Theodate Pope Riddle

And the Founding

of

A von Old Farms

by Brooks Emeny

.JIL -

Thi s publica ti on is re-i ssued in anticipation of the 50th Anniversary Jubilee observance of the founding of the School in 1927, which will take place du ring the 1977-78 school year. All friends of the School who may wish to contribute their personal recollections and first-hand impress ions of th e founder and of the founding era are invited to communicate with the Headmaster.

Copyright © 1977 by Brooks Emeny

ACKNOWLEDGMENTS

The preparation of this manuscript was enormously facilitated by Miss Elizabeth McCarthy and Mrs. Ge or ge Trautman, who collected much of the source mate rial and r e ad the manuscript with valuable nota­tions for improvement. William Kegley', who has been at the School since its beginning, also provided interesting historical information which would not otherwise have been available. The Gothic script on the title page was furnished by my Princeton neighbor and dear friend Mrs. Alfred Hoyt. The manuscript was typed by my secretary Mrs. Karen Vasudeva, with her usual patience and interest. And last but not least, my wife Bobbie gave constant en­couragement with helpful suggestions in the refine­ment of the text . To all, the author extends warmest gratitude. B. E.

COPYRIGHT Avon Old Farms School, 1973.

I. II. III.

IV. V . and VIII. VI.

VII.

17th Century Tools Used in the Building of Avon Old Farrns School

BOX SCRAPER for finishing wood BROAD AXE for hewing wood PEEN HAMMER for shaping and finishing

stone blocks STEEL BR USH for roughing up wood

ST APLE and WEDGES used in laying floors

METAL FLATTENER - used for iron work. hinge s. etc.

FILE for scratching wood and marking lines

THEODATE POPE RIDDLE

This is the story of the founding of Avon Old Farms School. It is also the story of Theodate Pope Riddle, whose imaginative genius as an architect, whose faith in American young manhood, and whose personal wealth made pos sible the creation of this unique school. Although today's changes in the social dynamics and institutions of the United States have of necessity modified many of the Founder's educational ideas and ideals, par­ticularly as defined in the Deed of Trust, the heart and core of her concepts remain valid. Avon has not only adjusted to the demands of a new and dif­ferent era, but continues to maintain a leadership in innovative educational principles and in the maintenance of disciplines for enabling its students to aspire and persevere in the attainment of maturity and qualities of leader­ship.

Theodate Pope Riddle was born in Salem, Ohio, February 2, 1868. Christened "Effie ", after her Aunt Effie Brooks Borden, she was later, at age 12, to change her name to "Theodate" after her paternal grandmother. Even as a child her spirit of determination began to assert itself, for she refused to respond henceforth to anyone who addressed her as "Effie". The beautiful portrait of her grandmother, Theodate, dressed in Quaker garb, hangs today in the Hill Stead Museum.

Theodate was an only child, and as she explained it, >:' "I was born be­fore I was needed and greatly to my mother 's resentment. One of my ear­liest memories is hearing my mother tell my father that she would not bear a child every year." Her mother's fear of childbirth dated from the time she witnessed as a girl of 16 the death of her own mother, Judith Twing Brooks, through a miscarriage, her tenth pregnancy.

Theodate's paternal grandparents, Alton and Theodate Pope, carne from Vassalboro, Maine, where the family owned a woolen mill. They were ardent Quakers, and Mr. Pope along with four friends founded Oak Grove Academy for Quaker Children. Theodate's father, Alfred Atmore Pope, who was born in 1843, and his two older brothers, received the ir early education at this school. Alton Pope "had a decided artistic temperament but was extremely impractical and failed in his management of the woolen mills when my father was thirteen. In consequence, Father and his two

>:'Quotations appearing m the text which follows, unless otherwise noted, are taken from the random, unedited, exasperatingly few notes left by Mrs. Riddle.

1

older brothers were deprived of a college education, which seemed like a calamity to them. My father made a determination then, that he would make a success of some business when he became a man. His future suc­cess must have been due to this determination, because he too was not naturally a man of affairs. II

Following the clos ing of the woolen mill the Pope family moved to Baltimore where they remained for a year before settling in Salem, Ohio, in 1855, Ilprobably because the town was well-known to the Soc iety of Friends as having three meeting houses of different sects of Friends. II Here the father set up a small woolen business where his sons worked while completing their education.

2

Alfred Pope and his future wife, Ada Brooks, met when he was four­teen and she twelve. IIWhen Father was 16, II Theodate recounts, ,llhe gave Mother a ring. Neither of them ever had any love except for each other. II They were not to be married until seven years later in 1866, because of their youth and Alfredls impecunious circumstances.

Theodate I S maternal grandparents were Joseph Judson Brooks and Judith French Twing. Joseph Judson at age 23 had moved to Salem, Ohio from Montpelier, Vermont, in 1833, accompanied by his widowed mother, Roxanna, a brother, and three sisters. His elder brother, Delorma, had already settled in Lisbon, Ohio, the county seat, where he was practicing law as well as teaching to supplement his income. The mother and the younger children first settled in Lisbon, whereas Joseph Judson decided to install himself in Salem, a few miles away. He immediately began to pros­per in the practice of the law, becoming later the firs t attorney of the Western Division of the Pennsylvania Railroad. After building a fine home, he returned to Montpelier in 1838 to marry Judith French Twing, a former pupil of his in a school where he taught while reading the law. Her father, Joshua Twing, was a prosperous industrialist, being the owner of an iron mill whose castings were widely used throughout the East. It was located near Barre, Vermont, in a small community called Twingville, after its distinguished citizen.

Ada Brooks, born in 1844, was the third child of Joseph Judson and Judith Twing Brooks. The house in which the parents lived, raised their seven surviving children, and died in the early 160 1s, was famous in Eastern Ohio when built. It had the first inside toilet known in the area, and an unheard of luxury of hanging closets in the bedrooms. Few people could boast enough clothing to fill a hanging closet in those days!

Judith Twing Brooks died in 1860, and her husband, Joseph Judson, two years later. Their eldest son, Joshua Twing, grandfather of the author, had to abandon Yale University in his junior year to take his place as the head of the family. He read the law, commenced its practice, and eventually

3

succeeded to his father's pos ition as attorney for the Pennsylvania Railroad, soon becoming a Vice President. He married Annie Miller in 1865 and it was in their family home where Theodate's mother and father were mar­ried and Theodate was born.

A year after Theodate's birth, her father at age 27 borrowed $5,000 from his brother-in-law and moved to Cleveland where he bought interest in the Cleveland Malleable Iron Company, later to become the National Malle­able Steel Castings Company, of which he was President until his death in 1913. The Memorial adopted by the Directors of the firm at the time of his death attests to his great qualities. "When we think of his remarkable intelle c t, sound judgment, and vis ion, we unde rstand the reason for his pre-eminence. He was interested in history, philosophy, and higher edu­cation, to which he contr ibuted largely of his time and means. His unusual appreciation of the beautiful was shown in his choice collection of impres­sionist paintings, mezzotints, and many types of art. -- A gentleman of the old school who believed in humility, courtesy, and goodness. "

The Popes built a large house on the then famous Euclid Avenue, almost next to the home of John D. Rockefeller, Sr. It was here that Theodate was raised. Her father and mother became completely absorbed in the business and social whirl of the growing city. They traveled widely, frequently leaving the young child alone with a nur se and servants.

Theodate's lonelines s in her childhood was acute. The only place she really loved was the Brooks homestead in Salem, where the shy, rather short, and plain little girl felt the warmth of love and true family life. Her first cousin Elizabeth, daughter of Joshua Twing and Annie Brooks, was "like a sister" to her. Charles, about a year older, was adopted as a brother. The following charming description of a Christmas in the home­stead when Theodate was about seven years old, is worth quoting. "Our sleigh bells announce us -- uncles, aunts and cousins in the yellow light of the open door. Hugs and kisses. Coats, hats, and rubbers torn off us by many hands. Loving home-folks surge down the hall past the library to the sitting room. Grimy, chapped hands held to the soft coal fire, while a glance at the mantle is reassuring. The lump of metal in castle form is still as it was eons ago -- last Christmas.

"Charlies and Lizzies and little Judies crowd up narrow, steep stairs from the dining room to the children's pas sage. The room at the end, an unforgettable blue, has a large white tin tub in it. Do I sleep in Aunt Roxanna's room ? Where is Great Aunt Roxanna? A thousand kisses and good-nights, slamming doors, knocks, kis ses, good-nights, and slamming doors. A head feels queer. A white-walled room with heavy grandmotherly bed and dresser. A freshly lighted fire snaps, buckles, and flares, and tireles s shadows dance. Cold sheets - - tick, tock, tick, tock - - closed eyes - - Is the love-letter box in the apple · tree? Thoughts so deep, like dor­mant seeds, they only now are sprouting.

4

"Squeals and shrieks, thuds of wild bare feet, eyes open to darkness and a glowing cold. Somehow washed and dressed, boots buttoned by numbed and clumsy fingers. Along the passage a milling, milling in the dawn in the double room. Legs thrown over the mahogany stair rail, swish! I am caught in the curve of the newell. Determined rattling of the obstinate li­brary door; but one may look out on a ghastly dawn in the blue glass by the entry door and on tiptoe see a cheery pink world; on a chair, one sees a golden world and stretching up, a violent red one. Inhale the fragrance of Christmas greens, old wood, and apples in the bins.

"The library room of all rooms, then and forever. Bookcases like cliffs and leathery chairs by the Franklin stove. The early sun streaming through the thin and tinseled branches of the tree. Parents nervously open­ing a portfolio, awaiting exclamations of delight. But three feet high, despair, confusion and dismay sweep through one. The blood mounts with the effort of a feeble 'thank you' -- one's eyes are dimmed. Outstretched arms, a kindly voice says, 'Corne, little dear'; the body obeys, but the soul reco ils - - I am not little! "

The "portfolio" mentioned contained sketches of buildings -- a re­sponse to a fascination Theodate had already developed for architecture. She began drawing elevations and floor plans at the age of ten! But it was the panels of colored glas s surrounding the front door of the house which made the deepest impression at the time. She spoke of it to me the last year of her life, as she had many times before. For she always saw life and the world about her in terms of the ugly, the ordinary, or the b e autiful. And to her there could be no compromise with any of these. Within the turmoil of her child's mind there began germinating her drive for the avoid­ance of the ugly and tawdry, and the appreciation and creation of b eauty.

Theodate's life as an only child "was the extreme of what the lives of only children usually are." But she continues, "I do not look back on this with regret because I feel that the solitariness of my childhood days de­veloped in me an independence of thought w hich has made it pos sible for me to make independent judgments." What she did not add w as that her inde­pendent judgments were largely based on intuition and d eep emotion - - a marvelous force in the creation of beauty in architecture, as oppos ed to rationalism, which she abhorred, the lack of which was to cause most of the mental pain and suffering which marked so often her life.

During her school years, Theodate remained an indifferent scholar though she early developed a great capac ity for reading - - a needed form of escape from the world of reality. Being ext r e m e ly shy, she adjusted badly to the child's play of her schoolmates, loathing the social l ife of the young, particularly partie s and dance s. She sought rathe r the companionship of older people in her search for love and understanding . In fact, ther e we r e few friends of her generation with whom she remained close in later years.

5

As a child and a teenager, she became more and more introspective, often retreating into a dream world of her own creation. Of her moods and intro­spection, the following taken from her notes is very revealing. "The most outstanding memory of my inner life during childhood occurred when I was nine years old. I was lolling on the stairway where I could see through the doorway of a room in the upper hall, my mother giving instructions to the seamstress. I looked down at my hands and said to myself : 'Why, this body isn't me.' That moment began a mental suffering which extended until I was in my early twenties, and even at long intervals during my life I have had a great feeling of fear of myself. I avoided seeing myself in the mirror, and had during those periods an experience of what I shall call 'over­consciousness', the consciousness is too sharp. I do not know if this has any connection with the different psychic experiences I have had. "

Such precocious introspection could have led to insanity, if not sui­cide, in later life. But the balancing factor is the constant boiling within her subconscious which was creating a drive for an emotional outlet in archi­tecture, as well as for delving into the world of ideas, of philosophy, history, art, and even mysticism. But it likewise explains her deep involvement in psychic research following the shock of her father's death in 1913, and her constant search for psychiatric treatment to relieve her of the intolerable emotional stres se s involved in her creative work.

In her later teens, Theodate was sent to Miss Porter's School in Farmington, Connecticut, along with her beloved cousin Elizabeth Brooks, who was her roommate and constant understanding companion. She recalls as follows her first night at school. "With me in Miss Dunning's house were eight girls, including my cousin Elizabeth Brooks, the two cousins Alice and Agnes Hamilton, Grace MacLeod, Hally Campbell and Sue Usher, who wept the entire year - - first because she was at boarding school and then because she had to leave in the spring. The first evening we undressed and slipping into our dressing gowns, sat on the floor in Agnes' and Alice's room. There was a buzz, buzz. Alice with her curly black hair and red dressing gown, stamped herself upon my memory when she startled us by saying she was going to be a doctor. I pulled up something entirely from my subcon­sciousness, because I heard myself saying that I was going to build an in­destructible school for boys. Alice became a great pathologist - - for some years the only woman on the Harvard faculty . Agnes, in turn, became a leading sociologist -- a pioneer in the field." Further commenting on her experience, Theodate observes, ''It was difficult for me to adjust myself to the frantic life of a girls' boarding school, and I must consc iously have re­sented being pulled out into the life of the extroverts, where my unconscious wish was to roll up within myself." But her exposure at the school to his­tory and art, as well as to the charm and beauty of the old homes in this unique colonial village, developed in her an independence of thought and ac­tion which was soon to as sert itself.

Follow ing graduation she spent nearly a year abroad with her father and mother, where she absorbed to a state of elation the beauties of art and architecture to be discovered everywhere, and which bespoke centuries of culture and tradition. France, Italy, Spain and particularly England, made indelible impres s ions upon her young mind which were to set the direction of her life thenceforth.

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Upon her return horne, her mother determined to make a last effort to launch her daughter into the social life of Cleveland. Of an elaborate party given for her debut, Theodate writes, IIThere were Worth gowns from Paris, and oh, how I loathed it all! I was sullen with rage and boredom most of the time, and my parents finally gave up trying to fit me into their social pattern. I was- permitted to rent a cottage on High Street in Farming­ton, Connecticut. They believed I would be tired of it in three months -­how wrong they were! II

The cottage which belonged to a Mr. James OIRourke, built in the late 17th Century, she first called the IIOIRourkery." The rental contract provided that she could purchase the house as well as 42 acres of land be­longing to it. This land was to become the nucleus of Hill Stead. It was likewise to be her horne until the building of Hill Stead twelve years later.

Soon after her purchase of the IIOIRourkeryl1 along with its 42 acres of land, she bought a small but very old cottage next door which was moved and attached to her horne. This became known as lIThe Gundy, II where she established a tea room as well as a shop known as IIOdds and Ends, II the profits of which went to the support of a visiting nurse in the community. The Gundy was the only place where the students of Miss Porterls School were allowed to go for food.

Of her early life in the cottage, Theodate notes that, "It gave me just the experience I had been longing for to see real life. For a year, I cooked every meal. Through the night I frequently struck matches to see my watch by candlelight, in order to be up at six olclock to build the kitchen fire. The experience was all so deliciously new to me that I felt I had stepped over a frame into a pictu~e. "

But more than this, the cottage offered her early training in archi­tecture. She had to reconstruct and restore the two old houses which were in bad repair, and set about furnishing all rooms in the style of a farm house of the early 19th Century. Its inte rior remained intact as she had created it up to the moment of her death, and was left in her wilI as a part of the Hill Stead Museum, though with the privilege of be ing occupied by her beloved sister-in-law, Mrs. Blair Flandrau, for her lifetime.

Theodate had a number of friends visit her in the cottage, including Mary Hillard -- later to become Headmistress of Westover School -- and her devoted cous in Elizabeth Brooks. Her father and mother likewise carne from Cleveland and were finally persuaded to build a house on the hill back of the cottage.

Theodate with her cousin Elizabeth Brooks. Photo­graph was taken in 1893 in the back garden of the Q1Rourkery a few years after their graduation from Miss Porter1s School.

HILL STEAD

The GUNDY (left) The O'ROURKERY (right)

Once the cottage was established, she purchased other old properties in Farmington, which she set about restoring. One of these was the "Old Academy, " which is now the Farmington Community Center. In this she

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set up classes for sewing and domestic science, engaging teachers whose salaries she paid. Many girls from Farmington and Unionville carne to the School, among them Elizabeth McCarthy, who later was to become her life­time secretary. Another old house which she bought and restored she wished to turn into an inn, the profits of which we re to go to her charities. But her father vetoed the idea, not wishing his daughter to become an inn-keeper.

But Farmington could not absorb all her boundless energy. For a time she maintained an apartment in New York, and worked briefly in the Lillian Wald Henry Street Settlement. She did volunteer work in the New York Psychiatric Institute, became a member of the Socialist Party, and an ardent Suffragette. Throughout her life she always maintained a liberal point of view in politics. The inconsistency of enjoying her wealth, which carne from Capitalism and would. disappear under Socialism never crossed her mind, since her political views were wholly emotional and she abhorred any ration­alization.

Theodate also made frequent trips to Europe, usually with her close friend Mary Hillard, and in the late '90's she spent several months in Princeton, New Jersey, working under tutors in the Department of Archi­tecture and auditing some classes in the University, wOmen not being admitted as students. She also added further acreage to her holdings back of her cot­tage, including what became known as the Field House, about an eighth of a mile from where Hill Stead now stands. It was here that in 1898 she began working on plans for a house which she hoped her father and mother would bu ild. She was not then a registered architect, but hired draftsmen to do drawings from her own sketches and descriptions, a method she followed throughout he r 1 ife . ':'

Theodate's preliminary draw ings and the realization that their daughter would never return to Cleveland won over her parents at last. Hill Stead was built in 1901 by the famous architects, McKim, Mead, and White on the basis of the des igns already prepared. It was a stately horne, remi­niscent of Mount Vernon. Theodore Roosevelt, writing to his sister,

':'By 1910 she was a registered architect in both New York and Con­necticut, where she maintained offices. Elected in 1918 to membership in the American Institute of Architects, she was made a Fellow in 1926. In 1940 she was awarded a diploma by the 5th Pan American Congress of Archi­tects, meeting in Montevideo, "for excellence in design of Avon School. "

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Mrs. CowIe s, co:m:mented, "I shall always be glad you took :me to the Pope house -- it see:med to :me the ideal of what an A:merican country ho:me should be. II And Willia:m Ja:mes, a frequent visitor, wrote, "A great new house on a hilltop -- in which an array of :modernistic pictures, :mostly French, won­drous e x a:mples of Manet, of Degas, of Claude Monet, of Whistler, of other rare and recent hands tr e ated us -- no proof of the sovereign power of art could have been for the :mo:ment sharper - - it was like the sudden trill of a nightingale, lord of the hushed evening. II

Following the construction of Hill Stead, Theodate continued to work pe riodically at the Field House, developing further her technique s of de sign. She also traveled frequently to Europe, absorbing further its architectural treasures, her traveling co:mpanion usually be ing Mary Hillard. Finally, about 1909, her first :major architectural as s ign:ment ca:me in the des igning of Westover School at Middlebury, Connecticut. Through the efforts of her father and his close friend J. H. Whitte:more, also a collector of paintings of the I:mpre s s ionis t School, the :money was raised and the building rapidly took shape. Its construction was co:mpleted in 1912, and Mary Hillard be­ca:me the Head:mistress. A handso:me building, it was thus described by Cas s Gilb e rt, the renowned architect: liThe work is beautifully des igned and b e autifully planned. It is in fact the best girlls school that I know in the country. The details are refined and scholarly, and the proportions of the ar c hite cture ar e exc ee dingly well sustained throughout. The building is a rather ext e nsive one , for:ming four side s of a large quadrangle or cloister, and is r e fr e shing in its c har:m and si:mplicity. II

On August 8, 1 9 13, Alfre d At:more Pope suddenly died at Hill Stead. It ca:me as a great shock to his daughter, as they were particularly close. The r e followed a p e riod of divid e d allegiance. While not abandoning her designing (she built the Long Island residence of Mrs. Charles o. Gates, a ho:me at Middle bury for Professor Joseph P. Cha:mberlain, three double cottage s at Far:mington, and the Hop Brook School at Naugatuck, Connecti­cut), she turned :more intensively to psychic research, in which she had long b ee n int e r e ste d. He r previous interest in the field had been inspired by the d e ath of Mary Hillard I s brother John, when he was but 26 years old, and w ith w ho:m The odate had fallen d e eply in love. The fa:mous Mrs. Piper was the :me d iu:m, and long records of her co:m:munications, which she and Mary H illard felt indicate d co:m:munication with John, were :made a :matter of r ecord. With he r fa the r, the r e se e :me d to b e no co:m:munication. But h e r intere st w as such that she eve n proposed to endow a Chair in Psychical Phe­no:me non , for Harvard Unive rs ity, though this fell through because the two p a r tie s c ould not c o:me to a satisfactory agree:ment as to the ter:ms.

A furthe r outle t w as provided by her procuring as a legal ward a baby boy, na:med Gordon Brockway, a particularly beautiful child with curly blond hair and blue e y e s. She placed hi:m under the care of an elderly couple who inhab i te d the cottage and who brought hi:m daily to Hill Stead whe n

The Wedding photograph of Theodate Pope and John Wallace Riddle

May 6, 1916

AVON A JUNIOR COLLEGE AND PREPARATORY SCHOOL FOR BOYS

OLD FARMS AVON CONNECTICUT

i--r ....,. to

-' C' \I . I'

The original design of Avon Old Farms School

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Theodate was there. He was to die at the age of four, the year following her marriage to John Wallace Riddle. Gordon is buried ne xt to Theodate in the Farmington Cemetery.

Two years before, another tragedy occurred. Pursuing h e r interest in

psychic research, she decided suddenly to go to England on the Lusitania in the Spring of 1 9 15, taking along w ith her Edwin Friend, the man she had intended for the Chair in Psychic R esearch at Harvard. The i r mission w as to see Sir Conan Doyle and other l ead ers in the fi e ld, and also explore the possibilities of publishing a magazine in the United States under the e ditor­ship of Mr. Friend. He and The odate's personal maid were lost w hen the Lus itania was sunk on May 7th. Theodate was saved, as by a miracle. Her letter d e scribing the trage dy is reproduced in Appendix A. When she had re­covered sufficiently to receive the news, s h e l earned that her b e love d cousin, Elizabeth Brooks Emeny, had died the day before the Lu s itan ia sa n1e

N ot long after h e r return to th e Unite d States, a friend, J ohn Wallace Riddle, w hom she had m et on occasion in the Farmington horne of Admiral and Mrs. CowIe s, began paying court. He was tall, scholarly, and dis­tinguished l ooking, gentle and courtly in manner. A r e tir e d diplomat of the old school, his last post had b ee n that of Minister to Russia under Theodore Roos evelt. (There was no Embassy at the tiITle in Rus s ia.) John Riddle w as a supe rb lingu is t, hav ing flu e nt command of s LX l anguage s including Rus sian. He was also a n accomplishe d scholar in the field of his tory and diplomacy. After nearly a year of c ou rts hip, they were finally married On May 6, 1 9 16, in the cottage below Hill Stead, in the presenc e of the servants and a fe w clos e friends and relatives. It was but one day' short of the first anniversary of the s inking of the Lus itania.

Though they remained d evo ted t o the ve ry end (John Riddle die d D ecemb er 8, 1941), their marriage was a stormy one. The odate had n eve r known w hat it was to have a master , though her need for one was great. His patience and understanding were remarkable. And as Dr. Foster Ke nne dy once obs erved , "John R iddle was throughout their marriage a sort of gyro­scope for her." More than this, he greatly admired her abilities , and w hen she faltered under stress or strain p ers uaded her to hold to her course.

With the death of Mrs. Pope in 1920, the Riddle s carne into complete possession of Hill Ste ad. It was always maintained as a place of gracious hospitality and luxury to the very e nd, a true memorial to Theodate's mother who was a supe rb hoste s s.

In earl y 19 17 Theodate took a young boy of 12 into her hous e hold, by the name of Paul Martin. A year later she procured a second boy of the same age, named Donald Carson. Both were orphans of missionaries. They were never adopted, but remaine d as wards. They lived at Hill Stead until their respective marriages and r eceived their schooling largely in Hartford.

Both are immortalized in an impres s ive sculpture placed in the tower over the e ntranc e to Avon Old Farms. Included in the sculpture is a winged b e ave r, the symbol of the School, with the School motto, "Esperando et

P erse v e r a ndo. "

In the e arly summer of 1917, the United State s being at War, John R iddle w as called to Washington where he served with great distinction in the Military Inte llig e nc e Division of the Army War College, his linguistic a bili tie s b e ing indisp e nsable for the purpose. During his long absences fr om Hill Ste ad, The odate, having become dis illusioned in her psychical rese a rc h interest, poured h e r undivided energies into the creation of a school for boys she had d e t e rmined to found.

It w as in the autumn of 1913, not long after the death of her father, that s h e announc ed her purpose. "I was in the ell sitting room at Hill Stead w ith my mother and Harris Whittemore. I announced that I was going to found a s chool for boys in memory of Father. My mother was appalled at th e id e a, but Harr is Whittemore said, 'She can cio it'. My mother, having p e rfec t trust in Harris' judgment, said: 'Oh, I know she will do it if she says s h e w ill' . "

Soon The odate began purchasing a large tract of land west of the F ar m in g ton River lying betwe en Avon and Farmington. She eventually ac­c umula te d a t rac t of n early 3,000 acr e s, composed of a number of farms, a thi r d of the t er ritory b e ing in forest, with three lakes and a beautiful s tl-eam .

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A lw ays inter e sted in education, she d e termined to focus her attention prima rily on that branch of training which stresses character development. She s aw the sons of her friends returning home from school for the Holidays, "Ple as a nt littl e gentlemen, " as she called them, "lacking initiative and will­power . If the y had an idea, they were, with few e x ceptions, without the b ackbone to put it through; and yet, these boys, because of their wealth or s o c ia l standing, or both, would as men be placed in positions where ability and s t a mina ar e needed to bring issues to a successful completion." Thus, A v on Old Farms' was founded as a protest against the conventional school.

The odate spent the next few years walking over the properties she h a d proc ure d, and trying to visualize the general layout of the buildings to b e e r ec te d. In June , 1918, John Riddle returned from the War College in Was hing ton to undergo an ope ration in Hartford Hospital, preparatory to l eavin g for France. One Sunday morning, following his return from the hosp i tal, the y w ere both sitting on the porch, when Theodate suddenly felt "bouleve rs~", as she described it, and in her confusion the newspaper in h e r hand slipped to the floor. A great impulsion seized her, which she de­s c ribe s in the following way. "I thought, 'Why, I want to go to the Field Hous e , ' and starte d off, sending word that the draftsman was to me e t me

there. I asked him to pin detail paper on the board, and taking a piece of charcoal in my hand, which I was never in the habit of using, I drew within a minute and a half the rough outline of all the buildings, including those

11

now exis ting and those that are planned and are to be erected after my death. It

Her subconscious, which had been boiling Over the years, had suddenly erupted and the layout which had been so troubling her mind became per­fectly adapted to the location. She began work at once on the designs, with all of the incredible energy of which she was capable.

That same year, 1918, the Alfred Atmore Pope Foundation was in­corporated, with the following members: John Wallace Riddle, Honorary Member; Mrs. Alfred Atmore Pope, Honorary Member; Theodate Pope Riddle, Managing Director; Henry F. Pope, Advisory Member; and Harris Whittemore, Advisory Member -- hardly an active and responsible Board of Directors. Mrs. Riddle had informed her attorney that she could carry her project through to completion if she were free to act upon her own initiative, but not if she had to be subjected to pos sible oppos ition from di­rectors. In later years, when it became necessary to add new and active members to the Board, her difficulties really began.

By the spring of 1919 the basic work on the School drawings had been completed. In March, 1919, the Riddles sailed for the Orient. The draw­ings for the School were placed in a deposit box for safekeeping during her absence, her revised will providing that in case of death construction of the School should commence as planned.

The trip to the Orient was an enormous success, with extensive travel through China, Korea, and Japan. Art treasures were collected and brought home, greatly to enhance the richness of the Hill Stead collection.

There we re two interesting experiences which occurred on the trip, which reveal cOns iderably Theodate I s character. At one time while travel­ing in a train across the plains of China, the compartment in which they were traveling became insufferably hot. There was a very thick screen in the window which failed to let in ventilation. Theodate requested that it be taken out, but was refused. She immediately took her penknife out of her bag and cut an enormous hole in the screening. When the porter discovered the damage, he rose in full fury, calling the train1s officers to inspect the damage. They threatened her immediate arrest, and appeared very menac­ing, much to the confusion of John Riddle. But Theodate rose to the occasion in anger, and with her full imperious manner, which could be terrifyingly assumed when necessary, she ordered the men out of her sight. They slunk rapidly away, undoubtedly recalling in their minds memories of the imper­iousness of the old Empress Dowager, Tsu-Hsi, · whose rulership had ceased but nine years before.

12

An incident of another nature she describes as follows. "When John and I were in Korea at a small Japanese hotel in the Diamond Mountains, we saw a flow of green growth between mountains of rock that had been formed from the silt of thousands of years. It threw me instantly into a mystic state that lasted three days. We rode in our rickshaws and saw the ocean and brown bodies in bathing, and it seemed as if the world were new -- just finished by Godls hand. John was so understanding that my mood was not broken for three days and three nights. Jf

I cite this instance because it is likewise descriptive of her creative moods. When it came to designing a building she would visualize the whole before a single line were drawn. It was actually as though it were already built and furnished. And once this picture emerged, she would frantically reproduce the whole in des ign. But if in the proces s something happened to interrupt so as to cut off the flow, it would make her truly ill, and for a time she was incapable of de signing.

Upon their return from China, I recall being at Hill Stead for a week­end, where I listened as a young undergraduate with enthrallment to the stories of their trip. The Orient at that time had not been spoiled by tour­ism or revolution. But there was one statement made by Theodate which shocked me at the moment, and yet which I was to have confirmed in my own mind fifteen years later on my first extensive trip to China. Describing the desperate poverty and the overwhelming masses of Chinese, she pro­phetically observed, "The only thing that can cure China is Communism. II

"Cure" might not have been the proper word, but history has proven that Communism alone proved able to completely transform the bas ic structure of China which no other method available could have conceivably accom­plished.

The construction of Avon Old Farms School commenced in the early spring of 1921 with the clearing of the land at the building site. During the autumn and early winter of 1922, the concrete foundations for the Water Tower, Forge, Wheelwright Shop, and Carpenter Shop were laid. In April, 1923, work was started on the superstruct'lire of these buildings. Mean­while, the Station House had already been constructed by half a dozen English craftsmen, from the Cotswald area, who knew the use of 16th-Century tools and manner of construction which were to be applied in the building of the School. The Station House, which was built as a storehouse for supplies and equipment, was placed on the west side of the railroad tracks which passed through the western border of the property. It is a beautiful struc­ture built of stone quarried on the property, with a heavy gray slate roof. The wooden beams and roof structure were entirely shaped by the broad axe, and all the stone finished by hand in the old 16th-Century method. The build­ing is now in disrepair, but should be preserved and restored, having great historical importance.

During construction of the Water Tower, Theodate discovered one of the workmen us ing a plumb line and level. She was infuriated, called the super intendent, and told him that thenceforth in the construction of the buildings no plumb line or level were ever to appear on the property again. She des ignedly employed unskilled, non-union labor, who could be taught

13

the use of ancient tools. They were allowed only their eyes to judge the level and contour of the walls and window frames. The result is, of course, a most extraordinary sense of symmetry and balance, as well as of age, only to be achieved by such methods of construction.

The condition of the roads to the property, none of them hard sur­faced, was such that construction could only be continued during the spr ing, summer, and fall months. In the early fall of 1921, John Riddle was ap­pointed Ambassador to the Argentine by President Harding. The effect on Theodate was traumatic. She had never been called upon to play the role of wife, if such a role eros sed her own activities and commitments. To go to the Argentine meant a limitation on the co.nstruction already commenced, and a serious interruption in her absorbing work. Added to this was the fact that she was likewise engaged in the reconstruction of Roosevelt House, the birthplace of Theodore Roosevelt in New York, which had become a com­mercial building and was to be restored as the Roosevelt Museum. Finally, there was her phobia of sea voyage. The Lus itania disaster had been enough. But there was also a further experience undergone the summer of 1920 following her mother's death the previous May. The ship upon which the Riddles were cruis ing the Fjords of Norway ran onto the rocks. No one was drowned, but all had to abandon ship. Preparing for a return voyage home, their boat caught fire and burned in Southampton Harbor the day be­fore their scheduled departure. Theodate returned to the United States totally exhausted from the experience. But the trauma was somehow over­come and both sailed for the Argentine in November of 1921.

In the middle of the summer of 1922, problems with respect to Roose­velt House as well as the curtailed cons truction of the School, nece s s itated Theodate's return. On the voyage home, but two days from New York, the rudder of the ship jammed caus ing it to circle out of control almost capsizing in the process. This was to be the end of sea voyages for several years. She never returned to the Argentine. John Riddle maintained his position there, with great distinction, until the spring of 1925, though he returned annually to Hill Stead on vacation leave.

It was during these years of separation that Theodate forged ahead in the building of Avon, beginning with the laying of the foundations for the build­ings erected near the Water Tower. By the spring of 1923 construction com­menced in earnest, eventually over 500 workmen being employed.

THE BUILDING OF AVON OLD FARMS SCHOOL

In an early copy of the Avonian, there appears an article entitled, "THE FOUNDER", the opening sentence of which states, "Engraved o'er a stone doorway of Avon Old Farms is the following quotation from Carlisle: 'THE DEGREE OF VISION THAT DWELLS IN THE MAN IS A CORRECT MEASURE OF THE MAN'. Taking this yardstick to the founder and archi­tect of Avon Old Farms, her stature is indeed great. "

Avon Old Farms is indeed the product of many vis ions, each one of which was so vivid and complete, so perfectly translated into architectural detail, and so carefully constructed, that one never ceases to marvel at the end product. Having known the School intimately since its founding, I never visited it without finding some new feature or artistic creation on each oc­casion. No two rooms in the vast structure are exactly the same. Yet each is a treasure of des ign, and all the product of emotional thought.

Theodate wrote a one and one-half page memorandum dated Decem­be r 7, 1923, de scribing the method used in the construction of the first group of buildings. It is quoted here in full.

"Before starting this work all trades were advised that, inasmuch as the effectivenes s of these buildings would depend to a very great extent upon the way the various surfaces were finished, it was most important that the workmen dispense with all mechanical me thods and whe rever pos sible, use old tools and processes in carrying out the work . They were instructed to work by rule of thumb and to gauge all verticals by eye; as a natural variation in line and surface was far more desirable in this w ork than accuracy.

"Except in the case of the Water Tower, where care was taken to ob­tain the proper e ntas is, all workmen were espec ially cautioned against us ing methods or doing anything at all merely to achieve effects of surface and all work done was based on the logical need for same and carried out so that the actual construction was always expressed in the su.rface.

"The foundations for the Forge, Carpenter Shop and Wheelwright Shop are of Field Stone, taken from old walls and fields of the property; and laid in the usual manner.

"The foundation of the Water Tower was built of concrete in accordance with the best modern methods. The walls are of stone and brick. The stone be ing the local red sands tone, procured and roughly split on the site. The

14

The upper left and lower photographs are of the quarry. The upper right photograph illustrates the sm.oothing of an ashlar with the peen ham.m.er.

Upper left photograph illustrates method of laying a wall -­usually two feet thick. The outer and inner walls are insulated by stone chips placed between. Photo to right illustrates beautiful texture of exterior wall procured by use of the peen hammer. Lower photo shows inside wall before plastering.

15

brick measures 2" x 9.5" x 4" and is dark red in color. Local red sand was used in the pointing mortar and the pOints were brushed with a whisk broom. The interior of the Tower is roughly covered with mortar. The outer walls of the Carpenter and Wheelwright Shops are of brick and timber . The tim­ber frames were erected first and the panels later filled in with a single thickness of brick. This brick was backed up in the Carpenter Shop by split oak saplings, which were in turn rough plastered so that the general surface of the plastering is the same as that of the inside face of the timbers. The walls of the Wheelwr ight Shop are hollow; the exter ior of over- size brick and the interior of local clinker brick, plastered.

"The roofs of the Forge, Carpenter Shop and Wheelwright Shop were framed in accordance with methods in use in England during the early 16th Century. All roofs were framed with principals and rafters, without ridge timbers, and all the members pinned together with oak pins. The oak used throughout the entire group was cut in the fo 'rests of the School property and axed at the site of the buildings. Over the roof members were laid split oak saplings to receive the actual roof covering. The Forge roof is of rough red slate, laid in cement mortar. Hand-made flat tiles with molded hips and ridges laid in hair mortar make the roofs of the Carpenter and Wheelwr ight Shops most effective. The uI.lder sides of ·the roofs of all three of these buildings were torched with hair mortar.

"The Water Tower is circular in plan, with a masonry core at its center. This core is of reinforced concrete surrounded by a spiral flight of stone steps leading up to the second floor. This floor of hand planed oak planks is pinned to the supporting timbers with hand-made oak pins.

"The brick panels of the exterior of the Carpenter Shop were water­proofed by the hot paraffine method. The joints between the oak timbers and the brick walls were caulked with oakum after the surfaces of the sides of the caulked space had been protected by a heavy coat of paraffine. After caulk­ing, the joints were pointed up with cement mortar. Exterior joints between timbers were also carefully caulked.

"The framing of the Wheelwright Shop follows the old cruck construc­tion very closely, the roof principals extending from the ground to the ridge. Each one is cut from a large curved tree and these members are set with the convex side out. The eaves of the roof are carried by the side walls of the shop, and the rafters rest on a plate on the side walls and the purlines carr ied by the crucks.

"The window sash used in the group are of white oak, hand-made and glazed with convex glass. This glass is set inbee's wax which provides a level bed for the glass stops to rest against, thus preventing a strain on the curved edge of the glas s. The doors of hand dres sed planks are pinned and mortised together; and the hardware was made by the blacksmith on the site. "

16

The above account of anc ient methods used in the construction of the first group of buildings is fascinating to read, and the completed product equally fascinating to view today. The Forge and Carpenter Shop, which were used during the further construction of the School -- the one to provide all metal items such as hinges, doorknobs, stair rails, lanterns, etc., and the other to produce all carpentry and woodworking needs, have since been put to other uses. The Forge has become the Forge Theater and the Carpenter Shop the School Chapel.

By the spring of 1924 the construction of the School proper was pro­ceeding at an accelerated pace, and by 1925 a total of 550 workers were being employed, this number dropping to around 375 workers in 1926-27.

The first School building to be started was Pelican Dormitory, which forms the north s ide of the Pope Quadrangle where the main entrance is lo­cated. The east wall of this building -- the first to be built -- was commenced in brick. It was soon discovered, however, that a cheaper material was the red sands tone to be found at hand in a quar ry on the School prope rty. It is a beautiful color, further enhanced by the red stone slate roofs used thr oughout. The slate comes from a quarry in Middle Graneville, New York, specially opened for the purpose. The overall effect is of a large group of buildings, whose color, lines, and contours make it seem a natural part of the land­scape.

Once the use of sandstone for the completion of Pelican had been de­termined, all remaining buildings were constructed of the same material, except for the kitchen and the Supe r intendent' s hous e. The following build­ings were immediately commenced. The Power House, the Kitchen, the Science buildings, Eagle, Elephant, and Diogenes Dormitories (which com­pleted the Pope Quadrangle), the houses for the Provost (Headmaster) and the Dean, and the temporary dining room, located over the Kitchen and reached by a beautiful series of outdoor stone steps. The temporary dining room was turned into a gymnasium after the completion of the present Re­fectory, later to become the Barnes Gallery following the construction of the new gymnas ium in 1968. The Post Office and Guest House were built during 1924-25, the Bank (now the Library) in 1926, and the Refectory, com­menced in 1926, was finally completed in 1929. The Estate Manager's house, opposite the Carpentry Shop, and the large garage, a very handsome and impress ive building next door, were completed in 1928.

The draw ings left by Theodate for a permanent library and chapel, as well as for the Brooks Quadrangle, have never come to fruition. In some ways the Chapel and Library drawings are the mos t beautiful of all of the buildings, and if constructed would complete a large court or plaza now but partially enclosed by the houses of the Headmaster and Dean, the Refectory, and the new gymnas ium. The Brooks Quadrangle would adjoin the Pope Quadrangle and is of the same design. It was originally thought of as a

Roof sections were assembled on the ground and then raised into place.

L Ower right shows part of the roof structure of the refectory.

Purlins on which heavy slate roofs were laid were hand cut from oak saplings found on the property. Their uneven shape gives a beautiful tex ture to the roofs, which are not flat but conform to the varied con­tours of the purlins 0

rooming area for the Junior College - - if and when such a college should be added to the regular preparatory school. In fact, the Deed of Trust uses the term "College II when speaking of the School.

Theodate's de scription of the construction methods employed in the s tone work and roofing is worth quoting in whole, better to apprec iate the beauty of the finished product:

"Where facing stone is used, it is obtained from the quarry opened

17

up on the School property. , The ashlar is not cut to any special design or size, but a minimum and maximum size is given. This saves a lot of stone as the cutter can take any piece of rough stone and square it up to whatever size it will make. As little work as possible is done On the face of the stone. The very high places are knocked off us ing a hammer and point. Then a peen hammer is used in order to get a fairly flat surface. In some cases it is only necessary to use the pean hammer. The cutting is all done by eye. The use of a straight edge is omitted. The average cost of cutting a foot of ashlar is 80¢ per foot.

liThe w indow , door, and . other trim stones are cut to detail but the outside edge s are not cut to any particular size. After the mold or whatever the detail may b e is cut, the stone that is left in the piece is simply trimmed, not wasting any of the stone. In laying this stone, it is backed up with chips of stone obtained from the quarry. The walls are an average of two feet thick, the outer wall of one foot thick being built first and then given a coat of Master Builde r's Plaster Bond . Then the inner wall of one foot thickness is built us ing stone chips. This method of laying up the walls has been very successful as to keeping them dry on the inside.

"In order that the steel placement frames will fit, a buck is used for openings, but the use of levels and/or plumb rules is omitted, the walls be­ing laid up by eye. II

It was found that in building the walls of stone as described above the cost was cheaper than using ' the best grade of brick, i. e., the stone laying cost b e ing 15 % per cubic foot less than the brick used in the first buildings, due to having a quarry on the property.

liThe sloping roofs of all buildings are covered with Vendor Old Red slate. They were furnished by the Vendor Slate Company from a special quarry ope n e d up near Middle Graneville, New York, and the output devoted e x clusively to this operation. They are all hand-split slate, varying in length from 14 inches to 26 inches and 3/4 inch thick. The exposures are graduated from approx imately 12 inches at the eaves to 6 inches at the ridge. The cornices also are formed of slate. The method of applying the slate is as follows:

18

"Oak saplings are obtained from !he surrounding woods, the result of a thinning out proces s. They average 2 inches to 3 inches in diameter. The bark is peeled off and then they ar~ split in two. These saplings are made into rafters with galvanized nails and the slate is fastened to them using copper wire #12 gauge. The wire is run through holes in the slate and then hooked over the sapling, and are butted in a hair mortar. No lines are used to get the course straight. After the slate are laid, they are flushed up with cement mortar from the underside. The approximate weight of this roof is 25 pounds to the foot. Carpenters lay the slate. The cost of laying the slate in this manner is slightly less than laying in the commercial way. The val­leys are flashed with 3 pound sheet lead. No flas,hings are used where slate go into masonry. A raglet was left in the masonry about 4 inches deep, and the slates are laid into it and then caulked with Vulcatex, the same material used for setting the hinges. The slate are swept up in this place to keep the water away from the stone work. The ridges are composed of sand and cement mortar with hair in it, and is applied with the hand. No attempt is made to get them straight, but simply following the line of the roof as near as pos sible by eye. "

With regard to the millwork, memoranda descriptive of the manu­facture of all items were carefully recorded. In this area, for purposes of economy, modern methods were frequently used in the initial stages of work­ing, "Electric power being used from our own power plant." But this was done without sacrificing the beauty of the end product, because wherever possible hand tools were used.

"All the interior woodwork including the doors, paneling, stairs, bookcases, seats, cupboards, radiator spindle grills, plank flooring, par­titions, closets, beds, furniture, and so forth, was manufactured in the Carpenter Shop. The material used was mountain oak from North Carolina. All oak for inte rior work is bought in the rough plank. It is taken to our sawmill, ripped to even width, and then run through a large planer. Then it is sent to the Carpenter Shop for sticking and assembly. The sticking and other necessary millwork is all done by machinery, in fact all the operations on the interior woodwork are backed up by machinery where possible. The finish is done by hand. Instead of taking time to get a good smooth mill sur­face, a method has been adopted whereby much time is saved and the wear-ing qualitie s are better. After the wood has been rough planed, it is raked over to take out all the soft grain. This operation is performed with an imple­ment made of 1/4 inch by 1.5" by 12 inch iron, bent the flat way at an angle of 90 degrees 1 inch from the end. The end that is bent down is then shar­pened like saw teeth. After the exposed surfaces of the wood are raked, a stiff wire brush is used to clean out any soft wood left by the rake. On mouldings, spindles, and small pieces of wood where it is impossible to rake, a circular steel wire brush is used, the brush being attached to a motor. After these two simple operations the exposed surfaces of the wood are ready for staining. "

Hand tooling of oak timbers for walls, floors and roofs.

Construction details.

But wherever the oak timbers were used, such as beams or heavy frames for paneling, they are hewn with the broad axe. And she adds, "An old tie hewer was hired to do this work. "

Here again the overall cost of the interior woodwork was less than what otherwise would have been the case if bought outside. For example, the average cost for spindles for the radiator openings, factory produced,

19

was estimated in quantities of 45¢ a spindle. The home made variety, vastly superior, came to an average of 20¢ per item. Similarly, "All lumber used for, form work, scaffolding, temporary buildings, etc., is sawed in our own mill. The logs are obtained from the School property. The cost of this rough material is about $20.00 per M on the site. The price of material for this purpose if purchased from a dealer would be approximately $50.00 per M. "

With regard to the hardware, all hinges, door handles, etc., were made at the local forge - - "hammered out of hard wrought iron by hand." The lanterns, which are beautifully wrought and are to be seen and admired throughout the property, were made from 20 gauge sheet metal. "The approxi­mate size piece of metal for one lantern is placed in the forge and heated to a red heat and then hammered. It is then cut to the des ign required - - the whole lantern being one piece', and bent to shape." The lanterns were made for about $10.00 per piece, whereas the dealer's price came to about $50.00 for the same lantern in quantities.

But as impressive as some of these savings are, the work was done after all by non-union labor and at 1923-29 prices. Under today's conditions the buildings could not be duplicated for four or five times the initial cost, and their beauty could not be matched because "skilled" unionized labor would have to be used. The truth is that no accurate figure s are available as to the total cost of the School. Theodate gives a random figure of $3 million for the buildings - - but this does not include equipment or construction after the School's opening, such as the beautiful Refectory. In addition, there is the cost of the land and its maintenance, to which must be added $2 million which she state s she paid out from the date of the opening of the School in the fall of 1927 to its clos ing in 1944, merely to make up the deficit. So it would se e m that a conservative overall figure would be in the range of $7 million, though I have seen other estimates as high as $10 million. But whatever the cost, it is an extraordinary creation, built to stand for many generations and to inspire each successive generation with its unusual beauty and imaginative detail.

The outpouring of creative energy which went into the building of Avon Old Farms carried its penalty, however, in the emotional and physical ex­haustion of the creator. The mere effort of keeping ahead of hundreds of workmen with completed architectural des igns, the constant vis its to the property to supervise every detail of construction, and her inability to share the burden with others, resulted in a distressing undermining of her health.

20

As her mother once observed before she died, "Theodate is never happy un­less she is designing, and never well when she does. "

One of the interesting souvenirs of this period is a photograph of the Founder, clothed in the costume she designed herself and wore on her daily inspection tour of the buildings under construction. Most unfortunately, there is no photograph of her yellow open sport model Stutz in which she rode to the property beside her liveried chauffeur!

During the summer of 1926 work on the School had sufficiently ad­vanced to enable the Riddles to take a few weeks I rest in Europe. While in Germany they had invited me to join them in Heidelberg, taking a few days off from my graduate studies in Vienna. I could see that Theodate was not well and that John Riddle was having his difficulties with her. From Heidel­berg we drove to Rothenburg, reservations having been made at the enchant­ing Goldener Hirsch Hotel, dating from 1476. The famous little medieval town was like an operatic stage setting with its narrow, winding cobblestone streets, the gabled red tiled roofs, and the great walls surrounding it. As the car squeezed through the main gate of the town, scarcely clearing the walls of the buildings in the narrow streets, it was evident that Theodate was in a state of transport and that one of her uncontrollable moods was about to descend upon her. When we arrived at the hotel, she glanced across the street to see another inn, also with an enchanting facade. She announced forthwith that that was where she was going to stay. Leaving her fellow pas­senger s and luggage, she entered the inn, signed up for a room, thus up­setting all reservation plans. Soon she appeared at the window of her room, sat down in a chair, and glanced at the street below. Poor John Riddle was naturally furious and began pacing back and forth in the deserted street, his white and impressive mustache bristling, and each time he passed me he would utter, IINever marry an architect. II Finally, he entered the inn and soon thereafter a very chastened and silent Theodate emerged and the drama had ended. The mood soon passed, but the next day on our motor trip to Munich, I could see that all was not well. In the middle of the night I was called to her room, where she was having heart palpitations. I sat up with her for several hours until she eventually calmed down and dropped into a deep sleep. It was distressing but typical of the delayed reactions, both physical and emotional, through which she frequently passed as a result of overwork in her creative efforts. Over the years of the ' .construction of the School, the constant attendance of her favorite psychiatrist, Beatrice Hinkle, attested to the narrow margin between complete breakdown and the comple­tion of her work. Fortunately, the latter prevailed.

Theodate in her costume for supervising construction.

The Station Shed - the first building constructed.

The Water Tower. Forge and Carpentry shop -- the first g roup of buildings constructed.

Entrance to the School.

, ___ _ _ ~ .R __ _ ': .....

Views of the Pope quadrangle.

Upper left Upper right Lower left Lower r ight -

Library and Refectory s ide view of Dean's House section of Pope quadrangle Entrance Tower and Pelican Dormitory

Headm.aster's House Dean's House Estate Manager's Cottage

Air Vlew of Avon Old Farms School as constructed by the Founder. The Pierpont gymnasium and the Jennings Ice Rink have since been added.

\ \ II\-lllO - F\H'l)

The photographs of Theodate and John Riddle were taken not long after the opening of Avon. The center photograph is of the Pope quadrangle at the opening of the School. The lower photograph gives a sketch of the Library and Chapel which were never built, the present library, formerly the bank, being shown at the right.

THE FIRST YEARS OF AVON OLD FARMS

(1927- 1944)

AND

. THE DEED OF TR US T

In the middle of September 1927, Avon Old Farms was opened with 48 students registered, and a faculty of seven in addition to the Provost, Francis M. Froelicher. It was an important occasion, capping the many years of work and self- sacrifice which had gone into the creation of the School. Due to her state of exhaustion, Theodate was scarcely able to at­tend the opening ceremony. She not only survived the ordeal, however, but a few days later was able to attend the first faculty meeting of the School on September 26th, at which she presented her random thoughts with regard to the future of Avon. Many of the items which she ra ised were challenging and constructive but were later to become the basis of grave contention as she enlarged upon them in detail and ·in ways that w ere to undermine the authority of the three successive Provosts, thus leading to a fatal weakening of the School administration. Those attending the meeting, in addition to Theodate, were: Francis W. Froelicher, Provost; George F. Cherry, Dean; F. Martin Brown; Henry H. Callard; Winthrop Buckingham; Roswell C. Josephs; Chester D. Perry; and J. Appleton Thayer. It was a small but talented and competent facul ty.

It should be recalled that at the time, no Deed of Trust, defining in detail the educational system to be applied to the School, had been drawn up. Mr. Froelicher, a leader in the field of progressive education, had been ap­pointed on the highest recommendations after lengthy conferences with the Founder. While T heoda te believed in the general principles of progressive education, she had no real knowledge or understanding of its broader impli­cations. She was pri!llarily interested in I;he creation of an environment which was free enough to inspire and encourage the individual development of each student according to his abilities and interests, always recognizing that each student had at the same time to submit to sufficient regimentation for meeting the requirements of College Entrance Examinations. She likewise wished the students to experience work with their hands, to include farm chores, preservation of the forest and wild life on the property, work in the field of art, scientific experimentation, and printing. The School was to be organized aR a New England town, with the establishment of a Town Council, Town meetings, and community service. A few following paragraphs taken

2 1

from. the Minutes of this historic faculty m.eeting, are interesting in light of what was later to develop in the provisions of the Deed of Trust:

22

" Mrs. Riddle presented m.any ideas concerning the operation of the School. Am.ong these was the thought that it m.ight especially, through its Junior College, em.phas ize preparation for diplom.atic service and m.atters pe rtinent to international relations. ':' For this reason, and for othe r broad and cultural purposes, the subject of history should be m.ade a continuous part of the courses studied. This work in history is interpretive in a liberal way, m.aking history identical with evolution. It includes a general survey of all history in a com.parative way, and the history rather of civilization than of individual peoples. Such specialization as m.ay be necessary is inci­d e ntal, and only studi-ed as an integral part of the history of civilization.

"At the opening of the School, the plant is largely self-containing. A pow er house furnishes electricity for cooking and lighting purposes to every part of the organization, as well as steam. heat. There are a Post Office and a s tore in ope ration. Arrangem.ents have been m.ade for the boys to operate their own individual checking ac c ounts in a bank known as The Bank of Old Farm.s , and ope rated by the Bursar of the School. The boys receive m.onthly s tatem.e nts of the ir accounts, and k ee p their own checkbooks and depos it books. Mr. Harry M. Lee is in general charge of the power house, s.rnith, forg e , carpe nter shop, and other ag e ncies of construction and m.aintenance. Mr. Iver se n i s the Estate Manager, w ith a dairy farm., a flock of sheep, poultry, farm. and truck farm., and a stall of horses. The forest includes several lo g c abins, a hunting and fishing lodge, and several m.iles of horse­back trails.

"Avon w ill regard education as an unfinished problem.. We shall not set up rigorous rules and regulations at the outset, but shall rather expect the School to evolve its own m.ode of operation through reasonable study and e x perience . ':" :' W e should like to offset the worry and scurry of Am.erican life, to add to the distinction of scholarship, and to include the contem.plative values ... Avon Old Farm.s expects to m.aintain the identity and individuality of each student without seriously interfering with des irable form.s of social control and group cooperation.

liThe sense of proportion III sports will be m.aintained by confining them. to intram.ural gam.es and com.pe titions. Sports, com.petitive and

, ', ' .' At this tim.e the Junior College had not yet been established, nor has

it been to date. It was Theodate I s idea that such a college would be estab­lished, as a part of the School, follow ing the construction of the Brooks Quadrangle .

.. 1 ..... 1 ..

"--"Italics are the author IS.

23

otherwise, form an essential background for health and for certain elements of courage and honor. But there is a deplorable condition in this country at the present time, whereby many individuals regard the colleges less as edu­cational ins titutions than as pleasant and profitable training grounds for pro­fe s s ional a thle tic s .

"The notion that the School may be fitted to the boy is very old. It was the method employed by great leaders of education in Greece, and ex­emplified in the teaching methods of Socrates and Plato. The reason that it is so infrequent today is because mass production and machine-like ef­ficiency is much simpler to handle and involves a minimum of thought and trouble. Schools appear to be built for the teachers and for the Head, rathe r than for the boys. But it is a well-known fact that the higher levels of intelligence are opposed to formal regimentation and trifling restriction, and that teaching in its commonest form, which is dictatorial, is an enemy of learning. We can derive not a little help from the old master and appren­tice system, where both were engaged upon the same projects, where there was a real need and reason for the work, and where master and apprentice were learners together.

"This would involve a natural and informal method of instruction. It will enable a boy to participate in his own education. It will eliminate much of the red tape discipline based upon demerit systems, black marks, specific punishments and rewards, and all similar deterrents and encouragements. It involves a respect for boys and the notion that boys fundamentally wish to succeed.

"There is also the psychological factor that human beings formulate their opinions only as they express them, and that the atmosphere of a school should therefore be as express ive as possible. This must, of course, be on the basis of reasonable discussion, and does not imply the ignorant vocifera­tion that frequently occurs in the expressionistic school of thinking.

"The use of a library of books instead of a single text will be en­couraged in every department, and should be effective at once in such fields as history, English, science and mathematics, among the major subjects. Thus, each boy will not study parrot-like the same book that is being studied by any other boy, but he will seek out information in many different books, us ing what might be called the research method. This will make our boys excited about things of the mind, a feeling which is des irable above all else. Each boy also will be encouraged to carry forward one major piece of work during each year. This may be the writing of a book or essay, it may be a poetic translation or a prose adaptation, or it may fall into entirely different fields, becoming the scientific keeping of poultry, the building of a boat, or the making of a painting.

24

"With few exceptions, all boys from 12 to 16 are interested explorers. They do not know the hazards that beset original thought and action because they are forgiven much and seldom have to accept serious consequences. Genius, therefore, is most likely to manifest itself at the shadow line be­tween youth and maturity, and the secondary school should be the place of places to bring out, encourage, and guide learning. We must be careful at Avon to avoid the illusion that we have reached the hilltop. The only purpose that can be served by reaching the height is to make visible some greater and even more remote achievement beyond.

" A preliminary schedule was adopted with the thought that it would be remade in accordance with the needs of the boys as these become apparent. The question of reasonably uniform clothing of a desirable type was discussed, and the faculty agreed that this was a des i rable thing to do. 11

Such were the thoughts of the Founder as expressed at this, the first faculty meeting.

The Riddles left for Europe in November 1927 to spend the academic year abroad and to give the Provost a chance to prove his mettle. Shortly before the ir departure Mr. Harr is Whittemore, the financ ial advisor and treasure r of the Pope - Brooks Foundation and Theodate' s life-long friend, died, leaving a se rious vacuum in the financ ial control of the School. There was at the time no Comptroller at Avon. In the absence of a Comptroller, Mr. Froelicher requested that he have authority to sign all requisitions for the academic and estate d epartments . Such defic its as might be incurred were to be paid by the Foundation. In addition, of course, the Foundation was providing funds for the c ontinuation of cons truction of buildings at the School, particularly the new R efectory.

For several months the affairs of the School progressed well, out­wardly, under Mr. Froelicher, who was an outstanding progressive edu­cator, but lacking, however, in executive ability . When the Riddles returned from Europe in the spring of 1928, Theodate was appalled to find the amount of money which was flowing into the maintenance of Avon. After going into the matter of payrolls with the School Accountant, she discovered that, by eliminating unnecessary work on the estate, a reduction of nearly $90,000 pe r year could be made without any noticeable handicap to the operation of the School.

As a result of disillusionment over the financial abilities of the Pro­vost, a decision was made to separate the academic and estate departments at Avon. The Provost was to remain in complete charge of the former and a Comptroller in charge of the latter. The estate department, moreover, w as under the control of an Executive Committee appointed by the Founder, of which she was to be the permanent Chairman with deciding power.

25

Quite obviously, an insoluble dilemma was thereby presented. No Headmaster of ability and worth his salt could be expected to run a school if d epr ived of financ ial re spons ib ility· . . If, moreover, he lacked such ability, h e should not be He admaste r., On the other hand, if he could prove hims e lf by filling the School to capacity with paying students, the deficit problem under a c ompe tent c omptroller might eventually l e ad to a proper solution. But this was never to be, up to the clos ing of the School in 1944. In point of fact, Theodate had to underw rite succes s ive deficits to the amount of $2 mil­lion. Only the last Provost, Brook Stabler, gave promise of bringing the School budget into balance through his great success in the recruitment of students.

But of course the fundam e ntal problem lay in the fact that the Founder, to whom the School was like her own child, could never so long as she lived r e l e ase control, and as a result was unable to find, with the possible excep­tion of Brook Stabler, a man capable of achieving the goal of a financially viable institution. This situation was to be further exacerbated by Theodatel·s later ins istence, following the resignation of the first Provost, Francis Froelicher, on the appointment of an Aide to the Provost, who should be in charge of the Community Service Program, discipline, and extracurricular activities of the student body. Since the Aide could only be appointed with the sanction of the Founder, a grave undermining of the authority of the Pro­vost was inevitable .

Douglas Redefer in his Yale undergraduate thesis, "An Interpretive Early History of Avon Old Farms School", written in 1966, makes the follow­ing cogent observation.

"The re can be no doubt that Mrs. Riddle was a difficult woman with whom to d e al. Intellectually proud, she oversaw every detail of the Schoolls founding and its subsequent existence. This attention to even the smallest detail was motivated by a very deep love of the School and its students ... In h er demanding love, she so dominated the educational object of her affection that she sapped it of its vigor. Her persistent attention and rigid insistence upon details such as dress and sports, while not crucial educational issues, could not help but become frustrating to an ambitious young educator such as Mr . Froelicher. II

After two years of service as Provost, Francis Froelicher resigned his post, "for the good of the School. II The reasons were "personalll and not relate d directly to his administration of the School. He had succeeded in two years in establishing an excellent faculty, and developing a creditable educational program. But he had not succeeded in increas ing suftic iently the enrollment to cut substantially the heavy de fie it, and his handling of overall budgetary problems left much to be desired. He was succeeded on a tempo­rary basis by the Dean of the School, George F. Cherry, who carried through the third academic year under cons iderable handicap due to the declining

morale of the faculty, the organized concern of some of the parents of stu­dents, and the uncertainty of the future.

26

During the first three years of the operation of the School, there had b een n o \\ritten Charter clearly defining the details of operation which The oda te had in mind. She had made a collection of notes of which the first Proy ost \,"as thoroug hly familiar, but there was no Board of Directors to which h e or his immediate successor could turn, and in the final analysis full authority reste d in Theodatels hands, as the Managing Director of the Pope- Brooks Foundation which alone controlled the financ ial resources for the maintenance of the School.

It was at the grave moment of Francis Froelicherls resignation that the Riddles left for several months inEurope due to Theodatels general state of emotional exhaustion over the crisis. Before leaving she had appointed an Executive Committee of five whose primary duty it was to procure a perma­nent successor to Francis Froelicher. It was likewise to supervise the general conduct of the School dur ing Theodate I s absence, serving as a back-up to the temporary Provost, Dean Cherry. But inasmuch as the Committee had no detailed instructions as to its pow ers and authority, it was placed in a most difficult pos ition. It committed many "errors II to tally beyond its authority as Theodate conceiv ed it, going so far as to issue "instructions" to Dean Cherry, many of w hich in Theodatels opinion were contrary to her fundamental ideas and concepts.

i,Vhe n Theodate returned from Europe in the fall, she was faced with the ins i stence on the part of many of the parents as well as members of the Executive Committee that the Committee be given pow er of decision such as \v ould be the case with a Board of Directors. This would have meant in the Founder ! s v iew that they could change or alter any of he r fundamental concepts as to how the School should be run. She declined to accept their "u ltimatum", re sulting in the re s ignat ion of two of the five member s of the Committee.

It was because of this crisis that a long overdue decision was made to draw up a Deed of Trust in which the authority of the Trustees of the Pope­Brooks Foundation and a Board of Directors would be clearly defined as w e ll as that of the Provost and other administrative officials of the School. Theo­date remained the Managing Director of the Pope - Brooks Foundation, with full power of appointment of Trustees as well as of its Executive Committee, both to become a year later a Board of Directors as well.

On May 12, 1930, the first Deed of Trust was signed by the Founder, as Settlor and the Pope-Brooks Foundation, Inc. as Trustee. Section 30 of the Deed of Trust provided as follows : "During the lifetime of the Founder this instrument may be amended by the joint action of the Founder and the Executive Committee provided such action shall be adopted by vote of a ma­jority of the entire Executive Committee and provided that such amendment

27

or alteration shall be incorporated in a written instrument signed by the Founder and the majority of all members of the Executive Committee and delivered to the principal depositary. Such amendment may be proposed at any meeting of the Executive Committee by the Founder or any member of the Executive Committee, provided due notice thereof shall be given in the call for the meeting. II Trustees of the Foundation as well as members of the Executive Committee, could only be appointed by the Founder during her life time.

Despite these provlsLOns, a letter dated March 26, 1930, previous to the final draft of the Deed of Trust, had been sent to the parents of the boys at Avon Old Farms under the signature of Clement Scott, Vice Pres ident of the Hartford, Connecticut Trust Company, which served as the Treasurer of the Pope-Brooks Foundation, Inc. In this letter he stated that: liThe terms of the Trust will provide for the reappointment of one-third of the Board of Trustees each year. This power of reappointment will remain in the hands of Mrs. Theodate Pope Riddle, as Managing Director of the Pope-Brooks Foundation, Inc. for the present. Ultimately, and probably within the next two or three years, the Board will be self-perpetuating." The latter phrase w.as in response to the concern of many parents that the Trustees and not the Founder should have ultimate control. As he further stated, "The complete control of the School, including the appointment of the Provost and the faculty, will be in the hands of the Trustees and the administration, under their control, will be in accordance with the statutes of the School. "

The prospect of relinquishment of the control of the School on the part of the Founder seemed to be implied by the above statement. But the Deed of Trust as worded, nonetheless, was approved, and only afterward did Theodate begin to have second thoughts. As she stated in a memorandum: "The haste in which the Deed of Trust was executed caused the Founder great misappre­hens ion." She feared important provis ions had been omitted from the docu­ment and that there were loopholes which might lead to mis interpretation. When she recalled how powe rles s she had been just a short time before, and the opposition she met with in trying to correct the mistakes which had been made "regarding a "self-perpetuating Board", she realized her chances were nil to try to make a correction or change in the D eed of Trust. She felt she had acted under dure s s in signing the document.

Meanwhile, The Reverend Dr. Percy Kammerer was appointed Pro­vost in June, 1930, after agreeing to the terms of the Deed of Trust. Through the summer months the new Provost was able to reorganize the faculty and the School was opened in the fall without any serious los s of students.

Under the Deed of Trust many innovations had come into being. The Aide to the Provost was appointed, who fortunately turned out to be a man of integrity and ability. Strict clothing regulations were imposed, including gray suits with vests, which had to be w orn to all classes and evening dress

28

composed of striped gray trousers, black double-breasted jackets, and stiff collars. The overall effect was both pleasing to the eye and generally good for the morale of the School, and the progress of the School durin~ the first years under Dr. Kanln1erer resulted in its being mentioned as "One of the twelve be st schools for boys in the United States" in a long article on pri­vate schools published in Fortune Magazine.

During the first year of office of the new Provost the Founder was engaged in preparation of the text of an amended Deed of Trust which was duly signed and dated February 14, 1931. It was dedicated to "Those who govern Avon Old Farms, " and on the dedication page there appeared the following three paragraphs:

"This Deed of Trust give.s legal form to the educational principles ad­vocated by the Founder and set down in notes by her over a period of years.

"The form in which they are presented has proved to be necessary to insure the government of Avon Old Farms according to those principles.

''It is the hope of the Founder that all who are respons ible for the functioning of the College will, in order to insure its success, observe the spirit, as well as the letter, of the provisions set forth in this Amended Deed of Trust. "

The text of the document included the Deed of Trust together with four appended Schedules. Schedule B, pertaining to governing statutes, Schedule C, pertaining to the Village Charter, and Schedule D, pertaining to clothing regu­lations, appear in the Appendix. These are of great interest, as they are clearly descriptive of the educational ideal and principles of the Founder.

With regard to the Deed of Trust itself, only a few comments may be made. Most of the text has to do with the powers, duties and obligations of the Trustees and Directors of the School with regard both to electoral and ap­pointive procedures and general management of the properties. In section 3, Item 1, entitled "Relating to Members and Directors of the Trustees, II the following pe rtinent paragraphs appear.

"The number of active members of the Trustee shall be, commencing with the execution hereof, not less than nine (9) nor more than eleven (11). The Founder during her life shall be one of such active members.

"All active members of the Trustee shall automatically be members of its Board of Directors. The Founder during her life shall be Chairman of the Board of Directors and President of the Trustee and may appoint a Vice Presi­dent of the Board of Directors and a Vice Pres ident of the Trustee. After the death of the Founder, the Directors shall, by a majority of the entire Board,

29

elect by secret ballot, a Chairman or Vice Chairman of the Board of Di­rectors whenever either such office is vacant, or about to become vacant. The te rm of each such office shall b,e three (3) years and any incumbent of either such office may be re-elected from time to time. The Chairman and Vice Chairman of the Board of Directors shall be, respectively, President and Vice Pres ident of the Trustee ...

/

"Upon the expiration of the term of membership and directorship of any active member and director, or in the event of the resignation, death, or inability to act of any active member and director, such vacancy or vacancies shall be filled by the affirmative vote of a majority of the Executive Commit­tee of the Board of Directors of the Trustees as then constituted, provided, that during the lifetime of the Founder such affirmative vote shall include that of the Founder. II

It was this last clause, of course, which was all important to assure the continued control of the Founder during her lifetime. Nevertheless, in the following sub-section 2, entitled "Interpretation" there appears the fol­lowing highly significant paragraph:

"In the event that the Board of Directors of the Trustee, or any com­mittee thereof, shall interpret any language contained in this Amended Deed of Trust, and/or in said Statutes, and/or in said Charter of the Village of Old Farms, and/or in said Clothing Regulations, in any wise or manner con­trary to the interpretation of the Founder, the interpretation of the Founder shall be conclusive and binding upon said such Board of Directors and upon any such committee, unless at a subsequent meeting duly called and held three-quarters of all members of the Board of Directors, shall by vote over­ride the interpretation placed upon such language by the Founder, in which event the interpretation thereof entertained by said Directors shall prevail. II

The above highly important conces s ion on the part of the Founder with regard to her ultimate power of control, proved to be of relatively small significance inasmuch as all Trustees were appointed by the Founder, the obvious implication be ing that they would, in the long run, conform to her wishes. But on the other hand, following the Founder's death and the reopen­ing of the School in 1947, the power thus conveyed to the Trustees for amend­ing the Amended Deed of Trust was to prove most important.

With regard to Schedules Band C, a few brief comments should be made, though it is well worth the reader's time to look through the entire text in the Appendix.

The opening paragraph of Schedule B having to do with "Statutes Govern­ing Avon Old Farms" states, "Avon Old Farms is founded for the sons of the gentry. The avow ed purpose of the Founder is to provide for such youths in­struction and activities which shall tend to develop honor, courage, and cul­ture. "

30

The first sentence proved to be highly unfortunate, as it seeITled to iITlply snobbery, though that was far froITl the intention of the Founder. For as she stated further on in Section 5, "The basis of culture is good breeding, but good breeding is not dependent upon birth." She was insistent that Avon should provide the training and education for young ITlen who be­cause of the ir faITlily environITlent, whether it be a faITlily of wealth or rela­tive poverty, could respond to the challenge of the gentleITlan's role in life. She abhorred "little gentleITlen" who had fine ITlanners but no character or real initiative and courage to aSSUITle responsibilities. As she stated in Section 3, "The students shall be taught the value of righteous wrath. Right­eous wrath ITlarks the ITloral progress of the hUITlan race." In other words, she wanted the students to becoITle fighters for justice, fair play, and public welfare. But the good ITlanners of the real gentleITlan would be the test of fine character. As she states in Section 4, in the paragraph dealing with "Manners": "If a student shows hiITlself unITlistakably incoITlpetent to ITlake intellectual progress and to ITleet norITlal intellectual tests after everything pos sible has been done to aid hiITl and to stiITlulate hiITl to iITlproveITlent, then of course he is dropped froITl the rolls for the siITlple reason that he is not able to ITlake good use of his tiITle and effort and should seek SOITle other op­portunity or occupation. But rather ITlore iITlportant than this test is the silent and inforITlal test, constantly ITlaking, of the student's character build­ing and ITlanifestation of good ITlanners. He who cannot progress in these vitally iITlportant ITlatters is even ITlore unworthy of continuing upon the aca­deITlic rolls than his fellow who fails in an exaITlination test. There are no forITlal ITlethods and no precise rules of ITleasuring these traits or of dealing with theITl. It is, however, the function of acadeITlic discipline to guard in college or profe s s ional schools agains t the advanceITlent and graduation of anyone who is unworthy in either of these respects, no ITlatter what his strictly intellectual perforITlance ITlay be. "

Aside frOITl the purely acadeITlic aspect of School life, Theodate be­lieved in the physical developITlent of the students ~s well. She abhorred cOITlpetitive athletics involving cOITlpetition between schools, which she con­sidered absorbed too ITluch of the tiITle and eITlotions of the students concerned. She therefore provided that only intraITlural athletics should be engaged in, and furtherITlore, that there should be no gYITlnasiuITl as such. All students, however, were to engage in sports within the School and boxing was a re­quired sport for all except those physically unable.

But in add ition, there was to be phys ical labor gained through "COITl­ITlunity service." Every boy had to participate in this phase of the prograITl relating to the care and ITlaintenance of the School property. Students did work in the forest, in the Carpentry Shop, the Power Plant, and the Garage. But her special concern was that they should have the feel of the soil. As she states in Section 13 under "CoITlITlunity Service": "A farITl affords an ideal environITlent for youth. Avon students who are interested in aniITlals shall be given instruction in feeding, care, and judging of farITl stock. The Founder

31

believes that a boy who has never known the hardship of work on a farrn, in a forest, or in shops, and has never experienced the joy of completing a task, even though it meant enduring phys ical discomfort, has been deprived of one of the most valuable experiences that life can offer for the development of character. II

II ••• Avon boys shall acquaint themselves with homely tasks that they may be one in spirit with those who labor. "

Sect ion 16 of Schedule B provides for the powers and duties of the Provost, Section 17 for those of the Aide to the Provost, and Section 27, those of the Comptroller. It was both the defined and limited powers of these three key offices which were to cause difficulty and controversy. For in a very real sense, the pos it ions of the Comptroller and the Aide to the Provost we re defined in terms implying a lack of confidence in a Provost as the true head of the School. While the ir functions might be es sential as a means of relieving the Provost of burdens which time would not permit him to perform, neither the Comptroller nor the Aide served under the authority of the Provost, but rather that of the Founder and the Directors. In fact, the powers of these two officers were such as to limit the responsibility of the Pro­vost in either of their fields, whereas in reality he should have been intimately involved with both in order to fulfill his proper function as head of the School.

Dr. Kammerer functioned for a time, and with conside~able success, under the Arp.ended Deed of Trust. Unfortunately, he proved incapable of maintaining his initial momentum. Serious deficits continued and student registration remained below capacity. By 1939 his own inadequac ies and lack of authority to act in certain fields, which would normally have been his, led to the breakdown of his morale as well as that of the School as a whole . The Provost resigned "for reasons of health" in December, 1939, his position being taken over by a highly respected member of the faculty, Levings Hooker Somers, who formerly had been for a number of years Headmaster of the Florida-Adirondack School.

During the w inter and spring months a frantic search was underway for a permanent successor to Dr. Kammerer. Some excellent candidates came into view, including The Very Reverend Walter H. Gray, Dean of Christ Church Cathedral in Hartford, The Reverend C. Leslie Glenn of Christ Church, Cambri dge, Massachusetts, and John Hallowell, a member of the faculty of Groton School, who was later to become the distinguished Headmaster of the Hudson Academy in Hudson, Ohio . All candidates ser­iously considered the offer, but Dean Gray declined due to his election as Suffragan Bishop of Connecticut, as did The Reverend Leslie Glenn, who had received an offer by the Church of st. John in Washington, D. C., the church in which Pres ident Roosevelt and his family worshipped. The reasons for Mr. Hallowell's refusal were cogently expres sed in the communication which he made to the Executive Committee of the School, which in addition to the Deed of Trust had presented him with certain "instructions ".

32

"First, it appears to me axiomatic that the Executive Committee w ill select for the position of Provos t a person in whom they place confi­dence and trust. He is responsible to the Executive Committee, and more broadly to the Board of Trustees. His powers are stated in the Deed of Trust, and any alte ration of them is subject to the vote of the Board. Second, the Provost has the right to expect that his authority and powers, as stated in the Deed of Trust, are his own to exercise in the best interests of the School, as he sees fit. It is my cons ide red opinion that the' instructions' referred to above and given to me for consideration, represent an unwilling­ne s s on the part of the Executive Committee to allow the Provost a free exer­cise of his authority, and are evidence of the intentions of that Committee to control and limit the Provost's actions in what must be considered his sphere of activity, namely, the operation of the School. ... I sincerely doubt if any man, who is experienced in the administration of a boys' school, could pos­sibly feel free to do his best under such conditions. "

Mr. Hallowell, of course, placed his finger directly upon the dilemma faced by successive Provosts so long as Theodate was alive. While one can understand her misgivings after her experience with the two former Provosts, it nonetheless remained true that any man of ability would have to have a free hand in the administration of his duties without the constant threat of details be ing presented to him as "instructions" and not as "advice" or "suggestions. 11

In any event, after the long search for a successor to Dr. Kammerer, the services of The Reverend Brook Stabler were procured. He was a young man of great ability and poured his energy with enthu siasm into the conduct of School affairs. But he soon began having difficulties with the Aide to the Provost, who according to the Deed of Trust was appointed on the authority of the Trustees and not his own, and who in many ways cut him off from the direct contact and supervision of the extracurricular activities and disciplines of the students themselves. Regulations with regard to dress, restrictions with regard to athletic activities, and the changing mood of youth in the midst of war made difficult if not impossible the administration of the School to the strict letter of the above and other aspects of the Deed of Trust regulating the life of the students. Registration in the School grew by leaps and bounds, and the finest faculty to date was successfully recruited. But when in 1943 the Pro­vost sought to be given a free hand for one year in the conduct of the School's affairs with the proviso that his record under these circumstances should be re-examined, a head-on 'collision between the Founder and the Provost was inevitable. In the spring of 1944, the Provost, including all of the faculty, resigned, their resignation to take effect at the end of the Spring Term. Mr. Stabler was immediately appointed as Headmaster of Cranbrook School in Detroit, Michigan, which he administered with great success. Thus ended the tumultuous first decades of Avon Old Farms School.

John Riddle died December 8, 1941. The funeral service, held at Hill Stead, was movingly presided over by Brook Stabler in the presence of

close friends and relatives and the students of the School. Had John lived through the war years, the crisis at the School which followed would prob­ably have been resolved. But the shock of his death to Theodate produced a renewed intransigence with regard to School affairs -- unreasonable in rn.any re spec ts, and without a corn.prehens ion of the effects of the war upon rn.any aspects of the regulations in school life to which she held so tenac­iously in every respect.

33

Fortunately for her and for the School, when it closed finally in 1944, the U. S. Arrn.y offered to take over the buildings and 200 acres of the sur­rounding land to be used for the duration of the war and six rn.onths thereafter as a rehabilitation center for blind veterans. A roorn., however, was reserved for the exclusive use of Theodate's secretary Elizabeth McCarthy, where all School files were rn.aintained under her supervision pending the reopening of the School. Kegley and his staff, as well as the technical staff, rern.ained on the property under the ern.ployrn.ent of the Arrn.y. Tony Candles, the steward who had pres ided over the affairs of the refectory, was forced to take another job. But in his letter to Theodate he said: "Dear Mrs. Riddle, I will have to leave Avon because I have other and better offers than the Arrn.y can provide, but I shall not rn.arry any other job. I will return to Avon if you wish rn.e to when the School reopens." When the School did reopen in 1947, Tony Candle s returned and only recently retired, whereas the faithful Kegley still rern.ains on duty.

Not long after Theodate's death in August of 1946, the surviving rn.ern.­bers of the Board of Directors with Professor Henry Perkins as Chairrn.an, dec ided to reopen the School. After a lengthy searc h, Donald Pierpont of Colurn.bia Univers ity was appointed Provost. He was accorded a free hand and authority denied his predecessors, and the School not only revived but soon prospered as adrn.inistered under the Deed of Trust. With his untirn.ely death in 1968, he was succeeded by George Trautrn.an as Headrn.aster, the title "Provost" having been dropped. Under these two dynarn.ic leaders, the School achieved a sound growth and is now running to capacity and without a defic it.

Sorn.e irn.portant provis ions of the Deed of Trust have been dropped or rn.odified as no longer applicable under present conditions and changes in life style. The essentials of the inspired creation of the Founder still rern.ain, however, and her rern.arkable spirit continue s to pervade the atrn.osphere of this unique institution.

IN RETROSPECT

"What was Theodate like? II so many people who did not know her have asked. Hers was a personality difficult to describe. In stature she was fairly short and stocky. But she walked with grace and dignity and was always a commanding Ilpresence II whether in public or in the intimacy of friends and family. During the daytime she usually dressed in an impeccably tailored suit of heavy silk, of which she had many of different colors, together with a turbaned hat which fit closely to her head and was softened by her hair which framed her face. She always wore a long gold chain to which was at­tached her lorgnette together with several gold and jeweled mementos which tinkled pleasantly as she walked or sat. Her thin ebony cane, more like a swagger stick, was carried whenever she emerged from her home, and at the theater or in a restaurant was most effectively used to direct guests to their proper s e ats. In the evening, her dress was formal -- one never dined informally at Hill Stead -- her gowns being meticulously designed and of striking material.

While she was plain as a child and a young girl, she became in mature life a person of striking appearance, immediately the center of attention in any gathering. Her voice was clear and beautifully modulated, though in anger it could deepen in a commanding, almost terrifying way. Her eyes were her most striking feature -- blue and penetrating, with an indefinable sparkle, but they could become suddenly gray and menacing in response to displeasure or wrath.

She loved wit and humor and her laughter was a joy to hear in its heartines s and warmth. But he r response w as particularly warm to mani­festations of sound intellect or brilliance of thought. She was intolerant of bores or dullards and bad manners would mark the end of any friendship. But she was marvelous with the young, loved their presence and would listen by the hour to their outpourings of hope and ambition. In fact, no one, young or old, could forget any encounter with her, whether it ended well or badly. Her capacity for love was infinite and her friendship, so long as it lasted, was all-embracing. This applied to people of all stations of life.

Theodate, for those who had the privilege of knowing her, was an experience richly rewarding and unforgettable. The range of her thoughts and interests was wide and she loved to explore any field of human endeavor or concern which appealed to her emotions or intellect.

As formidable a personality as Theodate was, she was a marvelous friend to those she knew and loved. For despite her strict code of behavior, good taste and good manners, she was outgoing, warm, and affectionate with

34

NCH or The London Charivari

AVON OLD FARMS OCCUPIED BY THE U.S. ARMY, 1944-1946.

"Yes, I think ),011'11 find the place pretty well jllSt as YOH

left it l1Jhen ]ve took it over."

Cartoon from "Punch" which remained on Theo­date I s dressing table from the day the Army took over Avon School until her death in 1946.

Photograph of Theodate taken the year of her death in 1946.

35

all who won her confidence. These aspects of her personality were par­ticularly appealing in her dealings with the young. Any boy at the School who sought her advice would emerge with a renewed glow of confidence and a feeling his needs, hopes, and frustrations had been understood with warmth and sympathy.

Were she to return to Avon Old Farms today, she would undoubtedly be shocked by many outward appearances -- a reflection of the deep social changes and different life style of the post World War II era. But were she to contemplate the results manifested in the contributions of Avon alumni to the welfare of their communities and nation, she would realize that she built better than she hoped. "The School is my life" she used to say, to which she would often add, IIBy their fruits ye shall know them." Avon Old Farms is the living monument to her genius.

APPENDIX A

A LETTER

My Darling Mother:

Hotel De Crillon Place De La Concorde

Paris

I am going to try to tell you about the Lusitania. Marjorie will wish to know some day, but I really think she should not hear the details yet. Please be very careful about this. It might have such a bad effect on her and the baby, but you know that better than I, of course.

You left us when they called out "All ashore!" but I was sorry when I realized we might have had more time together. The ship did not sail for two hours after that; we were taking on pas senge rs from the Cameronia, I was told.

When we pulled out of dock I was in the writing-room and saw then for the first time in the morning Sun the German threat. I said to Mr. Friend, "That means of course that they intend to get us, " though the name of the ship was not given. We were a very quiet shipload of passengers. I comforted myself with the thought that we would surely be convoyed when we reached the war zone. I talked with practically no one on board except Mr. Friend and Mme. Depage, as I was very tired. The Purser changed my stateroom for one on the boat deck, as there was a very noisy family next me and I could not sleep.

Early Thursday morning, the day before the disaster, I was awakened by shouts and the scuffling of feet. I looked out of my porthole and watched the crew loosening the ship's boats and sw inging them clear of the railing. In the afternoon, Mr. Friend read me parts of Bergson's "Matiere et Memoire, II translating as he read. There were passages that illustrated so wonderfully some of the common difficulties in communication. They were most illuminating, and I could see the vividnes s of the inspiration they were to Mr. Friend; and as we sat side by side in our deck-chairs, I marveled to myself that such a man as Mr. Friend had been found to carryon the investi­gations. I felt very deeply the quality of my respect and admiration for him. He was endowed so richly in heart and mind. I had built so much in my fu­ture of which he and his work were to have been so very large a part.

I

APPENDIX A 2

After Father's death I had laboriously reconstructed my life and this structure has also gone. But my agony of mind has been for Marjorie and I have wondered if she would have the strength to see me return without him. I do not think she ought to see me yet. It will be much harder for her than she realizes and it would be too cruel to give her an additional shock.

Friday morning, we came slowly through fog, blowing our fog horn. It cleared off about an hour before we went below for lunch. A young Englishman at our table had been served to his ice cream and was waiting for the steward to bring him a spoon to eat it with; he looked ruefully at it and said he would hate to have a torpedo get him before he ate it. We all laughed, and then commented on how slowly we were running; we thought the engines had stopped.

Mr. Friend and I went up on deck B on the starboard side and leaned over the railing, looking at the sea which was a marvelous blue and very dazzling in the sunlight. I said, "How could the officers ever ~ a periscope there?" The torpedo was on its way to us at that moment, for we went a short distance farther toward the stern, turning the corner by the smoking­room, when the ship was struck on the starboard side. The sound was like that of an arrow entering the canvas and straw of a target, magnified a thousand times and I imagined I heard a dull explosion follow. The water and timbers flew past the deck. Mr. Friend struck his fist in his hand and said, "By Jove, they've got us." The ship steadied herself a few seconds and then listed heavily to starboard, throwing us against the wall of a small corridor we had quickly turned into. We then started up to the boat deck, as I had told Mr. Friend and poor Robinson that, in case of trouble, we would meet there and not try to run around the ship to find one another. The deck suddenly looked very strange, crowded w ith people, and I remember that two women were crying in a pitifully weak way. An officer was shouting orders to stop lowering the boats, and we were told to go down to deck B. We first looked over the rail and watched a boat filled with men and women being lowered. The stern was lowered too quickly and half the boatload were spilled backwards into the water. We looked at each other, sickened by the sight, and then made our way through the crowd for deck B on the starboard side. There we saw boats being lowered safely from above. The ship was sinking so quickly we feared she would fall on and capsize the small boats, and it seemed not a good place to jump from for the same reason.

We turned to make our way up again through the crush of people com­ing and going. We walked close together side by side, each with an arm around the other's waist. We passed Mme. Depage; her eyes were wide and startled, but brave. She had a man on either side of her, friends of hers, so I did not speak. It was no time for words unless one could offer help.

On the port s ide of deck A, again we saw more boats safely lowered, and Mr. Friend wished me to join the throng of men and women crowding into

APPENDIX -A 3

one. He would not take a place in one as long as there were still women aboard and, as I would not leave him, we pushed our way towards the stern, which was now uphill work, as the bow was sinking so rapidly. Robinson appeared on my right. I could only put my hand on her shoulder and say, "Oh, Robinson." Her habitual smile appeared to be frozen on her face. Mr. Friend said "Life belts!" and I went with him into nearby cabins, where he found three. He tied them on us in hard knots and we stood by the ropes on the outer s ide of the deck in the place which one of the boats had occupied. We looked up at the funnels; we could see the ship move, she was going so rapidly. I glanced at Mr. Friend -.:. he was standing very straight, and I thought to myself, "the son of a soldier." We turned and looked down the s ide of the ship. We could now see the grey hull and knew it was time to jump. I asked him to go first. He stepped over the ropes, slipped down one of the uprights and reached, I think, the rail of deck B, and then jumped. Robinson and I watched for him to come up, which he did in a few seconds, and he looked up at us to encourage us.

I said, "Come, Robinson" and I stepped over the ropes as he had, slipped a short distance, found a foothold on a roll of the canvas used for deck shields and then jumped. I do not know whether Robinson followed me.

The next thing I realized was that I could not reach the surface, be­cause I was being washed and whirled up against wood. I was swallowing and breathing the salt water, but felt no spec ial discomfort nor anguish of mind -- was strangely apathetic. I opened my eyes and through the greenwater I could see what I w as being dashed up against. (It looked like the bottom and keel of one of the ship's boats . )':' I closed my eyes and thought, "this is of course the end of life for me, " and then I thought of you, dearest mother, and knew that Gordon w ould be a comfort to you. I was glad I had made another will, and I counted the buildings I had des igned - - the ones built and building, and hoped I had "made good." Quietly I thought of the friends I love and then committed myself to God's care in thought - - a prayer without words. I must then have received the blow on the top of my head which made me un­conscious. My stiff straw hat and my hair probably saved me from being killed by it. Then for perhaps half a minute I opened my eyes on a grey world; I could not see the sunlight because of the blow on my head. I was surrounded and jostled by hundreds of frantic, screaming, shouting humans in this grey and watery inferno. The ship must just have gone down.

A man insane with fright was clinging to my shoulders. I can see the panic in his eyes as he looked over my head. He had no life belt on and his weight was pulling me under again. Had I struggled against him, he would probably have clung to me, but I never even felt the inclination to. I said, "Oh, please don't" and then the water closed over me and I became

'~Correction made by Mrs. Riddle - It was the under part of a deck. I could

see the matched boarding and the angle iron over the railing. I had been swept between decks.

APPENDIX A

unconscious again. He must have left me when he found me sinking under him. I opened my eyes later on the· brilliant sunlight and blue sea. I was floating on my back. The men and WOIllen were floating with wider spaces between them. A man on my right had a gash on his forehead; the back of

4

a woman's head was near me. I saw an old man at my left, upright in the water and, as he could see the horizon, I asked him if he saw any rescue ships corning. He did not. An Italian, with his arms around a small tin tank as a float, was chanting. There were occasional shouts; I could see the crowded ship's boats far away. I wondered where Mr. Friend was. I no­ticed the water felt warm and saw an oar. I reached for it and pushed one end of it toward the old man on my left, and then as my heavy clothes kept dragging me down, I lifted my right foot ove r the blade of the oar, and held it with my left hand. This helped to save me. I tried to lift my head a little to see for myself if there was not some aid corning. The~ I sank back very relieved in my mind, for I dec ided it was too horrible to be true and that I was dreaming, and again lost consciousness. This was about three o'clock.

The next thing I was aware of was looking into a small open grate fire. This was half past ten at night and I was in the captain's cabin on the rescue ship Julia. I dec ided that the opening of the grate measured about 18 x 24 inches; I did not remember the shipwreck. I saw a pair of grey trowsered legs by the fireplace and, turning my head, saw a man leaning Over a table, looking at me where I lay wrapped in a blanket on the floor. I heard him say, "she's consc ious" and two women carne up to me and patted me and told me the doctor was corning. I thought they looked alike and asked theIll if they were sisters and what their names were. When I tried to talk, I found that I was shaking from head to foot in a violent chill, though there were hot stones at my feet and back. A doctor carne and picked me up, calling two sailors, who made a chair with their hands and lifted me. I was too stupid to hold on to them and fell back, but the doctor caught me by the shoulders and I was carried off the ship and through the crowds on the dock, the sailors shouting "Way, way!" They lifted me into a motor and in a few moments we stopped at what proved to be a third-rate hotel.

I told the doctor I could step out of the car myself, but in trying to, I crumpled up on the sidewalk and was picked up and carried in. I was left on a lounge in a room full of men in all sorts of strange garments, :while the proprietress hurried to bring me brandy. The Englishman of our table, who had been so anxious to eat his ice cream, was in a pink dressing-gown; he carne and sat by me. I asked him if he had seen Mr. Friend. He shook his head without answering. I was given brandy and with help walked up stairs and was put to bed. All night I kept expecting Mr. Friend to appear, looking for me. All night long, men kept coming into our room, snapping on the lights ,bringing children for us to identify, taking telegrams, getting our names for the list of survivors, etc., etc. I kept asking officials for news of Mr. Fr iend and giving a desc ription of him.

APPENDIX A 5

A civil engineer who lives near Hartford and knew of me took it upon himself to look everywhere for Mr. Friend -- in hotels and hospitals and private houses. He returned every two or three hours, but brought no news. I will not write more now of that night and my illness and frightful anxiety about Mr. Friend.

Three days later, when I was taken to Cork by Mr. and Mrs. Haughton, I became convinced that Mr. Friend was delirious from injury and unidentified and Mr. Haughton, at my request, put notices in two papers for a week. I s imply cannot write any more about it now. Write soon and often to me, my darling mother. Tell Marjorie I have written, perhaps you can judge if she would better read this. She must take no risk.

P. S. Did Mr. Haughton tell you of the way in which I was saved? Mrs. Naish, to whom in a great measure I owe my life, saw me pulled on board with boat hooks; the oar had worked up under my knee and kept me afloat. I was the last one rescued by that ship and was laid on deck with the dead. Mrs. Naish touched me and says I felt like a sack of cement, I was so stiff with salt water. She was convinced I could be saved and induced two men to work over me, which . they did for two hours, after cutting my clothes off with a carving knife hastily brought from the dining saloon. They say that one suffers greatly in being restored from drowning, but I was totally unconscious of it all, owing to the effect of the blow on my head, and was unconscious for some time after breathing was restored; had also severe bruise above and below my right eye, which disfigured me by the swelling and discoloration. I seem to have escaped several separate deaths in a miracu­lous way and yet I truly believe there was no one on the ship who valued life as little as I do. I had told Mr. Friend one day, as we stood by the rail, that if the Germans did torpedo us, I hoped he would be saved to carryon the work we had so much at heart.

I have tried to tell it carefully, but I cannot dwell on it.

Thy

Theo.

Privately printed in an edition of 250 copies, at the Montague Press. June MCMXVI.

I

Section 1

Section 2

Section 3

xxx Jlttb of ~ru~t ~cbtbult 18

STATUTES GOVERNING AVON OLD FAIUvlS

Aim

A ON OLD FARMS is founded for the sons of the gentry. The avowed purpose of the Founder is to provide for such youths instruction and activities which shall tend to de­

velop honour, courage and culture.

Religion

T HERE shall be no general instruction at Avon in the creed of any given church. Each student shall, however, be en­couraged to keep his mind and heart open to the belief in

the reality of the life of the spirit, that day by day he may be strengthened in the unfaltering conviction that:

"Though our outward man perish, yet the inward man is renewed day by day ... while we look not at the things which are seen, but at the things which are not seen; for the things which are seen are temporal, but the things which are not seen are eternal." II Corinthians, Chapter 4. Verses 16-18.

"For we walk by faith, not by sight."

II Corinthians, Chapter 5." Verse 7.

Character

T HE students shall be taught the value of righteous wrath. Righteous wrath marks the moral progress of the human race.

"Truth is the summit of being; justice is the application of it to affairs. All individual natures stand in a scale, according to the purity of this element in them. The will of the pure runs down from them into other natures, as water runs down from a higher into a lower vessel. This natural force is no more to be withstood than any other natural force .

. . . Character is this moral order seen through the medium of an in­dividual nature. An individual is an encloser .... Truth and thought

gbon ~lb jf armf) xxxi are left at large no longer.. All things exist in the man tinged with the manners of his soul. ... A healthy soul stands united with the Just and the True, as the magnet arranges itself with the pole, so that he stands to all beholders like a transparent object betwixt them and the sun, and who so journeys towards the sun journeys towards that person. He is thus the medium of the highest influence .... Men of character are the con­science of the society to which they belong." Ralph Waldo Emerson on Character.

"I live, yet not I, but Christ liveth in me."

Epistle of St. Paul to the Galatians, Chapter 2. Verse 20.

Manners

I F a student shows himself unmistakably incompetent to make in­tellectual progress and to meet normal intellectual tests after every­thing possible has been done to aid him and to stimulate him to

improvement, then of course he is dropped from the rolls for the simple reason that he is not able to make good use of his time and effort and should seek some other opportunity or occupation. But rather more important than this test is the silent and informal test, constantly making, of the student's character-building and manifestation of good manners. He who cannot progress in these vitally important matters is even more unworthy of continuing upon the academic rolls than his fellow who fails in an examination test. There are no formal methods and no precise rules of measuring these traits or of dealing with them. It is, however, the function of academic discipline to guard in college or professional school against the advancement and graduation of anyone who is un­worthy in either of these respects, no matter what his strictly intellectual performance may be. It was the wisdom of William of Wykeham which, five and a half centuries ago, gave both to Winchester School and to New College, Oxford, the motto, 'Manners makyth man.''' Extract from the 1932 Report 0/ Nicholas Murray Butler, President 0/ Columbia Uni­versity.

Culture

T HE BASIS of culture is good breeding, but good breeding is not dependent upon birth.

"Democracy's aristocracy is not one of birth, of inherited privilege, or of wealth, but it is one of character, of high intelligence, of large

Section 4

Section 5

Section 6

Section 7

Section 8

xxxii 1Dttb of ~ru£it knowledge, of zeal for service, recruited from the bosom of democracy itself. Under the operation of the law of liberty true democracy will open the way to the upbuilding of an aristocracy that is all its own as well as its chiefest ornament .... " Extract from the 1929 Repnrt of Nicho­las Murray Butler, President of Columbia University.

Self Knowledge

X TENTION shall be given at Avon to the study of adoles­cence. Each student shall receive aid in solving his own problems by having opened to him, for inspiration and

encouragement, a vision of the possibilities of his moral and intel­le-ctual development.

Educational Policies

THE EDUCATIONAL POLICIES of Avon Old Farms shall be progressive, but sound. -

The academic work shall be directed toward deepening and enriching the thought processes of the students that they may be able to appraise existing situations and those which will confront them in later life.

Efforts shall be made to develop in the students the ability to think in the abstract.

The Arts

THE COLLEGE shall recognize that Art, in one or more of its varied forms, holds an important place in education directed primarily toward the development of the individ­

ual personality. Ample provision in the curriculum shall be made in this field for the students in general. A distinction, neverthe­less, shall be made between encouraging, on one hand, the study of Art for its educational value, and encouraging, on the other hand, the study of Art by those of marked artistic ability. Only students of exceptional ability shall be encouraged to make the study of Art a major interest. These students should lend them­selves wholeheartedly to their study, because an art once served

~bon elb jf arms xxxiii with sincerity will never wholly abandon one, and in later life may become a source of pleasure in hours of leisure and prove to be the basis of one's own particular culture.

Science

EMPHASIS shall be laid upon the study of the Sciences. The study of Science has an unquestioned v~ lue in assisting a student to meet the conditions of modern life. Throughout

the courses the human service values of Science shall be emphasized and the student trained to seek knowledge and establish facts for himself.

Only by an awakened sense of wonder maya youth become aware of his relation to the universe. He possesses an intellect with which to measure and a spiritual nature with which to appreciate the marvels of creation. Through his studies with the miscroscope and telescope - extensions of his own senses - he acquires a cer­tain knowledge of the physical universe and thereby understands more fully his own unique position in the cosmos.

Student Government

T HE CHARTER of the Village of Old Farms IS granted by the Trustee to all the students in perpetual succession, to provide the opportunity for each one to become a re­

sponsible citizen through controlling actual agencies of Govern­ment similar to those by which they will govern themselves later as members of a sovereign state.

There is a great need to-day for men of independent thought capable of assuming responsibility Oil a strong ethical basis. Avon youths belong to a specially educated group, and should be trained to courageously project and to steadfastly uphold the highest social and political ideals. They should act without thought of praise and without thought of recompense. They should be willing to merge their personal interests in the larger interests of the commun­ity in which they live, and identify themselves with great human problems and movements.

S(!ction 9

Section 10

Section 11

Section 12

Section 13

xxxib mttb of lItru~t Crafts

MANUAL work shall be an integral part of the educa­tional programme at Avon Old Farms, but no trades whatever shall be taught.

Craft work shall be elective, and superior workmanship shall be encouraged and rewarded.

Projects

UNDER the supervision of the head of the Science Depart­ment students may have the opportunity of raising and selling trout, ducks, turkeys, chickens, guinea hens,

pigeons, pheasants, rabbits, mice and bees. The boys themselves will show initiative in the choice of projects in other fields.

Experience shows that occupations of this nature awaken many an apathetic lad and prove the best possible starting point from which to lead him into educational paths.

Community Service

COMMUNITY Service consists of greatly diversified work in the shops, park, forest and on the farm, the result of which is in the public interest.

The Shops include the Power House, Electrical Laboratories, Printing Office, Machine and Carpenter Shops, Garage and Smithy.

Community Service shall be compulsory, but it shall never be assigned as a penalty.

A minimum of eight hours' work a week shall be required from students of the First to Fourth Forms, inclusive. Students of the Fifth and Sixth Forms shall be called upon from time to time to act as working foremen over groups of boys under the instruction of job masters. The Provost or, in his absence, the Aide to the Provost may determine what Community Service shall be required from students of the Fifth and Sixth Forms.

At least once in each college term students shall edit, and print on a hand press a one-fold newspaper, to be known as "The Avon Record." It shall contain a brief resume of international

~bon ®lb jf arms xxxb and national news, and an editorial. The principal space, however, shall be given to descriptions of the various activities of the students. An endeavor shall be made to cultivate in the students an appreciation of fine typography in contrast with commercial printing. This training should lead the students to appreciate Western Manuscripts and Incunabula.

A von forest will be a continual source of pleasure to all students interested in Natural History. They shall be taught the haunts and habits of wild life; how to identify the trees, shrubs and other forest plants; how trees are injured by disease and insects, and the general principles of properly caring for forests. The students shall participate in the laying out and building of trails, and in the development of other forest improvements. The older boys shall be trained in the care and use of the ax.

A farm affords an ideal environment for youth. Avon students who are interested in animals shall be given instruction in the feeding, care and judging of farm stock.

Y he Founder believes that a boy who has never known the hardship of work on a farm, in a forest or in shops and has never experienced the joy of completing a task, even though it meant enduring physical discomfort, has been deprived of one of the most valuable experiences that life can offer for the development of character.

Our forefathers of Colonial times, as well as many of our most eminent men of today, oWe their initiative and power to the fact that in their youth they performed just such 'work because of actual necessity.

Avon Old Farms provides these tasks as the best substitute available for the pricele-ss lessons that necessity imposes.

Obstacles are frequently smoothed away from the path of youth, with the result that many of our young people approach maturity with weakened mental and moral fibre.

ffAn obstacle is not a misfortune; it is the dam which makes the stream a water power." - ANON.

A von boys shall acquaint themselves with homely tasks that they may be one in spirit with those who labour.

Section 14

Section 15

xxxbi jDttb of ~ru~t Sports

T HERE shall be no gymnasium building or indoor swimming pool at Avon, but space shall be provided for corrective exercises, and opportunity given to learn boxing, wrestling,

tumbling, fencing, jiujitsu, swimming, tennis, skating and skiing. Exercises for the most part shall be in the open air. Instruction in riding and polo shall be provided. Instruction in fly casting shall be provided. Instruction in shooting may be provided. There shall be playing fields, tennis courts, a running track,

and bridle paths in the forest. With the exception of riding, there shall be no extra-mural

sports or competition in sports with other schools or colleges.

GOVERNANCE

ACADEMIC STAFF

A P paintments

THE ACADEMIC STAFF shall consist of the Provost, Aide to the Provost, Dean, Psychologist, Masters and Librarian.

The Executive Committee of the Board of Directors of the Trustee shall appoint the Provost.

The Provost, with the written approval of the Executive Committee, shall appoint the Aide to the Provost.

The Provost, with the written approval of the Executive Committee, shall appoint the Dean.

The Provost, with the written approval of the Executive Committee, shall appoint the Psychologist.

The Provost shall appoint the Masters. The Provost shall appoint the Librarian. The Provost shall appoint the Printer, who shall be an ex

officio member of the Academic Staff. The Provost shall appoint the Sports Leader, who shall be an

ex officio member of the Academic Staff. The Provost shall appoint the attending Physician.

~bon elb jfatm~ The Provost shall appoint the Nurse or Nurses. The Provost shall appoint the Postmistress. The Provost shall appoint his Secretaries.

ACADEMIC STAFF

. Powers and Duties

Provost

T HE PROVOST shall make nominations for the Chancellor and other members of the Board of Regents. From the nominees so named, the Chairman of the Board of Direc­

tors of the Trustee shall appoint the Chancellor and other mem­bers of the Board of Regents.

The Provost shall appoint the Masters and other members of the Academic Staff, as hereinbefore provided.

He shall have complete supervision over the Academic and Extra-Academic Departments of the College. He shall be respon­sible for the proper execution of the duties of all members of the Academic Staff.

He shall have each Master sign a contract in triplicate - one copy to be given to the Master and · the two remaining copies to be on file in the Provost's and Comptrollees offices, respectively.

He may dismiss, when he shall decide it is for the best interest of the College to do so, members of the Academic Staff, with the exception of the Aide to the Provost, Dean and Psychologist. These dismissals must have the approval of the Executive Committee.

He may assign masters as assistant coaches for the various teams.

He shall prepare with the Dean the Academic Schedules. He shall prepare and present a report on the functioning of

the Academic and Extra-Academic Departments of the College at the Annual Conference.

He shall be charged with the duty of administering the schol­arships that may be established.

Section 16

xxxbttt mttb of tEru~t He shall be Chairman and Arbiter of the Board of Correla­

tion. He shall be Chief Justice of the Court of Appeals, as provided

for in the Charter of Old Farms. He shall decide whether a serious breach of conduct on the

part of any of the students shall be brought to Court or settled in camera.

He shall, prior to each town election, prepare and publish a list of students whom he considers to have demonstrated their fitness to perform a duty without partiality or favour. Only students on this list shall be eligible for election to office.

He shall determine what Community Service will be required from the students of the Fifth and Sixth Forms.

He shall present to each graduating member of the Sixth Form the Founder's Medal inscribed with the student's name.

He shall confer the regulation Insignia consisting of the Hon­orary Buttons and Ribbons for accomplishment and distinguished service in any of the following four fields:

( 1 ) ORDER OF OLD FARMS

(2) OFFICE IN TOWN GOVERNMENT

( 3 ) ACADEMIC RANK

(4) EXTRA-ACADEMIC ACTIVITIES

He may depute to the Aide to the Provost the conferring of the Honorary Buttons and Ribbons for distinguished service in Office in Town Government and accomplishment in Extra-Aca­demic Activities.

He may depute to the Dean the conferring of the Honorary Buttons and Ribbons for accomplishment in Academic Rank.

He shall have the students receiving honours write their names in the Book of Honours. This book shall be on exhibition in the Post Office on Founder's Day and Closing Day.

He shall annually designate a day in the spring to be known as Founder's Day.

He shall designate a day in the spring on which the Annual Conference shall be held.

~bon <!f)lb jf arms xxxix He shall hold the Physician responsible for looking after the

health of the students, and for taking effective measures for the prevention and checking of disease.

He shall preside at all College functions as titular head of the College.

He shall collaborate with the Comptroller in the preparation of the Annual Academic Budget, which shall be submitted to the Finance Committee for approval.

All salaries and wages of the Academic Department shall be subject to the approval of the Finance Committee.

In accepting appointment, he shall sign a contract in which he agrees to uphold this Amended Deed of Trust and all provisions thereof.

In the case of absence or illness, he shall depute his duties to the Aide to the Provost.

Aide to the Provost

T HE AIDE to the Provost shall be a graduate of a military or naval academy and a former officer of the regular Army or Navy of the United States or of any English-speaking

country. The chief duty of the Aide to the Provost shall be to adminis­

ter the routine discipline necessary in all minor cases of infractions of regulations and incorrect conduct on the part of any of the students.

He shall have written reports for infractions of regulations or incorrect conduct on the part of a student, or students, from the Dean and Masters of the Academic Staff and from the Comptroller and heads of the Technical Staff.

He shall take up with the Provost any serious breach of con­duct for the Provost's decision as to whether the case shall be brought to Court or settled in camera. In the absence of the Pro­vost the Aide shall decide whether a serious breach of discipline shall be brought to Court or settled by himself in camera.

He shall not suspend or expel a student, or students, unless specifically deputed by the Provost.

Section 17

xl He shall have no authority over the discipline of a student, or

students, in connection with their Academic work. He shall instruct the boys in the duties of their various offices

as defined in the Charter of Old Farms, and supervise the execution of these duties.

He shall instruct the Warden in regard to matters which may be brought before the Council. He shall attend all town meetings pf the Village of Old Farms, but shall have no vote.

He shall have general supervision of the students in all Extra­Academic Activities. He shall make daily personal inspection of such work.

He shall, with the aid of the members of the Board of Corre­lation, plan the Extra-Academic activities, exclusive of sports, and shall be responsible for a daily chart showing the assignment of students in all Extra-Academic activities, including sports.

He shall at each meeting of the Board of Correlation render a report upon the activities of the students and other matters over which he has jurisdiction, including in such report any recommen­dations he may deem desirable.

He shall organize and be responsible for fire drills and for the use of the fire equipment.

He shall supervise the daily instruction in out-of-door setting­up drill based on military practice, the principal aim being to im­prove the posture and thereby the health of the students.

He shall institute such measures as may be necessary to inculcate in the students habits of personal cleanliness and punctuality.

He shall organize and be responsible for daily room inspection. He shall instruct the students in deportment. He shall be charged with carrying out the regulations in re­

gard to the clothing to be worn by the students, and its use and care.

He shall select samples of materials, obtaining competitive prices for the same, and submit them to the Provost for his decision.

~bon <!E)lb jf arm!S xli He shall be responsible for arranging all details in connection

with the transportation of students. In the case of absence or illness of the Provost he shall assume

the duties deputed to him by the Provost. He may confer the Honorary Buttons and Ribbons for dis­

tinguished service in Office in Town Government and accomplish-ment in Extra-Academic Activities. '

No instruction in military tactics or strategy shall be given.

Dean

T HE DEAN shall prepare with the Provost the Academic Schedules. He shall give instruction in one or more subjects.

The Academic Staff, or Committees of the Academic Staff, in the absence of the Provost, shall meet from time to time in in­formal conference at the call of the Dean.

He shall have authority and it shall be his duty to assign extra study hours for a student, or students, at any time or place, if and when he considers it necessary.

He shall file written reports in the office of the Aide to the Provost for infractions of regulations or incorrect conduct on the part of a student, or students, for the Aide to take proper action.

He may confer the Honorary Buttons and Ribbons for ac­complishment in Academic Rank.

Psychologist

I F, and when the Provost is not a trained Psychologist, a Pyschol­ogist shall be appointed to the Academic Staff by the Provost, on part or full time, with the written approval of the Execu­

tive Committee. The Psychologist shall have nwde a study of adolescence and

its specific problems, and keep in touch with the most recent developments in child and adolescent psychology.

He shall study and diagnose the intellectual and emotional make-up of each student, dealing with the individual problems of

Section 18

Section 19

Section 20

Section 21

Section 22

Section 23

xlii jDttb of ~ru5t adjustment which come up. On the basis of such findings he shall do constructive work in character building. The principles that make for sound character shall be held up before the students, both individually and in group work. Knowing the students as he will through a thorough study of their reactions, he will be able to ad­vise them in regard to the career for which their particular psycho­logical make-up best fits them. The choice of a career based upon psychological findings makes for efficiency and contentment.

Masters

T HE MASTERS shall be appointed because of their educa­tional training and cultural background.

They shall have authority, and it shall be their duty to assign extra study hours for a student, or students, if and when they consider it necessary.

They shall file written reports in the office of the Aide to the Provost for infractions of regulations or incorrect conduct on the part of a student, or students, for the Aide to take proper action.

They shall, at the request of the Provost, assist as coaches for the various teams.

Librarian

T HE LffiRARIAN may be either a man or a woman who shall have had a technical training in library work.

Printer

THE PRINTER shall be a graduate of a first-grade technical school where he shall have specialized in Fine Printing.

Sports Leader

T HE SPORTS LEADER shall make a study of the physical development of each student, and shall co-operate with the Aide to the Provost in establishing and conducting the

daily out-of-door setting-up drill.

~bon ell) ~arm~ xliii He shall give instruction in all sports with the exception of

riding and polo. He shall coach the football, baseball, basketball, soccer and

ice hockey teams. He may request the Provost to assign masters as assistant

coaches for the various teams. He shall supervise apparatus work and be qualified to give

first aid. He shall supervise the work on all athletic fields, which shall

be done by the students as part of their Community Service. If he has time available, he shall, in addition to the above

duties, perform such academic and non-academic duties as the Provost may direct.

Postmistress

T HE POSTMISTRESS shall be selected for the office because of her intelligence, kindly disposition and interest in boys.

Board of Correlation

T HE BOARD of Correlation shall consist of the Provost, who shall act as Chairman and Arbiter, the Aide to the Provost, Comptroller, Chief Engineer, Farm Manager,

Forester, Printer and Sports Leader. . Any other person directly concerned with the Extra-Aca­

demic activities of the College may be invited to attend meetings. The Aide to the Provost shall act as Chairman and Arbiter in

the absence of the Provost. All members of the Board of Directors of the Trustee shall

be ex officio members of the Board of Correlation. Meetings of the . Board of Correlation shall be called by the

Provost, or by the Aide in the absence of the Provost. There shall be at least one meeting of said Board in each term of the College year. All members of the Board of Directors of the Trustee shall receive notice of such meetings. A record of the minutes of meet-

Section 24

Section 25

Section 26

xlib J)ttb of t!tru~ ings of the Board of Correlation shall be kept in triplicate, one copy for the Provost, one copy for the Aide to the Provost, and one copy for the Comptroller.

If any member of the Board of Directors of the Trustee at­tending meetings of the Board of Correlation should determine that the Board of Correlation is not functioning in accordance with the plans set out in these Statutes, then such member shall report this fact to the Board of Directors of the Trustee for ap­propriate action.

The duties of the Board of Correlation are to organize, corre­late and develop the Extra-Academic activities, consisting of Craft Work and Projects, which shall be elective, Community Service, which shall be compulsory, and Sports.

The Board of Correlation shall always keep in mind the Founder's intention in establishing Community Service as an in­tegral part of the programme of the Colfege and shall shape the policies of the Board accordingly.

The Board of Correlation shall make certain that Community Service shall consist of work which is necessary to properly main­tain the Estate, sO that each boy may fully appreciate the obliga­tion and responsibility laid upon him.

The Board of Correlation shall endeavor to foster in the students a spirit which shall cause them to accept Community Service as hard work, approach it with serious purpose, carry it out wholeheartedly, and, when necessary, endure physical discom­fort with determination and fortitude.

TECHNICAL STAFF

Appointments

T HE TECHNICAL STAFF shall consist of the Comptroller, Chief Engineer, Farm Manager, Forester, Foreman Car-penter, Steward and Patrols. .

The Finance Committee shall appoint the Comptroller, who shall be an ex officio member of the Academic Staff.

The Comptroller, with the written approval of the Finance

~bon c9lb jfatm~ xlb Committee, shall appoint the Chief Engineer, who shall be an ex officio member of the Academic Staff.

The Comptroller, with the written approval of the Finance Committee, shall appoint the Farm Manager, who shall be an ex officio member of the Academic Staff.

The Comptroller, with the written approval of the Finance Committee, shall appoint the Forester, who shall be an ex officio member of the Academic Staff.

The Comptroller, with the written approval of the Finance Committee, shall app<;>int the Bookkeeper.

The Comptroller, with the approval of the Finance Com­mittee, shall appoint the Foreman Carpenter.

The Comptroller, with the approval of the Finance Com­mittee, shall appoint the Steward.

The Comptroller, with the approval of the Finance Com­mittee, shall appoint the Day Patrol.

The Comptroller shall appoint the Night Patrol. The Comptroller shall appoint his Secretaries and the Tele­

phone Operators. The Comptroller shall approve all minor personnel employed

by the heads of the departments under his supervision.

TECHNICAL STAFF

Powers and Duties

Comptroller

T HE COMPTROLLER shall appoint the members of the Technical Staff and other employees in his departments as hereinbefore provided.

He shall be in charge of the business administration of Avon Old Farms.

All requisitions of the Academic and Estate Departments shall go through. his office.

He shall be responsible for the proper execution of the duties of the heads of all departments and personnel under his supervision.

Section 27

x1bi J)ttb of ~ru5t In appointing heads of departments the Comptroller shall

bear in mind that, as the prime function of the College is educa­tion, including every useful activity, the students shall, under de­partment heads, supplement the work of the employees by assisting in the necessary work of the community on the farm and fields, and in the park, forest and shops.

He shall file written reports in the office of the Aide to the Provost for infractions of regulations or incorrect conduct on the part of a student, or students, for the Aide to take proper action.

He shall require the heads of the Estate Departments and job masters to file written reports in the office of the Aide to the Pro­vost for infractions of regulations or incorrect conduct on the part of a student, or students, for the Aide to take proper action.

He, or his representative, shall attend all town meetings in the township of Avon, and shall send a written report to the Chairman of the Executive Committee if any action was taken at a meeting which would in any way affect the interests of The Pope-Brooks Foundation, Incorporated. A copy of this report shall be filed in the Comptroller's office.

He shall be charged with the responsibility_of carrying out the agreement, dated November 12, 1929, between the New York, New Haven and Hartford Railroad Company, and The Pope­Brooks Foundation, Incorporated, regarding the maintenance of the fire line. .

He shall have authority and it shall be his duty to forbid the building of cabins solely by the students and for their use alone.

It shall be his duty to plan and supervise the proper keeping by the students of their check books and petty cash accounts.

He shall collaborate with the Provost in the preparation of the Annual Academic Budget which shall be submitted to the Finance Committee for approval.

He shall collaborate with the Treasurer in the preparation of the Annual Estate Budget which shall be submitted to the Finance Committee for approval.

All s?laries and wages of the Estate Departments shall be sub-

~bon <!f)lb jf arms xlbii ject to the approval of the Finance Committee.

In accepting appointment, he shall sign a contract in which he agrees to uphold this Amended Deed of Trust and all provisions thereof.

Chief Engineer

T HE CHIEF ENGINEER shall be a graduate of a technical school, and shall have had practical as well as theoretical knowledge of engineering.

He shall have had experience as instructor in mechanical and electrical engineering science in a recognized institution or labora­tory, and shall instruct and supervise the students in their work in the various engineering and mechanical departments of the Col­lege under his control.

He shall have charge of and be responsible for the economical operation of the Light and Power Plant of the College, together with its complete systems of water supply, sewage disposal, electric light and power distribution, heating systems, refrigerating sys­tems, including all other mechanical installations and equipment of a similar character.

He shall have charge of and be responsible for the upkeep and maintenance of all plumbing, electrical and communication systems in the buildings of the College.

He shall be responsible for the upkeep of the fire equipment used for the protection of the College buildings.

He shall, with the approval of the Comptroller, employ the engineers, mechanics and minor personnel in his department.

Farm Manager

T HE FARM MANAGER shall be a trained executive, who has had experience in the management of estates and who is equipped with a knowledge of practical farming.

He shall be responsible for planning and overseeing the work of the students on the farm, in the stables and in the poultry run.

Section 28

Section 29

Section 30

xlbiii llttb of ~ru~t He shall give instruction In the elementary principles of

animal husbandry. He shall provide instruction in riding and polo and in the

care of horses. He shall have on his staff a groom who shall be in direct

charge of the saddle horses. He shall give special attention to keeping up the quality of the

herd, the sheep, poultry and other farm stock. He shall, with the approval of the Comptroller, employ all

minor personnel on the farm.

Forester

THE FORESTER shall be a practical working woodsman, who shall be qualified to instruct the boys in woodcraft and in the elements of Natural History.

He shall care for, preserve and improve the forest, in accord­ance with the provisions of Section 7 of the Amended Deed of Trust.

He shall instruct the students in the proper care and use of the ax.

He shall be responsible for any defacement or any marring of the forest and park.

He shall be responsible for any destruction and waste of the flowering plants and desirable animal life.

He shall be responsible for any trees which are cut down in the forest for cord wood or for any other purposes.

He shall permit the felling of no large trees which are not dead, except those grown in the reforested timber stands.

. He shall arrange for the clearing of underbrush in the forest by the students as part of the Community Service for the protec­tion of the forest from fire. The brush shall be burned only after rain or when the ground is covered with snow.

He shall be responsible for the upkeep of the fire equipment used for the protection of the forest.

gbon eli) jfarm~ xlix He shall regulate fishing, hunting, and trapping on the

property. He shall arrange for an exhibition of fly casting each year by

an expert fisherman, and students who are interested shall receive instruction in the art.

He shall, with the approval of the Comptroller, employ all minor personnel in the forest and in the park.

Foreman Carpenter

T HE FOREMAN CARPENTER shall be an expert at his trade, and shall be qualified to teach the students various forms of boat and cabinet making.

He shall have charge of all repairs at the College which come under his department.

He shall give the students instruction in repair work as part of the Community Service.

He shall instruct the students in proper joinery. He shall, with the approval of the Comptroller, employ assist­

ants in his department.

Steward

T HE STEWARD in charge of the Commissary, Stores and Laundry, shall have been trained in hotel management, and be an experienced buyer.

He shall, with the approval of the Comptroller, employ the personnel of the Commissary Department, Stores and Laundry.

Day Patrol

T HE DAY PATROL shall be a police officer. He shall have supervision of buildings and grounds. He shall be responsible for maintenance of the main

group of College buildings, exclusive of the Power House, Kitchen, Refectory and Laundry. This maintenance covers repairs, includ­ing masonry work, not specified under the duties of the Chief

. Engineer or Foreman Carpenter.

Section 31

Section 32

Section 33

Section 34

Section 35

Section 36

I jDttb of ~ru~t He shall plan and supervise the work of the Janitors. He shall, with the approval of the Comptroller, employ the

janitors and all minor personnel in his departments.

Night Patrol THE NIGHT PATROL shall be a police officer.

Annual Conference

T HE ANNUAL CONFERENCE shall be held at Avon Old Farms in the spring on a date to be decided upon by the Provost, at which time the Board of Surveyors, the Chan­

cellor and Regents, the Provost and the members of the Academic and Technical Staffs shall meet with the members of the Board of Directors of the Trustee.

The annual report of the Board of Surveyors shall be pre­sented in writing by the Chairman of their Board in person, or read by a member of the Board of Directors of the Trustee.

The Provost shall present his annual report. The Chancellor and members of the Board of Regents may

present any recommendations regarding new methods of pedagogy. The report of the Board of Surveyors, the report of the Pro­

vost and the recommendations of the Board of Regents shall be discussed in open conference and taken under advisement by the members of the Board of Directors of the Trustee, the Provost and the members of the Academic and Technical Staffs.

Founder's Day

FOUNDER'S DAY shall be held at A von Old Farms in the Spring on a date to be decided upon by the Provost.

The Prov~st shall issue invitations at least three weeks in advance to the parents of the students, the alumni, all persons officially connected with the College and friends of the College.

Exhibits of students' work, both in Academic and · Extra-

~bon elb jfarm~ Academic activities, shall be shown on Founder's Day.

The Provost shall deliver a brief address.

Device, Motto, Colours, Insignia and Medal

T HE COLLEGE DEVICE shall be a Winged Beaver. The Motto shall be Aspirando et Perseverando. The College Colours shall be Crimson and Blue.

Ii

The Insignia shall consist of Buttons and Ribbons, as designed and recorded, and shall be awarded for accomplishment and dis­tinguished service in the following four fields:

(1) Order of Old Farms - Button with gold centre, en­circled by College Colours, and Ribbon.

The Order of Old Farms shall be awarded to students who most generously serve the welfare of Avon Old Farms and are governed in all their human relationships by a deep sense of honour.

Election to the Order of Old Farms shall be by the unanimous vote of the Faculty and the Student Council.

(2) Office in Town Government - Button with green centre, encircled by College Colours, and Ribbon.

( 3 ) Academic rank - Button with blue centre, encircled by College Colours, and Ribbon.

( 4) Extra-Academic Activities - Button with red. centre, encircled by College Colours, and Ribbon.

The Founder's Medal, as designed, shall be given to each member of the Sixth Form on Closing Day.

~cbtbult CIt CHARTER OF THE VILLAGE OF OLD FARMS

ARTICLE I

General Purpose of Charter

FULL and complete authority over the welfare, training and

discipline of students, within the proper limits, is vested by law in the Provost of the College. In order, however, to

Section 37

Section 1 ( a)

lii 1llttb of t!tru~ promote the best interests of the College and more perfectly to train the students in the duties of citizenship, this Charter is granted by the Trustee to all the students in perpetual succession.

(b) The Village Government shall consist of an executive, legis-

Section 2 ( a )

(b)

Section 3

Section 4

lative and judicial branch, as hereinafter provided for.

Citizenship

AL students at the College shall be citizens of the Village of Old Farms, and shall have the right to vote, subject only · to the following restrictions: Students of the four lower

Forms shall not vote at the first election after their entrance at the College; and students of the Sixth Form shall not vote at the elec­tion in May. No student may become a candidate for office when he is not qualified to vote.

The Provost and the members of the Faculty, the Comp­troller, the Chief Engineer, the Farm Manager, the Forester and the wife of each of them and their sons and daughters, over four­teen years of age and in residence at the Village shall be citizens and entitled to vote at all elections, but not eligible to hold office unless they are students at the College. They shall be exempt from all exercise of authority by the Village Government.

Powers and Duties

THE POWERS and duties now vested by law in the Provost in certain matters relating to the safety, welfare, health, grounds, game, and athletics of the citizens shall hereafter

be vested in said Village, subject in every respect, however, to the supervision and approval of the Provost as hereinafter set forth.

Law of Village

T HE PRINCIPLE which shall govern the enactment of ordi­nances by the Board of Councillors and the decrees of the Courts shall be that of justice, equity, and morality as

viewed by reasonable gentlemen. When not inconsistent there-

~bon ®lb jfarmii Uti with, the common law may be applied in cases not governed by ordinance.

Supervision by Aide

T HE PROVOST shall appoint the Aide to act as supervisor and counselor in the execution by the citizens of the duties and responsibilities delegated to them by this Charter.

Removal from Office

A NY official of the Village may be removed from office by the 1"'1.. Aide for cause, with the approval of the Provost.

A /firmation

E VERY elective and appointive officer, before entering upon the performance of the duties of his office, shall make the following affirmation:

"I do solemnly affirm that 1 will faithfully perform the duties of . . . . without partiality, favor or affection, to the best of my ability and understanding. "

This affirmation, when made- and subscribed, shall be filed with the Clerk in the records of the Village.

Reports of Officers

T HE WARDEN, the Vice-Warden, the President Judge, the Village Attorney, the Clerk, the Treasurer, the several Commissioners and the Clerk of Courts, and such other

officials as the Board of Councillors may from time to time deter­mine, shall file a written report acceptable in form to the Aide, for transmission to the Provost, not later than one week before the expiration of the civic term. Such reports shall furnish a com­plete resume of the activities of their respective offices during their incumbency, and shall be bound and placed in the vault of the Bank of Avon Old Farms. Copies of the original records shall be bound and kept in the office of the Council.

Section 5

Section 6

Section 7 ( a)

(b)

Section 8

Section 1

(a)

(b)

(c)

(d)

(e)

lib ARTICLE II

Legislative and Executive

119ttb of ~ru~t

Board of Councillors - Authority and Election

THE LEGISLATIVE and executive authority of the Village , shall be vested in a Board of seven (7) Councillors to be elected in the following manner:

Elections shall be held in each college year during the last week in May and the first week in February.

Two weeks prior to any election a nominating primary shall be held in the respective Forms hereinafter mentioned, at which each member thereof shall vote for two students of his Form for each membership to be filled on the Board of Councillors. At least eight (8) days before each nominating primary, the Provost shall prepare and publish a list of citizens of the Forms concerned who have demonstrated their fitness to assume responsibility and leader­ship and to perform a duty without partiality or favor; and only those on this list shall be eligible for election or appointment to office.

At the May election five (5) members of Form V, and two (2) members of Form IV, and at the February election four (4) members of Form VI, and three (3) members of Form V, shall be chosen. They shall serve until their successors take office. Their term is sometimes called herein a civic term. At all elections voters may express their choice for any eligible citizen of the proper Form who may not have been nominated.

In case of a vacancy in the membership of the Board, it shall be filled from the same Form by the candidate of that Form at the last preceding election who received the highest number of votes among the defeated candidates.

The Aide shall publish regulations approved by the Provost governing the conduct of primaries and elections. The voting shall be supervised by the Aide, and shall be by secret written

~bon ®lb jf arms Ib ballot. The Hare system of proportional representation shall be used in the elections.

Warden and His Duties

A WARDEN and a Vice-Warden shall be elected bv the members of the Board, by secret written ballot, 'from among their number at the first meeting of the Board after

each election; and they shall hold office for one term only. No Warden or Vice-Warden shall be elected to succeed himself.

It shall be the duty of the Warden to preside at all meetings of the Board of Councillors, to perform faithfully the duties specifically assigned to him, and in general to see that all provisions of the Charter and ordinances are executed and obeved and that , the judgments and sentences of the Courts are enforced and carried out.

It shall be the duty of the Vice-Warden to perform the duties of the Warden in the event of his absence, removal, resignation or inability to act for any other reason.

Clerk and His Duties

ONE member of the Board shall be elected by ballot as Clerk of the Board at the first meeting after the election in May and in February of each college year.

It shall be the duty of the Clerk to copy in a substantially bound book a full and complete record of the meetings of the Board and a properly indexed record of all ordinances enacted by the Board, to arrange under the supervision of the Aide the details of primaries and elections, and in general to perform faithfully all the duties appertaining to his office.

Commissioners and Their Duties

THE WARDEN of the Board shall appoint from among the members of the Board, including the Vice-Warden, a Commissioner of Public Safety, a Commissioner of Public

Section 2 ( a )

(b)

(c)

Section 3 (a)

(b)

Section 4 ( a)

lbi jDttb of l!ttU~t Welfare, a Commissioner of Public Health, a Commissioner of Public Grounds, a Commissioner of Athletics, and Commissioners for such other departments of the Village Government as the Board shall, from time to time, establish.

(b) The Commissioners shall be appointed by the Warden as soon as he takes office after the elections in May and February of each college year. A Commissioner shall hold office for one term only and shall not be appointed to succeed himself.

(c) The several Commissioners shall in general exercise authority in their respective departments in the matters outlined below, and in such other matters as the Board of Councillors may from time to time prescribe, to the extent of power delegated to the Village Government:

PUBLIC SAFETY: Discipline - Police and Fire Departments, conduct in Dormitories, condition of build­ings, including Power House and property per­taining thereto.

PUBLIC WELFARE: Social gatherings, entertainments, Refectory.

PUBLIC HEALTH: Health of citizens, water supply, sewage dis­posal, sanitation of buildings, and the condi­tion of the equipment for such utilities.

PUBLIC GROUNDS: Farm, forest, park and game.

ATHLETICS: Custody of athletic equipment and outfits, schedules of games, arrangements for specta­tors, etc.

( d) The Board shall enact ordinances providing specifically for the carrying out of these duties, and for the appointment of such citizens of the Village as assistants in each department as may be necessary.

( e) It shall be the duty of the Warden and the Councillors to re-port to the Aide any infractions of the clothing regulations and neglect of personal cleanliness for the proper action.

£tbon ell) jfarm~ lbit Treasurer and His Duties

THE BOARD of Councillors shall elect from among its mem­bers a Treasurer of the Village, whose duty it shall be to supervise the collection of taxes levied by the Board, to

keep an accurate record of all receipts and disbursements, payout funds on proper order, and in general perform-all other duties na­turally appertaining to his office.

His accounts shall be supervised by the Aide and shall be audited two weeks before the expiration of his term by two Audi­tors from the Sixth Form appointed by the Warden.

Board - Meetings and Duties

T HE BOARD shall meet regularly once a week. The meet­ings shall ordinarily be open to the public. Special meet­ings may be called by the Warden.

It shall enact such ordinances from time to time as shall seem necessary to discharge its duties and to protect the rights of the citizens of the Village.

No ordinance shall become effective unless, first, the text thereof, as proposed by the Board, shall have been posted on the bulletin board hereinafter referred to for at least one week prior to its enactment, and, second, it has been approved in writing by the Aide with the assent of the Provost.

Posting of Ordinances

ACOPY of this Charter and a copy of every Ordinance passed during a civic term shall be kept posted during that term on a bulletin board specially reserved for that purpose, to

the end that the citizens may be thoroughly familiar with the law under which they live.

Village Meetings

AILLAGE MEETING shall be held during the week preced­ing each election, at which meeting the reports of officers

shall be read. A meeting may be called at any time by

Section 5 ( a )

(b)

Section 6 ( a )

(b)

(c)

Section 7

Section 8

Section 1 ( a)

(b)

(c)

(d)

(e)

(f)

lbiit 1Dttb of ~ru~t the Aide or the Warden; and upon petition of one-third of the citizens the Aide shall call a Village Meeting for the discussion of Ordinances passed by the Board and other matters concerning the community welfare. Such meetings shall be open at all times to the citizens of the Village.

ARTICLE III

Judiciary

Courts and Their Jurisdiction

T HERE shall be a Court of Appeals which shall be composed of the Provost. Its jurisdiction shall be limited to appeals from the Summary Court. .

There shall ' be a Summary Court consisting of three (3) Judges, who shall be citizens of the Sixth Form, not on the Board of Councillors. One of them shall be President Judge. They shall be appointed by the Warden for their ability to perform judicial duties impartially, and shall serve while they are students at the College.

Whenever a Judge is temporarily unable to perform his duties the Warden may appoint from the Fifth or Sixth Forms a tem­porary Judge to serve during the period of such disability.

The Summary Court shall have jurisdiction over all Civil and criminal cases arising under the authority of the Village Govern­ment, subject to provision made by the Board of Councillors.

The President Judge may designate one of the Judges of the Summary Court to hear minor cases in special sessions of the Sum­mary Court, such minor cases to be defined by the Board of Coun­cillors. Appeals from his decisions shall be heard by the other Judges of the Summary Court.

A citizen of the Village shall be appointed by the President Judge to serve as Clerk of the Courts, who shall keep a permanent record of all proceedings of the Courts and a docket of the cases. All original records shall be bound and placed in the vault of the

~bon elb jf arm~ lix Bank of Avon Old Farms. Copies of the original records shall be bound and kept in the office of the Council.

Village Attorney - Powers and Duties

i\:ITIZEN of the Village shall be appointed by the Warden to serve as Village Attorney for one term. He may suc­ceed himself to office.

It shall be the duty of the Village Attorney to investigate and prosecute all offences against the law of the Village, except those designated minor cases, and to represent the Village in any matters in which it may be interested.

Procedure

;tL Judgments and Sentences of the Summary Court shall be reached after consideration in closed session and shall be pronounced as soon as passed upon by the Aide.

Complaint of alleged unlawful acts on the part of any citizen may be made by any person connected in any way with the Village and shall be in writing and filed with the Warden.

The full executive authority of the Village may be called upon to enforce Judgments and Sentences of the Courts.

ARTICLE IV

Amendment

THIS charter may be amended as provided for m the Amended Deed of Trust.

&cbtbult J) CLOTHING REGULATIONS

T HE clothing worn by the students of Avon Old Farms while in residence at the College shall comply with the following regulations. These regulations are made with

Section 2 ( a )

(b)

Section 3 ( a)

(b)

(c)

Section 1

1!lttb of t!tru~t the obje'ct of establishing and maintaining a standard of smartness in attire of the student body as a whole, thus training each boy in a genuine appreciation of the value that distinction in dress will have for him in later life.

Regulations relating to materials and cut, and other details, shall be determined by the Aide to the Provost.

SCHOOL CLOTHES:

WORK. CLOTHES:

SPORT CLOTHES:

EVENING CLOTHES:

Grey coat, vest and long trousers. Grey overcoat. Brogues - Tan. Shirts - Choice. Ties - A von tie and choice. Socks - Choice. Hat - Regulation. Cap - Regulation.

To be worn for all work in forest, fields, farm; and sltops. .

Knickerbockers - Either ,tan colored whipcoard or tan cotton drilling.

Woolen shirts - Choice. Golf stockings - Choice. Brogues or waterproof boots. Leather jacket - (optional).

Standard clothes for the various sports. Red-blue hlazer - Regulation. White flannel trousers - (optional). Grey flannel shorts - (optional).

Black double-breasted coat and vest, grey striped trousers.

White shirt. Stiff collars - both turn down and wing - Regu-

lation. Black bow tie. Black socks. Black patent leather shoes.

lxi When A von Old Farms has thirty or more students in the

First Form these students shall wear the prescribed clothing for School, Work and Sport.

For evening, members of the First Form shall wear:

The A von black jacket, vest and grey striped trousers. White shirt. Stiff collar turning over coat collar. Black string tie. Black socks. Patent leather shoes.

"There is an odd and wide-spread opinion found not only in the United States but in other lands as well, that distinction of person or manner or dress is somehow out of place in a democratic society .. . . Those who are of this mind believe, or assume to believe, that democracy either approves or smiles upon dirt, vulgarity of speech and of manner, slovenliness of dress and avoidance of anything which might appear to be refined, gentle or elegant .... The fact of the matter is that democracy for its fullest flower requires distinction of manner, of speech and of dress more than does any other form of society." Extract from the 1929 Re­port of Nicholas Murray Butler, President of Columbia University.