In this interview, Ferguson tells why she chose to attend Pembroke College over Wellesley College; how following a woman she admired, she wanted to become a Boston insurance agent; and that she never felt she needed to be liberated. She discusses the remnants of Victorianism; marching for suffrage before age ten, and always having had a female doctor. She recalls the rules and regulations of Pembroke; mandatory chapel and the speeches given by Deans Allinson and Morriss; and the Brown/Pembroke merger which she opposed.
Martha Alice Ingham Dickie begins her 1985 interview discussing both her religious and academic backgrounds, elaborating on her interests in social work and international politics. These religious and intellectual values converged in 1939, when Czechoslovakia was being threatened by the Nazis and the Unitarian Churches there had been occupied. As part of the American Relief for Czechoslovakia program, Dickie and her husband traveled to Czechoslovakia to help the refugees.
In the first part of her 1987 interview, Martha Alice Ingham Dickie discusses her family background, her life at Brown, and her social work during her time at Northwestern. Also in tracks 1 and 2, Dickie reflects on meeting her husband, Waitstill Sharp, and starting a family and ministry together while taking classes at Radcliffe at Harvard.
In this interview, conducted over fifty years after her graduation, Ruth Estella Sittler begins by describing her childhood in Uniontown, Pennsylvania and the difficulty of her parents’ divorce in 1929. Sittler explains that her older brother graduated from Brown University in 1930 and that she was determined to follow in his footsteps. In 1929, she did just that, matriculating into Pembroke College the same year her family moved to Providence, Rhode Island.
Ethel Colvin Nichols begins her interview discussing her plans for the future and speaking of her wish to return to the workforce despite discrimination based on ageism. Also in Part 1, she reflects on classes at Pembroke College, her relationship with Dean Margaret Shove Morriss, training to become a dean herself, as well as her ideas about education.
Virginia Belle Macmillan begins Part 1 of her interview by describing her childhood and family in Pawtucket, Rhode Island. She recalls her years at Pembroke College, in particular her role on the Pembroke Record staff, and as President of the Student Government Association. She also discusses life as a commuter student, attending college during the Depression, and interactions with Brown faculty members.
In this interview, Eleanor Mary Addison begins by considering the difficulties of being a commuter student, not being able to build a community on campus, and the financial strain of living in a dormitory. She recalls participating in choir, correcting math papers, and tutoring, all for money, in order to continue studying at Pembroke College through the Great Depression, and she explains that this was not unusual at the time.
Elizabeth Susan Weatherhead begins her interview with a brief family background, noting that her father attended a boy’s school in Barbados while her mother attended a girl’s school in Canada. She explains that having grown up in Barrington, Rhode Island, she was familiar with Pembroke College and was given the same opportunities as her five brothers.
In this interview, Enid Wilson begins by describing her family background, her father’s professorships at Massachusetts School of Technology and Harvard University, and her childhood in Brookline, Massachusetts. She explains why she chose to attend Pembroke College and shares pieces of her interview process with Dean Margaret Shove Morriss. She recalls the buildings that were on the Pembroke campus, noting that women almost never went to the Brown campus, and mentions the women’s dress code.
Ruth Ellen Bains begins Part 1 of her interview by highlighting her family background and her early education in the Lincoln, Rhode Island, public school system. She explains that she only had two colleges to choose from and decided to attend Pembroke College. She briefly describes living in a dormitory and her first impressions of the campus, before detailing the beneficial and copasetic coeducational structure necessitated by World War II.
