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A Book for Shakespeare Plays and Pageants: A Treasury of Elizabethan (Classic Reprint)
(Treasury of Elizabethan and Shakespearean Detail for Prod...)
Treasury of Elizabethan and Shakespearean Detail for Producers, Stage Managers, A ctors, Artists and Students. BY OKIE LATHAM HATCHER, Ph.D. SOMITIMB PROFBSSOI tAT BRYN MAWI tCOLLBGB Illustrated with nearly 200 Pictures and Portraits, mostly from Contemporary Sources. E. P.
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The University of Chicago. John Fletcher: A Study in Dramatic Method
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Orie Latham Hatcher was an American educator and scholar. She became a pioneer in vocational guidance, founding the Alliance for the Guidance of Rural Youth, and was the author of guidance programs for use by rural school and related agencies.
Background
Orie Latham Hatcher was born on December 10, 1868 in Petersburg, Virginia, United States. He was the first of three daughters of Reverend William Eldridge and Oranie Virginia (Snead) Hatcher. Her father was descendent of a member of the Virginia House of Burgesses and participant in Bacon's Rebellion of 1676, and was a prominent man in his own right as pastor and founder of Fork Union Military Academy in Virginia. He also served as president of the board of trustees of Richmond College (later the University of Richmond). Her mother wrote books and pamphlets on primarily religious topics and served as a trustee of Hartshorn College for Negro girls.
The family later moved to Richmond, where Latham was, at fifteen, the youngest graduate of the Richmond Female Institute.
Education
In 1903, Hatcher received her Ph. D. in English literature from the University of Chicago and joined the Bryn Mawr College faculty as a reader in English. She also became one of the very first women from Virginia to venture to a northern college.
Career
At Chicago Hatcher developed close ties with a group of graduate students, two women and four men, whom she remembered, the men especially, as "all my colleagues and friends. " Hatcher's brilliant work at Chicago led to a teaching appointment at Bryn Mawr in 1904. In 1910 she became the first chairman of the department of comparative literature, a post she held until 1915.
Gradually, however, it became clear that Bryn Mawr could not hold her. No member of her family and no close associate could ever fully explain Hatcher's decision in 1914 to leave Bryn Mawr. Certainly her return to the South was prompted by no failure of scholarly zeal and initially by no conversion to the cause of the downtrodden.
A trip abroad in the summer of 1914 was devoted to research on Italian Renaissance poetry and to the beginnings of a volume of translations that was permanently interrupted by World War I. Yet the work she undertook on her return to Richmond was focused not on her own scholarly achievements, but on the pursuit of higher education by talented young women. Through her Virginia Association of Colleges and Schools for Girls, she sought to standardize the requirements in Virginia junior colleges and to secure for their outstanding graduates admission to the major women's colleges of the Northeast.
Hatcher and her colleagues had at this stage no interest in precollegiate work or vocational education, although she did allow, in 1919, that "a sound full academic education" seemed "the best possible foundation for any vocation or profession. " Women might certainly hold responsible positions outside the home; she could hardly deny to others what she had chosen for herself. But, as with her standards for the higher education of talented secondary school graduates, her career models were of the northeastern variety. With this change in position, she renamed her organization the Virginia Bureau of Vocations for Women and advocated, besides better education for prospective businesswomen, the establishment of vocational counseling services in southern women's colleges and surveys of vocations for women. Preparing women for managerial positions was the goal. Those incapable of filling such positions got short shrift.
The problems of high schools and students who would not receive advanced training were not then her concern. The early 1920s, however, saw both the expansion of Hatcher's efforts and a radical change in the outlook of her Virginia organization. Its name was changed again, to the Southern Woman's Educational Alliance. The headquarters were in Richmond and she opened a branch in New York City.
By 1925, she had changed her view of her region's real needs. No longer would the emphasis be on sending talented women to northern schools; now, she sought funds "to use in the rural sections of Georgia, Virginia and North Carolina. "
One of the most lasting of alliance contributions was a series of studies, begun in the 1920s and continuing through the depression years, which documents conditions in the rural South and the problems of rural youth seeking work in southern cities. Out of these studies, Hatcher hoped, would come new techniques for providing "rural girls individual help" and for aiding "the capable, ambitious rural girl. " During the depression the alliance moved toward a deeper concern for and service to a broader constituency.
By 1932, Hatcher was proposing measures for "emergency guidance": recreation and guidance centers for mountain girls and boys, shop-trucks to provide instruction and shop training in schools with limited budgets and scanty equipment, county vocational schools, and symposia and traveling seminars to assist mountain missions in setting up schools more appropriate to the region. Noting the current work of missions in the Appalachian south, Hatcher lamented that "such schools tend to overstress college education and professional occupations. Adequate courses for practically minded boys and girls of average intelligence are urgently needed". This change in direction was formalized during the early 1930s by the creation of a "rural section" of the Southern Woman's Educational Alliance and finally by a change of name in 1937 to the Alliance for the Guidance of Rural Youth.
Throughout the decade, Hatcher constantly sought funds and publicity for her various rural projects. The expansion of alliance activities in the 1930s brought the organization into open conflict with both the educational establishment and local school authorities. Boys were brought within the purview of alliance programs when local school officials insisted; but the problems with the theorists were less easily resolved. A conflict emerged over the nature of guidance and its scope and function in the schools. Staff members of Teachers College, Columbia University, particularly, complained that Hatcher and her associates had inappropriately expanded the functions of guidance, by offering in its name a broad range of social services and counseling.
Among alliance projects in the 1930s, the one that attracted most attention was in Breathitt County, Kentucky, where a broadly acclaimed demonstration school had been created. Eleanor Roosevelt made a much-publicized visit to the school. The real contribution of the alliance was not in the creation of the school, but in the strengthening of the local county council, and in encouraging local citizens to take an active part in school affairs. Still, weaknesses remained, and even Hatcher's vigorous urging failed to produce enough local efforts to win Federal Emergency Relief Administration funds. The Breathitt County demonstration did, however, focus fleeting national attention on Appalachia; it provided a locus for the training of teachers in summer institutes; it offered a laboratory from which the alliance could gather facts for future efforts. Hatcher regarded it as perhaps the most important of her accomplishments.
She served on the National Advertising Council on Radio in Education, on the executive board of the National Council of Women (1932-1935), on the National Occupational Conference (1933-1939), and on the board of trustees of the National Vocational Guidance Association (1933-1937). In 1934, she was a consultant to the Youth Conference of the Department of the Interior, and, from 1936 to 1942, technical director of the Pine Mountain Guidance Institute, in Harlan, Kentucky.
Not until the late 1930s was the alliance able to shift its attention and resources to a problem that had haunted Hatcher for nearly a decade. As opportunities in the rural areas contracted, rural youth left the farms and migrated North and East, arriving in the cities penniless and without the skills needed to fill even the few jobs available. Homeless and bewildered, they added to the mass of unemployed in the cities; lacking skills for survival in an urban environment, they posed special problems for welfare workers and social agencies.
In 1938 the alliance set up Youth Migration Institutes in New York, Washington, Richmond, and Durham, North Carolina. These institutes provided a haven and gave practical advice to farm youngsters coming to the cities for work. Hatcher's work was diverted by World War II and by the need to fit young people for jobs suddenly vacated by older citizens fighting overseas.
Continuing to seek national support for her programs, Hatcher spent more and more time in Washington. From teas at the White House to luncheon meetings of workers in the field to the more formal White House Conference on Children in a Democracy (1940-1944), she found herself, well into her seventies, still the most active and prominent leader of her movement.
When she suffered a cerebral hemorrhage, in late March 1946, she was just beginning to coordinate the efforts of agencies serving handicapped youth in rural areas. She died on April 1, 1946. Funeral services were held in the apartment-office she had maintained and burial was in Richmond's Hollywood Cemetery.
Achievements
Hatcher was active in establishing chapters of the Alliance in New York City and Chicago and displayed endless energy in fund-raising activities. Hatcher's efforts won both national publicity for the alliance and an increasing role in national committees and conferences for herself.
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Personality
Hatcher had so dominated her movement that left her followers without the direction and the leadership they needed to continue the work. She had trained no one to succeed her.
Connections
Hatcher never married, and she seems never to have grown personally close to any man in her circle of professional associates.
