Science

IN the beginnings of publicity about the Academy, Science was the only department recognized as needing a habitat. One brief advance notice of the new building described it as "of brick, two stories high, with a basement finished for chemical purposes."

Five years later the catalogue announces, "The philosophical apparatus belonging to the School is sufficiently ample to illustrate most of the subjects studied and opportunity is afforded of attending lectures on Chemistry in connection with the English School in town." This refers to the so-called Teachers' Seminary at Phillips Academy. In that very year, 1834, a young boy at school there wrote a letter (printed in the Phillips Bulletin in 1929), in which he said, "Last evening the females from the other academy came up to ours to hear a lecture on Pronunciation. We had our room pretty well filled & to crown the climax, some of the fellows gallivanted the ladies home."

Fortunately the reaction of one of the females, as recalled in later life, has been preserved. "The pleasant mornings when the chemistry class climbed the Hill to have the benefit of the lectures which were being delivered to the boys were sessions of rare interest."

In the catalogue of 1839, access to "full courses of lectures" in various sciences at this Seminary was still mentioned as a special advantage. In fact until the coming of Miss Hasseltine, the first woman principal, in 1854, notice of these lectures on Geology and Chemistry during the spring term was retained.

Ambitious for the Best

The school authorities were often put to it to realize their ambitions for the students in providing contacts with intellectual experts from the outside world. A letter noted among the reminiscences gathered for the Semi-Centennial tells of the joy of the associate principal in 1854-56, Miss Mary Blair, when such an opportunity arose.

"We were very much elated when we were rich enough to offer Prof. Guyot fifty dollars for a course of lectures in Geology. He had too much zeal for science to find the sum too small, and not only gave us some valuable lectures but invited the class in Geology with their teacher to spend a day at his house in Cambridge when he would show us his cabinet. On the day in question he put aside his work and entered into the business of entertaining his visitors with the zest of a school boy."

Saving the Situation

Mary Donald Churchill tells of a little incident in her experience as teacher at Abbot. It happened in the late sixties.

"Miss McKeen gave me Geology and Physical Geography to teach. I blessed her for that, for it was just the time Professor Agassiz was writing and there was much general interest along scientific lines. At one time a Theological Seminary student who had specialized in the subject came down and talked to the girls.

"When the time came for the usual oral examinations at the end of the term, Doctor John L. Taylor (father of Professor Taylor) a neighbor and former trustee, was one of the visitors. One girl recited very well on volcanoes, saying that they were caused by fires in the center of the earth. Whereupon Dr. Taylor, in his stately way, asked 'What is the origin of those inner fires?' My heart sank within me, for I knew the girl wasn't prepared to answer that question, and I didn't know how to help her out of the difficulty.

"Just then Miss Phebe came to my rescue and said mildly, 'Perhaps Dr. Taylor will tell the young ladies the origin of those fires.' Then said the questioner, probably with a twinkle in his eye, 'I don't know and I don't know anybody who does know, but you young ladies seemed so wise, I thought perhaps you could inform me.'"

A Great Project Begins

The fund for the telescope was started in 1871. When one of the seniors heard Miss Mary Belcher, teacher 1865-77, make an eager appeal for it, she felt it so keenly that she gave "for a nest egg" her whole year's salary, eighty-five dollars, the first money she had ever earned.

Physical Education --- Beginnings

Is the present age so far in advance, after all? The following quotation is from the Abbot Academy catalogue of 1844-45, Mr. Asa Farwell, principal. "During the whole course attention is given to Music and Calisthenics. The latter, taken in connection with walking in the open air and riding on horseback, is regarded as highly useful not only in affording a pleasing relaxation from severer employments, but in avoiding those diseases to which the studious are always exposed, and securing that tone of health which is requisite for happiness and success in any pursuit." Could anything be more modern in spirit?

This, however, was not the beginning of interest at Abbot, for Calisthenics, although not mentioned in the catalogue, was taught in Mr. Stone's regime (1839-42), and even earlier than this the girls had military drill under Mr. Lamson (principal 1832-34), in the large unfinished upper room of the Academy.

Mr. Farwell not only mentioned horseback riding in his catalogue, he conducted a miniature riding school in the small enclosure behind the Academy (on the site of Draper Hall or thereabouts), thereby anticipating the modern movement toward physical training through sports.

In 1852-53, the year before the advent of the first woman principal, Mrs. Hutchinson had for a time the charge of the school. "She was remarkable for her personal appearance which was very grand and stately," says Charlotte Swift in a paper of "Personal Recollections". "She taught us calisthenics, when we marched with wands held across our backs to keep us straight, danced the Virginia reel, the Spanish dance, etc., etc. But the crowning feature of these exercises was our march in a winding circle. Some one of our number not easily rattled was chosen to lead us through the maze of winding the procession up close to the iron pole in the assembly room, and to unwind us successfully. This was considered a master feat, and only those skilled in the art could do it."

In the light of present theories discussed below, the reference to dances is suggestive. The pendulum swings to and fro, and discarded methods come again into favor. The "wands" continued in use for a long time.

The gay gymnasium suit depicted in the journal with great care, though unfortunately not in colors, was more elaborate, with "scarlet petticoat, gray overskirt" and no bloomers visible. In view of the freedom of modern sport clothes, there is real pathos in the guarded statement of a graduate of this period. "I do not think I shall ever adopt Bloomer costume, but if anything would bring me to it, it would be the remembrance of how light-footed and light-hearted I used to feel flying about in my gymnasium suit."

Miss McKeen in her first catalogue, 1859-60, expressed her ideal of an all-round development of the pupil, "It is our effort so to educate girls that they may bring a vigorous and accomplished mind in a healthful body to the work of life." It is recorded that the "New Gymnastics", superseding Calisthenics, was introduced in 1862. Two years later, girls were required to come provided with a gymnastic suit.

From 1866 to 1869 Mary Donald was director of gymnastics. She had prepared herself for the position by several months of training at Dr. Dio Lewis's school in Lexington, a sort of home normal school of gymnastics, doing pioneer work.

An early officer in the Abbot Athletic Association, which was formed shortly before 1900, writes:

"The closing days of the 'gay nineties' blossomed for Abbot into organized outdoor sports, spring Field Days, with popular songs and cheers, and class books, featuring pictures of the various 'teams'." There was as yet only one tennis court, near Sherman Cottage, but outdoor basketball began. 'Gym work' was carried on in what was later the Domestic Science laboratory. After the spring vacation the enthusiasts for sports began to practice for Field Day. It was all voluntary. Then the Athletic Association came into being under the direction of one of the Faculty."

The first "Spring Tournament and Inter-Class Meet", according to the title on the program, was held June 7, 1899. The day began with a pre-breakfast rush to hang class colors on important trees and posts. Day scholars arriving in the circle somewhat later were told excitedly, "The Seniors got up at 5.30 and 'got' the old oak, but we have the Judas tree!

The Athletic Association furnished every girl in school with an official program in honor of the seniors, printed in red and gold at the Andover Press, and provided with cord and pencil. The scheduled events were three bicycle races on the circle, slow, obstacle and fancy, the regular track events, with fast walking and three legged race added, tennis finals, basketball, and baseball. May it be noted here that the bicycle skirts were all of eight inches from the ground. The program gave besides, an imposing list of officials, both girls and teachers, all of whom wore Abbot blue satin badges, printed in red.

The Andover Townsman wrote of this first Field Day, "The young ladies gathered joyfully to take part in the sports. . . The songs written for the classes, and the 'Abbot Academy' musical cry, with some discreet cheers, well led, made the day merry and filled it with a sense of school unity."

The girls of the seventies tell of marching, and wand and dumb-bell practice in the gymnasium (now the Chemistry Laboratory), under the guidance of a young, enthusiastic graduate, or sometimes of a well-trained senior. Positions were indicated on the floor by painted marks for the feet (heels together), which by the end of the decade had faded so as to be seen only round the edges of the room.

The story of physical training at Abbot followed the general trend of development along this line, the new impetus of modern theory and practice making itself apparent about 1890. After that the growth was constant. In succeeding issues of the annual catalogue, mention occurs of games, dancing, and sports, as emphasis came more and more to be placed upon outdoor exercise as supplementing formal gymnastics, and later of physical examinations and the resulting corrective work in posture and care for individual needs.

Department of Music

Highly important in the development of the music curriculum was Samuel Morse Downs, a magnetic musician. Nearly fifty years of Abbot girls (1860-1907) knew his alert figure and quick ways, his ardent love of the beautiful, and have felt in their own lives the influence of his high ideals. In the roles of pianist, organist, conductor, composer, and generous friend he made large contributions to the musical life of the School. In 1908, soon after his retirement, a spontaneous tribute in the form of a sum of money, accompanied by many letters of gratitude and appreciation, brought from him a touching note of thanks. In it he puts into words very simply his life endeavor: "I hoped and prayed I might be able to help my pupils to feel and understand a little of the spirit and meaning of music." One far-reaching service rendered by Mr. Downs was the securing of well-known artists to give recitals. He was so anxious for the best that he sometimes yielded to the temptation to make up the needed sum from his own pocket.

A valued factor also in the School life was his wife, Mrs. Annie Sawyer Downs, a brilliant lecturer and a stimulating teacher in literary and art subjects, now and then substituting for an instructor for brief periods. She gave freely of her store of information at call, once giving the proceeds of a lecture for a valuable art book for the use of the senior class, and at another time toward Courant expenses. Her fascinating stories of her childhood among the celebrities of Concord (once at least told to a student group on the historic ground), and of her treasured visit to George Eliot gave to some students certainly their first feeling that these worthies were real people. In the same way her glowing descriptions of English cathedrals opened doors in young minds that were never closed again.

Abbot and the Training of Teachers

Abbot Academy came into existence in a period of intense activity along educational lines. Great new ideas were seething in the minds of certain progressive men of the time, and important projects were being formulated which were bound to require the slow growth of years for their actual fulfillment.

The whole public school system, for instance, was being evolved. The early classical preparatory schools were being supplemented by the academies, which were in turn paving the way for the free public high schools. Again, because of the increasing number of schools and the consequent need of many competent teachers, the whole problem of preparation for teaching was coming up for solution. In this exigency the academies, especially those for girls, stepped to the rescue, and by recognizing the importance of that insistent demand hastened the development of the normal school movement.

Generally speaking, educational opportunities for girls had been granted most reluctantly, prejudice was so strong. It was only by a long and laborious process that public opinion was gradually prepared for letting girls learn, for letting them teach, and for letting them learn how to teach.

The girls' private schools had offered little but "ornamental branches ", lest the gentle sex be unfitted for its part in the social order. But a new spirit was in the air. Here and there some more solid instruction was given. The influence of one far-sighted leader in the early twenties, Rev. Joseph Emerson, was so great as to be almost beyond estimate. In the first place he was an ardent teacher. Then he not only treated his pupils as if they were capable of serious study, but filled them with eagerness to impart knowledge. In six years, in his schools at Byfield and Saugus, a thousand girls came under the spell of his invigorating personality. Many of these became teachers. Two of them, Mary Lyon and Zilpah Grant, carried his inspiration into their even greater work.

These two educators, with Emma Willard and Catherine Beecher, looked with prophets' eyes upon the general situation, saw the opportunities and the demands, and set to work, with all the energy of pioneers in a fertile land, to prepare girls to meet the new responsibilities. Their zest in life and work was enough to stimulate followers in their profession. Many of their wise counsels sound as fresh and vital as if uttered yesterday. Mrs. Willard had early appealed to the New York legislature for aid for girls' academies, because education was necessary for those who were to become teachers and mothers. Miss Beecher in 1829 declared that 30,000 teachers were needed at once to care for the children of the country, and suggested training the "superfluous women of the East" for teaching in the West. Miss Lyon is said to have held that "teaching is really the business of almost every useful woman". Her feeling was, as her biographer puts it, that "the culture of mind and heart which would fit them to become good teachers would also make them good mothers and useful members of society", and that even a short period of teaching before marriage would lead to a sympathetic understanding thereafter of teachers and their problems.

In many ways new educational standards were slowly being recognized. An important pioneer association of teachers, the American Institute, formed at this time, had as one of its expressed aims the raising of qualifications "so that the business of teaching shall not be the last resort of dullness and indolence but shall be considered . . . an occupation worthy of the highest talents and ambition."

Such were some of the progressive opinions current in the year 1829, the year of the founding of Abbot Academy. Andover was already famous as a place for beginnings. Phillips Academy, opened in 1778, was the earliest incorporated academy in the United States; its first offshoot, the Andover Theological Seminary, opened in 1808, was the first, or possibly the second, of its kind in the country; and its strong religious leaders had initiated several important and well-known missionary and philanthropic movements.

A second outgrowth of Phillips Academy --- the Teachers' Seminary --- was at this time in the making, and began its work the next year, 1830. This was the first normal school in Massachusetts (with one exception the first in the country), and was also a forerunner, in a sense, of later vocational schools, as it aimed to educate boys who planned to go into various occupations instead of to college. As this was nearly ten years before the founding of the state normal schools, this seminary, afterwards merged with the classical parent academy as a scientific department, doubtless gave considerable impetus to the training of teachers in the state.

Now the man who seems to have been most enthusiastic in planning for this new school was Samuel Farrar, trustee and treasurer of Phillips Academy, a shrewd, practical man of affairs --- the very man, indeed, who, tradition says, advised Madam Sarah Abbot to leave her money to found a school for girls, and who helped her loyally to carry out that plan.

When it is remembered that another projector or promoter of Abbot Academy was Samuel C. Jackson, pastor of the West Parish church, a scholarly man with an intense interest in education, and, moreover, that both these strong-minded men were active among the original trustees, it is not surprising to find that the early trend of the new Female Academy, opened May 6, 1829, was toward teacher training. The first printed catalogue, issued in 1832, concludes its "Remarks " with this sentence: "Particular attention will be devoted to young ladies who may wish to qualify themselves to teach." The principal at that time was Samuel Lamson, quiet, dignified, and evidently an earnest teacher. Although no mention is made in the catalogue of the subjects taught, at least four girls studied Greek under his charge, and three years later the names of Greek textbooks are listed.

This unusual circumstance calls attention to the character of the early principals and of the pupils as well. Including Mr. Goddard, all seven were young college men, three of them studying at the Theological Seminary while in office. Their advanced ideas and their enthusiasm in carrying them out probably offset to some degree the obvious disadvantage of such a divided interest. The new institution differed thus from other girls' schools of the period in not beginning its career under the leadership of a great woman teacher. Its permanence, however, was possibly the more sure because its reputation did not depend on a single personality, but on the solid basis of sound principles carried out by an unusually able group of men as trustees.

The character of the student body also was noteworthy, and must have given prestige. There were, naturally enough, girls of high intellectual ability --- girls with a background, as the saying is --- in a school town like Andover, whose parents were ready to have their daughters as well as their sons study Latin and Greek. Moreover, a geographical index for those earlier groups would show an unexpected breadth of territory. Girls came not only from the neighboring towns but from various parts of New England, and sometimes from the Middle States and the South. Over and over again, when a boy came to Phillips his sister came to Abbot. Often also, especially before the school housed its students, girls came to live with relatives or friends in town for the sake of the educational advantages.

During the first decade of the life of Abbot Academy, the normal school idea, so early exemplified in the Andover Teachers' Seminary, under Samuel R. Hall, had spread fast and far. The year 1839 saw the first of the state normal schools established in Massachusetts, a step of great moment. In a bunch of little old academy catalogues for 1839 and 1840, of both rural and city institutions, it is most interesting to find, almost without exception, announcements of new normal courses, or special adaptations along those lines.

Such a general acceptance of this current interest in pedagogy would, in any case, probably have had its influence on the Abbot Academy curriculum, but again the Andover environment was directly effective. The attitude of the Teachers' Seminary had always been most friendly. Abbot pupils had been given the opportunity of attending regularly the lectures in science of the school on the Hill, an advantage which each annual catalogue points out with pride. Now the bond became closer with the election, in 1838, to the Abbot Board of Trustees, of Rev. Lyman Coleman, the new Seminary principal, and the appointment, in 1839, of Timothy D. P. Stone, instructor in elocution at the Seminary, as principal. Changes in policy immediately resulted. Whatever the practice of the years just preceding, no announcement had been made after the first of any definite plans for prospective teachers, but the catalogue of 1839 strikes a bold and modern note.

Mr. Stone was a man of originality and evidently entered upon this enterprise of reorganizing a girls' school according to the latest theories with the greatest zeal, although he was at the same time studying, and also teaching elocution, at the Theological Seminary. Even the name was changed, why or by whom is not apparent, but the fact that "Seminary" was substituted for "Academy" only during Mr. Stone's regime may indicate his leaning toward the earlier Andover school for teachers. At any rate this was the sole justification [officially so far as appears] for the long-used nickname of "Fem. Sem."

The "regular Teacher's course, embracing three years," which he announces, is evidently the main object of the school, as the "General Department is for the accommodation of such as may not wish to pursue this course." He considers that there are offered "advantages for the education of young ladies in preparation for teaching and for the various duties of life, equal to those of any other institution in our country." For the first time, in print, the curriculum was reduced to a regular schedule, a "Latin course," and a "French course," of two years, including the first year subjects of the "Teacher's course," in addition to one of these languages.

The next catalogue introduces two essential elements of the normal method, namely, practice in teaching and instruction in teaching. "Ladies in the Teacher's Department, when they desire it, have opportunity to teach in the Preparatory Department, under the guidance of the Principal, and thus learn practically the art of Teaching. Lectures on Teaching, and the best books on that subject are also provided." How long the model school arrangement was kept up is nowhere stated, but it is probable that some of the fifteen pupil-teachers whose names occur in the annual catalogues before 1853 were in charge of this primary class. This was the case in 1842-43, for Elizabeth Mitchell Strong entered the class that year, and recalled as her teacher, Charlotte Newman, who was listed as student and also as "assistant."

The three years of Mr. Stone's stay was quite too short a time for the stabilization of such a program. Fortunately, however, the next principal, Asa Farwell, though not so versatile, seems to have been equally progressive, and presents a curriculum, not very different in substance but simpler in expression. Instead of a regular teachers' course, he pledges "special assistance" to those "Young Ladies who design to engage in teaching "; offers, during the winter term, "a course of familiar Lectures on topics connected with teaching"; and gives, "to such as desire those branches in which they may be required soon to instruct." He further asserts that "the habits formed in all the studies here pursued are designed to render young ladies qualified to impart as well as to acquire knowledge: and for those who wish to prepare themselves to instruct in Academies and Higher Schools, all the facilities are furnished to pursue a course as extensive as their circumstances may require." This broad statement of efficiency is continued in practically the same form in the annual catalogues during the ten years of his administration.

It is curious to see how completely the whole question of preparation for teaching disappears after this time --- 1852 from the prospectus. In this as in the previous emphasis, Abbot runs true to type. The academies in general seem to have dropped their responsibility in this regard as the normal schools grew in number. The colleges might have helped to raise professional standards and keep them high by establishing chairs in the science of education, as was early suggested by at least one seer, but instead they sidestepped the opportunity until comparatively recent years.

The reactionary tendency prevailing for a period of years about this time is interestingly illustrated at Abbot in another way. The address delivered to the graduating class of 1857 by the principal, Miss Maria J. B. Brown, was decidedly early Victorian in sentiment, persuading to graceful and tender acts and culture of mind and soul, and contrasting strongly with the clarion call to the teaching profession that came so naturally from the early women educators.

Yet, on the other hand, just in the midst of this general swing toward conservatism, two forward steps were taken. One was the action of the Trustees, in 1852, in placing the school under the direction of women, which, indeed, would probably have come about earlier in a community less completely absorbed in the education of young men. Shortly afterward, during the brief term of Miss Hasseltine --- a woman of impressive appearance and strong personality --- the second advance move was made, when certificates were first granted recognizing the completion of a regular course of study.

In general it must be understood that in this study of early conditions evidence as to actual work done is so fragmentary --- consisting as it so largely does of reminiscences shadowy from the lapse of years --- that comments must for the most part be limited to the expressed ideals and theories in line with the thought of the time. The resulting product, however, should be allowed to register the worth of the training. The after records of Abbot girls are eloquent of service in the profession.

Also in reference to Miss Lyon's theory about teaching as a good preparation for life, it may be interesting to take note of the careers of some who began as teachers. One, for example, became a doctor, one a minister, one an historian, one the first president of the General Federation of Woman's Clubs, one the mother of a college professor. With many, indeed, this experience was a preface to married life and motherhood, and many who taught "one session", "three seasons", or more, in little district schools not only learned valuable lessons themselves, but made vital contacts that materially changed the young lives under their care. It was a common practice to alternate schooling and teaching, a term or two about. In this way girls could afford to take a longer, if interrupted, training. The first Abbot girl to go to college, or rather, one of the two who went together to Oberlin in 1856, was a good example of this custom, carrying along the two kinds of work for several years. Another interesting fact is incidentally revealed, namely, that many students of this earlier time married either ministers or doctors. It is not strange that educated men sought educated women for wives.

Even this superficial survey may bring an added respect for the achievement of Abbot Academy in blazing trails, and a new realization of the constructive work of Abbot Academy women in those important building years of the last century.

Authorities consulted:

Fifty Years of American Education, Moore.
Administration of the College Curriculum, Foster.
Old New England School; a History of Phillips Academy, Andover, Fuess.
Story of John Adams, a New England Schoolmaster, Brown.
History of Higher Education in Massachusetts. Bureau of Education,
Circular of Information, No. 6, 1891.
Historical Sketch of the Private Schools for Girls,
Sargent's Handbook of Best Private Schools, 1915.
Life of Mary Lyon, Gilchrist, 1910.

Graduation Customs

THE completion of a regular course of study at Abbot Academy was first recognized in the year 1855, when a class of two girls really graduated. This was in the period when Miss Hasseltine was at the helm, and the school was large and flourishing, 184 names being on the lists for that year.

A contemporary account of the exercises has been discovered in the Andover Advertiser, giving evidence that the president of the Board of Trustees, "Deacon" Peter Smith, presented the diplomas "in an appropriate manner." This ceremony took place on a Tuesday afternoon about the middle of July, as there was then a longer school year --- forty weeks. Of paramount importance in the report as given were the public oral examinations, which began on Monday morning. The occasion, indeed, was called the "Annual Examination of Abbot Female Academy," just as it had been in the previous year. That is to say, the graduation episode with whatever it later involved in the way of exercises was simply added to an existing program of long standing. In fact, by 1835, or thereabouts, according to reminiscences on file, semi-annual examinations were held in the upper room of the Academy building, which was not until 1890 called "Abbot Hall."

There was music even at the earlier date to provide variation, and the fact is mentioned, as if it meant much, that the girls had to face the audience when playing the piano. The instrument was on the platform, then at the other ("south") end of the room, and there, too, were the blackboards where the geometric diagrams were to be drawn, another ordeal. Several languages were mentioned as subjects for examination, including Greek. The hall was filled to overflowing with interested friends.

Twenty years later, at the first graduation time in 1855, mentioned above, a committee of "distinguished gentlemen," consisting of two college professors and a former Latin School principal, was selected by the Trustees to conduct the examination, in order that it might be "able and impartial." It must have been a serious occasion, indeed, for there followed a "protracted and thorough examination," with a formal report afterwards by the chairman. Everybody must have been anxious to be present, however, for there was said to have been much disappointment expressed, because, on account of the large numbers in school and the inadequacy of accommodations, a general invitation had not been given.

By the next year when a class of seven girls graduated, there was a valedictory, there was an address, and ---probably quite as important to them---there were class pins, made, according to the prevailing fashion, of strands of their hair. One of these is treasured in the school archives.

The newspaper account of the exercises in 1857 featured for the first time the class in "Butler's Analogy," whose members gave an abstract of the entire argument of the work. In addition to the previous program, there was a farewell talk to the class by the retiring principal, Miss Brown. Afterwards, she herself placed on the hand of each young lady a ring engraved with the motto, "Christ is our teacher". Whether the formidable examining committee wrought havoc with the morale of the school, tradition saith not, but Miss Brown herself was in charge of this "Butler" exercise, and in the next year, 1858, it is mentioned that all the examinations were conducted by the teachers. The graduates of that year, numbering eight, had class bracelets. No slavish imitation of their predecessors there! An innovation was made in having the address given in the South Church in the afternoon of Tuesday, but this did not then become a precedent.

Calisthenics and a French dialogue gave a new zest to the program of 1859. In 1860 Miss McKeen appeared at these functions, as she had just begun her long service as principal.

Evidently the matter of publicity had been attended to, for the Advertiser published a long article, giving the reporter's impressions of everything, including praise of the class in "Butler" and in "Milton". The hall is described as "finely decorated with appropriate mottoes." A "social levee" was held on the evening of graduation day, in Smith Hall, a forerunner, probably, of the later senior reception. By another season, the newspaper program of events for the "Anniversary," as it was called, had as business-like an appearance as nowadays. It covered quite a period at some times. In 1866 there were examinations on Monday and Tuesday, concluding with the all-important "Butler" on Wednesday morning, and followed, at the South Church, by two addresses, the presentation of diplomas, and the "parting hymn" by the class poet, Emily Hidden, a printed copy of which, with the music by Mr. Downs, has been presented to the school. The exercises in 1870 continued even longer, from Monday until Thursday, with the same general program. By 1873, the exercises at the church were spoken of as a "usual custom." The baccalaureate sermon on the preceding Sunday was added first in 1880. There are many notable names on the list of speakers for both occasions.

As for the genesis of the custom of a "parting hymn," two stanzas, so named, are included in one of the earliest printed accounts, even before the graduation ceremony was added to the final exercises in 1855. The expression occurs again in 1869 and 1870. "Father, I know that all my life", by Miss Anna Waring, as set to music by Mr. Downs, was first used in this way in 1873, but did not at once become a fixture, being sung only once in the next few years. Instead, music composed by Mr. Downs accompanied words written by Mrs. Downs, Mrs. Charles Smith, wife of the pastor of the church, and by class poets.

Further enlightenment is given by the president of the class of 1875, who writes,

Evidently this class of '75 felt a responsibility to the future about the hymn, just as '73 did about the ivy, as will be shown. Credit is rightly given to their forethought, even if the succeeding classes did not at once consider the matter settled for good and all. This information is good evidence that customs are not ready-made but become established gradually. In 1880, however, Miss Waring's hymn became established and still continues on the Commencement program with the same old title.

The writer for '75 says also, "I notice that the beginning of the custom of having a baccalaureate sermon was placed in 1880. I remember that '75 chose Dr. Karr, of Cambridgeport, father of one of our classmates, to preach a sermon for us the Sunday preceding graduation, but I am not sure that it was called a baccalaureate."

Public oral examinations persisted in connection with the closing ceremonies as late as 1883, although written tests had been introduced some years before. In the early seventies they receded into the earlier days and a definite senior exercise took place on the morning of Anniversary Day, with compositions, a discussion --- not yet to be spoken of as a debate --- and the presentation of diplomas for language study, a practice which lasted until 1876. For a good while the essays represented the work of the different departments, often including earnest efforts in French and German. Sometimes they were inspired by a common subject, as for instance, in 1895, Hawthorne's "Marble Faun". This was evidently because of the class gift, a beautiful copy of the Faun of Praxiteles, which until the remodelling in 1941 graced the stair landing at Draper Hall.

The valedictory came and went, changed into a "class oration," and gradually faded out of sight. Finally only a few of the class essays were selected to be given. In 1900, for the first time, the class exercises consisted simply of the tree planting, with the usual ceremony of transferring the spade to the next class.

This custom began in 1873, with a class that had already shown its originality by initiating a school magazine --- the Courant. A woodbine was planted at the rear of the Academy building, which was then toward Smith Hall, in front of where Draper Hall now stands and parallel with it. The numerals were carved in the stone above it. When the building was moved, the vine was transplanted, and in the changes of reconstruction, the marked stone was saved and again built in and the figures can still be seen. The class presented to the school a silver trowel, thereby showing their intention of founding a tradition. The class history and poem, at first associated with the planting in addition to the "vine oration," made a longer ceremony, sometimes held by itself in the afternoon preceding graduation, but later put forward to the morning of the great day.

In 1879, the graduating class set out the "semi-centennial oak," to be in time a successor to the grand old tree of lawn party fame. The spade, decorated by Miss Ellen Carpenter, of the Faculty, and presented by the class, was long used, but the trowel disappeared, and had to be replaced. Trees --- lindens, purple beeches, cut-leaf birches, evergreens or what not ---have ever since continued in favor, at first planted "in the grove" and later "on the green". Two or three times, circumstances suggested a return to the vine, especially in 1890, when the Academy building, after its removal, needed a mantle of green to cover the conspicuous contrast between the old bricks and the new where the basement had been added. The ceremony took place at one corner, but many ivy plants had been set out and their luxuriant growth has ever since been a source of gratification to the class. At the time of the dedication of McKeen Hall, in 1904, the College Preparatory division of the graduating class took up the custom of planting an ivy, and a double ceremony, of the tree and the ivy. A class song has usually been associated with this event.

The Draper Reading, established in 1868, varied in date, then came to be held usually in May, but, beginning in 1886, was often and later regularly, considered part of the closing exercises of the year. It crept on from Thursday evening to Friday, then to Saturday, and finally to Monday morning, afterwards returning to Saturday evening, where since 1924 it has remained in its changed form of Draper Dramatics.

Special attention has evidently always been paid to the music for these final occasions. On the third Anniversary --- 1858 --the vocal and instrumental music were said by the press to form "a very pleasing portion of the exercises ". "Particularly admired" was the "Trio, by three young ladies upon one piano. The proof of their training and the trial of their skill were very complete." From 1860 onward for nearly fifty years the music was in charge of Mr. Downs. The development during this long period and the ensuing fifteen years under Mr. Ashton's direction, on to the regime of Mr. Howe, is a story in itself. Direct recognition of the work of the school in this department was given, when, in 1895, the evening musicale became a regular event among the closing festivities of the year.

Another addition was made to the program the following year, 1896, when the reception formerly given by the senior class at some time before June, was introduced on Monday afternoon as an "informal tea under the old oak." At several previous times, a large and delightful "lawn party" had occurred under the auspices of the Alumnae Association, but since then the function has been given by the School in honor of the seniors. The name is still used unofficially, but it is quite unsafe to predict whether favorable skies will permit the use of that picturesque setting, and the word "reception" covers as well an indoor party, when that becomes imperative.

About 1919 began the pleasant custom of the school rally on Saturday, later Friday, of Commencement Week, when the girls, uniformly dressed in white and their class color, make a pretty picture, grouped by classes on Abbot Hall steps, as they sing their songs and serenades. The rally concludes with the marching song which accompanies their passage across the circle to deposit the new banner of the outgoing class in Davis Hall.

Since 1913, each girl of the graduating class has carried a single, long-stemmed rose as she walks up the aisle of the church, to the rhythm of the traditional music. This adds a touch of poetry as well as a bit of color to the slow moving line.

The marshals for Commencement occasions at the church through the years have done valiant service and should be given a tribute of appreciation. A few well-known names that appear, some of them repeatedly, are: George W. W. Dove, B. Frank Smith, Marcus Morton, Jr., James H. Ropes, Donald Churchill, Marlborough Churchill and Hamilton Merrill. Afterwards there was a series of Phillips students. Latterly Frederic G. Moore helped in this important way. Since 1924 a member of the twenty-five year class has served and there are alumnae ushers.

In the matter of class "badges," referred to in the accounts of the earliest graduations, the fashion varied from time to time. In 1863, rings were in order, which was true also in the last part of the seventies. Information is not available as to the exact regularity of the continuance of this custom. Later, however, pins were popular for a time, bearing the school seal, or, afterwards, the class numerals. Then rings came again into favor, this time with the modern school monogram.

The relative importance of class mottoes in succeeding periods, as well as the sentiments themselves, form an interesting commentary on the change in mental habits, and in the expression of ideals. From 1858, they were preserved in the Semicentennial Catalogue, published in 1879. Afterwards for many years they appeared on the programs. Class flowers were taken with more seriousness in earlier years than now, as is indicated by recurring allusions to the daisy of 1884, the clover of 1890, and others. Class colors have also become more of a convention.

A complete list of class gifts if there were space would make interesting reading, and bring up pleasant memories to alumnae of different periods. There seems to have been no regular custom in this matter until after the enthusiastic reunion at the time of the Semi-Centennial, when the class of 1881 furnished the reading-room at Smith Hall. Valuable books for the departments in which the seniors were most interested were the usual gifts for some years. 1884 greatly desired, it was said, to present a model in Parian marble of the Erechtheum, but, finding that it would cost them one hundred dollars each, were forced to content themselves with books. This sounds as if, at that time, the amount was raised by subscription from the individual members. Later, the proceeds of the senior play supplied all or part of the necessary funds. Cushions and curtains for the Draper Hall stair landing, and the "Marble Faun" were given in 1894 and 1899, and furnishings for the senior parlor at various times. Contributions toward the building of Draper and McKeen Halls and toward the Lectureship and Downs Recital Funds are also listed.

Abbot Trees

Allusion has been made to the connection of trees with graduation ceremonies. Trees have always been woven into the background of Abbot history round the main figures just as in old tapestries. The weeping willow between Sunset Lodge and Sherman has a distinguished ancestry. It was brought from Mount Vernon, a cutting from a tree which was, in turn, a scion of the willow overhanging the original burial place of Napoleon Bonaparte on the Island of St. Helena. In April, 1838, an Andover alumna wrote in her diary: "Mr. Stone's school commenced. Rode past the Academy. Quite altered in the front grounds . . . Trees were waving there but lately planted." The next principal, Mr. Farwell, was also interested in beautifying the grounds, and set out evergreens and unusual kinds of trees.

The next entry in the story comes shortly afterward in the phraseology of the History of Abbot Academy. "The grove, cleared of underbrush and made tempting by paths and seats, was gladly frequented by the young girls, to whom it ministered not only refreshment but refinement." However that may be ---about the refinement---students through all the years have surely found there a welcome breathing space. Later chroniclers would speak of groups of eager girls thronging through the woods to the wholesome exercise of the hockey field, or the excitement of watching Gargoyles and Griffins compete in other sports.

In the fall of 1860, the year after Miss McKeen came, the town newspaper (then the Andover Advertiser) contained an acknowledgment of funds lately subscribed by citizens for improving the grounds between the rear of the Academy and Smith Hall, and also a plea for further contributions for trees. However secured, vines, shrubs and trees soon began to be planted. Ten years or so later, in the same paper, the efforts in this direction of Nathaniel Swift, then school treasurer, were commended, with mention of "fruit and ornamental trees in great variety."

The old white oak, which has sheltered so many festive gatherings at Commencement and on other gala occasions, still stands staunchly in its place on "Davis Green." According to the opinion of wise tree men, it remembers not only the founding of the Academy but the arrival of the Mayflower, and possibly even rumors of the landing of Columbus. The slenderer but taller oak nearer to Sherman Cottage is a sort of understudy to the old one. This was planted by the class of 1879, graduating at the time of the Semi-Centennial celebration, to perpetuate the memory of that first fifty years of school history.

The story of the grove has been pieced together from scraps of material found in the archives. First of all comes a letter written by a graduate of 1856, recalling how she used to study in the early morning (!) in the cupola of Smith Hall (then standing near where Draper Hall now is), and hear the birds singing "in the grove close by ".

In early times the grove was a summer gathering place. It was called Abbot's Grove, from its owner, or Temperance Woods, because the Woman's Christian Temperance Union held outings there. On the Fourth of July, 1856, eight Sabbath Schools were to unite there for a picnic with patriotic exercises. Because of lowering weather, the speeches were given in the South Church, and "refreshments were served in the vestry." In the meantime two trees near the speakers' stand in the grove were struck by lightning. In this connection, there should be mentioned the fact that a tree expert, interested in observing what he called "lightning spots," found four or five trees near together which had been struck at different times.

In wartime (1863), the reluctant record says, the largest of the oaks were cut for ship building. Still before the grove was added to the grounds, there was this press item. " It has often tempted the youth, weary of books to stroll beneath its canopy." Does this even then refer to Abbot girls?

It was not until 1867 that "a strip of woodland" was purchased by the Trustees from John Abbot, at $400 per acre.

Olmsted Brothers, when making a survey of the grounds, called the grove the best stand of red oaks left north of the Carolinas. This is most interesting in view of the fact that in 1863 it was described as the last piece, " save one," of the primeval forest remaining on Andover Hill. Take into account an old man's memory, noted in the eighties, of an oak wood lot on the other side of the street, about where Draper Homestead now stands. After that it is not hard to visualize the forest extending back from that wood lot to the grove, and to imagine the clearing later made where the infant school was to grow into an Alma Mater, to whom thousands of "girls" would turn in loyal affection.

Presidential Elections

National politics have sometimes caused considerable excitement at Abbot, even though usually there was a majority of one party. In 1840, the sentiment was one-sided! A bit of direct evidence is on record about that. Irene Rowley Draper in speaking of "Commons" said, "We had a political celebration when the time came round for it. L. D. was the only one on the other side. We were all Whigs and she had rather a hard time of it." The Whigs were victorious, Harrison and Tyler receiving four-fifths of the electoral vote. The reason for this given afterwards by a historian follows:

"The panics that occurred during Van Buren's administration caused a reaction against the Democratic party which had passed the laws which many thought had been the direct cause of the financial distress."

The next known of Abbot participation in presidential campaigns was in 1860, and that was thrilling enough. There was a wonderful parade to celebrate the election of Lincoln, with rockets and "Bengal lights", and illuminations such as never before had been seen in Andover, including a "brilliant display" from "windows filled with lamps" at Smith Hall, then a new building, and 1200 candles in the Theological Seminary halls.

After the establishment of the Courant in 1873 there is of course news about every campaign. A wistfulness appears in the feminine attitude of these times that is amusing, not to say pathetic. In 1876, for instance, "the girls assembled in Academy Hall to exercise an imaginary right of suffrage. The voting was carried on in a most systematic proper manner. The amount of latent throat-power which was developed by the Republicans when the result was made known was worthy of a veritable Town Meeting. It was motioned on the spot that a letter should be written to Governor Hayes, apprising him of the result."

In 1880, the great event was evidently a lecture by Colonel Thomas Higginson, it was such "a novel experience" for girls to be allowed to go to a political meeting. The Courant contributor feelingly defends the sex from the opinion that girls have no interests in national affairs. What chances have they, she bewails, in comparison with their brothers. They cannot go to caucuses or rallies, cannot let out their strong sympathies, if they have them, cannot join in parades or cheer their candidates. "If they try to learn through newspapers, they are met by unintelligible allusions and technical terms, which gentlemen either cannot or will not explain." The writer, however, is "quite ready to bless the enlightenment of the great Nineteenth Century which gives privileges never before enjoyed by girls". As if to show that even with such strange ambitions they still had feminine reactions, she goes on to say "Our kind escort home by the battalions of Phillipians, attired in symbolic white, red and blue, added still more to the pleasantness of the evening".

On election day there were caucuses, a big vote for Garfield and Arthur, and a noisy demonstration of joy. On Saturday evening, about eight o'clock, teachers and scholars went out to view the illuminations, enjoying their trip about town "at that unusual hour ". Later the grand parade passed by, with "brilliant pageantry", "martial music", "mystic splendor", and more engaging still, a long Phillips cheer for the "Fem Sems ". They just "gave themselves up to the occupation of waving their handkerchiefs "--- the only way in which they could express their gratitude --- until the last torch had disappeared.

The account ends with a brave prophecy. "We now await not only the election of 1884, but those also in the not very dim future, when we, the women of America, shall join our votes with those of fathers, husbands, and brothers, for the man best fitted to care for and advance our beloved country, irrespective of party."

The record for 1884 describes a pre-election torchlight procession. A "profusion of Japanese lanterns" decorated the three halls at Abbot. This time the School went Republican, but Cleveland was elected by the nation. In 1888 there was an election day town meeting, which followed party caucuses. There was some ballot stuffing and after much speechifying on the subject, confession by the culprits and a recount.

The Australian System was first used in 1892, and great care was used in making the details correct. Folding screens made "cosy little voting booths" in the new Recreation Room in Draper Hall.

The program in 1896 and 1900 followed the same general pattern, but in 1904, a debate between the two political parties was followed by voting and, in the evening, by singing of patriotic songs round a bonfire in the grove to celebrate the election of Theodore Roosevelt.

Republican and Democratic conventions were held in October, 1908, with representatives from different states and speeches by men of prominence. Before voting, students had to register and prove that they were able to read from the Constitution. A political mass meeting in 1912 brings the account to the beginning of the Bailey era.

Good Times

A cursory look over the available sources --- all too meagre in some periods --- shows efforts, as soon as the school began to have a family life of its own, to provide opportunities for social contacts. Illustrations are found in the production, with Theological Seminary students, of a cantata, "The Haymakers", as suggested in a tableau in the Centennial pageant, "The Years Between", and the party for the Phillips boys in Miss McKeen's first year, 1859-60, with charades, when several theologues were crows, flapping umbrella wings in the Smith Hall back parlor and cawing loudly.

More conventional were the gatherings when some professor and his wife would invite the older girls for an evening, such as the occasion at Mrs. Stowe's, described earlier, or those of a dozen or more years later, of which an alumna writes, "We used to walk about the rooms, a theologue and an Academy girl, often changing partners." A candy pull at Mrs. Draper's, and a coasting party to which theologues were invited stand out clearly in the memories of that period.

That the girls had merry times together in small groups, like all normal young folks, is quite evident from the tales in the Newcomb Journal (1873-76), so naively pictured also in the accompanying drawings. It may be said, however, that some of these were surreptitiously enjoyed. Probably it depended somewhat on the individual girls whether or not restrictions in themselves suggested infringements.

A masquerade, presumably a senior affair, is recalled by a member of '77, who dressed as "Fortune ", and was annoyed at being called "Mis' Fortune" all the evening.

One outlet was provided for superfluous energy in the Sphinx society (formed by the class of '79), which for a number of years carried out programs that required musical, literary, and occasionally dramatic and debating talent, thus foreshadowing the work of the several societies of a later day. As for dramatics, tableaux or readings from plays, without any setting or scenery, were all that was attempted for some time. Later the plays undertaken by the French and German departments filled a special place in the school life.

Another intramural activity followed when the senior class of '86, with characteristic initiative, instituted, or possibly revived, a custom of giving an entertainment---that surely could be called a party, since there were refreshments---to the rest of the school and the faculty. The affair was at first given early in the fall as a welcome to the new girls, but though this particular function was later given over to the Christian Association, it continued, as will be seen, for about fifteen years to be one of the important family events of the year. Pretty costuming was a special feature, at first anyway, judging from the photographs in the alumnae collection of two or three of these class parties.

The successive programs were varied and often ingenious. On one occasion "parlor chairs" were arranged for the guests in "Academy Hall", and there were readings in different languages in national costumes, charades, and a song of welcome when the girls' faces appeared in the center of gaily painted sunflowers on a screen. At another time, the parlors of Smith Hall were "beautifully decorated", and the hostesses were in the costumes of Japanese, Greeks, and fortune telling gypsies, conducting, with much merriment, a conversation party, with five minutes imposed for each assigned topic. Another year the program included an "amusing farce", and somewhat later a series of tableaux from "Romola ".

There were engaging possibilities in the new Draper Hall, and the first senior class to live there, '91, tried many of them in a real "progressive" party. The guests were received in the precious Senior Parlor and repaired to the Reading Room for the diversion of a game, consisting of drawing animals on a blackboard for jibing critics to name. They went to the dining room for refreshments and to the third floor corridor and music room for dancing!

In the following years the dining room was used at such times for various purposes --- for dancing and for tableaux as well as for refreshments. In the event of plays, however, which came to be often introduced as the contribution of the senior-middlers, the party began in Abbot Hall. In 1904 a more formal Senior Reception with outside guests took the place of the family party. At that time, too, with the coming of Davis Hall and its beautiful stage, the senior play acquired a new dignity. There was a gradual growth in importance of dramatics after the building of Draper Hall, following the trend of the times.

In the meantime, many other kinds of good times grew up naturally. There were exchanges of courtesies between Draper Hall and Smith Hall, corridor parties, Hallowe'en festivities, divers entertaining devices and games. Some of them were engineered by seniors, and gradually more and more by other groups, such as the Christian Association.

Fräulein Schiefferdecker's students will pleasantly remember the German picnics which she used to arrange at Sunset Rock and elsewhere. She provided charming German prizes for winners in the games --- on one occasion for the four girls who were able to stand before the company and repeat "with perfect composure" a humorous German rhyme. The parties always ended with the singing of German and English songs.

Just before 1900, following an increased interest in outdoor sports, the custom of Field Day was instituted, which, with its gay class costumes, mascots and all, afforded a new outlet for energy and ingenuity, and gave a chance for more general participation.

An important date in this story is 1908, when the Draper Hall sitting room, or recreation room, was provided as a social center and formally accepted by the students in a pretty ceremony, described by Miss Kelsey in her "Sketches", of dedicating the fireplace. Dancing after dinner was revived from the old Smith Hall custom of "dancing in the cozy music room while waiting for the mail", and in various other ways family unity was strengthened by this common accessible meeting place.

As to social life outside the school, what a chorus of voices could be heard, if the roll could be called, telling of all the instances of gracious hospitality of Andover families through the years, from the "levees" of Mrs. Stowe's time on to the delightful "Senior Parties" given by Dr. and Mrs. Bancroft of Phillips Academy and the never-to-be-forgotten evenings with those unparalleled hosts, Professor and Mrs. Churchill of the Seminary, when all anticipations were realized if the genial professor could be persuaded to give some favorite readings. Many can still recall those vividly drawn characters: the London Cheap-Jack compelled to make fun for the crowd while his child was dying, the persuasive Irish priest getting subscriptions from his village parishioners, and the Scotch minister embellishing scripture stories until Sandy's warning whistle called a halt on the length of Samson's foxes' tails!

Social opportunities seem to have come to classes and smaller groups with surprising frequency for a period of years beginning just before the end of the century and lasting for a decade or more, lessening afterwards, doubtless because of changes in the town. With fewer outside functions it became increasingly the custom for the girls to provide for their own entertainment. If an alumna of any period could have put on a magic cloak and stolen through Draper Hall corridors before a costume or stunt party and observed the maneuvers and brain rackings necessary to create desired elaborate effects from odds and ends of different wardrobes and tattered remnants of past glory, borrowed from the School properties, she would have seen what fun went with such makeshifts. Bradford Days, Gargoyle and Griffin activities and song competitions later furnished experience in many kinds of teamwork.

Students had reason to discover, sometimes no doubt by the method of trial and error, the importance of having committee chairmen that were responsible as well as clever, and workers that were dependable.

It may seem that the modern girls, with their larger facilities and broader, freer contacts, with their activities systematized and somewhat standardized to fit the fuller program, would lose the incentive to effort often resulting from such difficulties and limitations.

THIS history was written for the occasion of the Seventy-fifth Anniversary of the founding of the Alumnae Association, and hence should include the entire period from 1871 to 1946. However, material relating to the Association in the Bailey era has been transferred to Chapter XI.

The story begins like this. Miss McKeen's sister, "Miss Phebe," keen-eyed, spirited, stimulating, is said to have been the one who first suggested and who fostered the idea of an alumnae society. Imagine her eagerly presenting it in her clear way to the group of curious and interested women gathered on Anniversary Day in 1871. During the twelve years since the McKeen sisters came, over 600 girls had gone in and out between the tall old pillars, and before that 900 more. What possibilities in a plan for binding these together to stand behind the School and further its interests! There had been conferences and consultations of course and now the time had come for action. "Yes," they agreed, "include all old scholars, graduates being so few comparatively, and teachers as well."

A constitution was all ready for adoption, drawn up so carefully that with few changes it lasted for many years. As for officers, what more natural choice for president than Susan Jackson, 1852, daughter of a "founding father." It was her mother who started action among Andover women in 1854 to provide furnishings for the first dormitory, Smith Hall. A good precedent for the Alumnae Society! Miss Jackson, calm, competent, decided, accustomed to preside in a classroom, served as chairman for six years.

Then there was Charlotte Swift, 1858, also daughter of a trustee, a gentle, gracious little lady, who had qualified for the position as secretary of the Society by doing what would now be called office work for Miss McKeen, thereby familiarizing herself with the names of pupils. She soon bought two great blank books, one for a list of all past pupils, with married names and addresses, the other for the many members-to-be of the Society [which inappropriately contained also for forty years, till 1911, the minutes of all the annual business meetings]. Valiantly she began on this difficult pioneer work, which later served as a basis for the first general catalogue, published in time for use in arranging for the Semi-Centennial in 1879. Thus early was the necessity realized of getting and keeping the lines of communication open. Miss Swift was in fact the first Keeper of Alumnae Records, and a good one.

The most important provision of the Constitution was for the accumulation of membership or initiation fees in an "Alumnae Fund," with the income only for use. That meant, it was said, "not five dollars to be used and exhausted, but the interest of five dollars forever." This plan required some faith, for the School itself then owned but one invested fund ---a $1000 scholarship foundation. The yearly interest was to be used for "means of illustrating studies," and only after ten years of laboriously building up of the principal could Miss McKeen, for the "Committee of Appropriation," announce with gratification and pride the first purchase, that of four microscopes for the botany classes. At every annual meeting thereafter, new and diverse gifts were reported, often exhibited and always rejoiced over. Such were art casts, models and apparatus, maps and books, books, books. One woman said she could hardly wait to hear the treasurer's report. Not only were departments of study thus benefited, but from that time on hardly a big enterprise of any kind has been undertaken but the Association has had a hand or at least a finger in it one way or another, initiating, completing, or cooperating throughout.

In 1879 occurred the memorable Semi-Centennial Celebration of the founding of the Academy, a two-day affair. One whole day was called Old Scholars' Day, and the afternoon session was in reality an Alumnae Association meeting although no business was transacted. "Ladies who were in the school at any time between 1829 and 1859, and those between 1859 and 1879 met for the exchange of reminiscences and congratulation." Formal engraved cards of invitation had been sent out by a committee which included seven alumnae. Incidentally, it should be mentioned that here, following the usage of that time, the married women took over the titles of their husbands. Heading the list, for example, with Ruth Bowman, who appears as "Mrs. Rear Admiral J. F. Green," and Caroline Howard as " Mrs. Rt. Rev. T. M. Clark."

In all the festivities of the Celebration, Town and Gown were united. Homes in the community were opened for the many guests. It was well said, "Andover treated the school like a daughter".

President for thirteen years from 1877 was influential Abby Chapman Chamberlain (later Mrs. Poor), who was repeatedly elected until ill health forced her to resign. The death in 1880 of Miss Phebe McKeen, to whom the Association was so greatly indebted in its beginnings, was sincerely mourned, and a scholarship completed to perpetuate her name. A little later her portrait, painted by Emily Means, 1869, from likenesses and from memory, and the one of Miss McKeen by Edgar Parker, were presented to the School in recognition of the twenty-fifth anniversary of their coming to Andover.

In 1880, on the resignation of Miss Swift as corresponding secretary, Agnes Park, 1858, came into the picture, the daughter of Professor Park, the august president for many years of the Board of Trustees. Tall and plain, she was vivacious, vigorously intellectual and staunch in devotion to people and causes. Presidents came and went, but for forty-two years, most of the time as both secretary and treasurer, she was the mainspring of the organization.

A new custom was introduced in 1887. There was held in Boston the first of a long series of social functions, still continuing. This one was preliminary to the famous great Lawn Party given by the Association in June, when "throngs of ladies and gentlemen" were received under the old oak on "Davis Green," near Smith Hall. In the changes necessary to make room for Draper Hall, that great wooden building was very soon to be moved to the site where the Infirmary now stands, and Abbot Hall (then still known as the "Academy") was turned about from its original place toward the middle of the present "Circle," facing School Street.

It should be said that the first direct effort toward the new building fund was made by the Association.

A vital period in the history was the eight years following 1890, while the stately Miss Means was president. Already as teacher of painting, she had known the School from the faculty point of view. Here she gained a full sympathy and understanding of the possibilities and problems of the alumnae body, which was of great advantage to her and to the organization when she became principal in 1898. It was the Association that began the movement for the Means Memorial Library. This was later merged with the building fund campaign.

One high spot in dates was 1891. At the business meeting a plan for supplementing the regular income to cover further needs was brought forward by an enterprising young graduate, Mary [Daisy] Douglass Macfarland, who was thereupon appointed head of a committee to advertise it, obtain pledges for yearly contributions and collect them. This "Auxiliary Fund" was the precursor of the later Alumnae Income Fund, with the same aim ---to provide usable moneys as if they were dividends from an invested fund. After eighteen years of arduous effort by the originator of the idea, there was reversion to capital investment. Miss Maria Merrill, in whose memory the Gateway was erected, managed to raise in short order $5000 for a Lecture Fund, the income of which, though now quite inadequate, sufficed for some years to secure excellent and sometimes noted lecturers.

Interestingly enough, it was at that same meeting in 1891 that discussion arose about asking the trustees to include women on the Board, causing "considerable stir," according to the Courant. Think of the general status of women at that time, and decide if this was not one more indication of the pioneering spirit. The trustees acquiesced, and elected two well-known and well-qualified Association members, Mrs. Frances Kimball Harlow, former teacher, and Henrietta Learoyd Sperry, 1868, alumna, former teacher, and acting principal. Later, Mary Donald Churchill, who was elected to succeed her husband, and whose dignified little figure and long generous service are not forgotten, was for a time the only woman member. Nearly twenty-five years after the first innovation, namely in 1915, the Board asked for a direct alumnae representative to be nominated by ballot, and again in 1935 for a second "alumnae trustee." What could be more direct evidence of the value in which they were held?

An important event was the McKeen Breakfast, given by the Association in the winter of 1892, in warm tribute to the retiring principal and the devoted service to which she had given almost half her life. This was a distinguished occasion, with the inimitable Professor Churchill, teacher of elocution and trustee, as toastmaster, and many other felicitous speakers. In June, the Association gave a second large lawn party to enable alumnae, their families, and friends to pay their respects to Miss McKcen. One significant by-product of the "Breakfast" should not be overlooked. The author of the idea, Laura Wentworth Fowler (one of Miss McKeen's first graduating class, 1860), was impressed while promoting it with the opportunity for forming an alumnae society in the vicinity of Boston, and presented the matter to the Association. A committee was thereupon appointed, of which she was chairman, "to work up the Abbot Club." As founded (in 1892), therefore, albeit "entirely independent," it was virtually a daughter of the Association. The second local club was formed in New York six years later. Since then they have often joined forces with the older and larger group in furthering great objectives.

An evidence of the keen interest taken in the future educational policy of the School under the new principal, Miss Laura Watson, was the discussion at the business meeting of that year of 1892, which resulted in a vote ---" Resolved: that we regard the work of Abbot Academy in fitting girls to enter directly into active life as of such importance that it should not be allowed to become in any way subordinate to the work of preparing them for college." Such expressions of alumnae opinion did not go unnoticed by Miss Watson and her successors. Courses preparing for college were introduced more and more, but thoughtful study of the matter was made at different junctures by carefully selected faculty committees and a balance sought between the general or "Academic" program and that preparatory for college. Of late years, students aiming toward further study have predominated.

The story of these earlier years shows how many times the Association blazed a trail. It was a great advantage to have the Fund under the watchful care of Mr. Draper as School treasurer, with his characteristic caution and scrupulous attention to detail. Mrs. Draper, too, was an active force in many ways, at one time making the Homestead a center for committee work on records.

Among distinctive personalities is noted Anne Means, cousin of the principal, who was chairman for five years (1899-1904) of the committee to raise the large sum required to build McKeen Memorial Hall. Appreciative minutes show how with her natural drollery and brisk courage she energized her co-workers to meet many delays and difficulties, and finally achieved the goal with the enviable record of a hundred per cent payment of pledges. There was a crucial moment when the trustees had decided upon the plans, and the builders were pressing to begin work so as to finish in time for the observance of the seventy-fifth anniversary of the School in 1904, and still the goal was by no means reached. Then some one came to the rescue with a loan of $10,000 without interest. It may not have been generally known that this rescuer was Miss Emily Means, then principal, her only condition being that the money be repaid as fast as it came in after the completion of the requisite amount.

With the rejoicing and celebrating over, Anne Means and her aides, apparently as a reward for well-doing, were reappointed to take care of the supplementary business of providing science laboratories in Abbot Hall. Generously the chairman, her sister, Mary Means, 1869, and Helen Smith Coburn, 1854, were responsible for the expense of the changes. This was in 1906.

The gifted Anna Dawes, eloquent, witty, and of dignified presence, was head of the Association for a double term, 1910-14. Her experience in Washington social life, as a senator's daughter, and in woman's club activities, showed in her ease of manner and readiness of speech. In a transition period covering a change in administration, she gave expression to warm appreciation of Miss Means and her regime, and with equal sincerity, at the inauguration exercises, pledged the allegiance of the alumnae to Miss Bailey and the new era. This was important, for Miss Bailey's very coming was partly motivated by the thought of a strong body of Abbot women to be depended on. To stimulate informed cooperation Miss Dawes adopted, in 1912, the plan of an Advisory or Visiting Committee, which developed from a suggestion of Mr. Flagg's, whereby a few alumnae at a time, of different periods, could be shown the everyday life and workings of the School in order to become more intelligent in recommending it. Those who were able to accept the invitation showed a lively interest and an appreciation of the welcoming hospitality, and sometimes, as had been requested, made constructive criticisms. The committee functioned until 1939, when it gave place to a more widely representative group --- the Alumnae Council.

The remainder of the Annals, bringing the account up to 1946, refers to the remodelling of Draper Hall (completed in 1941) in charge of the firm of Tamblyn and Brown; the Second Century Building Fund and its successor, the Second Century Alumnae Fund; the coming into office of Constance Parker Chipman and Marion McPherson (appointed jointly by the Association and the School) in charge of the Alumnae Office, as described in Part I. The steadily growing cooperation, through the years, of Association officers and the Alumnae Office staff has been vitally important in developing a community of interests and responsibilities.

These Annals were prepared before the observance of the Seventy-fifth Anniversary of the Association took place. The program was carried out before an enthusiastic audience of alumnae. First came the regular business meeting, at which a gift of $200 from the Association was voted for the Seventy-fifth Anniversary Scholarship Fund, the objective for the year of the Second Century Alumnae Fund. Then came the Anniversary luncheon with appropriate birthday arrangements. The speaking began with a talk by Miss Hearsey on the past, present, and future prospects of the School, followed by reunion class and Club reports and as a climax the production of Helen Danforth Prudden's "Madam Abbot Returns", when alumnae representing all the classes having five-year reunions appeared on the stage dressed in the costumes of the various periods, all amusing and unbelievable. At the end all joined in singing the Alma Mater.