Westover. Laurie Lisle

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СКАЧАТЬ we talked, he indicated that Westover’s future was up in the air, and that it might become a school for remedial students. Noticing that I was almost the only female in the room, I asked if we were in a men’s club. When he nodded yes, I felt a stab of resentment. Maybe my conflict had less to do with my dislike of the female sphere than my perception of its inferiority to the male one, where the prizes, I thought, were the ones worth winning. Since I had intended my article to be critical of girls’ schools, I was confused. I had no idea how to begin it and, in fact, I never did.

      Years later, after returning from my thirty-fifth Westover reunion in 1996, I read in The New York Times about the opening of the Young Women’s Leadership School, the first public school for girls to open in the city in a century. I instantly understood what the young girls in East Harlem would get from a school of their own, and I felt happy for them. I also realized that I was glad that Westover was still a school for girls, and that it had been mine for a while. Even at the time of the interview I had noted that “I guess the place either gave me or nourished my desire to dream and grow.” Entering at the end of the 1950s, I must have absorbed the message that girls like me were important because such a magnificent piece of architecture had been designed for us and dedicated to educating us. Also, I remembered being interested in the school motto, “To Think, To Do, To Be” (inscribed in Latin on our brass belt buckles and the awesome emblem over the front door). It boldly challenged the expectation for a girl’s life in an era when women were only assumed to exist, instead of also thinking and doing. The words must have interested me because they assumed no inherent conflict between intellectuality and femininity: they indicated that clear thoughts and bold actions were part of a womanly life.

      Soon afterward I returned to Middlebury to examine the school archive on the balcony of the former library, the airy, white clapboard colonial that had once been a church. I loved being back in the beautiful old building, and I remembered being happy reading on its sofa in the warmth of the fireplace on winter afternoons. The large portrait of founder Mary Robbins Hillard still hung there, the doe-eyed likeness that makes her look smaller and sadder than the way my mother remembered her. Maybe I would find material for the article left unwritten so long ago or for a book about girls’ schools. The archive was indeed full of treasures—letters, diaries, manuscripts, photographs, memorandums, minutes of meetings, and many other materials carefully collected over the years by alumna archivist Maria Randall Allen. Eventually, when she suggested that I write a history of Westover, I realized it was what I really wanted to do—to examine the place that still evoked such strong emotion.

      One day while perusing the large, gold-embossed, old leather-bound school guest book, I saw what looked like the signature of my grandfather. He and my grandmother may have visited in May of 1923, when my mother and her older sister were still in grade school. It was my grandmother who must have heard about Westover from an older cousin in Massachusetts, whose daughter, Eleanor, had entered when it first opened in 1909. I will never know how the Coles heard about Miss Hillard’s new school in Connecticut, but it doesn’t matter. In Eleanor’s old age—eighty years after her graduation in 1912—she remembered that she had “worshipped” her headmistress and “adored” her years in Middlebury. She had not been especially studious, she said, but she had loved all the singing and the “feeling of freshness and, in a way, hope” in the “lovely little chapel,” whose beloved chaplain had officiated at her wedding.

      My mother was in her eighties when I began working on this book, and I enjoyed entertaining her with what I was discovering in the archive. I liked taking her to visit her sister-in-law, a member of Westover’s class of 1930, and one afternoon my stories inspired the two old ladies to break into a spirited “Raise Now to Westover.” After my mother’s death, when I was going through her attic, I found her khaki day and white evening school uniforms, carefully tucked into a trunk along with a wedding dress. I held up the uniforms and marveled at their exquisite tailoring: all little tucks, intricate seams, deep hems, and lovely embroidery. Then, most miraculously of all, I discovered in the attic many girlish letters, written in achingly familiar handwriting, that she had mailed to her parents from Middlebury.

      My mother had wanted me to go to Westover, too. In fact, she never even suggested the possibility of my going away to any other school. It was go to Westover or stay home—despite the fact that her memories were a mixture of pleasure and shame. While at boarding school, she had learned a love of reading, made good friends, and been elected head of the Over field hockey team, but she had left without a diploma. She did not attend her class’s graduation or ever return for a reunion, as far as I know. Still, she felt that Westover was an experience her daughters should not miss.

      During my childhood, she had often talked about a larger-than-life personage, a Miss Hillard, a kind of Protestant princess or priestess in my imagination, who could read girls’ minds. Mother never spoke about her own mother with the same kind of awe. She also made affectionate references to a young headmistress, whom she called “Dilly,” who sounded like the nicest person in the world. My mother often recited poems to me that she had memorized during her four years away at school, like Emily Dickinson’s paean to reading, a little, rhyming poem called “A Book.” She also used to recite a Biblical passage that she knew by heart, and that I would also learn at Westover—“Though I speak with the tongues of men and of angels, and have not Love, I am become as sounding brass or a tinkling cymbal,” it begins. I still have my tiny blue booklet about it given to me and everyone in my class by Miss Dillingham in 1959, full of my scribbled, idealistic reflections.

      On an autumn day when I was fourteen, my mother drove me to Middlebury to meet “Dilly” and see the school I had heard so much about. I remember a long talk with a formal and formidable Miss Dillingham in her dimly lit sitting room, when my mother nervously did most of the talking. At home in Providence, I had taken to bickering with her, and I didn’t get along with my stern stepfather, either. “Growing up was growing out, I had nothing to lose, so I was ready to go,” I had remembered a decade after graduating. When the acceptance letter arrived a few months later, I was glad to be going.

      Walking through Westover’s front door in September of 1958, I was a quiet girl, distressed, maybe even depressed, by feeling voiceless at home. In the presence of my volatile stepfather, it was impossible to say much of anything. Before long, after discovering the daily pile of The New York Times on a high-backed bench, I became electrified by news about the nascent civil rights movement. I tentatively started to talk about it, and soon I was offering my opinions in Current Events and Miss Norman’s history class, on the volleyball court and everywhere else. Rooting for the Overs seemed less important than defending the pacifism of Martin Luther King. My classmates gently teased me for my passionate and probably dogmatic views, but they, as well as my teachers, put up with my argumentativeness.

      My newfound voice was not just verbal, either. I began keeping a diary, writing about my thoughts as well as my emotional ups and downs. After returning from a “perfect” Christmas vacation during junior year, it suggests that I had a mid-winter meltdown. I was seventeen, in my seventh year in a girls’ school (including a day school in Providence), and eager to experience life. I was also starved for difference, but most of my classmates were, like me, daughters of alumnae from established Protestant families. Everything suddenly seemed too female, too boring, and too tense. I telephoned my mother in tears, telling her that I wanted to go to another school senior year, definitely one with boys. She sighed and suggested that I go talk to Miss Dillingham. At the age of sixty-two—incredibly, younger than my age now—the headmistress appeared to me as a powerful but benevolent grandmother figure, not unlike my own widowed grandmother. The next day I fearlessly went to see the person we called Miss D in her sitting room. Our talk elated me, evidently because of her empathy. “It came down to the point that maybe I was ready to go on and that enough of boarding school is enough,” I told my diary. “I’ve just outgrown this place.” Wisely, she asked me to wait until after spring vacation to make a final decision, and I willingly agreed.

      It wasn’t long before I went to see her again, this time to ask if I could take a rare weekend pass to go to Harlem for СКАЧАТЬ