character building. It is held up l.efore the girl constantly that this is a training school, that the great thing to be desired is that she gets her equipment and goes out into the world to take her place and be somebody, and by this method-resting solely upon the girl acquiring efficiency and dependablll-ty—-the time of her going out la absolutely In the Kiri’s own hands. The ultimate result of requiring the girl to parole herself by acquiring efficiency and dependability may be judged In part by the fact that we have 4.50 girls out In the world leading good lives and doing well who have been entirely out from under the supervision of the school any where from one to ten years.

Brave Pioneer Sisters of St Mary’s-of-the-Woods

[By Daisy Douglas Barr. Minister of

Friends Church.)

One can hardly imagine, under our present day progress, that most of the religious denominations in our own country I still refuse the rite of ordination to women applicants. Women have entered the professions of law, medicine, teaching, ait, music and even are wrestling with the sciences. We attribute the discovery of radium to a woman. She has entered our trades until In America today we have women carpenters, bricklayers, glaziers, boiler makers, and in Indianapolis not long ago we had a woman steeple-

men. Demia Butler received from Butler K heathenisn 1 dogmas, °when tS’KSSf

college (then Northwestern Christian university) her full classical degree in 1859. Lois G. Hufford graduated from Antioch college, Ohio, in 1868, when its requirements were the same as for Harvard’s degree, thanks to Horace Mann. Sarah P. Morrison had already graduated from Mt. Holyoke when Indiana university admitted her as Its first woman student, graduating in 1869. That she later tutored college men in the classics, and that Mrs. Hum-id has been a valued member successively of the faculties of Shortridge 04% Vw'vs'k 1 n/4 t Vi zi r Po<a r* Vv or»»j ’ sssvllxwvo

was current that women had no souls, is still evident in the fact that other doors are open, while the holy ministry still

bars her free entrance.

In Norway, where women have full franchise, and where her equality with men has few parallels in any. country, her laws record that women may enter any department of education except that of theology and the office of the ministry. In Indiana the ministry of women has great freedom, and many churches have been in the past, and aie at the present time cared for by women pastors. The Friends’ church has contributed most ■■I largely to woman's ministry. Being a

high school and the Teachers’ college; democratic church from Its origin, 250

(Indianapolis) suggest widespread results

of these women's ambition.

Allowance of space precludes mention of even our conspicuous women graduates since then. It is an honorable roll. But summon to mind the whole country's noted institutions for, or admitting, women and one finds Indiana women represented among alumnee and students. The same may be said of a host of lesser but standard colleges. Foreign schools have

honored a group.

As for occupational results, those alumna? are found successful or eminent in fields of education, literature, art. medicine, religious and social service library work, journalism, public-spirited movements, patriotism, woman suffrage international organization,—not overlooking their indispensable usefulness as

mothers and homemakers.

Indiana has had in all decades cultured and useful women without college degrees. But the college education fixed new standards. It came with the passing of other prejudice toward women’s wider usefulness within, and without the home. It stiffened the educational standards of secondary schools. Even the fashionable finishing school now requires a college trained faculty. The trend of our public

schools' is the same.

Standardized education for women means lifted ideals in the community. That Indiana began to recognize this through two of her institutions when academic friendliness to woman’s scholarship was rather chilly and tentative throughout the world, should be remembered In our centennial catalogue of blessings. ,

years ago. it lifted all bans from women. I remember in my childhood the faithful women ministers who preached In our meetings, sometimes having as many as four children seated in a row on the plat-

form.

Esther Frame, who was an evangelist

aived by all de

established

i-Li:

1

of great ability, was received by all denominations. and established many churches in Indiana in the last fifty

years. .

In my own experience I feel verv littla handicap In my work by being a woman. T have been pastor in Greenfield. Muncle and Falrmount. and I have been received by ministerial associations in the most happy relationslips. held all the offices, and never once^ould find fault with the treatment of my brethren in the ministry. Quite on the contrary, they have opened possibilities for my work and helped in every possible way, “Asids from ^ie log cabin and the spinning wheel, one must also think of the pioneer motl^r in connection with the great things of the world,” says S. S. In the Pioneer Mother memorial fund booklet, "for ehe belonged to the company of the brave and the true She had what we recognize in the Sistine Madonna. in Wagner's Pilgrims Chorus, In the Prophets and Sibyl* of Michelangelo. She was STBritually related to Prometheus, to Christopher Columbus and to Arnold von Wlndrlreid; like Joan of Arc, she heard the voices and obeyed them, as the visions or a better time came to her while, she worked in the unbroken wilderness of Indiana.”

■to

Hardships of the pioneer sort were borr.e with true pioneer spirit by the six Sisters of Providence obtained from France by the Bishop of Vincennes for teachers of the children of bis diocese. Mother Theodore Guerin. Sister St. Vincent, Sister Mary Xavier, Sister Mary Ligourl, Sister Olympiads and Sister Basilde, leaving the mother house at Ruile-sur-Loir. sailed from Havre on the shio Cincinnati In 1849. After forty days on the ocean came seventeen days of travel by land, mostly by stage coach to W heeling, thence by boat on th*? Ohio to Madison and by stage again till they reached their destination near the banks of the Wabash the eveniqg of October 22, 1840. Mother Theodore’s Journal tells of the women's silence and astonishment on finding themselves at their destination still in the midst of a dense forest, with not even a house In sight. Walking it short distance down a hill they saw througn the trees on the other side of a ravine a log house with a shed at the rear. "There,” said Father Buteux. “Is the farmhouse where the postulants awaiting you have a room In which you will lodge until your house is completed." After a visit to a little log chape! they were Joined oy four young women, who led the newcomers to a small room which good farmer Thralls had given up to them. "This,” wrote Mother Theodore. • with a corn loft, serves our every purpose—dormitory, refectory, recreation room, lavatorv and infirmary. A shed outside Is the kitchen. Think of ten orus trying to llv* a religious life In a single room and an attic. But we are happy, though located in the very heart of tbs forest far from any human habitation." lit the spring workmen completed ths building for the Kt. Mary-of-the-Woods academv, which had been begun in anticipation the summer before, and its first student was registered July 4. 1841. t ’hlldren were taught, the poor were assisted and mission schools were established at Jasper. St. Francisvfile and elsewhers. Then cano a period of distress due to the circulation of false rumors and other trlbulRtiona when the sisters suffered even for food Mother Theodore returned to prance for aid. taking with her Hlster Mary Cecilia, the grarddaugbuir of an Indian chief on her mother’s side but well educated by her cultured French father, and a fluent speaker of both French and English- They were well received in France and were graciously treated bjr Queen Amelia and King Louise Philippe. Obtaining valuable assistance, they returned after a perilous voyage, in 1841. In a terrible three days’ storm at sea Mother Theodore in her prayers for safety invoked especially St. Anne and after her safe arrival In Tnd'an* she erected a votive chapel, a little structure still standing and known as “The Shell Chapel” where the sisters in procession each vear on the evening of July 25, the eve of feast of St. Anne, keep the promise the foundress. After the return Mother Theodora the sisters carried their work of education and charitv renewed zeal. One of their greatest i ices was that during th» years of the war at the military hospital at " ‘ spoils.

I