{"id":133,"date":"2022-08-10T14:58:46","date_gmt":"2022-08-10T14:58:46","guid":{"rendered":"http:\/\/wbbm.digitalprojects.brynmawr.edu\/dev\/?page_id=133"},"modified":"2022-09-07T11:09:32","modified_gmt":"2022-09-07T15:09:32","slug":"education","status":"publish","type":"page","link":"https:\/\/wbbm.digitalprojects.brynmawr.edu\/why-build\/exhibit\/education\/","title":{"rendered":"From Guarded to Wordly Education"},"content":{"rendered":"\n
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Joseph Taylor sought to establish a female Haverford that would provide a guarded<\/a><\/strong> education for Quaker women and place Christian teachings at the forefront. The college was to be part of a broader effort to increase Quaker influence in society and advance a Christian civilizing mission<\/a><\/strong>.  Taylor Hall, the College\u2019s original academic and administrative building, claimed affiliation with prominent American and British academic institutions through its High Victorian Gothic<\/strong> <\/a>style, but with modifications that conformed to Quaker values of simplicity<\/strong>. \u200b<\/a><\/p>\n<\/div>\n\n\n\n

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\"Scaffolding<\/a><\/figure>\n
Unknown photographer, Taylor Hall under Construction<\/em>, 1885. Photograph. Bryn Mawr College Special Collections, PAB_Taylor_018.<\/figcaption><\/figure>\n\n\n\n

\u201cIn the admission of students, other things being equal, preference is to be given to the Society of Friends; but in all cases those should be preferred who are of high moral and religious attainments and good examples and influence, and, such as are most advanced in education. But if not members of the Society of Friends all must conform to the customs and rules of the Institution and be willing to be educated as Friends, who are admitted or may be.\u201d \u200b<\/p>Will of Joseph W. Taylor, 1877. Quaker and Special Collections, Haverford College, Taylor Family Papers, MC-962.\u200b<\/cite><\/blockquote>\n<\/div>\n<\/div>\n\n\n\n

After Taylor’s death in 1880, the Trustees became more open to prioritizing professional training and a more worldly<\/a><\/strong> curriculum. By 1884, a new vision came into focus. The College adopted a Classical curriculum<\/a><\/strong>. The course of study in Literature and History heavily emphasized British, Greek, and Roman traditions, reflecting the founders\u2019 shared belief in the cultural superiority of Western European society. In step with this new direction, the interior of Taylor Hall was transformed through the addition of Classical plaster casts and photographs of Greco-Roman and European art and architecture. This learning environment reflected ideologies of white, European, especially Anglo-Saxon superiority and was intended to cultivate female students in this image.<\/p>\n<\/div><\/div>\n\n\n\n

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Continue Exploring From Guarded to Worldly Education<\/em>:<\/h2>\n\n\n\n
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Smith and Bryn Mawr<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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The “Quaker Lady Dress”<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Classicism and Anglo-Saxons<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Decoration and Education<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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“Taylor-Made” Students<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n
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Normalizing White Supremacy<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Larger Systems at Work: Quaker Schools for African-Americans<\/a><\/div>\n<\/div>\n\n\n\n
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