Connected by Similarities: Distribution Requirements in 1947 and 2004

Inge B. Schmidt

Mary Browning went to Mount Holyoke in a very different social time and place than today. The Second World War had just ended, and to say the least, women’s roles in society were quite different. Regulations, such as, restrictions on the hours students could be out of the dorm and limitations on the hours students could use typewriters, indicate the normative differences between 1947 (Mary’s first year at Mount Holyoke) and 2004. In spite of these differences, Mount Holyoke in 1947 was also quite similar to Mount Holyoke today. For example, traditions, such as Hazing Day, encouraged friendships and relationships between classes as well as a larger community.[1] Also similar to Mount Holyoke today, Mary was required to complete a specified curriculum in addition to classes in her major. I would argue that similarities in these required courses illustrate Mount Holyoke’s continuing emphasis on a multi-faceted academic career, focusing on various different disciplines, the ability to convey information clearly, and physical fitness in addition to mental fitness. I would further suggest that similar distribution requirements serve an important function of generating a feeling of community between the past and present. That is to say, alumnae and current students share a common academic experience.

In 1947, first years and sophomores at Mount Holyoke were required to take eighteen hours distributed evenly across “Group I,” or subjects which are now considered the humanities courses. Similarly, first years and sophomores were required to take twelve hours in subjects in Groups II and III, which consisted of the science and mathematics and social sciences. [2] These requirements are nearly identical to current distribution requirements. Unlike 1947, there is presently no specification with regards to which years students must take these courses, but they are none the less expected to have the same span of diverse fields represented. Diane Anci, present Dean of Admissions argues that these distribution requirements exist to “sharpen your [the student’s] analytical, verbal, quantitative abilities.” [3] However, I would argue that while this is the practical role of distribution requirements, they more importantly require students to understand various perspectives from which to view the world. For example, as a first year student, Mary took Zoology, Speech, French and English.[4] Theoretically, in that semester Mary learned about how the world functioned in a biological sense, as well as culturally. That is to say, in requiring students to take courses outside of their major, Mount Holyoke highlights and reinforces the value of being able to think critically about the world.

Admissions publications in 2004 argue that “In order to succeed in the world today, you need to be a sophisticated, multi-skilled thinker.”[5] At Mount Holyoke, however, it is not enough to simply be able to think critically; students must also be able to write and speak clearly as well. Presently, one way this has been institutionalized is through speaking and writing intensive courses. Students are required to take at one course that is either speaking or writing intensive, with a recommendation that they include these classes throughout their coursework.[6] The addition of the Speaking, Arguing and Writing Center further supports the value of teaching students how to develop more cohesive and coherent arguments. In devoting particular attention to speaking and writing skills, Mount Holyoke actualizes these values.

Nominally, speaking and writing intensive courses were not a part of Mary Browning’s education; nonetheless, the importance of speaking and writing clearly was highlighted. In 1947, incoming first year students were required to complete a speech test, and those “found to have vocal or articulatory defects” were required to take “remedial training.”[7] While this speech training focused more on actual speaking techniques, such as pronunciation and accent, as opposed to argument structure and organization, I would suggest that it was driven by a goal similar to current speaking intensive courses. Similarly, while “writing intensive” is vocabulary that is unique to 2004, significant attention was still devoted to writing in 1947. For example, in a letter to her mother Mary states that her teacher commented that her work was “clearly and nicely written,” and that her paper was read in class as an example of “good organization.”[8] I would suggest that this illustrates the similarities in standards for writing between 1947 and 2004. Like today Mary’s professor challenged the students to be precise and organized, as current professors at Mount Holyoke do. Furthermore, unlike in 2004, coursework was devoted specifically to learning how to write. Six hours of a student’s eighteen hours in the humanities were required to be in English composition.[9] As such, coherent writing was not only an underlying piece of the curriculum as it currently is at Mount Holyoke; it was a course in and of itself.

Students in 1947 and 2004 were/are both required to fulfill a specified number of physical education courses. The physical fitness requirement, I would suggest, is another facet of the notion of a liberal arts education. In requiring physical education, I would argue that Mount Holyoke suggests that it is important not only to be academic, but to be physically active as well. However, in some ways the nature of physical education has changed from 1947 until 2004. Physical education in 1947, I would suggest, is closely related to the gender expectations of the time. While students at Mount Holyoke were academic women, gender conventions, such as marriage, remained a driving force in their interactions. As such, physical education in 1947 appears to reiterate, and promote a certain body image. For example, Mary not only received posture grades, but also personal hygiene was incorporated into the physical education program.[10] Since 1947, physical education has shifted from a focus strictly on body image, to a focus on a healthy, active lifestyle. It is important to note two things however. First, it would be naïve to suspect that body image is not an issue at Mount Holyoke today, instead I would merely suggest that it is not institutionalized as it was in 1947. Second, while it would perhaps seem that attention on body image versus a healthy lifestyle are separate and independent of one another, I would suggest that they are both different interpretations of what a healthy lifestyle is. In 1947, a healthy lifestyle included a healthy family life, whereas in 2004 a healthy lifestyle is more centered on physical fitness.

Distribution requirements are interesting in that they not only offer an insight as to what Mount Holyoke values as a liberal arts education, but their similarities also serve as a bridge between past and present students. Mary Browning’s experience at Mount Holyoke was quite different than my own as a result of the different social locations we live in. However, we have a shared experience in that upon graduation, we will have both theoretically fulfilled nearly identical requirements. Were she not deceased, Mary Browning and I could interact with the shared understanding that we each chose to complete a liberal arts education, we each to some extent have accepted the values of a liberal arts education. This is not to say, however, that every Mount Holyoke graduate necessarily adopts all of the College’s values. However, in challenging the concept of a liberal arts education as a whole, as an alumnae or current student, would be to challenge the validity of one’s own education. Thus, it is perhaps even more important, that as students past and present of Mount Holyoke, we are connected by a shared interest in protecting and reinforcing the values of a liberal arts education.

[1] Mary Browning Letters. Mary Browning to her Mother, ca November 9, 1947. Archives and Special Collections, Mount Holyoke College, South Hadley, MA and Freshman Handbook, 1947, Archives and Special Collections, Mount Holyoke College, South Hadley, MA.

[2] Sociology 224 Website. Fall 2000 Group Project 1a. Retreived from http://www.mtholyoke.edu/courses/etownsle/soc224/proj224fall2000.html on February 22, 2004.

[3] Anci, Diane C. Dean of Admissions Welcome. From Mount Holyoke College Admissions Website. Retrieved from http://www.mtholyoke.edu/adm/center/welcome.shtml on February 22, 2004.

[4] Alumnae Biographical File, Browning, Mary J., Class of 1951, Yellow Card, Archives and Special Collections, Mount Holyoke College, South Hadley, MA.

[5] Anci, Diane C. Dean of Admissions Welcome. From Mount Holyoke College Admissions Website. Retrieved from http://www.mtholyoke.edu/adm/center/welcome.shtml on February 22, 2004.

[6] Mount Holyoke College Course Catalogue, 2003-2004. p. 85.

[7] Mount Holyoke College Course Catalogue, 1947-1948. Archives and Special Collections, Mount Holyoke College, South Hadley, MA. p. 27.

[8] Mary Browning Letters. Mary Browning to her Mother. September 26, 1947, Archives and Special Collections, Mount Holyoke College, South Hadley, MA.

[9] Mount Holyoke College Course Catalogue, 1947-1948. Archives and Special Collections, Mount Holyoke College, South Hadley, MA, p. 27.

[10] Mount Holyoke Course Catalogue 1947-1948, Archives and Special Collections, Mount Holyoke College, South Hadley, MA.

Bibliography

South Hadley, Massachusetts. Archives and Special Collections, Mount Holyoke College. Alumnae Biographical Files.

Mount Holyoke College Course Catalog, 2003-2004.

Mount Holyoke College Admissions Website. Retrieved from http://www.mtholyoke.edu/adm/ on February 23, 2004.