A Dynamic Era 'essor Mary T. Kinnane 3 “IGNEM VENI MlTTERE in Terram et Quid Yolo Nisi ut Accendatur!” “I Came to Send Fire into the Earth and What More Can I Desire Than It Take Flame!” A.M.D.G. 1954 Saint Edmund Campion Oxford Scholar and Jesuit Priest Saint Edmund Campion was born in London in 1540. His brilliance as a scholar and orator were early recognized. Charismatic, eloquent, and witty, he had a following at Oxford unmatched until that of John Henry Newman three hundred years later. However, Campion’s Oxford years were clouded by religious controversy and persecution. The English monarchy had broken with the Catholic Church, and the practice and preaching of the Catholic faith became a capital crime. When he went to Douai in France to prepare for ordination as a priest, a member of the English court lamented that the country had lost one of the “diamonds of England.” In Rome, Campion was admitted to the Society of Jesus in 1573 and was ordained in Prague in 1578. Risking his life, Campion returned to England in disguise, but was betrayed by a spy and arrested. He earned the martyr s crown at Tyburn on December 1, 1581. Campion was beatified in 1886 by Pope Leo XIII and canonized on October 25, 1970 by Pope Paul VI. Edmund Campion became the patron of our aspiring young teachers, invoked by the founding Dean of the School of Education, Charles F. Donovan, S.J., at the dedication of Campion Hall in 1955. Dedication: To Saint Edmund Campion, S .J. Patron of the School of Education Society of Jesus Jesuit Martyr and Teacher (London 1540 - martyred, Tyburn, London 1581) To Charles F. Donovan, S .J. Founding Dean, School of Education at Boston College 1952-1965 Senior Vice President and Dean of Faculties 1966-1979 University Historian 1979-1998 To the Original Eight and Kathleen, Mother Emmanuel, F.C.J., Bellerive, Lady Scarisbrick, and the Jesuit Community, Boston College A Dynamic Era in the History of The Higher Education of Undergraduate Women The School of Education 1952-19 65 Emeritus Professor Maty T. Kinnane A Golden Jubilee Commemorative Volume Contents Preface 6 Prologue 8 Chapter i 14 The Beginning of the School of Education Recollections and Remembrances The Newly Founded School Chapter 2 is Life in Gasson Hall Faculty First Curriculum Marie Gearan and Sister Josephina Other Early Faculty Chapter 3 29 Campion Hall Building and Dedication Campion Hall: Interior The Chapel The Multipurpose Room The Spiritual Counselor The Women's Lounge Chapter 4 39 Academia: “...And Gladley Wolde He Lerne and Gladly Teche” The Faculty The Year 1954 Academic Honors: The Alpha and Omega Honor Society The American Association of University Women Dean of Women The Skit Continuing Faculty Appointments Special Education Office of Testing Services (O.T.S.) International Students The Company of Jesuits (“A Great SOC!’) Bonnie McLean Receives Woodrow Wilson Fellowship The Board of Administration, Board of Standards, and Academic Council Chapter 5 53 Women Students, Organizations, and Activities ‘To Give and Not to Count the Cost”: Missionary Volunteers Women's Autonomous Governance The Women's Council Women 's Week Activities Annual Mother-Daughter Fashion Show The Women's Recreation Association (WR.A.) Cheerleaders The Times Dynamism The Boston College Chorale Orientation The Skits Campion Choral Speakers: Don John ofAust?~ia Residential Life Mrs. Vincent R Roberts Changing Times Outcomes Epilogue 67 Retrospect and Prospect Acknowledgments 68 Appendices 69 I: Curricula II: Alpha and Omega Honor Society III: Academic Organization IV: Student Handbook V: Committees for the Fall Celebration of the Campion Hall Opening VI: Student Senate of SOE Presents the Spring Concert VII: Assemblies for Christmas VIII: Helen Landreth IX: A Portrait of Father Donovan's Life X: Special Mention Endnotes 76 Copyright ©2002 Boston College, Chestnut Hill, Massachusetts Design: Nieshoff Design, Lexington, MA • Edited by: M. Linda Walsh, Editorial Express • Printing: Champagne Lafayette Communications A Dynamic Era Preface Emeritus Professor Mary T. Kinnane the Spring of 1996, Father Donovan, Betty Strain, and I met at The Pillar House for lunch. Betty had reminded us that we should be celebrating the 50th anniversary of the found- ing of the School of Education in the year 2002 and that plans should begin. Father Donovan, University Historian, naturally suggested that a history be written. The content was divided. Father would write the account of academic life and history, and I was appointed to write the history of women in the School of Education at Boston College. Typically, Betty Strain would be the major resource person, since she always seemed to have remarkable files. Father Donovan expressed the wish to write only of his years as founding Dean, 1952-1965. My account would include highlights from the early 1960s through 1967, since these years saw a cul- mination of autonomy in women’s activities. So the story was begun. Since I had never thrown away anything in office 212 in forty years, I was able to supply primary data. Thus, the writing was progressing when Father’s untimely death took place on July 17, 1998. With the generous support of the Associate Dean of Faculties, Dr. Pat DeLeeuw, the history has been completed. Editorial advice was given to me to write in a narrative, first-person style. Hence, the account is a story of recollections and remembrances documented by primary data in many instances. Authenticity was also secured through a questionnaire referred to as the “R&R” (Recollections and Remembrances) document. R&R were gathered from a sampling of over a hundred students chosen randomly and by interviews with individuals and small groups, especially from the early classes. A short account of the academic life has been included in Chapter 4. I came to the School of Education at Boston College in 1954, the second year follow- ing the founding of the School in 1952. My academic background in England was reflected in a B.A. degree in English and Literature, and a Higher Diploma in Education (H. Dip. Ed.). After teaching at High School in England, my emerging interest became speech and oral com- munication, originally motivated by my English tutor, Miss Spence. To advance in the field, I accepted a fellowship at the University of Kansas and earned an M.A. in Speech, Radio, and Drama. I joined the Boston College faculty to teach Speech in the new School. In 1955, I was asked to assume the position of Dean of Women, which involved me in a wholly emerg- ing field of women in Higher Education. Since the work with both speech teaching and the counseling of women students, as well as the organizing of policies and procedures for their education, required advanced studies, 6 Preface I completed a Ph.D. in Counseling Psychology, and subsequently became a licensed psycholo- gist in Massachusetts. My diverse professional career involved membership in A.P.A.; A.C.P.A.; A.A.H.E.; A.A.U.W.; A.S.H.E.; N.A.W.D.C.; J.A.S.P.A.; and an N.D.E.A. Fellowship in Student Development at Michigan State. I established a program in Higher Education which included Student Life Studies and early seminars in Women in Higher Education. My “courage and confidence” came not only from an encouraging home and family environ- ment in my early life, but also the formation derived from my secondary education with the Religious Order of the Faithful Companions of Jesus (F.C.J). The Order was founded by a Jesuit priest in France, and the School’s curriculum, programs, and retreats were based on the Ratio Studiorum and the Spiritual Exercises. The School motto, Suaviter in Modo, Fortiter in Re (Gentle in Manner, Strong in Deed), is quoted in this historical account as a model for the higher education of women, and it strongly influenced my guiding of the work of the Dean of Women. As the story of life at Boston College unfolds, the reader will sense the strength of collegiality and community that existed through all the years. I am proud to be the recipient of the Raoul Medal from Boston College for my work as chairperson of the University Bicentennial Committee and the second woman, after Mrs. Vincent P. Roberts, to be named an honorary Fultonian, and of the Mary 7 T. Kinnane Award in Higher Education. Mary T. Kinnane. 7 A Dynamic Era Prologue Early Negotiations and Administrative Decision Making Permission to inaugurate a School of Education as a distinct unit of the college and as a coeducational venture was granted by Ve?y Rev. Father General , under the date of July 20, 1951. The letter from Very Rev. Father Provincial announcing this permission is in the Rector's file, Very Rev. Fr. Provincial. It was posted on St. Maiy's notice boa?‘d by President Maxwell, S.J. 1 JLn 1951, the Chairman of the Department of Education, Fr. Charles F. Donovan, S.J., wrote to the Rector/President, Father William Keleher, S.J., stating that it would be “appropri- ate and wise” for Boston College to start a four- year coeducational School of Education. Since these were the times before separate incorpora- tion, an administrative structure which was implemented in the 1970s to establish the Jesuit and University communities as discrete entities, the Rector of the Jesuit community was also the President of the University. For the 1948-49 academic year, an education minor had been established in the Department of Education chaired by Father Donovan. The Department consisted of the Chair, one full-time faculty member, and two part-time Jesuit faculty members from the Department of Psychology. Located in the all-male College of Arts and Sciences, the Department prepared only men for high school teaching positions. Massachusetts had always had a strong reputation in teacher education. However, after World War II, the Massachusetts Department of Education revised its teacher training requirements for certification to include a program of practice teaching in public and parochial schools. This new requirement caused a serious scheduling conflict in the traditional Arts and Sciences offerings in Scholastic Philosophy at Boston College. Practice teaching would have to take place in the morning school hours, hours held sacrosanct for the teaching of Philosophy. The new requirement necessitated moving the Philosophy courses — which carried 28 credit hours for juniors and seniors — into an afternoon slot. Because of strong faculty oppo- sition to the change, the revised program would simply not work. At this point, the Chairman of the Department of Education, Father Donovan, requested the establishment of a separate and independent School of Education. The request was sent in a proposal to Father Keleher on February 18, 1951. 2 The content cited below describes other factors contributing to the need for a Catholic School of Education in the 8 Prologue Northeast, including the training of elementary school teachers. The memo cited other Jesuit institutions nationwide that had recognized coeducational Schools of Education, which strengthened the petition. The preparation of men and women teachers for grades K through 1 2 was an obvious need. Neighboring women’s colleges, which focused primarily on liberal arts studies, did not fully meet that need, especially since the majority of teachers at the elementary level were women. Therefore, a program with a practice teaching component or internship was not only a need to be met, but also a requirement for certification. That there was some opposition from neighboring Catholic women’s colleges to the new School and program was inevitable. Proposal: Rev. and Dear Fr. Recto r: A number of circumstances lead to the conclusion that it would be appropriate and wise for Boston College to start a four-year co-educational School of Education , leading to the degree ofB.S. in Education , already granted to 20 or 30 men each year in the College of Arts and Sciences. We have had difficulty in arranging a program for our prospective teachers within the framework of the liberal arts program. This has been particularly true in the matter of practice teaching , which conflicts with the heavy Philosophy program in senior year. Putting Philosophy courses in the late afternoon as we have done is not a happy solution either for the stu- dents or the Philosophy department , though it is the best arrangement under the circumstances for freeing the students for practice teaching in public schools. There is a need for a Catholic teachers college Father William Keleher, S.J. in this area. Boston University ’s largest division is its School of Education. It seems of prime apostolic impor- tance that we provide Catholic teachers with a sound educational and philosophical background. A special school is needed especially for the train- ing of elementary school teachers. It is impossible to train for such teachers adequately in a college of liber- al arts , and neither Emmanuel nor Regis is doing much in this direction. Prospective teachers shoidd have their foot in an actual grade or high school all the way through their framing, and this can be arTanged only in a school whose schedule is tailored to the needs of future teachers. Other Jesuit institutions — Fordham , Marquette, Loyola of Chicago, Seattle, and San Francisco — have separate Schools of Education, which are important divisions of these institutions. There is no reason why in so strongly a Catholic centre as Boston and Massachusetts, Boston College shoidd not have a good and flourishing School of Education, to exercise 9 Father Charles F. Donovan, S.J. Founding Dean and Chairman of the Department of Education. I Prologue a beneficial influence on education and educational policies in this part of the country. If you wish funher details regarding program, faculty, possible housing, etc., I shall be glad to submit a fuller blueprint. The proposal was sent by President Keleher to the Jesuit Consultors, a group of five Jesuits appointed by the Provincial who were antecedents to today’s Trustees. On February 20, with a positive endorsement from the Consultors, Fr. Keleher sent the proposal for approval to the Provincial, Very Reverend William E. FitzGerald, S.J., located on Commonwealth Avenue in Boston. In turn, he would forward it for approval to John Baptist Janssens, S.J. /Father General of the Society of Jesus located in Rome. In June 1951, a favor- able decision from Rome came back to a newly appointed President of Boston College, Father Joseph R.N. Maxwell, S.J., and Rector of the Father Joseph R.N. Maxwell, S.J. Jesuit Community. Fr. Keleher’s six-year term of office as Rector/President had expired in June 1951. Fr. Maxwell was an experienced administrator in higher education, having earli- er been Dean (1935) at Boston College and President at Holy Cross College, and subse- quently served as Rector of the Jesuit School at Cranwell in Lenox, Massachusetts. The Provincial Father FitzGerald, S.J., appointed Fr. Charles F. Donovan, S.J., to the position of Dean for the new School to be opened in September 1952. The decision to create a coed- ucational college moved from Chestnut Hill to Rome and back with no opposition in a record five months. Fr. Donovan succinctly recounted the moment of foundation: “a favorable response came from Rome.” Rector/President Father Maxwell posted a notice on the bulletin board in St. Mary’s Hall. Thus was born the first coeducational School at Boston College. Reverend William E. FitzGerald, S.J. 11 February 20 , 2001 Rev. Charles F. Donovan, S J.: Founder of The Boston College School of Education Tribute Composed by Dr. John F. Fitzgerald Emeritus Early Faculty Member A memorably exciting year of planning and prepara- tion preceded the opening of the Boston College School of Education in September 1952. Although it is always a parlous endeavor to attempt to reduce a com- plex and multitalented human being to a few domi- nant characteristics, yet to the still nascent corps of teachers and administrators whom he was selecting for his new school and with whom he was already meeting frequently, Father Charles F. Donovan, S.J., was even then demonstrating two qualities that constituted the burnished benchmark of his activities at Boston College for the next fifty years. A titanium-tough sense of loyalty to the Catholic Church and to the Society of Jesus peimeat- ed and defined all his planning for the new School of Education. Himself thoroughly imbued with the spirit of the Jesuit Ratio Studiorum, Father Donovan expected every department in his college to take root and to flourish in a climate watered and warmed by centuries of Catholic educational tradi- tions. For Charles F. Donovan, S.J., was never just a Dean; he was always a priest and a Dean. His sac- erdotal and administrative state conjoined so seam- lessly in his personality that all the members of his fledgling faculty and staff were able to conduct their business with him without any psychological let or hindrance. No one, in discussions with him, ever had to split artificially the dual determinants of his lead- erships. The glowing example of his fealty to his beliefs induced a like sense of loyalty among all who were privileged to share in the establishment and operation of the new school. In the spring of 1952, not one member of the still incipient faculty could converse with Father Donovan for five minutes without being struck by another palpable quality of his personality, his ready and vigorous masteiy of the English language. He had a near faultless aptitude for adapting the tone 0 his language to whatever the current circumstances required. During the first three years of the School of Education, he would often address a whole convo- cation of the School's faculty and students on the eve of one of the great Feast Days of the Catholic Church. On the last day before the Christmas Holidays began, for example, he would deliver a profoundly theological explanation for the meaning of the Incarnation with a clarity and force that never failed to amaze his listeners. Here, his lan- guage would almost rival John Hemy Newman's in its elegance and precision. At faculty meetings, his diction was less formal, but he never degraded his expression by stooping to slang or colloquialisms. He was spontaneously witty with a special proclivity for creating brilliantly unexpected puns. His wit was generally genial , but he could display a rib-tickling acerbity when evalu- ating or dismissing some egregiously absurd educa- tional proposal. In the last half of the last century , no other member of the Boston College community could rival Father Donovan V unfailing command of the spoken word. He was a genuine nonpareil. The tribute that Robert Bridges paid to Gerard Manley Hopkins , the Jesuit poet for whose writings Father Donovan had a lifelong predilection , may be justly applied to the founder of the B.C. School of Education. Go forth: amidst our CHAFFINCH FLOCK DISPLAY Thy plumage of far wonder AND HEAVENWARD FLIGHT! Left to right: St. Mary's Hall (Jesuit House), Linden Lane, and Gasson Hall (first location of the School of Education). Chapter I The Beginning of The School of Education w y u read in “The History of Boston College” that students arrived at Boston College IN RESPONSE TO A WELL-PLACED ADVERTISEMENT IN THE BOSTON PAPERS IN THE FALL OF 1 95 I. Nomenclature was one of the major problems of the new school: what to call the NEW ARRIVALS ON THE HEIGHTS, “LaDIES AND GENTLEMEN? Men AND WOMEN? BOYS AND GlRLS?” “Why not ‘students’?” came one inspired response. The age-old question, “What’s in a name?” WAS VERY IMPORTANT, AS THESE YOUNG PEOPLE WERE WELCOMED TO THE CAMPUS. Recollections and Remembrances To begin this story, I collected “Recollections and Remembrances” of alumnae/i, which were randomly selected from the early classes. A questionnaire posed a series of questions, one of which asked, “How did you know about the opening of the School of Education?”; and another asked, “Why did you choose/decide to come?” A selection of the responses quoted here reflects the enthusiasm, courage, and confidence displayed by the students from the classes of 1956 and 1957: 7 read about the School of Education in the Boston Globe and was fascinated by the idea of attending Boston College. The Jesuits and Boston College were , to me, the epitome of intellectual achievement. I was eager to participate in this education. My family would have preferred that I attend [a neighbor- ing Catholic women's college] to which I had a full scholarship... but in their hearts they realized the value of a Jesuit education. My mother had read about the School of Education in the Sunday paper. I always wanted to teach and felt this was a great opportunity. 14 The Beginning of the School of Education I saw a brochure at my school announcing the School of Education at Boston College. I followed up with a telephone call and a note. I wanted the combination of liberal arts and education methodology. After one meeting with Father Charles Donovan , S.J., I did not want to even consider any other place. Here was the Jesuit tradition. As other replies were reviewed, it became evident that the relatives of many new female applicants were fathers, brothers, and uncles who had attended Boston College. One new' student was descended from a line of Boston College men: her grandfather, father, and uncle. This alumna responds, “There was a note in the Alumni Magazine or newspaper and I wrote to Father Donovan for information. I wanted to follow in family footsteps as well as teach.” Comments from women and men recorded in The Heights are revealing: I found Boston College most acceptable. But this is probably natural to a newcomer. In the beginning , it was especially amusing to be the object of all the hoots and stares , but the way it con tinued by some of the boys takes the fin out of it. 1 think we could all become good fiends if you fellows would come out of your shells, particularly the upperclassmen. And lest the reactions of the male students go unrecorded, some sedate gentlemen of today may recognize or identify themselves in these expressed opinions. Anticipating the arrival of women students on campus and their participation in student activities, a student from the class of 1953 says: I believe that the young ladies have a right to belong to every organization on equal footing with the men. However : ; I think that most organizations won't be affected for some time. 15 Chapter i A quotation from a member of the Class of 1954 states, “ Things certainly are picking up around here. Everybody seems to be trying to think up schemes to stop us from doing homework .” The Newly Founded School Meanwhile, courage and confidence had won out, and Boston College’s women students made it quite clear that they were here to stay. Backed by a supportive faculty and administration as well as the strong community spirit of pioneers — a spirit which characterized the School and also became a way of life on campus — these women matched and outranked the men in academics, while also enthusiastically pursuing other student activities. The men students in the School worked and studied in the School of Education’s unique community way of life, participating fully in all areas — academic, spiritual, social, and athletic. As programs and professional education meetings were planned and carried out, students were provided with inspiring role models from early Boston College educators in the field, and an outstanding faculty of Jesuits and lay men and women at the School and University levels. Dr. Leo Donahue, a graduate of the Class of 1929, exemplified the number of specialists in the field of Education who gave their support to the new School. In a Boston Globe 3 article from May 8, 1952, Dean Fr. Charles Donovan stated in an interview: The School of Education will open in September with a Freshman class of upwards of 160 mem- bers. In their first year, they will take an almost exclusively liberal arts curriculum , but thereafter they will pursue one of four major programs, according as they wish to become elementary school teachers, secondary school teachers, teachers of art, or of business subjects. At a time when misguided educators are calling for cultural and intellectual uniformity, we feel that we doing a public service in maintaining the American lition of cultural diversity with the establishment of an ependent, Catholic teacher training institution. Newly appointed President Joseph R.N. axwell, S.J., took an animated and personal interest the newly founded School. Writing in the Boston 'lobe, he stated: her aim is to establish a School of Education, absorbing he Department of Education as it now exists ; because he purpose of a School of Education is broader and its Fr Maxwell Announces Sew School ol Education To Open Next Septem v or of ntudPTiis from Education was and the 'lhc.nl ‘ h .L «,*t which ,, eehodtlle. *» School of collc K c. . wi „ opoo i+ ,n ;C bm of high The new school * bol h non of Ua.n ' , os „ phic „| h.idKl doors to a Kroshro^ ^, tem bcr. and «» p „ f n,c most hnpo'- mc n nod women, nm <* - , lplE hts, ground is one „ iimlci- u win bo located «t «» 11 XiW- »»nt P’^'^^Tfoorth. of the ,„d temporarily share the laV e. Since iocs OP the campus. pew teachers «" ' P ...dlcpe which Thi* rensnns for opemng . women. « UB .j t >0 nlmnst a nvnn ^Laphusetts certification contra on pencil i V epu ire men ta* for teacher, nn^thel L 16 The Beginning of the School of Education curriculum more accurate than could be permitted in a department of the College of Liberal Arts. In the first place , a School of Education embraces the training of elementary school teachers , and this calls for a program involving many more specific methods than are needed in the training of secondary school teachers. In the second place, a full program of teacher training calls for many hours of practice teaching , which demands a flexibility of administration and curriculum that is not possible within the liberal arts program. Thirdly , there is the matter of coeducation. In regard to this , we feel that this matter is intrinsic to teacher training programs in the United States and is of such a grave nature that we cannot distin- guish or separate it from the major problem of training Catholic teachers . 4 Father Maxwell’s brother was the president of a neighboring teacher education college. From his own school experience and insights from family discussion on the teaching profession, he had a comprehensive understanding of teacher education. He especially endorsed the concept and dimension of coeducation in the teacher training process, both nationally and in response to the need for Catholic teachers. The first acting Dean of Women, Dr. Marie Gearan, an outstanding educator, stated in an article in The Heights from October 3, 1952 that “the principle of a coeducational school of education may still be a point of discussion, but the welcome we have received here certainly can't be ignored. ” An attractive brochure had been published to inform the local and national public of the establishment of the first coeducational School at Boston College, anticipating its opening in September 1952. The publication included general information on teaching as a career, teacher train- ing at Boston College, the mission of the new school, and a statement on spiritual culture and the Jesuit tradition for the development of the student. There was a fall description of the programs and courses of study, information on tuition and fees, and entrance requirements, all augmented by scenic views of the “photogenic college campus.” One hundred and seventy-six men and women students entered the freshman class on opening day in September of 1952. Tuition was $450 a year. Students came from Pennsylvania, New Jersey, Connecticut, Rhode Island, Maine, and Panama. New England newspapers, including The Pilot, the widely read archdiocesan newspaper; The Boston Globe-, and the University publication, The Heights, gave widespread coverage to the historical happening, as did newspapers in Rhode Island, Connecticut, New Hampshire, Maine, and New York. 17 Chapter 2 Life in Gasson Hall T -Lhe School of Education had its first home in Gasson Hall. All administrative and staff OFFICES WERE ON THE FIRST FLOOR, ALONG WITH SOME FACULTY OFFICES. THESE FACILITIES WERE MODEST BUT PRESTIGIOUS, SINCE GaSSON HaLL WAS THE MOST PROMINENT OF THE THREE ORIGINAL BUILDINGS AT The Heights and was centrally located on Campus. It was no accident that the School of Education BEGAN ITS EARLY LIFE IN GASSON HALL: SEVERAL OTHER LOCATIONS HAD BEEN CONSIDERED, BUT THE “Guiding Spirit” of the School led it to the Tower on The Heights. This happy circumstance PROVIDED A GREAT DEAL OF JOY AND A HEART-WARMING WELCOME TO THE EARLY PIONEERS. DeAN GeARAN POINTED OUT THAT “THE BEST WELCOME WAS FOUND IN THE ATTITUDE OF THE UNIVERSITY ADMINISTRATION WHICH ESTABLISHED THE NEW SCHOOL IN THE HEART OF THE CAMPUS— THE TOWER BUILDING .” 5 Faculty As frequently observed, early deprivation can later have positive effects. The sharing of limited office space and classroom facilities resulted in a closely knit community of administrators, faculty, and students. As one wise faculty member noted, “We never really thought we were deprived.” I (Speech) shared a small office space in the library with two new women faculty members, Barbara Bennett (Music) and Kay Moran (Science Methods). The office had previously housed a chaplain so that a confessional with purple drape was the main feature of the office, and the advising of students in Speech, Music, and Science Methods happened around it. On the other side of a makeshift wall, Sr. M. Josephina, C.S.J., could be heard administering psychological and reading tests to needy students. Office space was provided for the Dean, his assistant, and secretary on the West End of Gasson’s first floor. The main center of School activity was what is now the Arts and Sciences Honors Library, as well as the site of the first College library. It housed a conference table, the cen- ter of faculty meetings and gatherings; the office of Dr. Marie Gearan, first acting Dean of Women 18 Life in Gasson Hall and later Director of Laboratory Experiences; and a curriculum library organized by Sr. Josephina. Existing corridors at the end of the first two floors of Gasson were blocked off to create office space for new faculty. As many as four or five faculty members shared these spaces, which pro- moted much camaraderie, informal and formal discussion of teaching methods and subject matters, and a new life at Boston College for enthusiastic faculty members. Some of the first members of this group were John Fitzgerald, who constructed the English course offerings with Fr. Donovan, and Dr. Ferdinand Rousseve in Fine Arts, the first black professor at B.C. Dr. Rousseve had distinguished himself as a scholar in his degree work at both M.I.T. and Harvard, and also held a distinguished lay- man’s knighthood in the Church. A marvelous personality, he was loved by all. John Fitzgerald and Ferdinand Rousseve shared the corridor-office space with John Walsh, who earned his doctorate in the field of Statistics and Educational Research at the University of Chicago, and Pierre Lambert, who held a doctorate in Educational History and Philosophy from the University of Iowa. These men continued to serve Boston College with distinction for many decades. In my own graduate study in England, my professor of Educational Philosophy stressed the need for flexibility in one’s actual teaching. I know that Pierre Lambert enjoyed that special distinction as a teacher of Geography. His geographical peregrinations for the week were a continu- ing source of interest and good-natured conversation as one passed him in the corridor or stopped briefly by his office. Since that specialty was lacking a teacher, his fine sense of humor, love of teaching, and commitment to the School of Education and Boston College were his inspiration. John Walsh, characterized by his colleagues as “the best brain” on campus, had studied with educa- tional scholar and professor, Benjamin Bloom, at Chicago University. He later became the Director of the Office of Testing, and was foremost in developing the faculty evaluation system for the Senior Academic Vice President and Dean of Faculties, Fr. Donovan. Fr. Donovan served in this capacity for several decades after leaving the Deanship of Education. Dr. Walsh’s courses in “Stats.” and “Advanced Stats.” were almost mythical in the standards he required. He was not only a statis- tical genius, but also supreme in the science of Educational Measurement and measurement tech- niques. Conversations with him and Dr. Russell Davis, who joined the faculty in 1957, were highly stimulating. In addition, both were most generous in helping young faculty, including myself, with early research and publication. Later, in Campion Hall, Russ Davis’s office was adjacent to mine. He was a fluent writer of fiction in addition to his scholarly achievements, but always found time to offer comments and criticism to keep the work of research ongoing and accomplished. A brief overview of the early curriculum will be given later in this chapter to identify other early faculty members. However, it is never too early to mention the presence and work of Dr. Marie Gearan and Sr. Josephina, C.S.J. As mentioned earlier, an advanced brochure announced the forthcoming opening of the School of Education, reflecting the magnificent and magnanimous con- tributions of Dr. Gearan and Sr. Josephina, as well as the early Jesuit and lay faculty members. Its 19 Chapter 2 opening statements summarized the content and style of the new School: The Boston College School of Education, which will receive the first Freshman class next September , ; has been founded to enable qualified young men and women to meet the most exacting certification requirements while at the same time acquiring a true culture and a sound philosophy of life. The Jesuits , who have written significant pages in the history of education and continue as one of the active educational organizations in the Catholic Church , sponsor at Boston College a balanced program of teacher preparation that aims at a blend of personal culture and teaching competence. 6 From such a strong, unquestioning mission statement, which combined Jesuit tradition, values, philosophy, and scholarship with practical, professional training, one can appreciate that Fr. Donovan later dubbed the School “a liberal arts school with a purpose!” This slogan has perdured throughout the life of the School and hopefully ad vitam aetemam. To achieve its goal and mission, Fr. Donovan assembled a highly qualified and enthusiastic faculty and administration. In the winter of 1952, Betty Strain joined Father as secretary and later became Registrar. Her reputation as a verita- ble angel of help in every way was soon established. In the fall of 2000, the universal tribute paid to her for decades of service said it all: bene merito. From publishing the Daily Bulletin to advising on curriculum to cashing checks for those in need, Betty was not only an angel of mercy, but also a thorough professional of immense support to all. A charismatic and well-beloved first Assistant Dean, Fr. Christopher (Chris) Sullivan was a wellspring of talent and cheer, and provided the necessary optimism to overcome so-called problems. Dr. Marie Gearan served as acting first Dean of Women and, almost simultane- ously, took charge of Student Teaching. First Curriculum The curriculum outlined in the pre- liminary brochure referred to earlier described a four-year curriculum cover- ing the elementary and secondary student majors. All entering students were required to take: English Literature and Composition (five hours weekly); History of Western Civilization (three hours weekly); Modern Language or Mathematics (three hours weekly); Theology, Line Arts, and Introduction , UicHt (Standm*) 11 (rum '"T . v hool Of Education A. Advisory Board u ,, r < Cr ‘Xl »«— V UrtO* the »■« of „„ „„fty mulj such rt .„aa McCsnlir.*'* w,:i Catholic Umvcrw- ,j . en Conn«51y A • The ^ an i, P ut * l ‘ * ' Teacher*, Univer- - y ;," 1 20 Life in Gasson Hall Dr. Marie Gearan , First Acting First Assistant Dean , Fr. Christopher Sullivan Dean of Women and Director of and Fr. Donovan. Laboratory Experiences. to Education (each, two hours weekly). Secondary majors could choose from nine possible subject areas: English, Social Studies, Modern Languages, Classics, Mathematics, Biology, Chemistry, Physics, Art Education, and Business Education. Obviously, there were subsequent curriculum revisions as new areas such as Speech and Music were added to the offerings . 7 The particular genius in establishing a worthy and admired curriculum was Father’s decision to appoint new faculty who were mostly independent of the departments of the College of Arts and Sciences. Some modifying of the standard requirements of Philosophy and revisions in Modern Language and History were made, but strong offerings in English, Philosophy, and Theology were established. Because these curriculum changes represented innovative strengths in majors that had not been considered in the traditional offerings, they were met with envy by the department chair- men in Arts and Sciences. Passionate about strong English offerings in the Freshman and Soph- omore years, Father asserted: “I am determined that this School will be the most Jesuit school on the campus, because we are going to emphasize grammar, writing, and expression.... I am determined that students who are with us will get a most thorough drilling and the best of personal attention in matters of oral and written expression.” Thus, a course in oral expression became mandatory for all students, with emphasis on “articulation and expression.” Focus on this area led to my appointment as a young instructor of the newly established academic discipline of Speech in the School of Education. Emphasis on the theory and practice of a program of communication had to be estab- lished to distinguish the program from elocution and oral English. Returning to the areas of early curriculum establishment, John Fitzgerald, Ph.D., from Fordham University, was critical in working with Fr. Donovan to achieve his goals for English education. John, now emeritus and deemed the “Mr. Chips” of the English Department, shared 21 Chapter 2 Fr. Donovan’s goals for the offerings. Dynamic, demanding, and universally popular, he settled for nothing less than excellence. We are now blessed with his longevity and willingness to make a testi- mony to his beloved Dean. The testimony is uniquely “John Fitz” — enough said. I thank you, John. Marie Gearan and Sister Josephina Some fifty years later, I continue to have a sense of awe and humility, admiration, and absolute appreciation for the founding presence and achievement of Dr. Marie Gearan and Sister Josephina, C.S.J., Ph.D. These two women had quite different personalities, but each had the common bond of total dedication and commitment to the fledgling School, its founders, and the role it played in the professional field of Teacher Education. Thoroughly schooled in the profession of teaching its phi- losophy, methodology, and practice, they moved confidently into the Jesuit campus with a courage and confidence that inspired and matched that of the new administration, faculty, and students. Marie Gearan was widely known and highly esteemed as a leader in Massachusetts’ educa- tion circles. Director of Teacher Training at Lowell State Teachers College, she was President of the New England Teacher Preparation Association and an executive board member of the Massachusetts Congress of Parents and Teachers. Her specialty was Elementary Education and Administration. Dr. Daniel O’Leary, President of Lowell College, was a Boston College alumnus who prized the work of Dr. Gearan at his institution in the state system. Early meetings among Drs. O’Leary and Gearan and Father Donovan do not suggest any anticipated move by Dr. Gearan to Boston College. Father Donovan avowed that his learning about the subject of Elementary Education was immeasurable as he visited and observed education classes with Dr. Gearan. For him, it was not only a novel experience, but also a curriculum area of serious concern, since teachers were greatly needed in that specialty. Father Donovan believed it Fr Donovan , Bishop Wright , Dr. Marie Gearan , Bishop Wright. Assembly: Bapst Auditorium. 22 Life in Gasson Hall was imperative that Dr. Gearan be invited to join his new School and faculty. Once again, Father Donovan and the abiding spirit of the School, most probably the Holy Spirit and the spirits of Ignatius and Campion, triumphed. Marie Gearan agreed to join the new School, and Dr. O’Leary, a loyal alumnus at heart, supported her decision. In 1952, with great courage and confidence, Dr. Gearan left a lifetime of education in the state of Massachusetts — and all its rewards — for a new career at Boston College. Bishop John Wright of Worcester, good friend and advisor to Dr. Gearan and also a Boston College alumnus, endorsed the decision wholeheartedly. Later, he attended the dedication of the School and often spoke at School assemblies on the theme of teaching; and as John Cardinal Wright, he spoke on the dignity and essential qualities of the teaching profession. Father Donovan quotes a fellow Jesuit who on seeing Dr. Gearan ’s name on a door in Gasson exclaimed, “Never underestimate the power of a woman!” In the prelude to this book, I refer to my secondary school (F.C.J.) motto: Suaviter in Modo ; Fortiter in Re! Marie Gearan epitomized its spirit, “Gentle in Manner; Strong in Deed.” She won over all with her personal charm and charisma — from Bishop Cushing, later Richard Cardinal Cushing, who also spoke annually at School assemblies, to Father James Burke, S.J., regarded by some as a fastidious Dean of the Graduate School of Arts and Sciences, who later became the Province Prefect of Studies. Marie was a “mover and shaker and shaper” in all aspects of our Gasson life. Her tradition of the Silver Tea in the Gasson Library became legendary. Last year, I was introduced to a retired high-ranking Navy officer. On hearing I was a member of the Boston College community in the 1950s, he immediately mentioned the Silver Tea tradition begun fifty years ago. It was no surprise to me when he recounted that his superior officer, the highest-ranking woman officer in the Navy (Roberta Hazard ’56), was a School of Education graduate who carried out many of her naval busi- ness meetings over a Silver Tea service! This short story epitomizes the Gearan Teas — their func- tion and influence shaped the lives and values of these early women students. High-ranking prelates, school superintendents, cooperating teachers, political figures, women’s advisory groups, faculty meetings, special occasions and feasts, as well as inter-School and Department gatherings all took place in this august and friendly environment. As mentioned earlier, College President Father Maxwell was a wholehearted supporter of the coeducational School. Some years after Dr. Gearan’s retirement, the Silver Tea continued. Father Maxwell had never looked kindly on, for him, a limit- ing factor in the Silver Tea — the separate cup saucer and plate occupied both hands thus preventing a friendly handshake. One day, I was surprised to find several large cartons marked “Japan,” “Fragile,” “from J.R.N. Maxwell, S.J.,” in the corridor outside my office in Campion Hall. Inside were the most attractive combination cup/plate china pieces thus ending the handshake dilemma. Among their many activities and accomplishments, women students were invited to hostess important University events. As a result, it became common for S.O.E. women to participate in and hostess 23 Chapter 2 banquets, dinners, and receptions. Letters of appreciation are on file from the Gold Key organiza- tion, athletics events, cooperating teacher banquets, parents’ events, and Presidential receptions. Thus, both the image and presence of women were enhanced and noted throughout the College. Dr. Gearan’s way of life became a solid infrastructure for the new School. Father Donovan pursued the business of academic planning, dealing with educational issues, searching out new fac- ulty, speaking to professional groups, and organizing professional educational activities. Early on, he appointed Dr. Katherine Cotter, who was an Elementary Education specialist from the Fordham faculty. She later became a major force in forming the Special Needs Campus School. With Dr. Gearan as the Director of Student Teaching and later Director of Laboratory Experiences, and with Dr. Cotter newly appointed in Elementary Education, the design for student teaching experiences was created. Contacts were made with school personnel to identify cooperating schools and teach- ers. Guided by Father Donovan, Boston College alumni who were superintendents of schools, such as Dr. Leo Donahue and Dr. William Ohrenberg, offered their support. A vital part of all these early activities was Sister Mary Josephina, C.S.J., who had been teaching education courses in the graduate program. Her Order agreed to her appointment to the faculty of the new School. Sister Josephina’s activity was phenomenal. Proficient in many areas of education, she also had valuable contacts with book publishers and educational material specialists. As a result, the empty shelves of the Gasson Library room were quickly filled with texts and refer- ence books, and a curriculum Library soon came into being. Her admiring colleagues referred to Sister as mulier forth. Her countless talents and activities in teaching, testing, and organizing were almost a topic of disbelief on Campus. In a makeshift office adjacent to our “confessional” office, her seemingly endless teaching and counseling of students was evident daily. Other Early Faculty Father Donovan continued to work on developing the curriculum in several new areas. Business Education was an attractive and practical area within teacher preparation. Miss Mary O’ Toole was named to teach in this area and continued to do so for several years. She was a pleasant and helpful colleague, concerned about students and most enthusiastic about her field of specialty. A course in Physical Education for men and women was also required for teacher certification. Since the Campus lacked any facilities for women students, Mount Alvernia Academy across Commonwealth Avenue became the locus of this activity. The first teacher, Miss Elizabeth Dibreto, had an unusual degree of courage and confidence as she marshaled her new Physical Education coeds replete with gym dress, tunics, raincoats, or equivalent cover-ups, to cross Commonwealth Avenue and complete their required activities. Male students fulfilled the Physical Education requirement by participating in intramural athletics. On occasion, some women students protested what appeared to be an inequality. However, the programs were directed by Faculty Moderator of Athletics, Father 24 Life in Gasson Hall Gasson Hall Silver Tea. Maurice Dullea, S.J., a well-known figure in the Boston College and off-campus sports world. Audiovisual technology, which was so important to education methodology, was directed by Frank Murphy. In addition to directing the first University audiovisual center on campus, he is mentioned frequently in the early history as a counselor to students and a valued advisor to Father Donovan and the faculty. He was soon joined by the now- famous John Foley who, with over fifty years of service to Boston College, continues to work in his office in St. Clement’s Hall. What remarkable service has John given! As a new speech teacher, John (Jackie) was generous in setting up tapings and recordings of students’ speeches. He never failed to meet a class. On one occasion, I did not heed his advice. I bought a Wollensak tape recorder to tape my students since there was no equipment provided for the new area. Jackie advised against this injudicious action with the warning, “If you do this, you are never going to get a new one.” He proved right, but I did manage to secure a large demonstration larynx that still exists in the Communication Department in Lyons Hall. Other early faculty familiar to undergraduates of 1952 and 1953 must also be noted. Joining John Fitzgerald in the English Department was Father Dan Dwyer, S.J., a true scholar and devotee of the work of James Joyce; Father Joseph Gauthier, S.J., head of the French Department, and his ever-cheerful faculty member, Dr. Joseph Figurito, still very much alive and well; Dr. Francis Guindon, Counselor and Education teacher; Father John McCarthy, S.J. (Mathematics); and Father Joseph Murphy, S.J. (History). The year 1954 will be remembered as a gala time in Gasson Hall. Joining those named above and listed alphabetically are “the happy breed”: Barbara Bennett (Music); Frank Buckley (Counseling); Margaret Byrne (Education); William J. Carey 25 1 Life in Gasson Hall (Education); Radu Florescu (History); Florence Genua (Reading); Mary Kinnane (Speech); George McKim (Secondary); Louise Moore (History); Kay Moran (Science Methods); Marie Mulcahy (Physical Education); and Catherine Weaver (English). Before leaving Gasson Hall to proceed to a necessary new campus location, the guiding philosophy for the classes of 1956 and 1957 can be summed up here from an extant short orienta- tion speech by Father Donovan to class assemblies, administration, and new faculty: The eyes of all are upon us: the campus, the Jesuit Colleges , the Educational World, especially teacher education training schools. Our School of Education is a vocational school for teacher training in a classical, liberal arts setting. It (the School) is a combination that captures the imagination; it is an educational experiment and it is good to be part of it. In this School, we have traditions of Boston College, of the 400-year-old Jesuit order . ; of the centuries- old educational effort of the Catholic Church. Yet, we are also new. We can make our own traditions. We must set standards for others to follow, and this is a happy responsibility. Many are almost jealous of you for your chance to be starting our new curriculum. To be taking History, tracing the turbulent pilgrimage of western man; Art, man's projection of the beautiful; English, to savor one of the greatest literatures any tongue has produced; Theology, the story of man without Christ and then the coming of Christ. I hope you will see these subjects not as separate courses but interrelated and complementary, different aspects of the adventure of man all under God's watchfiil care. You stand at the threshold of a college career as if a door to intellectual and spiritual adventure is open before you. We (the faculty) are here to help push the door further for you to walk inwards and enjoy the bounty of God. We are all cooperating in this enterprise (all freshmen together literally). As future teachers, you surely should not have any worn-out notion of relation between students and teachers as if rivals. That is a juvenile notion and has no place here. We want to cooperate with you in a mature effort, your effort to grow mentally and spiritually, to come with the intellectual inheritance God has planned for you. (My) advice to you is, these are critical three months from now until Christmas: a new school, new methods of study, the distraction of new companions, new faces, football, campus life. Weeks may go by and you're over your head. Work as you never have before. Relax later. Give your best now, immedi- ately y next week. Study: use free hours in the library; consult professors and counselors. Plunge in not with anxiety, but with good will and determination. Finally, let us pray for each other daily and for the success of our School that it may be pleasing to God and of service to all. s 27 Chapter 2 The new location would extend the academic campus east to Beacon Street. Its planning was already well anticipated by President Maxwell. Before classes in September 1952, Father Maxwell was wielding his architect’s ruler on a proposed building for the latest (and last) undergraduate unit of the University. On October 7, 1954, Maginnis and Walsh were called in once again to Boston College, and so began the building of Campion Hall. 9 28 Campion Hall Chapter 3 Campion Hall JL gnem Veni Mittere in Terram et Quid Volo Nisi ut Accendatur! “I Came to Send Fire into the Earth and What More Can I Desire Than It Take Flame!” A.M.D.G. 1954 Thus was the challenge to the new School emphasized in the stone at the entrance to Campion Hall, which derived from the esprit de corps already characteristic of all involved in establishing the fledgling School. Writing for the twenty-fifth anniversary celebration of the first class, the class of 1956, The Chronicle 10 picks up the spirit and theme: “Sheltered by a long tradition of Jesuit commitment to education, this class (1956) blazed a memorable trail; one seldom equaled and probably never surpassed by any (subsequent) classes.” At times, erroneous information has been repeated over the years. For example, it has been said that some entrants in the early classes enrolled with misgivings about their future careers in teaching. However, factual responses from the “Recollections and Remembrances” questionnaires do not support these impressions. In fact, these students were fired by the impetus of their studies in liberal arts and professional education, 1 f pursuing careers in addition to teaching at diverse levels of education, as well as in religious life, law, medicine, and early television production. The curriculum and ambiance, which emanated from the culture of the Jesuit tradition, were highly stimulating and motivating to these students, and were also reflected in the education, staff and faculty, and some student activities. Assemblies featuring Richard Cardinal Cushing and John Cardinal Wright, in addition to outstanding alumni educators, also contributed to the scholarly promotion of teaching as an art, a science, and a career. 29 Chapter 3 Building and Dedication The external architecture of Campion Hall differed from the classic Gothic of the original campus buildings. Maginnis and Walsh were the architects again commissioned to design both a new Law School opposite St. Ignatius Church and the School of Education. On October 7, 1954 — nine days after the dedication of the Law School, St. Thomas More Hall — ground was broken for Campion Hall. The need for fiscal economy may have dictated the architectural style, which consisted of stone and brick, a combination of materials later employed in the nearby Roberts Center (now the site of Merkert Hall) and the St. Thomas More Law School. Other middle Campus buildings followed Campion in succession: McElroy, Carney, Cushing, McGuinn, Higgins, and O’Neill, all of which, however, were completed in stone. Father Donovan’s aspirations and Father Maxwell’s promise came to pass, as Father Donovan writes in his History. 11 “Campion Hall was ready for the opening of classes in September 1955 so that the first class in the School of Education spent their senior year in the new building.” A dedication ceremo- ny was held on September 22, 1955, with Archbishop Cushing presiding. Campion Hall now graced the entrance to the Campus on Beacon Street. Members of the education world praised the construction of a special structure for the School of Education. Few campuses in the East gave such priority and eminence to a University School of Education. Primary, however, in the minds and planning of Fathers Maxwell and i„ConsWKti° n Beqw On He* Rev. «nced „«retno- T'*r,no^ ceu ceretno- Presi Very »p-i ieftst be Ros»ry- Educa l '° en _ Be f°ROTC bu»W- waved at ;*» tbe ^9 —tft run through P tht y/ood * usa- covered by gtrvict ure va bu Rding Three- s ' ,or U t Root, 1 o- bo o\ design *7° running « ftTn pVu- Since conj- ^ tbe \ of Education banbu r\ding , g eX .\. month* earb heg° n ’ cotn-h w* ««s2 r-«> sji sw\ 53Sff •!— ’** timber. ** Donovan was the anticipation of involving 500 women students within the next four years on Campus. Innovation and the needs of the students pointed to the necessity for adequate and appropriate residences for women. In fact, this issue was raised annually not only by the School of Education, but later also by the School of Nursing. Each year, Dean Rita Kelleher of the Nursing School and I personally approached Father Michael Walsh, then President, on the problem which we considered not only mysterious, but also unethical. Readers may well recall, at one time S.O.E. students were housed in twenty-eight different locations from Kenmore Square to outside Newton Center. Veterans’ and Holden’s taxis became the daily means of transportation for many students. A dormitory at 1750 Beacon Street, housing about twenty-five women students, was described in the catalogue as “a brisk twenty-minute walk to the campus.” 30 Chapter 3 s<«* « S^SSSfe? to ** mor, ’ ml! SSSspsSst "'*"“ i***2 ,w * v ’TbUid*' 4 '''?- Ti'-n* « 0 ' , \w*ch°» c " SCVJBa 5S ■Si# *- r" T“'" et C-rT'-toeM- “ C1>m 1 15 to » ff<, ^ t *Bl««‘> Boot*"'"' 1 * TvZZ *J> U ' U --o< *• .n ” ~ .. rViaTJC* * CM^ra Campion Hall. college *■-- bul u, * v "i.mction ** n ® J.;«nt pl»<* ,u 1 H * M Ju*i«el'«le d to com '\ •* i> afford s*cr*n '« 1 ' 1 at 4^4^3s?^ , S2u'HFS gr.“*5srt SSu's^s&rss Sgg|§§^£^ Campion Hall: Interior Returning to Campion Hall, we note the three-story building which was both distinctive and func- tional. Dedicated to the theme of teaching, it was appropriately named for the Jesuit Elizabethan scholar, teacher, and martyr, Saint Edmund Campion. The Chapel Father Donovan eloquently sums up the design theme for the stained glass window in the School’s Chapel, Saint Joseph’s Oratory, which is described earlier. The Chapel was removed for some unknown reason in the early 1970s. It was a beautiful oratory prized by all, and the first to be housed in an academic building on Campus. Located on the second floor, the Chapel faced the Tower Building. The walls were paneled with a Californian redwood, which came from the Jesuits’ renovations in Boston’s South End. A handsome Vermont granite table altar was the centerpiece fronting a tabernacle presented to the School by the Tanous family in memory of their deceased son, David, an S.O.E. student. A Mass Book, holy water font, and benches were donated by staff and faculty. Funds for the stained glass window and overall furnishings were also donated by the staff and faculty as well as the Student Senate. The window, which is reproduced on this book cover at the request of the alumnae/i, currently resides at the eastern entrance on the ground floor of 32 Campion Hall Campion. A memorial plaque in the Chapel commemorated David Tanous and Tom Hunt, who was a very special person in the lives of all the Campion “family.” A custodian par excellence , Tom provided for the many needs of the new building and its inhabitants. The Multipurpose Room As one entered the main lobby on the first floor, also handsomely paneled in redwood, to the right was an ingenious multipurpose room which served as an auditorium, gymnasium, and dining hall with kitchen (at diversely scheduled hours). Breakfast was served from 8:00 a.m. to 9:30 a.m. A congenial welcoming trio of kitchen staff got the day off to a good start, as faculty and students all shared the buffet-style meals. Lunch was served from 12:30 p.m. to 1:30 p.m. Purple tables, which folded in and out of the walls vertically, were lowered and raised for meals, while chairs were stored under the auditorium stage. When cafeteria hours were closed, women’s Physical Education classes took place. On the ground level currently occupied by the University Audiovisual facilities, the entire corner area adjacent to Beacon Street housed a women’s lounge, showers, toilet facilities, and changing rooms, as well as the office of the Physical Education teacher. A stairway (still in exis- tence) connected the ground floor to the first-floor gymnasium (auditorium). It was located at the back of the building so that women students could move easily back and forth from their facilities to the gym, without having to negotiate the first-floor corridors in gym tunics. Functioning as an auditorium, the all-purpose room housed weekly School assemblies, conferences, lectures, and School activities, such as skits, the women’s fashion show, and concerts. The facility also offered space to the University Theater program and Dramatics Society. Father Joseph Larkin, S.J., drama teacher and director of the Dramatics Society, discovered a “seventh heaven” in the new facility, which was the only theater on campus until the building of Robsham Theater. Throughout the building, flexibility of space and facilities was evident in the lecture halls, lounges, and classrooms. The first floor was a hive of activity. To the left was the Central Office flanked by the offices of the Dean, Father Donovan, and the Assistant Dean Father Grey and later Father Hoey. Betty Strain, Registrar, occupied the large Central Office with one or two secretaries and student assistants, adjacent to Father Donovan’s secretary. Miss Strain, as she was affectionately called, coped with all major office business, including a Daily Bulletin , a marvelous source of information. Due by 4:00 p.m., the copy was printed on purple ditto paper and already posted on bulletin boards and in mail boxes for the next morning (beats email!). The secretary to the Assistant Dean was also housed in the Center Office, which had a large counter for business purposes. On the second floor, the archi- tectural design was similar: a central office with counter housed the secretary and staff and was flanked by my office (the Dean of Women), with my secretary Susan Lydon (Rainville) — recently retired from Burns Library — and the Director of Student Teaching Dr. Marie Gearan (later Joseph Driscoll). My first permanent secretary, Susan was a highly dedicated staff member. She recently 33 Chapter 3 wrote of her happiness in the job and the satisfaction of working with students, even naming some memorable women students. Deans’ and Directors’ facilities also included toilets, a new mark of prestige. In fact, the plumbing had been a major concern in designing the first classroom building on Campus to house college coeds. Even after the coming of coeducation and the building of Campion Hall, some buildings were added without appropriate toilet facilities for women, hardly an academic concern but one in the order of creature comforts. In the new Roberts Hall, women visitors found no facilities! Opposite the Central Office (first floor) was the Faculty Room, which was pleasantly pan- eled and endowed by the Philomatheia Club of which Mrs. Vincent R Roberts 12 was President. The center of life moved from the Curriculum Library in Gasson Hall to the Faculty Room in Campion 107. The atmosphere and activity here were truly collegiate. A central conference table became the focus of animated faculty conversation and discussion. It was pure delight to mingle and participate in the interchange with Jesuit and lay men and women peers. This was especially true in the breaks between or after classes. Some seated, some standing, sometimes one on one or in small groups, the lively conversation enriched the air. Before or after class, Jesuits in black cassocks with birettas enlivened all with their stories, humor, or serious discussion. Coffee was the standard refreshment since the Silver Teas were reserved for special occasions. A newly appointed administrative Board — consisting of Father Donovan, Dean; Father Thomas Grey, Assistant Dean; Mary Kinnane, Dean of Women; and Elizabeth Strain, Registrar — reserved thirty-minute morning and afternoon breaks to participate in the congeniality and collegiality of this happy interchange of faculty. Students in the School were now being taught not only by new faculty appointed by Father Donovan, but also by Arts and Sciences faculty, especially the chairmen of departments who wished to be involved in the School’s student teacher activity, and, of course, by Jesuits from the Theology and Philosophy Departments. Thus, it was an animated, interdisciplinary group at no loss for mental stimulation. I still recall the image of Father Molloy, a brilliant philosopher, as he unwound after class by walking up and down the room discussing his latest lecture and the enjoyment engendered by it. All acknowledged he was indeed a “brilliant teacher.” So, too, was Father John A. McCarthy who taught a course to faculty in Scholastic Philosophy and the highlights of Contemporary Theology. No furnishings had been formally planned for the interior of Campion, but miraculously furniture of a variety of designs appeared. Arm chairs and conference chairs decorated the room. On the walls were two large portraits of two ladies, which were donated by the Philomatheia Club. With no actual veracity, all grew to believe that one of them was Mrs. Roberts in an earlier year! Yellow drapes adorned the windows. These drapes were personally chosen and hung by Father Maxwell, an event well observed with some humor, but especially admired by the faculty. Room 107-108 typified the flexibility of the classroom use. Many will recall that this room, like several others with folding doors, could hold large lectures or be divided conveniently 34 Campion Hall into two smaller rooms for seminars or smaller classes. At the end of the ground floor, the area now housing the E.R.C., was Room Eight, a tiered assembly hall room that could accommodate large classes, visiting lecturers, speech contests, and meetings of student activity groups. At their request, a men’s lounge was also established on the second floor. Since there was very little lounge space on Campus and this room was not well known, it was well used all day long by students from all schools as a quiet place of study. In rooms 202 and 203, directly opposite the Central Office on that floor and convenient to the Chapel, was the office suite that housed the Spiritual Counselor and a confessional. Those wishing to receive the Sacrament, or in popular words “go to confession,” could press a wall button and, as in Church confessionals, a light would come on over the door and also alert the Chaplain/confessor. It was not uncommon to see a line of students along the corridor awaiting their turn! The Spiritual Counselors Now is a suitable time to speak of our Spiritual Counselors as we recall their office locations. In Chapter 4, they will also be mentioned since, like so many Jesuits, they were versatile, scholarly, and academically active participants. Fathers David Cummiskey, S.J., and Robert Ferrick, S.J., were caring and faithful ministers and advisors. They celebrated Mass daily in the Chapel and counseled students with compassion, empathy, and kindness. Spiritual and priestly, they always had time to listen and share quiet conversations. While embodying similar strengths, Father Henry Wennerberg, S.J., and Father Francis X. Weiser, S.J., were somewhat “larger than life.” Tall with a shock of white hair, Father Wennerberg was a “Boston Boy” — born in Chelsea and educated at Boston College High. An excellent conversationalist and preacher, he was also a practical counselor who helped Fr. Henry Wennerberg, S.J. Fr. Francis X. Weiser, S.J. 35 Chapter 3 untold numbers of students. He was a strong defendant and advocate of the women students; ad feminam critics were treated with good common sense. Father Wennerberg enriched the lives of students with his penetrating spirituality and developed an active sodality for students. He was most valuable for me in my deanship, as well. Proximity to his office across the way was reciprocally helpful in the counseling of students. Father Weiser was also an excellent colleague and a good friend. He was a distinguished international scholar in Linguistic Philosophy with a doctoral degree from the University of Innsbruck, Austria, and the Gregorian in Rome. He had a diverse back- ground in counseling as a Church pastor for eleven years and was a college professor for thirteen years. He had been Chaplain to the Von Trapp family, both in Austria and the United States. Father Weiser was a proud man, with a marvelous humility in speech and mien. His books, The Christmas Book and Easter Book , are popular purchases at the Holy Seasons since they are especially rich in explaining the symbols of the Seasons, their origins, and their spiritual importance. His account of the Holy Land is also impressive. As the speaker at School of Education Christmas Assemblies in Campion Hall, he explained the origins of the Christmas tree and its lighted decora- tion (“O Tannenbaum!”), and the angelic symbol of the pretzel! One short anecdote should be recalled since it represented Father’s attention to detail in the area of housekeeping. Twice a week, Father would suggest we have a simple lunch of soup and sandwich in his office, usually to discuss our programs for students, students with special needs, or our policy on student life and whatever agenda were pertinent. An early arrival to his office would find Father with large pieces of felt-like material attached to his shoes as he moved around rhythmically to polish his ever-shiny floor. How fortunate we all were and are to have been able to share the life of such fine and distinctive, mar- velous Jesuits. How enriching for students and all! Thus, the second floor of Campion became a very special one and so remained until the reorganization of student life when Spiritual Counselors became part of a centralized chaplaincy organization. Faculty, curriculum, and teaching specialties will be discussed in Chapter 4. But before leaving the description of the interior of Campion Hall, note should be made of the generous faculty offices. Many faculty had individual offices unless they shared a common curriculum area, although some offices housed faculty from several interdisciplinary areas. As exists today, a special “fourth floor” room housed the undergraduate student government. Also, in a much less spacious office area than today was the Audiovisual Department with, subsequently, a television studio facili- ty. The Director, Frank Murphy, was highly identified with the new School in several capacities, and the work of John Foley, his assistant, has been noted earlier. The Women’s Lounge The entire women’s lounge area, with its showers and changing rooms to accommodate the Physical Education program, became a very important factor when the School was being evaluated 36 Campion Hall for membership in the prestigious Association of American University Women. In all those years, apart from the teacher education requirement, women’s higher education institutions had to include a physical education requirement in their curriculum, in order to be recognized for membership, and also had to provide appropriate facilities. History has it that women students from several well- known colleges never graduated because of the lack of a “phys. ed.” qualification. As the number of women students increased, the Lounge itself became a problem area until a matron was hired to take care of the facilities. As the Women’s Council grew in numbers and recognized their status in self-governance, they appointed committee volunteers to help supervise the Lounge facility. With money derived from the Annual Fashion Show and by assessing each student one dollar at the opening of the academic year, the interior designer Gill and Co. (designers for other Boston College buildings) was hired by a Lounge Committee appointed by the Women’s Council. The Council and Committee, along with other interested women students, enjoyed a unique learning experience while working with the designer. They participated not only in choosing furniture, carpeting, and drapes, but also in a full redesign of the Lounge. To accommodate the eating of lunches, a tiled area with “ice cream” tables was set aside. A red floor rug expanded the appearance of the semi-basement room, and colonial-style shutters replaced formal drapes. This took place probably about 1964. By the end of the decade and the arrival of student protests in the early 1970s, the Lounge became open to all, and the women’s area was phased out until women students were allowed to use the new athletics facilities which were being built primarily for men. No similar women’s facility has since been created on Campus. One constant in life is change. Tea in Women's Locker Room: Gasson Hall. 37 Chapter 3 One cannot overlook the transference of the famous Curriculum Library from Gasson Hall to Campion’s third floor. However, while the Library continued to serve as a curriculum library for the Education School, Father Donovan preferred his students to confer and consult and engage in research and reading in the University Library, Bapst. Chapter 4 recounts the activities of the faculty and should evoke some recollections and remembrances as names from the past come to life. 38 Academia “...And Gladly Wolde He Lerne and Gladly Teche” Chapter 4 Academia “...And Gladly Wolde He Lerne and Gladly Teche" i; The Faculty In establishing the new School, Father Donovan appointed his own faculty not only in the profes- sional sequence of courses and the Teaching Laboratory, but also in key liberal arts subject matter areas. As was described earlier, the talents of Dr. Marie Gearan and Sister Josephina, and the early faculty both Jesuit and Lay, combined to make the young School a challenging and distinguished entity on the Boston College Campus. “The Education School Teachers Set Up Shop in Tower” was the eye-catching headline of The Heights, October 3, 1952. The Senior Editor, Joseph A. Appleyard, wrote an outstanding article on the new School. 14 With the appearance of more than a hundred young -women on the campus , and the observable effect on more than twenty-one hundred young men, The Heights undertook to provide the answers to the questions everyone is already asking about the School of Education. The following is the result of inter- views with Father Charles F. Donovan, S.J., Dean of the new school, and Miss Marie M. Gearan, the school's acting Dean of Women. 15 u The principle of a co-educational school of education here may still be a point of discussion ," says Miss Marie Gearan , the Dean of Women in the newly opened Education School, U but the welcome we have received here certainly can't be ignored." On this point Dean Gearan is insistent. B.C. , she feels, has certainly demonstrated that it is happy to have the “ teachers " here. Reporting on his interview with Father Donovan, Appleyard quotes, The School will become a center of Catholic Education in an area where there is no Catholic Teachers College in the Northeast. As for the future, time alone will tell the influence of Boston College's newest school . 14 As in all innovation, there was some critical comment here and there mingled with welcoming appreciation. 39 Chapter 4 Suspecting that the Catholic women’s colleges in the Boston area would be surprised — and perhaps disappointed — at this new development, Father Maxwell wrote a letter of explana- tion to the presidents of Emmanuel College, Regis College, and Newton College of the Sacred Heart . 16 Since it [the new school] is to be coeducational, I would like to give a word of explana- tion of our reasons for taking this step, lest our action be interpreted as an unfeeling entrance into competition with the Catholic women 's colleges that are doing such outstanding work in the Greater Boston area. After a clear summary of the reasons, he expressed the hope that this explanation would prevent any misgivings or misunderstandings on their part. These were years when professional schools in higher education were not fully accepted by some traditional institutions of higher education or colleges of arts and sciences and their faculties. It was a form of educational elitism that continues on some campuses today. On Campus, a few comments were made about “sandboxes” as constituting course content. Methods courses were misunderstood. Father Donovan’s one-sentence response to negativism, noted earlier, was to state decisively that this was “a liberal arts school with a purpose”! The implication was not lost on any negative critics on the Hill. Inherent also on Campus was the fact that women students were now in what had been an all-male college environment for almost one hundred years. An alumna writing in her “R&R” responses states: My personal recall is that I never felt uncomfortable in any class or activity where it was academic or social in purpose. However, I cannot say all female students felt the same way. As secondary majors, we took courses in the College of Arts and Sciences in the discipline. In some cases special sections were set up at first for S.O.E. students— in Mathematics. We took our Mathematics courses separately but the class of 1958 and beyond took courses with Arts and Sciences counterparts.' 1 Students in secondary education majors were enrolled early in the departments of Arts and Sciences, where they matched and surpassed many of their male classmates in grading and achievements. A similar opportunity was afforded to elementary majors who were free to choose electives. Before recalling the Faculty, one must reintroduce the first dynamic administration mem- bers whom Father Donovan appointed, John Christopher Sullivan, S.J., Acting Assistant Dean; and Betty Strain, secretary and later Registrar, who was most efficient and a friend to all. Father “Chris,” as he was affectionately called, was a dynamic, outgoing person who especially related to students, creating goodwill and cheer. Under the guidance of the administration and members of the original faculty and Jesuit advisors, the pre-planned curriculum rooted in the Ratio Studiorum was implemented, and programs were developed in Secondary and Elementary Education and Business Education. 40 Academia “...And Gladly Wolde He Lerne and Gladly Teche” School of Education: Director of Secondary Education , L. George McKim; Director of Student Teaching , Dr. Marie Gearan; and Director of Elementary Education , Dr Katherine Cotter The first women faculty specialists in these areas were appointed in 1952-1953: Doctor Katherine Cotter, an experienced Elementary Education specialist, directed the Elementary Education sequence. History was made in the recognition of women when Dr. Cotter was also elected President of the Lay Faculty Club. The Heights announced: Perhaps one of the more revolutionary trends at Boston College within the past few years has been the introduction of women to the campus. This trend of the role being played by the women on campus is further indicated by the election of Dr: Katherine Cotter of the School of Education as the first woman president of the Lay Faculty Club of B. C . 18 There followed in 1953-1954 Doctor Florence Genua, specialist in Reading; Louise Moore in History, and Doctor Catherine Weaver in English. Although cited by name and discipline earlier, the ever-increasing faculty are fisted in chronological order of appointment. Miss Mary O’Toole was appoint- ed head of Business Education, a major much in demand during those years. Miss Margaret Byrne (Griffin) began in Secondary Education and was also a helpful volunteer, together with an early alumna, in locating housing for the twenty-five enrolled students requiring housing. Paralleling the headship of Elementary Education in Secondary Education was George McKim. Every inch the schoolmaster, he was the former principal of Boston Latin School. He was also involved in the supervision of students in their teaching practicum. Some students may recall his oft-repeated teaching directive: “Never ask a ‘what’ question”! My recollection is that he shared office space with Drs. Lambert and Walsh and all had a most congenial time as office mates. Like Dr. Cotter, George had a home on Cape Cod to which faculty were 41 Dr. John Fitzgerald , English Professor . ; characterized these early and mid-fifties as “the Golden Years” Academia “...And Gladly Wolde He Lerne and Gladly Teche” invited, an invitation which was welcoming and heightened collegiality. On one occasion, George invited faculty to share a round of golf at his club. Not many of us were very skilled in the sport, but a good time was had by all, especially the caddies and boys taking care of the greens, all Boston College students enjoying the sight of us “hackers”! A most unusual and interesting person, Louise Moore was a History scholar with degrees from Mount Holyoke and Cambridge University in England. She w r as a highly generous person, who shared her love of music and feline friends with all of us, especially as she entertained faculty and students in her home. She was actually the first woman faculty member in the History Department at Boston College. Some have occasionally challenged this fact, citing a vari- ety of factors, none of which alter the historical actuality. Dr. Catherine Weaver was also an inspiring scholar in the field of English who later became a member of the English Department and married Professor Dan McCue, a most amiable colleague who was also an English Faculty member. The Year 1954 The year 1954 was indeed a gala one in faculty recruitment. John Fitzgerald has characterized these early and mid-1950s as “the Golden Years.” We have told of new undergraduates confident and coura- geous, initiating and leading, and making history in collegiate higher education. The newly appointed faculty embodied this vitality by leading also in enthusiasm and motivation, and filled with the spirit of challenge. Possibly with a tinge of personal bias, for which I am sure I will be forgiven, the year 1954 was the year of the Faculty! By 1954, Father James Moynihan, S.J., and Father Edward Nowlan, S.J., both in Psychology; Frank Buckley in Counseling; Ferdinand Rousseve, in Fine Arts; Francis Murphy, Audiovisual; Pierre Lambert and John Walsh (1953) had arrived. Young assistant professors, Pierre had earned his doctorate in the Philosophy of Education at Iowa, and John Walsh in Educational Measurement and Statistics at Chicago. Joining the group were Bill Philbrick in (Speech); Father Frederick Adelmann, S.J. (Philosophy); William Carey (Secondary Education); Radu Florescu John J. Walsh , Ph.D., Education. Flare D. Larnbat , Ph.D., Education. 43 Chapter 4 (History); Barbara Bennett (Music); Kay Moran (Science Methods); Maty Kinnane (Speech); and Marie Mulcahy (Phys. Ed.). There is some overlapping of dates in appointments since timing of recruitment was somewhat flexible. Therefore, we ask the indulgence of the reader, but we are sure each one will be able to recall those to be “remembered well.” Barbara Bennett and Kay Moran, with whom I shared the “confessional” office in Gasson, were former young associates of Doctor Gearan at State Teachers College. Barbara was a talented music teacher and formed the first women’s choral group. At some point, Father John Rock had organized a musical group that was called, obviously, the “Rockettes.” Thus, there was no lack of early music. After Barbara left, I persuaded Alexander Pelloquin, the Director of the Boston College Glee Club (later the Chorale), to audition Boston College women students and add their talent to his Chorale. With some gentle persuasion, S.O.E. students were auditioned and joined his ranks. Kay Moran, teacher of Science Methods, and Barbara were lively colleagues. Both left, however, after some brief years, one for marriage and one to pursue an alternative career and subsequently marry. Dr. Olga Stone replaced Barbara. She was accomplished in teaching Music Theory and in piano, and earned a doctorate at the Boston University School of Music. Her piano concerts became regular features of noted distinction at School occasions. Marie Mulcahy was a positive, active Physical Education teacher. She had the energy and drive to motivate her students and introduced them to methodology in integrating physical education in schools, while working on their own physical education training. After a few years, she also moved and was replaced by Jean Hassett. Radu Florescu, who had recently arrived with his family from Oxford University, had originally come from Romania. Later, while teaching, he obtained his doctorate in history from Indiana, but continued to maintain his links with Oxford. Still at Boston College, he has become a “Dracula Scholar,” with reputed family ties to the Count of Transylvania. Academic Honors: The Alpha and Omega Honor Society Father Donovan felt that since the School of Education held a unique place in the academic life of Boston College, the students of S.O.E. deserved their own society. With this fact in mind, he announced in April of 1955 the establishment of the Alpha and Omega Honor Society, with the installation of the inductees to take place at a dinner on October 11, 1955. The dinner/dance tradition for many years was the format used to present the honor keys to the new members. Regina Strain Vendito, alumna of the class of 1956 and a charter member of the Alpha and Omega Honor Society, recently forwarded this impressive account of that society founded especially for distinguished student scholars: Dr. Ferdinand Rousseve (Fine Arts) and Father William FitzGerald, S.J., Moderators. A complete account of A and O will appear in the appendices. Membership in this organization is conferred upon those students who have proven them- selves outstanding in scholastic achievement and extracurricular activities. They have mani- fested by their activities a persistent effort to fulfill the motto of the University, “Ever to 44 Academia “...And Gladly Wolde He Lerne and Gladly Teche” Excel.” Initially, sixteen students were invited to membership. The Charter Members were: Anne Le Bonte Anne Carroll Maureen Collins Kathleen Gosselin Jean Lavery Roberta Hazard Mary Mahoney Patricia McHugh Patricia Moore Mary O’Regan Peter Pagliari Gloria Semensi Alice Shea Regina Strain Anne Sullivan Ann Turbini The American Association of University Women 19 I shall leave the account of this recognition to the University Historian , Father Donovan. In 1963, some eight years prior to the establishment of Phi Beta Kappa in the College of Arts and Sciences, the distinction of membership in the prestigious American Association of University Women (A.A.U.W.) was granted to women at Boston College before full coeducation existed at the university undergraduate level. Mary Kinnane, who became Dean of Women in the School of Education in 1955, applied for and received membership in A.A.U.W. on the basis of holding a degree from the University of Kansas, an approved A.A.U.W. institution. Dr. Mary Kinnane set in motion an inquiry about A.A.U.W. membership for Boston College on behalf of women graduates of the School of Education, the School of Nursing, and the Graduate School of Arts and Sciences. Boston College was placed on the approved A.A.U.W. list in December 1963 and became a corporate member of A.A.U.W. with Dean Kinnane as liaison. Dean of Women In 1955, I was asked to assume the position of Dean of Women since the acting Dean, Dr. Gearan, assumed the position of Director of Student Teaching. My degree work in England was English Literature with a Diploma in Education. While working for an M.A. in Speech at Kansas University, I found my real interest to be informal oral communication. In S.O.E., one had to moderate between improving undergraduate student speech and the charge that they were being “robbed of their local diction”! I also supervised student teachers in school classrooms. In English higher education, the system of governing student life known as in loco parentis did not exist. As Dean of Women in 1956, fate ordained that I move into such a system that existed in American universities. In loco parentis was a highly demanding type of administration involving the theo- ry and practice of surrogate parent. Work as a new administrator made it necessary to reduce my teach- ing load, and John Ransford Watts took over part of my course load. John was an extremely talented M.F.A. from Yale and a most collegial faculty member. Later, he was replaced by Ruth McGaffey. However, John had made his mark by a very talented performance in the 1955 Faculty Christmas Skit. The Skit The weekly assembly in the School, which was held for professional furtherance, was a bone of contention with the students. In response, Father Donovan created a memorable experience by 45 Chapter 4 writing a skit script that satirized and humorously portrayed the assembly. This was presented as a full Christmas assembly, involving the faculty and administration. Much creativity and originality highlighted the piece, which was played with gusto by the faculty. The student response was, I believe, one of incredulity. A great time was had by all. Faculty-administrator-student relationships were heightened, and assemblies ceased to be a problem. The memorable comment recorded from students after the performance was “and they’re real people, too”! Thus was also bom the now famous “S.O.E. skit.” Every year, each class had to write and perform an original skit. Trophies were presented to the best skit evaluated by professional judges and professional criteria. The skit became the envy of the campus. It, too, became a medium of congeniality unifying students and creating student friendship and collegiality. One of the evaluative criteria was the number of students involved. As you can guess, there was hardly a skit that did not include an entire class at some point in the performance. The skits became an annual feature in the School’s activity until about the mid 1990s when they were discontinued, probably because of the change in entertainment tastes or apathy. Continuing Faculty Appointments In 1955 faculty appointments, Janet Aucoin joined the Business Education Program; also appointed that year were Jean Hassett, Physical Education; Vincent Hawes, Education; John Mahoney, English; Francis Powers, Education; William Rotondi, Counseling; and John Watts, Speech. John Mahoney held a recent Harvard degree in English and early joined the English Department where he continues as a Senior Professor today. In a brief note penned in his own hand, Father Donovan wrote: “1956, no new faculty.” Then in 1957-58, twelve new Faculty arrived, among them: (1957) Russell Davis, an outstanding scholar mentioned earlier; Antoinette DiLoreto, a keen Business Education teacher; Catherine Downey, a caring, generous teacher and loyal faculty member; Barbara Elbery, who produced a most impressive Physical Education syllabus for use by Student Teachers in School practice, and guided that program and its affiliate activities with decisiveness and suavity; Gerald McDonald, a genial teacher in Education; Robert O’Hara, a specialist in Career Guidance; Olga Stone, Music, Artist, and Performer; and John Travers, in Educational Psychology, who continues to teach and has published textbooks in his field extensively. After Dr. Gearan’s retirement in 1958, Joseph Driscoll assumed the important role of Director of Student Teaching, a position he held until becoming President of S.M.U. in 1962. In 1958, Ruth McGaffey also joined the Speech Program. A highly qualified speech teacher and debate coach, she continues in the debate coaching field in the Midwest. The records show no new faculty appointments in 1959. In 1960, however, former Provincial Father William FitzGerald, S.J., joined the new faculty as Director of the newly created Alpha and Omega School of Education Honors Society, succeeding Rousseve. His coming to Campion Hall was 46 Academia “...And Gladly Wolde He Lerne and Gladly Teche” considered by all of us as an added distinction to the academic reputation and scholarliness of the School and students. Tall and distinguished in appearance, he became a stimulating faculty member, teacher, and advisor/director to the “A and O” Society. A scholar-practitioner in the field of Reading, Dr. Marion Jennings also joined us this year. Well known in her discipline, she was a most valuable and valued member. She replaced Joseph Driscoll as Director of Student Teaching from 1962 to 1964. John Mulherne was also a faculty member in 1960 but remained for only a relatively short time. The year 1961 was quite stellar with the arrival of Dr. John Henry Lawton in Speech, Dr. Edward Power in the History of Education, and Dr. Alexander Schneiders in Psychology as well as Senior Counselor to students. Dr. Lawton was a strong advocate for the field of Speech and Debate, and will be remembered well by his students. Concord, Massachusetts, was his home. He earned degrees from Emerson College and a doctorate from Iowa. He was passionate about his work, dedicat- ed, and totally involved with his students. Dr. Lawton never counted the hours, often on campus after midnight working with students. He, too, supervised student teachers and was an outstanding role model. I continued to teach one course in Speech since I considered it important to keep my finger on the pulse of student life. Shortly after his arrival, John was asked to coach a sadly waning Fulton Debate Society. This he did and became legendary in restoring the Fulton to its one-time glory. Dr. Power was a scholar and teacher in the History of Higher Education. With a specialty in Catholic Higher Education, he authored several texts. Dr. Schneiders was a strong clinician, well known in Catholic psychological circles as an author, practitioner, and researcher, and he became an active counselor of students. Dr. Stephen Roach arrived in 1962. Dr. Roach had been a school superintendent and brought added prestige and professional stature to the School and its professional programs. Special Education With the founding of a Campus School in Special Education, Father Donovan was again highly innovative. Dr. Katherine Cotter was a major influence in developing the School. Sister Josephina, who had head- ed up a Montessori School prior to the move to Special Education, also featured in the program. Dr. Cotter, however, gave it the impetus to be established and to grow. COUNCIL FOR exceptional children •» 'he Mnm sat? jtr uod Phninrij '“*• 'h»* ih„.„ T™ these students l,„ T XT "! ,V Ftl '"Z “> ">*' " „„ T" h 'h.n mere tU . — *muiid fa» n CTJETS "*'"*' 1 * "»m, hut. ns, "TV’*"' men teuidesh - Frtritb «•»! In 1963, Dr. John Eichorn, who was regarded as a top specialist in the field, came to Campion Hall. His early work, funded by substantial grants, was in the field of peri- patology, researching and programming for the blind. In fact, the first program in the world to be 47 Academia “...And Gladly Wolde He Lerne and Gladly Teche” developed in the use of the cane for assisting the blind person was begun here under Father Donovan’s inspiration and later Father Thomas Carroll [Carroll School for the Blind]. 20 The Campus School for the handicapped expanded and today has a major role in the field and serves human needs superbly. As specialty areas increased and earlier faculty moved on, five new faculty members joined Campion Hall in 1964. Office of Testing Services (O.T.S.) The Office of Testing Services, a vital new unit in Educational and University services, was created by Father Donovan and affil- iated with the School of Education under the highly competent and efficient Dr. John Walsh. Lorraine Kinnane (Harvard, Graduate Education) was appointed Assistant Director and subse- quently became Director. With highly developed programs of testing and measurement, she continued to counsel and advise women and men students in preparation for graduate school and the administration of G.R.E., M.A.T., Pre-Law, Pre-Med., and other graduate admission tests. As a result, Boston College became an official testing center for the region. Personal referral testing services were also provided for all students and the children of alumni/ae. Her twenty years of service were characterized by a dedicated commitment and loyalty to Jesuit education, the Boston College Community, and the field of Testing and Measurement. Formerly principal of Wayland High School, Massachusetts, Dr. William H. Griffin became coordinator of Secondary Education. Dr. Michael Anello was responsible for the Educational History and Curriculum, and Carlton Lehmkuhl, for Educational Statistics; and Dr. Raymond Martin became Director of Student Teaching (1964-1971). Although outside the designated time period, mention must be made of Dr. Joan C. Jones, Director of Student Teaching from 1972 until her retirement. Dr. Jones served as an inspira- tional leader, establishing student teaching practice in twenty-three different countries. Her legacy in the field of student teaching is substantial. International Students Among the international students registered were two nuns affectionately referred to as “Blue Nuns” because of the color of their religious dress. Both women were recruited by Archbishop Cushing. They provided a most lively and stimulating profile of life in Jamaica. Sister Marie Goretti is still a principal of the girls’ school in Kingston. Sister Cecilia came from the parish of St. Anne’s and is currently principal of a school in Alabama. Several years ago, she received the Outstanding Alumni Award in the category of Education. Lorraine Kinnane , Director : ; Testing Ser-vices. 49 Chapter 4 The Company of Jesuits (“A Great SOC!”) This was an informal expression of enthusiasm created by Fr. Donovan to show his admiration when referring to fellow Jesuits. In their “R&R” replies, Alumnae responded heartily to their teachers and mentors. Especially, they commented on the Jesuit influence and education in their later lives, early stressing their inculca- tion of values, ethics, and logical decision making . 21 The earlier account of the Spiritual Counselors Frs. Wennerberg and Weiser point to this fact. However, contribution was multiplied and increased by the Jesuits who taught or counseled students or acted as activity moderators. They represent a remarkable contribution of Jesuit talent and once again emphasize the kudos attributed to Father Donovan and the new School he founded and the faculty he appointed. I am listing the Jesuits with their specialties since so many respondents have mentioned them in our “R&R” remarks, and some have kept in contact with them over the years: Frederick J. Adelmann, S.J. Philosophy Stanley J. Bezuszka, S.J. Mathematics Henry Callahan, S.J. Counselor James Casey, S.J. Theology William Van Etten Casey, S.J. ( Later Dean of A&S) John Caulfield, S.J. Mathematics Joseph J. Connor, S.J. Theology David Cummiskey, S.J. Spiritual Counselor Paul Curtin, S.J. Theology Joseph F. Donahue, S.J. Theology Charles Donovan, S.J. Dean Daniel Dwyer, S.J. English Walter Feeney, S.J. History Robert Ferrick, S.J. Spiritual Counselor William FitzGerald S.J. Honors Joseph D. Gauthier, S.J. Modern Languages Thomas Grey, S.J. History Martin Harney, S.J. History Robert F. Hoey, S.J. Assistant Dean William Leonard, S.J. Theology Retreat Advisor The Jesuit faculty established a prized collegiality with students and faculty. They were involved in the life of the School, the skits, social activities, and theological teaching. The faculty was privileged to share seminars with Father John A. McCarthy in Scholastic Philosophy, who later became Dean of Arts and Sciences. Father Dan Dwyer was a creative English scholar who shared his Joycean library and enlarged the world of Anna Livia Pluvia for all of us. As mentioned earlier, Father John Rock organized the first women’s choral group which later became a vital part of the University Chorale. But for these first years, “The Rockettes” held both the stage and the audience for the enjoyment Arthur MacGillivray, S.J. English Leonard Mahoney, S.J. History John R. McCall, S.J. Psychology John A. McCarthy, S.J. Philosophy John J. McCarthy, S.J. Physics Albert McGuinn, S.J. Chemistry Walter Meagher, S.J. History Francis Molloy, S.J. Philosophy James F. Moynihan, S.J. Psychology Edward Nowlan, S.J. Psychology Charles Reardon, S.J. Counselor Leo Reilly, S.J. Ethics John Rock, S.J. Philosophy Daniel Francis Saunders, S.J. Theology James Skehan, S.J. Geophysics J. Christopher Sullivan, S.J. Philosophy, Acting Assistant Dean Francis X. Weiser, S.J. Spiritual Counselor Henry Wennerberg, S.J. Spiritual Counselor 50 Academia “And Gladly Wolde He Lerne and Gladly Teche” Stanley Bezuszka, S.J., long-time chairman of the Mathematics Departmen t and director of the Mathematics Institute. He introduced an early form of the computer to the campus in the late fifties and became a nationally recognized leader in the preparation of teachers of Mathematics. of all, which was later continued by the coming of Barbara Bennett. Father James Moynihan also enhanced the music world with his “soft-shoe-shuffle” renderings at School get-togethers; while Father Ed Nowlan was melodic in his vocal renderings. In the world of academia, Father Joseph Connor, S.J. (Theology), gave us early illumination on the Dead Sea Scrolls . 22 Erudite and scholarly, he was a panel member in an A&O-sponsored S.O.E. assembly. Bonnie McLean Receives Woodrow Wilson Fellowship As the record of S.O.E. students’ academic prowess grew in prestige, I was curious about recogni- tion of women students for graduate honors. I looked for some on-campus sources of information on Woodrow Wilson Fellowships and other postgraduate awards. I also wished to have informa- tion on Junior Year Abroad opportunities. I discovered that Father Joseph Gauthier, S.J., held all the information I could want. Having made him aware of our needs, he became most helpful. With help from members of the English Department, Bonnie McLean, English-Secondary major, was the first Boston College woman to receive a Woodrow Wilson Fellowship. Father Gauthier also began providing information and opportunities for study overseas as we discussed topics all the way from currency rates of exchange to mores. Father Bezuszka, the initiator of “New Mathematics,” continues to be an inspiring teacher, author, and lecturer. Several of his students went on to perform in mathematics with distinction. Dr. Margaret Kenney, Professor in the Math Department, has given stalwart and dedicated service in the Math Institute, and continues to teach Math with dedication and success to current S.O.E. students, as well as supervise their teaching. Father Martin Harney was a complete personality, learned, jovial, and steeped in Irish customs, history, and culture. His was the first program in Irish Studies at the University. Later 51 Chapter 4 programs have followed. None, however, can compare with his wonderful blending of Irish cuisine (especially soda bread), Irish dancing, music, history, stories, and festivals, all under the inspiring title of the Blessed Oliver Plunkett Society. Many readers, devotees of his ceilidhes, will resound with praise and admiration of him. And just as easily, he honored his Jesuit heritage as well. One evening, I walked across from Gasson to Devlin Hall with him. There on the monastic walk-way toward the East side, he elucidated for me the escutcheons of Jesuit Colleges from all over Europe, names that thrilled like the Crusades, which are carved into the stone. One runs the danger of omission of any one Jesuit for special mention, and for this I ask forgiveness. We cannot forget the mental logical wizardry of Philosopher Father Molloy, and the scholarly leadership of Father William FitzGerald in the Alpha and Omega Honor Society. Later, Fr. Joseph Duffy brought renewed vitality to Educational Administration and the Faculty of S.O.E., while also carrying the Rectorship of the Jesuit community. Making my work difficult, as the reader can so well understand, is that, in selecting names, I run the risk of failing to acknowledge the marvelous contribution of all these men, as well as their generosity of spirit in sharing wisdom and good common sense with us all — faculty, administration, and students alike. The Board of Administration, the Board of Standards, and the Academic Council Meanwhile, in 1955-56, two administrative organizations were formed to work on policy and proce- dures, governance and curriculum, and faculty and student issues. The first was the Board of Administration consisting of Father Charles Donovan, Dean, S.J., Ph.D.; Father Thomas Grey, S.J., A.M., S.T.L., Assistant Dean; Mary T. Kinnane, A.M., Dean of Women; Marie Gearan, M.S., Director of Laboratory Experiences; Elizabeth Strain, M.Ed., Registrar; and Father Henry Wennerberg, S.J., Spiritual Counselor. The members of this board also made up the membership of the Board of Standards. Both boards dealt with rules and regulations regarding conduct, dress, and grades, and some academic regulations. The second organization was the Academic Council consisting of Rev. William V.E. Casey, S.J.; Prof. Katherine Cotter; Prof. Marie M. Gearan; Rev. Thomas J. Grey, S.J.; Sister M. Josephina, C.S.J.; Prof. Mary T. Kinnane; Prof. Pierre D. Lambert; Rev. William J. Leonard, S.J.; and Prof. Ferdinand L. Rousseve. As its title implies, the Academic Council dealt with academic policy, procedures, curriculum, programming, faculty issues, as well as interrelationships with professional educational organizations and accrediting groups, especially the famous N.C.A.T.E. organization. Brief accounts of these organizations can be found in the Appendices and the Student Handbook , which serves as an appropriate introduction to Chapter 5. 52 Women Students, Organizations, and Activities Chapter 5 Women Students, Organizations, and Activities A s women students became established, involvement in their own activities in the School of Education and the University were diversified and well organized. These included: governance; academic and honor societies; spiritual retreats and volunteer work; social and athletics activities; orientation programs; international study programs; and residence life. Student activities epitomized the dynamics of these years. With courage and confidence, the women students were the first Boston College women undergraduates to win the annually awarded Theology Medal and a Woodrow Wilson Fellowship. They pioneered international study and travel, and became the first Lay Volunteers to the Jamaica mission and Indian mission schools, anticipating the later Lay Apostolate organization by several years. They formed a sailing club — on borrowed boats — who else could have won the New England Sailing Trophy? They successfully challenged the prestigious Fulton Society debaters. They were to be found trying their skills at archery in what was a beautiful meadow behind St. Mary’s Hall; and accepting the R.O.T.C. invita- tion to join the Rifle Club. They had not only courage and confidence, but also class! With ease and grace, they hosted their Eminences’ Cushing, Wright, and Agagianni, and welcomed Senator John F. Kennedy and Jacqueline when the Senator received his honorary degree. The narration of the involvement of women in activities is an extensive one to cover, so highlights will be included. Much more than just the involvement in activities, it is also the beginning of women’s involvement across the Campus and in the University by which their presence was recognized and their contri- bution appreciated. They were called upon to host receptions for the University President at cer- tain events, thus receiving recognition and visibility in a very important social capacity. In addition, they were invited to hostess athletics organization events, a hitherto male campus stronghold. They also participated in alumnae receptions and a variety of other club receptions. Later in this chapter, a brief account of these activities will follow. 53 Chapter 5 “To Give and Not to Count the Cost”: Missionary Volunteers A group of women whom I would like to recognize early and salute as living the Ignatian ideal of education were the first missionary volunteers. They were inspired to give at least one year to serve in the Jamaican mission field or in Native American Schools in remote Arizona and New Mexico. Their inspiration came from their Retreats and School of Education weekly assemblies. I was fortu- nate to locate Mary Hogan, class of 1957, who was one of these volunteers. 23 I am stressing the special calling of these young lay volunteers since they were Boston College’s first volunteers, and therefore deserve to be recognized as forerunners of the later Lay Apostolate and Jesuit Volunteer Movements. Mary writes: Ignatian Spirituality was fostered in the women of the School of Education by the required four years of philosophy and theology , as well as regular appearances in the weekly assemblies by activists like Dorothy Day , founder of the Catholic Worker and Dr Thomas Dooley , medical missionary to Laos; and found its expression from the beginning in the Women's Sodality, founded in the School of Education in 1953. Women graduates of the School of Education donated a year or more of service as volunteer teachers in understaffed Catholic schools in places such as Jamaica, New Mexico, Kansas, Indian reservations in the American West and the Northwest Territories of Canada. This initiative became university-wide with the establishment of the Lay Apostolate Progam circa i960. Letters from volunteers Mary Desmond and Lee Sotera are on record describing their lives in detail. School of Education Senate. 54 Women Students, Organizations, and Activities Women’s Autonomous Governance A primary need on Campus for women was in the area of student government, so the area of self- governance was addressed. Beginnings had been in place under Marie Gearan, and these were developed into the women’s own governmental group, the Women’s Council. My personal experi- ence at University was one in which students became responsible for their own lifestyle and life at the University. It was important to form a women’s governance group. In fact, I envisaged a man and woman president of student government at Boston College. There was in existence, originated by Fr. Charles Donovan when he was Academic Wee President, a University student governance group called the Campus Council. Each of the four undergraduate schools had its own Senate, which was elected by the students in the School. Then there was an overall governing group in which the four presidents of the four undergraduate Schools, namely Arts and Sciences, School of Management (College of Business Administration in those days), the School of Education, and the School of Nursing, would meet. In the School of Education, it was frequently a male student presi- dent who represented the School, and the women really did not have a voice in overall University participation. However, there was one exception. In the 1950s, Sheila McGovern had been secre- tary to the Campus Council government for three years. 24 When the individual School Senate elec- tions were held, Sheila was elected the first president. Continuing in her distinguished career, she was the first graduate of the School of Education to attend Boston College Law School; the first woman president of the Law School Alumni and Law Alumni Association; named a probate Court judge in 1974, she continues now as Lirst Justice in Cambridge, Massachusetts. Mores being what they were, few similar presidential women exceptions were elected in the School; this was one strong reason to build a women’s governance union. To establish leadership for women in all areas of campus life, the Women’s Council was formed. The Council Constitution is cited here. Preamble: We, the members of the Women ’s Council of the School of Education of Boston College, do ordain and establish this constitution. ARTICLE I. Name This organization shall be known as the Women 's Council of the School of Education. ARTICLE II. Purpose The purposes of this organization are: Sec. i. To act as a governmental organization for women students. Sec. 2. To serve as an advisory board to the Dean of Women of the School of Education. Sec. 3. To assist the women of the School of Education in the activities proper to women students, intellectual, social, spiritual, and athletic. 55 Chapter 5 ARTICLE III. Powers Sec. 1. The Women's Council shall be empowered to carry out all the necessary implications of the Constitution and its By-Laws. FUNCTIONS OF THE COUNCIL Sec. 1. It shall be the duty of the Council to promote unity and cooperation among women students in the School of Education , and where appropriate among women students on campus. Sec. 2. It shall be the duty of the Council to give consideration to any proposal pertaining to women’s affairs that undergraduate women may lay before it , either individually or as a group. Sec. 3. It will be the duty of the Council to maintain the high personal and professional standards which have been established for School of Education women students in matters pertaining to dress and conduct. Sec. 4. The Women's Council shall serve as the official hostesses for all School of Education receptions and conferences and when called upon , for university -wide events. Sec. 3. It will be the duty of the Council to meet twice a year with the officers of the major organiza- tions for women of the School of Education. PROCED URE AT MEETINGS Sec. 1. The regular order of business meetings of the Council shall be as follows: a. Prayer by the Advisor or her representative. b. Roll call. c. Reading of the minutes of the previous meetings by the Secretary. d. Reports of the treasurer, Senate Representative , committees , or special committees. e. Unfinished business. f. New business. g. Prayer and adjournment. Sec. 2. Voting shall be by the raising of hands of the members present, but a special ballot will be held if so requested by the members. AMENDMENTS Sec. 1. The By-Laws may be amended by a three-fourths (3/4) vote of the Council with the approval of the Dean of Women. The constitution was created with help from the Law School. The Women’s Council The Women’s Council became an extraordinarily fine group in terms of organizing policies and procedures, which governed the women students. In the highly developed orientation program, 56 Women Students, Organizations, and Activities Women's Council with Mary Kinnane, Dean of Women (seated, fifth from left). each incoming freshman was assigned an upper-class student mentor. In the summer, prior to the September opening, for example, a welcoming letter was sent to all incoming women students with the upper-class mentor’s phone number and mailing address. The expectations in regard to the mores of the Boston College campus, including dress, were also described. A dress code had always existed for men, namely tie and jacket. Incoming stu- dents were reminded that this was the School for the preparation of future educators in schools; therefore, there were certain aspects of the mores that had to be explained in terms of dress code and behavior. As part of their laboratory experiences, School of Education students in their fresh- man year participated in School observation programs. They were identified as Boston College women undergraduate student interns. On March 28, 1955, Dr. Gearan writes 25 : To all women students : as of this date women students in the School of Education are not to wear Bermuda shorts, jeans, or similar attire at any College affair ( including rehearsals) in any of the Campus halls except the gymnasium. The physical education uniform is to be worn only at the activi- ties sponsored by their department and coats should be worn when it is necessary to wear the uniform out on the campus (this expectation is not new). In accord with long-standing custom at Boston College, all students shoidd be neatly attired. Women should observe dress standards in keeping with good taste and judgment; sneakers are not considered appropriate dress. Marie M. Gearan Dean of Women The Council’s orientation programs were building a tradition for S.O.E. women and, ultimately, B.C. women undergraduates. They were well aware of a male dominance not only among peers, but also from society in general, and therefore desired to express their competence 57 Chapter 5 to lead and serve as productive individuals in college, as well as in future professions. The Women’s Council wholeheartedly supported the women’s right to autonomy in college and in the job market. They held frequent seminars in which prominent women spoke regarding leadership roles and their experiences in the struggle for independence and recognition in the world of work. Elizabeth A. Stanton, Senator from the third Worcester district, lectured to the School of Education and discussed, “The Role of Educated Women in Political Life and the Importance of Women Students Participating in Government at the Student Level.” The Women’s Council grasped the fundamental concept that the only manner in which female students were to be taken seriously in college was by attaining confidence and leadership skills. Miss Katherine Kane, a Democratic State Representative, delivered a speech regarding the role of women in government at a School Assembly. Miss Donna Moore spoke on good grooming, hairstyles, and social graces, thus reinforcing the emphasis on appearance; and Dr. William Lynch, a noted Boston College gynecolo- gist, spoke on marriage and the problem of balancing marriage with a career. Ultimately, the new women students who founded the Women’s Council not only paved the way for future success in the School of Education, but also attained the vital skills and tools that were so greatly needed in student life and the work world. Women’s Week Activities The following is a sample recording of their actual participation in diverse activities: Activities 1960-61 for women in the School of Education 1. Dramatics Society — play 3. W.R.A. Boston College 2. Boston College Academia Society Women’s Sailing — regatta Italian — ski weekend 4. Saint Thomas More Society Annual Mother-Daughter Fashion Show sponsored by the Women 's Council. Model on stage , Maureen Keohane. Front audience includes Mrs. Roberts , members of Administration and Faculty; Council members; and Student Senate. 58 Women Students, Organizations, and Activities Bellarmine Law 8. Athletics Association Reception and Government Academy 9. Ricci Mathematics Academy Women’s Council of Catholic College Students Women’s Recreation Association 10. National Federation of ■ modern dance Catholic College Students > basketball 11. Aquinas Circle > skiing 12. Chemical Society » volleyball As mentioned earlier, the Women’s Council went on to organize the social aspects of the women students, including the renovation of the Lounge already cited. Their much-used lounge was an area that needed constant attention. In response, the Women’s Council had their own com- mittee to monitor the lounge once it had been formally decorated. It was decorated by John Gill with furnishings, paintings, and a luncheon area, with the funding mostly raised by the students through cake sales and fashion shows. A matron was also hired to assist. Annual Mother-Daughter Fashion Show A mother-daughter fashion show with a tea reception was organized yearly. These affairs became very popular and well-attended events. It was most essential to the Dean of Women to have a consulting group like the Women’s Council who advised, planned, and executed such events. The Women’s Recreation Association (W.R.A.) Another major area of activity was the Women’s Recreation Association. One of the first people to get women’s activities under way was Marie Mulcahy, a most energetic young woman who was just right for the atmosphere of the School in terms of moving into a situation and getting the women students interested and active. Many had come from high schools where there had probably been little emphasis on physical education. The program in the S.O.E. curriculum was required for accrediting teachers. In the early years, gym activities took place at Mount Alvernia Academy across Commonwealth Avenue. Students were required to wear their gym tunics and appropriate “cover-up” clothing to cross Commonwealth Avenue and return to Campion. Outdoor activities were also developed and included softball, basketball, archery, and field hockey. Women students had a very full program in this area. After Marie Mulcahy left, Barbara Elbery took over. Barbara established a highly developed professional program in the various aspects of physical education and its application to the classroom. She had a very thorough syllabus, which is extant in School of Education files. For women who protested that men did not have physical education, it was pointed out that men were involved in supervised varsity and intramural sports, which were evaluated as the necessary physical education requirement for their certification as teachers. In freshman year, 59 Chapter 5 Girls Team Takes Title . j Him tv W o thirds, With tour Wwnen « Sa^ the Boston CoUt J \964 FaU New ^^«S3S» i S-^TwS^.SSR S^gEs.* Site- “Secttcui College S5 »?£ pSsr £ Rhode Northeasww. T» 8 ^ m- S.S^XS’SitS SSi «*-3^?*«** P^S&W^ 0 “ # ^sr*. ° f incW ded Baeb^a S ■ Rode, Commodore , and P am * o par Commodore, team o! tey, ■«e“ ur ' r BleJ also «0» * *£ sr5J25sr«s rrow and Sunday never ^ orr °f Those who have ,„^kend. B.C.’* Women Sailor*: (L. to R.) Barbara St. Pierre, Janet Burke, Pam Haley, Kathy Hosie, won the New England Women'* Intercollegiate Sailing Cnampion*hip Sunday. students could take, in addition to the required first semester course, a second semester course. As a sophomore, they could take sports instead of the regular program; freshmen and sophomores were involved in basketball and volleyball. Each semester, there was a physical fitness test for students. The Women’s Recreation Association gradually became involved in major sports at the intercollegiate level. Over time, the women moved into cross-campus activities. There was a women’s sailing team, voluntarily moderated and assisted by one of the faculty in the School of Business Administration, Vincent Harrington. With no boat and no river in the vicinity of The Heights, these women showed a great deal of initiative under his direction. At first, they became crew coop- erating with M.I.T. teams then rose to be outstanding sailors in the New England area. Active in the program were, among others, Janet Burke, Kathy Hosie, Barbara St. Pierre, Pam Haley, and Maryalice Roberts. With great celebration, the sailors of the School of Education won the 1964 New England Women’s Intercollegiate Sailing Association Championship, an achievement which led to the description of the first women’s athletics activity reported on the front page of The Heights and a banquet at the Harvard Club! Archery took place on the grounds behind St. Mary’s Hall and created a great deal of interest. Humorously, the word went out that the first time a Jesuit might be hit by an arrow, the program would end. Many young women came from backgrounds that did not involve any formal training in athletics, so there was much good humor surrounding athletics activities. 60 Women Students, Organizations, and Activities Cheerleaders Boston College cheerleaders are known for their spark, enthusiasm, and the ability to elicit support and energy from a crowd. This was not always the case. Before the late 1950s, they were not known at all. Until 1963, the B.C. cheerleaders were exclusively male. The crusade for women to be allowed to join the cheerleading squad began in the winter of 1958, originating in the Student Senate of the College of Business Administration (C.B.A.). The C.B.A. appointed a committee to investigate the possibility of having women cheerleaders. This committee interacted with me, as Dean of Women, and Bill Flynn, Athletics Association Director. 26 While I was not opposed to the idea, I did ques- tion whether the female students at Boston College shared the same enthusiasm as the men in regard to women cheerleaders. There were many men, especially alumni, who opposed the forma- tion of such a group. Female support of women cheerleaders was ambiguous at best. Some women favored it as one more step in the integration of women into the Boston College community; others viewed it as a cheapening, or even as a degradation, of female students who were already fighting many odds. At this point, Boston College had been coed for only six years. Women were focused on making their presence on campus known, accepted, and appreciated. Many students felt that women cheerleaders would hurt or undermine their progress. Women cheerleaders gained a small victory, however, in October 1959. They were allowed to participate in the annual Boston College — Boston University Rally. This concession received mixed reactions. While some women were supportive of this step toward school spirit, others were not. Also, the male cheerleaders were stridently opposed to allowing women on the squad. It is important to remember that the cheer- leading controversy that plagued Boston College in the late 1950s was not isolated to the Boston College campus, but was receiving national attention as well. Reported in the public press was the account that in Lafayette, Indiana, a Purdue University’s hula dancing majorette was a distracting influence on the game. The March 19, 1959 issue of the Boston Traveler reported the following results of a national survey, which questioned teens regarding their feelings on female cheerleaders: •52% support majorettes; •48% would prefer to see less of them; • 4% of males knew a majorette; •42% of males would object to a sister or girlfriend being a majorette; •27% of parents would object to their daughters being majorettes; and •12% cited majorettes as a source of tension at school. 27 While these statistics portray the plight of women cheerleaders as bleak, the insistence on their behalf continued at B.C. Finally, in 1963, the year of the passing of the Equal Rights Bill, the University Deans Advisory Council gave its approval to women cheerleaders at Boston College football games in an astounding thirty seconds of discussion. This decision came after prolonged earlier discussions, 61 Chapter 5 which caused Dean Kelleher of the Nursing School to comment, “I never thought I would need a degree in Nursing to spend so much time on a decision about cheerleading.” 28 This decision was exclusively for Boston College football games. However, it marked a new milestone for women at Boston College. One of the many glass ceilings had been broken, and women now were allowed to display their school spirit as openly as the men. The Times The discussions over cheerleading were obviously merely a symptom of the advancing Women’s Movement in the late 1950s and early 1960s. In 1963, President John F. Kennedy enacted the Equal Rights Bill involving affirmative action and new freedoms for women and minorities. Betty Friedan’s The Feminine Mystique appeared in this year. 29 This book revealed an American society characterized by the boredom, monotony, and near-servitude of modern women, particularly in the middle classes of society. The publication strongly influenced American women and the Women’s Movement, focusing on an experience of second-class citizenship. This attitude had repercussions throughout American female society and certainly on American College and University women. Some Boston College women saw themselves as part of this syndrome, but the majority of women students described their lives at The Heights very positively and were not really affected by that aspect of the movement. OOl 'H*- co«i> opponent » CoUeg* * V r«J Vulton jrm waging >( rrE Debate TV- - LOOS-’** Robert. >»*. " ''L„enc. I- <*« ** T ^ . rumen**- ■ - U UTime-Hon°re4 Group “ J. « Hold 1 ...... 11 Time-Honored ’ ,«,» »» ’SfcS* tv*M« ««*"* P l nl a ex ev«rM>^ Debaters Mary alt Dynamism Paralleling the appointment of its own Faculty by the Dean, the Education students had their own active Senate, the Women’s Council, Alpha and Omega Honor Society, Sodality, Glee Club, and W.R.A. While many university clubs’ social and academic groups appeared to be for male students only, women students found they could join if they so desired. The 1957 Sub Turri yearbook shows photos of women undergraduates, Maryalice Roberts and Diane Withrow debating the Fulton Society, N.F.C.C.S. (National Federation of Catholic College Students), the Dramatics Society, and many others. The Boston College Chorale Chapter 4 explains that Dr. Alexander Peloquin, the founder of the men’s Glee Club and later the 62 Women Students, Organizations, and Activities Director of the Boston College Chorale, was a part-time faculty member at Newton College of the Sacred Heart. Thus, the Newton College women sang with his Glee Club at the early stages, while the School of Education women had organized their own Glee Club under Barbara Bennett and Dr. Olga Stone. The anomaly of the situation had to be resolved. It was not difficult to discuss the situation with Dr. Peloquin and bring the Boston College women into the Chorale. Auditions were held which found high-level talent among the Boston College women undergraduates. Formal dress requirements, white blouse and black skirt, were provided. A linking moderator to the Chorale was Father Dan Foley, S.J. He was a most helpful liaison to the extent of assisting with the participation of the women. My conversations with Alex Peloquin also led to his providing the music for the Freshman Orientation Program. While liturgical music was essentially Alex’s forte, he agreed to teach Boston College’s Alma Mater and For Boston to the hundreds of entering students, and later to direct the music at the Mass of the Holy Spirit and Baccalaureate. Orientation The University Orientation Program, which had its beginnings in the School of Education “Brother” and “Big Sister” Programs, and later in major Orientation Teams, was a remarkable innovation that has expanded over the years in many ways, heightening collegiality and a spirit of family and community at the Heights. The Skits The School of Education skits became famous for the same reason. The envy of the Campus, they promoted a unifying experience for faculty and students, and a great time was had by all. Every year, each class had to write and produce a skit that was professionally evaluated for a prize of merit. Faculty also participated with their own skit. (The Faculty “skit” has been described earlier.) The student skits were creative and entertaining, and involved class cooperation and some out- standing dramatic and musical talent. Campion Choral Speakers: Don John of Austria So as to ensure that male School of Education students were also given special attention, many will recall the Campion Choral Speakers which I created. One year, their major presentation was a stirring performance of G.K. Chesterton’s famous poetic work Lepanto. For some time, “Don John of Austria” (locally called “Don Juan of Austria”!) was considered to be an active member of the Campion Hall community. This group practiced the oral interpretation of prose and poetry and, unique to men of the School of Education, presented some outstanding concerts with the Glee Club and at colleges throughout New England. 63 Chapter 5 Residential Life The administration of the Schools of Education and Nursing daily received protestations concerning the problem of residences for women students. A Women’s Residence Council and Committee was created to share in the discussion of the problem. This history needs to clarify the fact that the lack of housing for women students was a constant question. As noted earlier, each year, the Dean of the Nursing School and I would visit President Michael Walsh, S.J., to plead the cause for provision of housing, to no avail. In retrospect, I believe the problem lay with Trustees and Alumni/ae and even the Faculty. Consciousness raising for the holistic approach to the higher education of women was slow in coming. The housing of women and recognition of their needs was part of that problem. The institution mirrored society in that regard. It was not an easy situation for S.O.E. administrators and Mrs. Mahoney, a personable, hard-working colleague responsible for placing students, or for the housemother who had to accommodate women students and enforce rules and regulations. Knowing my dislike for rules and regulations, a good friend and talented Jesuit poet, Father Arthur MacGillivray, put a set of them into rhyming couplets to lighten the annual assembly at which rules were discussed. Only one couplet remains extant and is quoted frequently, “Girls who have class do not sit on the grass!” Mrs. Vincent R Roberts No picture of women’s undergraduate life would be complete without Mr. and Mrs. Vincent P. Roberts. Philanthropic and generous to the University, it may be little known that each year Senior women students were invited to the Roberts’ home across Beacon Street from the Campion Gate. Worldwide travelers, the Roberts home was replete with memorabilia from their journeys. One spe- cial feature of interest was an unusually life-sized doll house, completely furnished, which intrigued many of us. Mrs. Roberts took great pride in showing this and many other unique acquisitions from international countries. Initially, the presence of undergraduate women was quite novel for Mrs. Roberts. As president of the Philomatheia Club, she represented a group of women who worked diligently in the early years of the college after it moved to The Heights. Their generosity through garden parties and donations provided many necessities for the college. When Campion Hall opened, the Philomatheia Club was generous in furnishing the Faculty Lounge. The lounge was named in their honor, but the name disappeared at the time of the renovation of Campion Hall. Known as the “Friends of Learning,” the Mrs. Vincent P. Roberts Award, annually given to a School of Education woman student, remains a constant reminder of her caring and generosity. She attended many of our events, especially the annual Mother-Daughter Fashion Show, and we always felt hon- ored by her presence and recognition. 64 Women Students, Organizations, and Activities Jean Lavery receiving award from Mrs. Vincent P. Roberts, 1956. Changing Times Over the summer of 1967, prior to the outbreak of student protest on Campus, a student life committee was created. Anticipating the changing face of student life on campus nationwide, I applied for and was awarded an N.D.E.A. (National Defense Education Act) fellowship to study Student Development in higher education with national leaders, a group of whom subsequently founded A.S.H.E., the Association for the Study of Higher Education. 30 A memorable first-class dinner at the Boston Ritz Hotel, organized by Mary Alice Quinn (Burke), President of the Women’s Council, marked the occasion and a period of study at Michigan State University. In the events of the time, the Women’s Council was dissolved. 31 A similar autonomous governing group with a comprehensive focus on women undergraduates was never restored. The Ritz dinner, at which Mrs. Roberts was an honored guest, was a surprise tribute to me. A Shreve, Crump & Low silver presentation bowl provided a true Boston and Boston College reminder of the occasion. Outcomes Returning to the Recollections and Remembrances responses on the “outcomes” of their education at Boston College (before the dissolution of the Women’s Council), respondents cite life-long values derived from their years at Boston College. 32 For some, it could be that the theory of early deprivation, 65 Chapter 5 S.O.E. Assembly, Auditorium, Campion Hall. cited earlier, also worked for them. Many describe stable marriages and families, as well as continuing careers in education, business, law, medicine, domestic administration, religious life, and the U.S. Navy. The School has provided a strong core of teachers and administrators, nation- ally and internationally, leaders and innovators in the field of Education. Their debt to their early Jesuit education is repeated in words over and over again. They also fondly recall the ambiance, the values inculcated by the faculty, positive school experiences, the joy of the Skits, the camaraderie engendered by the teas from a silver service, and the requirement to learn the words of the Alma Materl Today, these women continue to reflect the spirit of A.M.D.G. The spirit of courage and confidence of these founding and early undergraduate women students has perdured through the decades and is so evident in their lives, their strong class participation in planning for the Fiftieth Anniversary celebration, and in the S.O.E. students today. s k r 66 Epilogue Epilogue Retrospect and Prospect The Spirit of Ignacio inspired the idea of the founding of the School of Education. Ignatian philosophy permeated the beginnings in all areas — spiritual, academic, and social — and continued through the earliest years. The School came to life in modest but prestigious surroundings in Gasson Hall, to be later characterized as the signature building by Boston College historian and the School’s founder, Father Charles F. Donovan, S.J. When the School moved to its new location in 1955, the Ignatian Spirit engendered in Gasson Hall caused the building to be named for the spirited Elizabethan Jesuit scholar, teacher, and martyr, St. Edmund Campion, S.J. Lest there be any question, the School of Education was no mere abstract creation. It embodied the Ignatian principles and philosophy. The spirit — and the men and women of action who uniquely transmitted the spirit to colleagues and students on Campus — defined it. The School of Education grew to be recognized nationally and internationally as an outstanding model for the education of future teachers. Its linkage with prominent early alumni/ae, as well as undergraduate and graduate educators, brought a distinction to the new School and provided a solid foundation of cooperation and support. It is not for me to attempt prediction. However, in this approaching fiftieth year of cele- bration, it seems appropriate to close with a quotation taken from Father Donovan. In his 1990 Epilogue to The History of Boston College, Father Donovan’s message is paraphrased: “As far as the authors are concerned, their business as historians is with the past. As persons, as Jesuits committed to Boston College, their action regarding the future is not prediction but hope— hope that may be expressed as a prayer: Fathers Ignatius and Campion, we pray that the University and School of Education, for centuries to come, be true to your apostolic vision and uncompromisingly committed to scholarly excellence, to faith, love, and hope, ad majorem Dei gloriam .” 53 67 A Dynamic Era Acknowledgments Expressions of gratitude and appreciation to the following for their assistance and generous advice: Committee Members: Former Registrar of the School of Education, Elizabeth (Betty) Strain; Alumnae, Professors Mary Hogan ’57 and Margaret Kenney ’57. Their availability for consultation throughout the writing of the History, their contribution to primary source materials and the selection of photographic materials were invaluable. Burns Library Staff: Their cooperation was generous in time and attention: Senior Reference Librarian, John Atteberry; Assistant Archivists, Edward Copenhagen and Susan Lydon Rainville. Boston College Media Center: Assistant Director Photographic Production Service, Stephen Vedder; Photographic Assistant, Bradley Olson, for their professional concern and involvement. School of Education Facilitators: Assistant Deans John Cawthorne and Mary Ellen Fulton; Assistant for Public Relations, Grace McNamara. Student Assistants: Laurin Mottle ’00; Kate Letourneau ’02; Sheila Olahan, M.Ed.; and a special acknowledgment to Sara Rensi ’03, coordinator of photographic materials and technical resource person. Alumnae/i Participants: Classes of the 1950s and the early 1960s for interviews, telephone conversations, and all respondents to the R&R questionnaire. To Editor Linda Walsh, A&S ’72, whose editorial experience and personal knowledge of Boston College have permeated the completion of its final copy; and early assistance of Assistant Editor John Russell. Special mention and congratulations to Designer Patricia Nieshoff for her superb talent, patience, and creativity. To the School of Education Dean Mary Brabeck, Ph.D., for her active interest and cooperation. To the Associate Academic Vice President for Faculties, Dr. Patricia De Leeuw, words cannot express in any way my deep appreciation and gratitude. Dr. De Leeuw has been my guiding spirit and support throughout the writing of its history and its completion. As a history scholar, her active involvement at all levels has been unsurpassed. She has been a keen and evaluative listener, catalyst, and facilitator coordinating the diverse components required for completion of the work. Boston College and the early alumnae/i are indebted to Dr. De Leeuw for her commitment. To Dr. John Fitzgerald: All will appreciate Dr. Fitzgerald’s unique tribute to Fr. Donovan. From his retirement home in Florida, his response to my phone call was instant and enthusiastic, undiminished by the passing of years. Dr. Fitzgerald certainly made this account of a Dynamic Era, “Golden.” Thank you, John and Marge! To the University Secretary, Fr. Joseph Duffy, S.J., a final word of gratitude to a former distinguished faculty member and consultant, for his continuing commitment to the field of education, as well as his interest and facilitation of the final stages of the publication, A.M.D.G. 68 Appendices Appendices Appendix I Curricula The Boston College teacher education curricula have been structured to help capable young men and women to become liberally educated scholars with a realistic knowledge of the arts of learning and teaching. The following summaries of typical curricula illustrate this structure: Curriculum of Secondary Majors LIBERAL STUDIES CREDITS PROFESSIONAL STUDIES CREDITS English 9 Tests and Measurements 3 Speech 3 Methods of Teaching 3 History 9 Secondary School Curriculum 3 Science 6 Student Teaching 9 Fine Arts 6 Language or Math 6 TOTAL 18 (15%) Psychology 6 Philosophy 15 Theology 12 Major 24 Electives 6 TOTAL 102 (85%) Curriculum of Elementary Majors LIBERAL STUDIES CREDITS PROFESSIONAL STUDIES CREDITS English 12 Tests and Measurements 3 Speech 3 Elementary School Curriculum History 9 Methods of Teaching 12 Science 9 Student Teaching 9 Fine Arts 6 Language or Math 6 TOTAL 24 (20%) Psychology 3 Philosophy 15 Theology 12 Academic Major 21 TOTAL 96 (80%) 69 A Dynamic Era Besides contact with the basic liberal arts disciplines, every School of Education student has the opportunity to concentrate in one of these disciplines as an academic major. Provision is thus made for mastery of a field of learn- ing that will serve as a basis for scholarly teaching and admission to advanced study in graduate school. The scholarly reputation of the liberal arts faculties and the achievement in graduate studies of the products of the liberal arts departments of Boston College indicate the quality of training received by School of Education students in these departments.” Appendix II Alpha and Omega Honor Society It should be noted that in the tradition of the 1950s, the only male member, Peter Pagliari, was elected President. Over the years, membership has remained consistent with the size of the School of Education. The ideals of the Alpha and Omega Honor Society of the School of Education can be understood through an explanation of the symbolism behind the Honor Society Key. The Greek letters alpha and omega are a symbol of the first cause and last end of all things; the Roman Cross, of the love of Christ as displayed in His living sacrifice and the death of mankind; the open book of truth, of all learning, of the open mind receptive to grace and truth; the Eagle of Boston College, of the Church militant; the Stars, of honorable achievement; and the Gold, of the royalty of Christ and of the permanence and brilliance of true values in life. The Alpha and Omega Honor Society had a two-fold purpose: first, to honor and recognize those students whose academic achievements and contribution to the University deserve such recognition; and second, to conduct an active program to promote the cultural development of its members and the University. This program includes the Installation dinner/dance, the reception for outstanding academic students, the annual Academic Contest, and the annual Symposium. Appendix III Academic Organization The second organization was the Academic Council consisting of Rev. William VE. Casey, S.J.; Prof. Katherine C. Cotter; Prof. Marie M. Gearan; Rev. Thomas J. Grey, S.J.; Sister M. Josephina, C.S.J.; Prof. Mary T. Kinnane; Prof. Pierre D. Lambert; Rev. William J. Leonard, S.J.; and Prof. Ferdinand L. Rousseve. As its title implies, the Academic Council dealt with academic policy, procedures, curriculum, programming, faculty issues, and interrelationships with professional educational organizations accrediting groups, especially the famous N.C.A.T.E. organization. Appendix IV Student Handbook The following regulations are cited in the Student Handbook : The agenda of the Administrative Board and Board of Standards included certain academic regulations. For example, rules on attendance stated: “All classes are obligatory. Credit for a course will be denied to a student who is absent in classes totaling more than twice the number of credits allotted to the course.” The Retreat rule: “All Catholic students are required to make a Retreat each scholastic year. The Retreat may be made during the time set aside for the annual retreat or during one of the several weekend retreats which will be held at the College. ..Failure to comply with this requirement prior to the time of final examinations will result in the student’s withdrawal from the College.” 3 ' 70 Appendices Other diverse regulations may give you pause for reflection: “All forms of gambling are prohibited on Campus.” “In accord with a long-standing custom at Boston College, all students should be neatly attired. Men should wear suit coat and tie.” “The College reserves the right to dismiss at any time a student who fails to give satisfactory evidence of earnestness of purpose and active cooperation in all of the requirements of conduct.” 36 Appendix V Committees for the Fall Celebration of the Campion Hall Opening Boston College School of Education March 21, 1955 Committee for: Event Dedication of Campion Hall — Sept. 22 Faculty Members Rev. Thomas J. Grey, S.J. Miss Margaret E. Byrne Dr. Francis M. Buckley Open House for Students of Campus Dr. Florence P. Genua (co-chairman) Student Members Margaret M. Murphy ’ 56 (co-chairman) Norma A. DeFeo ’ 56 ; ’57 (vice-chairman) Gerald Arsenalt ’ 58 Francis G. Carmichael ’57 Patricia Richards ’57 Lawrence E. Kinsman ’ 56 Open House for Parents (Sunday aft. in October) Faculty Members Dr. Katherine C. Cotter (co-chairman) Student Members Sheila M. Sheehan ’ 56 (co-chairman) Frances M. Forde ’57 (vice-chairman) Joseph J. Luciano ’ 56 Concetta M. Serra ’57 Paula E. Tajf’57 Robert L. Tegen ’ 58 Academic Convocation — November 1 Faculty Members Dr. Ferdinand L. Rousseve Mr. Radu Florescu Miss Marie M. Gearan Rev. John J. McCarthy, S.J. Dr. John J. Walsh Campion Day — December 1 (Students’ Presentation) Faculty Members Rev. John C. Sullivan, S.J. Rev. Daniel N. Dwyer, S.J. Mr. John J. Fitzgerald Miss Katherine E. Moran Student Members Richard A. Gegliardi ’ 56 Anne K. Plociennik ’57 Anthony D. Zonfrelli ’ 58 Conference for Public School Administrators and Teachers (December 8) Faculty Members Mr. George L. McKim Miss Barbara L. Bennett Mr. William J. Carey Miss Mary C. 0 ’Toole Publicity for Dedicatory Events Faculty Members Sister M. Josephina, C.S.J. Miss Mary Kinnane Dr. Pierre D. Lambert Mr. Francis E. Murphy Chairmen and co-chairmen will serve, with Fr. Donovan, as chairman, on a Steering Committee for the fall events. The first meeting of the Steering Committee is to be at 1:30, Tuesday, March 29 in G1 18. 71 A Dynamic Era Appendix VI The Student Senate of the School of Education Presents the Spring Concert: Boston College, Campion Hall April 18, 1956, 8:00 P.M. LepantO By Gilbert K. Chesterton On October 7, 1571, the Turkish Sultan’s fleet met in battle with the Christian Armada under the command of Don John of Austria. The encounter took place in the Gulf of Corinth off the village of Lepanto. A great Christian victory halted the march of militant Mohammedanism over the Mediterranean World. The pageantry of the battle and the incidents preceding the battle are brought to life with vivid immediacy by Chesterton. Choral Speaking Group Kenneth Breen John McCarthy James Cannon Daniel Mulcahy Paul Carroll John Murphy William Doran Donald Nelson* Richard Dowd John O’Reilly John Dwyer Gilbert Paraschos Thomas Flahive Stephen Paterna Vincent Gallucci James Roach Warren Hayes Louis Sasso* William Leonard Bernard Senick* Brian Marron* Thomas Walsh Anthony Zonfrelli Main solo voices* Introduction by Bernard Senick Glee Club Selections, Directed by Barbara Bennett (Music Department) Accompanist: Anne Marie Faria Cantate Domino - McDonough Ave Maria - Arcadelt Granada - Lara Solo by Kathleen Gosselin Early One Morning - English Folk Song arranged by Davis Tutu Maramba - Brazilian Folk Song arranged by McKennery Old Abram Brown - Britten 1 Love You - Porter I Still See Elisa - Lerner and Loewe Solo by John Bresnahan, Baritone Were You There - Negro Spiritual Rock-A-My-Soul - Negro Spiritual Dry Bones - Negro Spiritual Appendix VII Assemblies for Christmas The mammoth size Christmas present from the faculty of the School of Education to their students was a clever satirical skit performed on the stage of Campion Hall. Based on the currently raging “War of Assemblies,” it ventured out of the realm of the ordinary into the sphere of the spectacular. By reversing the sides of the battle (Student for, faculty against), an actual victory was won by the “for,” both on and off the stage. The players combined two essential theatrical necessities in their performance, talent and verve. All barriers were down, costumes were hilarious, and the dialogue, though unappreciated by the outsider, was even better. The show was divided into three scenes, “Assemblies past,” “Assemblies present,” and “Assemblies future,” ending with a charming rendition by the now replaced by television faculty of “We’ve Grown Accustomed to This Place” (in the key of Q). The Christmas present showed many things, all of them in favor of the performers. One of these, most admirably expressed by an overwhelmed sophomore, seems to sum them all up: “My heavens, they’re really people.” And besides that, dearie, they’re clever. 72 Appendices Appendix VIII Helen Landreth An early skeptic of women in higher education, Helen did not entirely welcome the women students to Boston College — especially to the Bapst Reading Room and facilities. Acceptance came slowly, however, as did a mutual friendship and her heightened regard for the scholarly interest of our women students. An Irish scholar, she provided a creative link with Irish literature and culture in the early years of the 20th century. She was also a Director of the Library who provided a connecting link for our early women students with Fr. Terence Connelly, S.J., the first Librarian Scholar of Victorian Catholic Poetry and the founder of its early collection in the Library, what is now Burns Library. My appreciation of her presence in the University as an early woman scholar, and the discovery of our proximate birthdays in December to celebrate annually, established a friendship during her later years, which I cherished. Appendix IX A Portrait of Father Donovan’s Life Rev. Charles F. Donovan, S.J., Boston College, Chestnut Hill, MA 02167 Date of Birth: March 28, 1912, Boston, Massachusetts Education Boston Public Latin School, 1929 A.B. - Boston College, 1933 M.A. - (English) Fordham, 1939 S.T.L. - Weston College, 1944 Ph.D. - (Philosophy of Education) Yale, 1948 Academic Experience Professor, Philosophy of Education and Higher Education, Boston College, 1948-70 Chairman, Education Department, Boston College, 1948-1966 Dean, School of Education, Boston College, 1952-1966 Academic Vice President, Boston College, 1961-1968 Member and Chairman, Coordinating Committee for N.C.A.T.E., National Councilor Accreditation of Teacher Education, 1967-71 Service to Jesuit Higher Education Member, Planning Committee, Santa Clara Institute for Jesuit College Deans, 1955 Paper at same: “Implementing Departmental and Course Objectives” Keynote: “The Dean’s Responsibility for Academic Excellence.” Gonzaga Institute for Jesuit College Deans, 1961 Keynote: “The Liberal Aims of Jesuit Higher Education,” Regis Workshop on Jesuit Higher Education, 1969 Senior Vice President and Dean of Faculties, Boston College, 1968-1979 University Historian, 1979-1998 Service to Higher Education at National Level Member, Executive Committee, American Association for Higher Education, 1964-1967 Member, Executive Committee, American Association for Colleges for Teachers Education, 1963-1967 Member, Committee on Government Relations, A.A.C.T.E., 1967-1971 Paper: “The Viability of Liberal Education,” Seattle Workshop on Jesuit Liberal Arts Deans, 1970 Paper: “The Role of Trustees in Promoting the Jesuit Character of Our Institutions,” A.J.C.U. Workshop for Trustees, Boston College, 1980 Member, Board of Trustees, Boston College, 1960-1972 Member, Board of Directors, Boston College, 1968-1972 Member, Board of Trustees, Fairfield University, 1968-1980 Member, Board of Trustees, Saint Peter’s College, 1968-1975 Member, Board of Trustees, Loyola University, Chicago, 1969-1981 73 A Dynamic Era Community Service Member, Board of Trustees, Perkins Institute for the Blind, 1966-1971 Member, Board of Directors, A.B.C.D. (Action for Boston Community Development O.E.O. Organization), 1961-1964 Member, Board of Trustees, Model Cities Higher Education Program (community college for underprivi- leged), 1969-1972 Service to New England Province, Society of Jesus Consul tor to Father Provincial, 1962-1967 Province Advisor for Higher Education, 1961-1 968 Elected Member, Provincial Congregation, 1970 Elected Member, Province Congress, 1968-1969 Elected Member, Province Forum, 1970-1972 New England representation to Procurators Congregation, Rome, September, 1978 Service with Accreditation Agencies Member, New England Association of Colleges and Secondary Schools accrediting team, Regis College, 1967 Member, AA.C.T.E. accrediting team, Pennsylvania State University, 1965 Chairman, A.A.C.T.E. accrediting team, Duquesne University, 1967 Member, N.C.A.T.E. evaluation team for eight universities, 1968 Chairman, A.A.C.T.E. accrediting team, University of Notre Dame, 1970 Publications Several Score articles, mostly on higher education, in: Jesuit Education Quarterly America Commonweal Liberal Education Improving College Teaching Educational Theory Journal of Teacher Education Journal of Religious Education Catholic Educational Review Occasional papers on “The History of Boston College (Glimpses of the past).” “History of Boston College: From the Beginnings to 1990.” Honorary Degrees St. Joseph’s College, Philadelphia, May 1978 Boston College, May 1978 Appendix X Special Mention “And Say My Glory Was, I Had Such Friends. ” [W. B. Yeats] In pioneering holistic higher education for women and student life, I was the recipient of generous assistance from profes sional colleagues and friends, whom I recall with gratitude and most sincere appreciation. Especially remembered are members of the 28 Jesuit universities and colleges, including the following Senior Deans of Women: Dr. Mary Alice Cannon, Marquette Ms. Mariette LeBlanc, Loyola, Chicago Ms. Mary Bruemmer, St. Louis Dr. Patricia Watson, Detroit Ms. Nancy Ring, St. Louis Mrs. Eileen Lieben, Creighton 74 Endnotes In addition: Ms. Mary Eleanor Smith, Catholic University Jesuits in J.A.S.P.A. and A.J.C.U. Fr. Gordon Henderson, S .J. Fr. Patrick Ratterman, S .J. (Xavier) Fr. Victor Yanitelli, S .J. (St. Peter’s) Boston College Resources and Research: Dr. Joseph Burns (Director, Health Services) Fr. Robert Drinan, S.J. (Dean, Law School) Fr. John E. Murphy, S.J. (Bookstore; Physical Plant) Fr. Leo O’Keefe, S.J. (Public Speaking: Master of Ceremonies) Dr. John Van Tassell (Research) Airs. Marion Mahoney (Housing Liaison “Extraordinaire”) Prof. Vincent Harrington (Special Moderator: Sailing) Undergraduate Facilitators and Negotiators, men students outstanding for assisting in the community of student life: Bill Doran ’58; Gil Paraschos ’58; Bernard Senick ’58; Jim Colclough ’59; George Larkin ’59; Steve Paterna ’59; Richard Fitzpatrick ’61; Paul McNamara ’62 (Gold Key); James O’Connor ’62 (Gold Key); Jim McGahay ’63; James Cannon; Dan Mulcahy; Paul O’Brien; Louis Sasso. “In the Field Dr. Mary Bunting (A.A.U.W.; Radcliffe) Dr. Betty Fitzgerald (A.C.P.A.; Michigan State) Dr. Jack Gustad (N.E.B.H.E.; Carnegie) Dr. Melvene Hardee (A.A.C.T.E.; Florida) Dr. Robert Pace (U.C.L.A.; A.S.H.E.) Dr. Miriam Sheldon (N.A.W.D.C.; Illinois) Endnotes 1. Letter from Very Rev. Father Rector’s File. 2. Donovan File. 3. Boston Globe. 4. Boston Globe. 5. Gearan files. 6. Kinnane files. 7. Preliminary brochure, Sept. 1952. 8. Kinnane files. 9. The History of Boston College, Donovan. 10. The Chronicle. 11. The History of Boston College, p. 259. 12. Roberts files. 13. Chaucer, Prologue. 14. The Heights. 1 5 . The Heights. 16. The History of Boston College, p. 232. 17. R&R Responses. 18. The Heights. 19. The History of Boston College, p. 304. 20. Dr. Richard Jackson, currently faculty member in the area. 21. R&R Responses. 22. Dead Sea Scrolls Program. 23. Hogan Record. 24. Sheila McGovern. 25. Gearan Letter. 26. Kinnane Files. 27. Boston Traveler. 28. Kelleher. 29. The Feminine Mystique. 30. The History of Boston College, p. 304. 3 1 . Letter of Dissolution. 32. R&R Responses. 33. Undergraduate Programs in Teacher Education at 25. Boston College in the School of Education. 34. Student Handbook. 35. Boston College Academic Regulations 1956-57. 75 In the Beginning Was the Word 7 y hen Campion Hall opened in September 1955, it was the first classroom building on Campus to house a small place of wor- ship for the community. It was named St. Joseph's Oratory, but is remembered by several decades of students and faculty as ‘ the Chapel.' School of Education faculty, administration, and students raised funds to furnish the Oratory and endowed two stained glass windows subsequently re-created as one. The design of the windows by the first Dean, Rev. Charles F. Donovan, S.J., was executed by a local artist, Carl E. Paulson of Upton, Massachusetts. The theme of the window recognizes God, creator of all truth and goodness, and the Holy Spirit, who in relation to mankind is seen as the outpourer of truth, grace, and love. The image of the Christian era represents the Holy Family , with the child Jesus as learner and Mary teaching him; and on the right is the adult Jesus in his role as divine teacher. Then follows the Church on its own after the resurrection of Jesus, representing Saints Paul and Peter; the Society of Jesus and its founder, Saint Ignatius with his teaching tools: rules and spiritual exercises; and the great missionary for the era, St. Francis Xavier. In direct descent from Ignatius, the bottom frames present Boston College, with the University represented on the left by our signature, Gasson Hall; and on the right the embodiment of the University's, the Jesuits', and the Church's teaching mission — the School of Education. u, 4 g^ /W I wo» c **; . Girls’ Tean 'c** * v. Takes Title On« va New Bun j - • «e V Wdltlg *>, M:t~ ■■ . “ v or v« 5eC -the r«rsi* *# V*; < T L hese stained glass windows , with the theme “ Education in the Divine Plan,''’ were installed in St. Josephs Oratory , Campion Hall , i (jyS- 1 They provide the inspiring and truly artistic cover for this historical occasion. L