1920s Dana Hall:
Rebellion and Tradition in Progressive Times
Danielle Prague ‘06
US History
Ms. Keimowitz
May, 2005
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For many women, the 1920s were filled with rebellion and progressivism. They fought
hard for equality by dressing like men (in the flapper style), working, and going to college.
Women began to break the stereotypes behind sexuality and find a prominent place for
themselves in society. By becoming more educated and voting, women were able to make a
valuable contribution to society in the 1920’s as well as today. Girls at Dana Hall in the twenties
definitely felt the pressure and support to make a difference in American culture. However, Dana
Hall School was traditional in both its actions and ways. Although the twenties was a time of
exploration and transformation for many women and girls, Dana Hall School provided its
students with a proper education and taught them to act appropriately in society through strict
regulations.
Dana Hall believed it was important for each of its girls to have a rigorous course load
(Dana Hall pamphlet, 1923-24), participate in sports (DH yearbook, 1922), and involve
themselves in extracurricular activities (DH yearbook, 1922) because they wanted the girls to
have the skills necessary to behave and talk appropriately in society. When a student entered the
institution, she was required to designate which course path she would take: college preparatory
or general. Girls who were interested in going to college were required to take the college
preparatory courses while the general courses gave girls the necessary skills to lead an intelligent
lifestyle and to have educated conversations with people (Dana Hall pamphlet, 1923-24). Some
of the general courses included art courses, mathematics, language, and science. Dana Hall
strongly believed in the importance of acting and speaking intelligently in front of one’s peers
and elders (Dana Hall pamphlet, 1923-24). Classes were taken very seriously amongst the girls
(Plum letter, class of 1922). Kathleen Ballard Plum, class of 1922, complained that school was
too hard in one of her letters. If one was not doing well in school, the student was required to
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attend study hall (letter from Carol Lyon Remington ’23). On Sundays however, every girl had
quiet time for two hours (Carol Lyon Remington ’23). In addition, the students that planned on
attending college were required to take the college boards, a standardized test for all college
applicants; the girls were very nervous about doing well on them (Jean Cabot at Ashton). Many
of Dana’s girls went to Smith College, Vassar College, and Wellesley College amongst other
institutions (DH Association Quarterly, Nov. 1925). No matter which path the students at Dana
Hall chose, each prepared them to be successful and proper women for the future. In society, it
was important for women to be able to carry on an educated conversation as well as entertain
company through talent learned at Dana Hall.
Along with completing their schoolwork, girls also participated in social and academic
clubs such as the yearbook staff, philanthropic committee, and the French club (DH yearbook,
1922) in order to further their academic as well as cultural intelligence. Girls were also selected
to become members of the honors society or were elected as class officers. The college club gave
students the necessary resources, connections, and assistance in order to investigate the
opportunity to go to college (DH yearbook, 1922). In the twenties, the idea of a woman going to
college was still unusual and some women did not realize they even had the option to attend. The
Red Cross Organization was also quite popular because World War I had just ended but help was
still needed. Faculty and students alike donated to the Red Cross Drive and the girls sewed for
the Red Cross Relief Work (DH yearbook, 1922). The athletic association worked with athletes
and teams that included basketball and hockey (DH yearbook, 1922). Because of all these
opportunities, Dana Hall girls were well versed in a wide variety of activities and could
participate in sports as well. Because of this, Dana Hall accomplished its goal; to create a wellrounded graduating class, both socially and academically.
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In order to demonstrate one’s intelligence, Dana Hall believed its girls needed to look
sophisticated and as pretty as possible (DH Association Quarterly, Jan. 1921). Sophistication was
sign of a well taught and cultured young woman. Each year, the senior class sent a letter to
incoming students that explicitly stated the dress policy (DH Association Quarterly, Jan. 1921).
All girls were required to bring particular dresses, skirts, and sweaters as stated on the packing
list. No one was allowed to bring more than what was on that list because Dana Hall did not want
girls to be jealous of one another’s style or dress (DH Association Quarterly, Jan. 1921). “No
feathers or anything at all conspicuous on hats or clothes; no earrings, no light-colored
stockings.” (Jean Cabot at Ashton). Make-up was also strictly forbidden (Jean Cabot at Ashton).
The dress code had to be very specific because in the 1920s, the hem-lines were becoming
shorter, high-heels were popular, and people began accessorizing their clothing (www.fashionera.com). Dana’s traditional mindset ensured that its girls did not follow the radical women’s
styles in the twenties. However, the girls did rebel; in gym class, they often rolled up their
bloomers and pushed down their tights so that their knees would show (Jean Cabot at Ashton). In
addition, they often applied make-up when they left campus. Dana Hall did try to enforce some
of their rules off-campus as well. The students were required to don a hat in Wellesley, wear
gloves and travel with a chaperone in Boston, and never to smoke (Jean Cabot at Ashton). In the
theatre, girls took off their hats immediately and did not touch their hair (Jean Cabot at Ashton).
This type of behavior showed society that Dana Hall was a prestigious school who taught their
girls how to act in a typical lady-like manner (DH Association Quarterly, Jan. 1921). This was
imperative to demonstrate to society in a decade where women were becoming showier and
risqué. Dana Hall never wanted its girls to participate in such antics including the new forms of
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dress (i.e. nude stockings, mary-janes, etc.) because they thought it was improper and did not
show classiness according to both its’ and society’s standards.
Although the girls did study hard during the weekdays, they also liked to take advantage
of their new independence by visiting the village tea rooms, going to dances and parties, and
taking field trips. Located mostly in the center of Wellesley, the tea rooms were by far the most
popular place to relax, eat, and have a good time (Jean Cabot at Ashton). Often, girls were found
drinking a numerous amount of tea, stacks of cinnamon toast, and big slices of fudge-cake (Jean
Cabot at Ashton). All the girls loved the tea and delicious food, especially at the Wayside Inn
(Jean Cabot at Ashton). Dances and parties sponsored by upper-class girls, in the gym, were also
a lot of fun (Jean Cabot at Ashton). The twenties was a time of jazz and dance so many girls
knew the rhythms of the time and the fox-trot was a popular dance. (Jean Cabot at Ashton). They
danced to a student playing the victrola or piano, or to the orchestra (Jean Cabot at Ashton). The
only problem was that there were no boys allowed. But the girls made the best of it, especially
when they went to the “Prom Cut” (Jean Cabot at Ashton). The “Prom Cut” was a glamorous
event in which all the girls dressed up in beautiful gowns (Jean Cabot at Ashton). The girls often
traveled around the state in order to visit sites such as the Witch House and House of Seven
Gables in Salem as well as Marblehead for the scenery (Jean Cabot at Ashton). Other trips went
to the Symphony Hall, Longfellow, and sometimes girls left campus with “approved” friends in
town (Jean Cabot at Ashton). Besides these fun outings, Dana Hall insisted its student attend
Sunday mass weekly. Christianity was very prevalent in the curriculum and culture of Dana Hall
(Memories of School Days, 1920-24). Every student was required to attend church but seniors
and juniors could go without a chaperone. In addition, many girls were members of the Young
Women’s Christian Association, which promoted religious education for girls and women in the
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community (DH Association Quarterly, Jan. 1921). Because Dana Hall purposely provided a
wide variety of social and educational activities, students learned how to behave at and
appreciate such places and luxuries.
Despite the many changes and rebellious attitudes in the 1920s, Dana Hall girls were still
heavily invested in the school’s traditions that included Tree Night, Revels, and Spread. Tree
Night was a tradition that took place at night, in which the girls dressed up in Kimonos and
gathered around outside (DH yearbook, 1923). The President of the school spoke, and then earth
was placed around each class’s tree. This was considered one of the prettiest ceremonies and it
was also a bit saddening because the seniors were leaving and the juniors were moving up (DH
yearbook, 1923). The junior’s tradition, Revels, was known for its gorgeous decorations,
costumes, the Yule log, and of course, the huge feast (Jean Cabot at Ashton). All the seniors took
part in planning and organizing another tradition, called Spread. There were four committees that
included decorations, songs, food, and seating (DH yearbook, 1922). The night was themed (i.e.
Fairy Night) and the seniors put on a play for the juniors to watch (DH yearbook, 1922). All the
classes were also very proud of their class colors, ring, and flower (Memories of a School Days,
1920-24). All the girls participated and were excited about Dana Hall’s traditions. They had fun
planning the event and it united the class as a whole. In the twenties, school was not only a time
to study but also form friendships and learn how to socialize with people (The Damned and the
Beautiful). School began to prepare students for society and appropriate interaction with there
peers. This basis of learning proved helpful when the Dana Hall girls did enter society with grace
as well as intelligence. The traditions provided this learning situation for the girls and it also
gave a lot of uniqueness to the school’s atmosphere. In addition, it provided a sense of security
for Dana Hall students in a time of much confusion and transformation about the roles in women.
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Dana Hall’s policy about male interaction was considered very strict by the girls, but the
girls still found ways to gossip about them (Jean Cabot at Ashton) and explore their newfound
sexuality in the 1920s. Writing letters was the most common way to keep in contact with one’s
male friends from various colleges and high schools (Jean Cabot at Ashton). When a letter was
received at Dana Hall, it was displayed in the telephone room until that girl came to pick it up.
Therefore, all the students could see who and how many letters each student received. Students
easily boosted their popularity and social reputation by continuously receiving special deliveries
(Jean Cabot at Ashton). In addition to letters, the girls also collected banners from their male
friends’ colleges and high schools. They used them to decorate their dorm rooms and once again,
show off their popularity amongst men (Jean Cabot at Ashton). There was no limit to the amount
of letters or banners a girl got, but a student was only allowed one gentleman caller every six
weeks (Jean Cabot at Ashton). When this special moment did occur, the girl and her male friend
only could sit in the parlor and chat with the door open while a chaperone sat in the next room.
Dana Hall did not want to be known for having presumptuous or risqué behaving girls attend
their school. They were even more worried about this in the twenties because many women were
experimenting with sex and sexuality. These regulations were highly enforced and if broken, the
punishment was harsh (Memories of a School Days, 1920-24). For example, when two girls were
caught sneaking out of their dorm rooms at night to visit boys, they were immediately yelled at
by the administrators and sent home. This is a prime example demonstrating that many girls, of a
younger generation, did rebel against the traditional views of the older generation about malefemale relations. Women felt they should have the same rights as men in that regard. They
thought this new type of relationshis would create more equal relationships for the future, but
Dana Hall still did not deem this behavior appropriate.
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Typically, the Dana Hall girls followed all rules set in front of them but when they could
be rebellious like other 1920’s women, they definitely tried to be. Because of the culture Dana
Hall provided, students were more independent and curious about the world around them. They
wanted to make a large impact and be seen as equals in the world (End of Innocence, 19101920). This theory was put into action by the flapper style of dressing. Corsets were out; the new
style of dressing did not accentuate a woman’s curves. Instead, it relied on flat-chests and
shapeless clothes (Fashions of a Decade: The 1920s). This style is more representative of men
because it did not use the femininity of a woman’s body. Rather, it tried to hide a woman’s bust
and curves, and make them see more straight (like a man). More and more color and geometric
designs were used as well. Hem-lines of skirts rose and stockings were now nude in color,
bearing never before seen skin in public (Fashions of a Decade: The 1920s). In the twenties,
nude arms and legs were a huge step in fashion and often seen as defiant by the older generations
(www.fashion-era.com). Girls and women also cut their hair short, it was a popular style called
the “bob.” The twenties yearbooks were filled with Dana Hall girls with bobbed hairstyles (DH
yearbook, 1922). Cloth hats that fit snuggly on one’s head were also popular. Depending upon
how a girl wore the feather or scarf in the hat, a man could tell whether she was single or taken
(Fashions of a Decade: The 1920s). By dressing more like men, women believed the man’s eyes
would see them not as fragile ladies, but as equals. Some men preferred and accepted their
resistance and transformation while other men still thought women belonged in the house, taking
care of the children (End of Innocence, 1910-1920). Either way, Dana Hall students and women
alike were not ready to go back to their traditional ways even though Dana Hall insisted upon
obeying them. Women of the twenties wanted to be known for their risqué behavior that included
smoking and driving. These were just two new activities twenties women were found doing but
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past generations did not allow women to participate in such things. Often times, these
transformations created much turmoil between older and younger generations (End of Innocence
1910-1920). This is just another reason why the administration consisting of an older generation
enforced conservative manners and rules. However, some women were fed up with always
having to live restricted lives; they embraced the twenties freedom and liberty with much
exhilaration.
As a result of the twenties, women began to have more independence and equality in
future decades. Women should be thankful for their courage to break the stereotypes of women
in past generations. Because of the fights and strikes that they began, women lives improved and
were able to enjoy more opportunities. Women loved to smoke in public, drive Fords, and spent
increasing amounts of time outside the confinements of their home. Dana Hall also gave its girls
the education and social etiquette every girl needed in order to make correct and intelligent
decisions. In 1928, Dana Hall School was considered the number one private all-girls school for
the education and culture it provided its students with (1928 Ratings of Private Schools).
Although at times, life at Dana was seen as harsh and unbearable by some of the students, one
can see why Dana Hall had to take those precautions in the twenties. Because Dana Hall taught
traditional values and gave a proper education, the girls were still able to be seen as strong and
independent women in the 1920s.
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