Teaching at an all-girls' school
Pollitzer describes how she acquired her teaching job at her alma mater, Memminger High School. Pollitzer graduated from Memminger during the early twentieth century and went to study biology and education at Columbia University. At the time, the principal at Memminger told her a teaching job would be waiting for her if she wanted it when she finished college. Pollitzer returned to Memminger in 1906, after turning down several job offers, with the goal to broaden horizons of her new female pupils. Although she argues that she was not yet interested in women's rights, nor did she necessarily link her teaching to her impending social activism, she did see it as her mission to encourage her female students to want and expect more from life.
Citing this Excerpt
Oral History Interview with Mabel Pollitzer, September 19, 1973. Interview G-0047-1. Southern Oral History Program Collection (#4007) in the Southern Oral History Program Collection, Southern Historical Collection, Wilson Library, University of North Carolina at Chapel Hill.
Full Text of the Excerpt
- CONSTANCE MYERS:
-
Were you already teaching when you became active in the suffrage
movement?
- MABEL POLLITZER:
-
I graduated from Columbia University in 1906. Before I graduated I had
this precious letter from my principal, whom I adored, I venerated, I
venerate his memory. Maybe I told you that I was still a senior in high
school——or then it was high and normal. So I was a
senior really in the second year of the normal school when he said to me
"Miss Mabel, no biology is taught in South Carolina. When you
graduate I want you to come back here and I want you to be on my
faculty." His name was William Knox Tate, one of the grandest
men that ever lived. Six feet four. Beautifully proportioned. And as he
stood in front of me, maybe about two months before I graduated, his
first question was "Miss Mabel, are you sure you're going to
college?" I said "Definitely."
"Where?" "Columbia University. I'm going to
register at Teachers College." He said "Then I appoint
you right now to be on our faculty." I said "Mr. Tate,
that is a wonderful thing. I know you mean it and I'm happy to
accept." Then he said "Now you will have very big
offers before you graduate from Columbia. Don't feel because I've asked
you that you will be impelled to return to Memminger. But I want
you." I did have very big offers. The first position for which
I was asked was to teach laboratory work at the University of
Pennsylvania. It wasn't a temptation for me. No. I knew Mr. Tate. I
really revered him. He was so wonderful. I cannot tell you just all in
all what he was to me. But such an ideal teacher. So understanding.
Well, I turned to Dr. Henry Crampton, a professor
who asked me . . . I was also going to Barnard College . . . and he said
"Miss Mabel, you don't mean you are refusing this position
where they will need you at the University of Pennsylvania?" I
said "I thank you, Dr. Crampton, I prefer to teach at Memminger
High and Normal School." He said "And where is
that?" I told him in Charleston, South Carolina. "I've
never heard of it." I said "But you will hear of it.
We have a great teacher, Professor Tate, who invited me to teach when I
was still a senior. I want that position." He said
"And you're sure of it?"
"Definitely." I had other positions offered to me.
Everything was turned down for the sake of Memminger. And in the final
letter that Mr. Tate wrote to me, he said "Remember, we're
going to give you the top salary in Charleston. As a beginner, it can
not be anymore than $500 a year. If he had said five cents a
year, I would have said all right. It was to be associated with him. It
was so wonderful. I know he thought much of me, I know that. But it was
just so wonderful to have his guidance. So of course, when you asked
about my beginning my work as a teacher, it was in the autumn of 1906.
The first class that graduated . . . to that class I would say I had
taught nature study. Because these girls would grow up and not know a
thing. They didn't know an oak from an elm. They didn't know anything
about birds. They didn't know anything about the germination of seeds or
plants. And being a normal school at that time, many of them were going
to be teachers. Some of the girls were older than I.
- CONSTANCE MYERS:
-
You taught a combination of botany and biology and . . .
- MABEL POLLITZER:
-
Botany was in the lowest class. Zoology was in the
third year. Zoology and physiology.
- CONSTANCE MYERS:
-
And you taught them all?
- MABEL POLLITZER:
-
My classes were very large. The first year we had no laboratory. Mr. Tate
the Principal wanted me to plan my laboratory. He was so wonderfully
understanding. He realized that the greater responsibility a person had,
if he had any brains at all, he would rise to the occasion and act in a
worthwhile way. So he said "Miss Mabel, for the first year you
are teaching, it will be in a small classroom." Well, we had
long tables and many chairs. The teaching was under the most adverse
conditions. But I was there to inspire the girls to want more. He had
always said a teacher's work could end if the girls were so interested
that they would get for themselves more and more. Then you can not stop
them. And I felt that was my mission. To get them to say they wanted
more and more.
- CONSTANCE MYERS:
-
I wonder if you became interested in the position of women as a result of
being mentor to so many young women. If you became eager for the cause
of their betterment.
- MABEL POLLITZER:
-
At that time . . . you see, this was 1906 as I say, I started teaching at
high school and normal school. I don't believe I ever gave it a thought
really. My thought was on my girls.
- CONSTANCE MYERS:
-
But don't you think your experiences with them were planting little seeds
that would later germinate?
- MABEL POLLITZER:
-
I can't say, really. I was terribly involved in many things. I had
wonderful notebooks. The drawing was perfectly marvelous that these
girls did. Their sketches, their desire to excell. And later
on I became president of our Memminger teacher's
association. Later on I was president of the county teachers
association. I wrote more than the equivalent of a chapter in a manual
published by the State Department of Education. It was a syllubus for
the teaching of the various subjects in South Carolina high schools. I
was so deeply involved in everything, I really at that time don't
believe I ever thought of Woman's Rights.