Time Period 1: 1837-1900

In mapping the changes in curriculum and credentials during this time period, two years stand out as moments of major transition at Mount Holyoke. In 1889 Mount Holyoke was issued a new charter as a College and Seminary, and in 1893 it was issued a charter as a full college. With these changes, the college introduced many more specialized science classes into the curriculum to make way for the new ‘scientific course’ that was made available to students when Mount Holyoke became a full college.1 After 1893 the college began conferring degrees to students when they completed one of three courses, either a Bachelor of Science, a Bachelor of Arts (for the Classic’s course), or a Bachelor of Literature (ibid.). As these changes took hold, the internal correspondence between the President of the College and the Board of Trustees indicates that the degrees and credentials held by professors began to be of more importance requiring a PhD (or at the very least a Masters Degree) to chair a department and at least a Bachelors Degree to assist a department.2

From about 1883 on, significant improvements were being made to the science equipment and spaces at the Seminary/College. There was a high demand for new science equipment and success using those that were being acquired. Students are noted to have been doing extra work in the sciences (as well as other disciplines) outside the Seminary course requirements, and even deferring graduation in order to do more work in the labs (ibid.). In 1893 this push for better science facilities mean the addition of Shattuck hall as a class and lab space for Chemistry, Biology and Physics. In that year only 58 out of 300 students were taking the Science Course – so although science majors made up a small percentage of the student population, the sciences were still receiving a great deal of the college’s attention and finances.3 More research is needed to determine whether this was because of technological improvements that required more updating of science materials than other materials for the college.4

Interestingly, botany and physics were the only science classes required of students for admission to Mount Holyoke. Once the students entered the college, however, they began taking much more advanced and more specialized science classes. For example, in 1894 marine zoology, anatomy, and physiology and hygiene were added to the curriculum.5

Around the same time that Mount Holyoke becomes a college and started conferring degrees, the issue of an endowment emerged in the correspondence between the President of the College and the Board of Trustees. The concern is about the ability of the institution to attract prestigious faculty. Without an endowment with which to pay them for their services, it seems this will not be possible.6

There was an unfortunate lack of substantial information regarding women’s medical schools during this particular time period. Many women’s medical schools that opened during this time closed or were absorbed by other formerly all-male medical schools by the early 1900s.7 There was little information available regarding entrance requirements for medical schools, aside from the charter of the New York Medical College for Women that states prerequisites of three years study of medicine under a licensed physician or surgeon, regent’s exam results and a “sound moral character,” however, these were prerequisites for receiving a degree in medicine, not for entrance to the medical college.8 The medical schools that were referenced in Mount Holyoke’s files during this time period or were accessible through related materials about that period, usually because Mount Holyoke alumnae were in attendance there or because of their affiliation with other major colleges, were the New York Women’s Medical College, New England Women’s Medical College, Women’s Medical College of Pennsylvania, and the Women’s Medical College of Baltimore.9 We found it interesting that despite the fact that Mount Holyoke did not take an overtly feminist approach to women’s education, and women in medicine and other sciences, the college was actively encouraging its students to participate in fields of science and medicine that were not commonly thought appropriate for women.

References

1. Catalogs, Registers, and Directories, Catalogs of the College (1837-1900), Archives and Special Collections, Mount Holyoke College, South Hadley, MA
2. Office of the President Reports, 1880-82 folder 2 Julia E Ward, folder 2 1883-87 Elizabeth Blanchard, folders 4-5 1891-1900 Elizabeth Storrs Mead, Archives and Special Collections, Mount Holyoke College, South Hadley, MA
3. Catalogs, Registers, and Directories
4. Office of the President Reports, folders 2-5
5. Catalogs, Registers, and Directories
6. Office of the President Reports, folders 4-5
7. JHM History. John Hopkins Medicine. May 13, 2006. <www.hopkinsmedicine.org/about/history/index.html>
   Female Medical College & Homeopathic Medical College of Pennsylvania Presented by Sylvain Cazalet. Ed. Sylvain Cazalet. May 13, 2006.
   <www.homeoint.org/cazalet/histo/pennsylvfem.htm>
8. Charter of New York Medical College and Hospital for Women . Notable Women Ancestors. May 13, 2006.
   <www.rootsweb.com/~nwa/charter.html>
9. Office of the President Reports, folders 2-5.