As women began to attend Hope in increasing numbers in the early 20th century, they entered into a culture that expected them to behave, interact with others, and participate in society in very specific ways. Historian Mary C. McComb studies the way that the middle class in the United States reacted and coped with the Depression. She analyzes college students during the 1930's period in her book Great Depression and the Middle Class, as most young people able to afford higher education belonged to the upper or middle class. In the context of the Great Depression, McComb addresses the way students’ view of the Depression impacted the way they interacted with one another. She also specifically analyzes the roles and treatment of female students at colleges and universities [1]. At Hope, the experiences of women in the 1930’s, based on editorials in the Anchor, reflected the national trends of how society expected women to behave in the middle class Depression culture that McComb discusses.

McComb first addresses the culture of the 1930s' impact on college students' approach to and goals in college. As the economy became the central focus in all of American culture, students became well versed in economic terms. This terminology shaped their view of themselves and others around them to fit an economic context. McComb argues that when goods became scarce, middle class students began to think of themselves, their social standing, and the way their peers perceived them as their personal commodity to sell. In this culture, social society expected women specifically to sell themselves as marriage prospects for their male peers [2]. This may be another reason for the popularity of college events and social societies at Hope during the 1930’s. Students marketed themselves as social assets. 

This kind of self marketing culture created specific common goals among men and women in getting a higher education. For women, McComb argues that women fell into two categories with different goals. Some women enrolled in college in order to enjoy the social experience and find a husband. Another group of women instead enrolled to prepare for careers as teachers, social workers, nurses or other “female” positions [3]. Each path had specific consequences for women within the financially focused culture. 

While McCombs' analyzes of trends throughout the greater U.S. is helpful, women living during this time period had their own individual experiences. Historical analysis and generalizations are helpful in understanding a time period in a broad context and the overarching behaviors of groups of people; however, actual individuals experienced the time period in completely independent ways. They may have experienced some form of the theories McComb suggests such as self marketing, having the idea of marriage after college, or focusing on their education in their minds, but they as humans held more of a complexity that can not be placed easily into theories or generalizations. Looking at Hope women with these theories in mind, we can see similarities; however, we cannot place these women into definite categories or assume their complete experiences based on certain contextual trends found by scholars such as McComb. 

Many women at Hope expressed interest in the social aspects of college and in marriage. Ethel Leestma Swets (1929-1933) saved many of her invitations and acceptances from men to her sorority, Sibylline events, wedding invitations, and a newspaper article titled, “How to be Happy Though Married, Which Was Worked Out By Married Couple Who Proved its Worth" [4]. First, the inclusion of invitations to weddings and coed events in her scrapbook indicate these events as important to her. Secondly, the article includes an alphabetical list of advice from a couple on how to make marriage fruitful [5]. Margaret J. Kole (1929-1933) also saved her invitations and acceptance letters to social coed events [6]. Women at Hope during the 1930's focused heavily on social prospects and cared deeply about the marriages developing around them. Marriage may or may not have been their end goal in college, as McComb suggests, but we have found evidence that they at least valued the importance of marriage in their own lives and in the lives of those around them highly. 

Maria’s research on women in what we now call STEM also indicates that Hope women challenged gender roles leading to similar issues stemming from the expectations of men that McComb discusses. According to Maria’s research, a number of women majored in STEM fields and eventually became missionaries. As Maria hypothesizes, this may allude to women who did not want to get married but rather wanted to focus more on their education. McComb argues that men found women who focused on their own education threatening. While majoring in STEM does not directly indicate commitment to education more than any other major, men typically accounted for a large portion of the population of STEM classes during this time. Women entering into STEM majors may represent a body of women willing to go against their present day culture or society’s expectations to pursue an education they wanted. McComb argues that men at many universities felt threatened by academically driven women who chose to go against traditional gender norms. In addition to having more women than ever before in their classes next to them, any woman who spoke up, held leadership positions, sought employment on campus, etc., posed a new threat to their status as the superior sex. This may have caused problems when the Emergency Relief provided Hope the ability to employ students during the Depression. McComb writes that these women, and most likely the women at Hope who fought to hold their own authority, experienced anti-feminist sentiments and belittling from their male peers [7]. 

This problem rang true through the halls of Hope College as much as any other college or university at the time. The Anchor throughout the 1930’s included multiple editorials that alluded to how men saw, treated, and received women interested in their own education. First, we must look at what men desired in a woman and how they expected women to act. On May 14, 1930, one humor poem in the Anchor titled “Modesty” explained how a woman should act. The poem explained behavior in efforts to be modest, including that she always spoke of her condition or actions such as feeling “ill”, waking up, or going to sleep in pleasant and polite terms. The author explained that a “modest maid” never spoke out of tongue or too abruptly about how she felt or what she did [8]. Published in the college paper, this poem sends a message to women, teaching them how they should behave, whether in humor or not. 

Another example of how society, and more specifically men, thought women should behave lies in an Anchor article from October 6, 1937 titled, “Reporter Phones Fraternities for Description of Ideal Girl”. This article included interviews with the Knickerbocker, Addison, Fraternal, and Cosmopolitan fraternities. Knickerbockers first described their ideal woman’s physical features and when asked about her personality, they answered that she shouldn’t be sophisticated, just sweet. She should also be athletic and enjoy going out. Addisons described their perfect woman as “athletic, yet sophisticated. She knows what she wants and how to get it.” Fraternal members called for women with sympathy but with definite ideas as to what to do. Lastly, the Cosmopolitans thought that an athletic, sophisticated woman who was brilliant, witty, and enjoyed having fun would be the ideal girl [9]. All of these men who participated in the survey seemed to value a woman who enjoyed having fun. However, many of the men also said they wanted a sophisticated woman who was decisive and smart. 

However, one editorial by a woman explaining men’s lack of respect for women who took on leadership roles and feeling of superiority to women and the subsequent response from another male student reveal that men's desire for sophistication and intelligence had limits. In the editorial by the female student titled, “She Whoops to Conquer” from April 23, 1930, an anonymous woman explained that male Hope students didn’t give credit to their female counterparts for intelligence and made excuses for a team’s success when lead by a woman, arguing that any success “just happened”. She called women to refuse to take condescending orders. We have attached the full article here [10].

In response, one man completely disagreed with the woman’s claims and called for men to demand superiority over women in the April 30, 1930 issue of the Anchor. In his article, “MEN! She Whooped To Conquer! Let’s Roar to Victory!,” he called the woman’s editorial ‘virulent and seditious’ and alluded to his belief that women had declared war on the men of Hope. We have included the editorial in response here. [11]

We must acknowledge that these editorial articles came from only one woman and one man at Hope. We cannot assume all women felt the same as the woman who wrote, “She Whoops to Conquer” and we cannot assume all men at Hope felt the same as the writer of  “MEN! She Whooped To Conquer! Let’s Roar to Victory!” in response. However, we can recognize the validity of this woman’s experience and we can analyze this man’s response. To our 21st century perspective, the man’s response verifies the complaints of the woman. Aligning with what McComb argues, this man obviously felt threatened by this woman’s complaint. Speaking out and demanding respect resulted in an aggressive response [12].

Lastly, Metta J. Ross, a faculty member who began teaching Freshman English in 1926 and retired in 1960, explained in an oral history interview that the way women behaved in class changed drastically throughout the years that she taught. She described women as “meek little girls” and hypothesized that about 70% of Hope women married men they met at Hope. In contrast, after World War II and other wars that occurred during her employment, she noticed a change. She stated, “The girls’ attitude toward their men friends changed, not because of me but because of the changes in life, these men coming back from wars mutilated and nerve sick. You people missed all that of course. They began to assert themselves more, to realize that after all they were people and maybe they did have something worthwhile to say, and they said it. And they said it very well" [13]. Ross’ recollection of how women acted before and after having greater independence while men were absent from their classroom experiences allows us to see the impact of World War II and what women’s experiences in the classroom entailed from an outside perspective.

Women faced a complex and difficult task while attending Hope during the 1930's. Society challenged them to market themselves socially but also didn’t allow them to succeed in certain areas such as intellectual endeavors. Certain societal expectations and the expectations of male students limited their individuality. However, these women operated with a force within this society. They supported their friends in their marriages, sought to make meaningful social connections through social events and marriage prospects in order to succeed, and challenged norms by majoring in male dominated academic fields and speaking up for themselves. They gained confidence over time and began to demand respect.

References

[1] Mary C. McComb, Great Depression and the Middle Class: Experts, Collegiate Youth and Business Ideology, 1929-1941 (New York, New York: Taylor & Francis Group, LLC, 2006). 
[2] McComb, Great Depression and the Middle Class, 6-13. 
[3] McComb, Great Depression and the Middle Class, 14-17.
[4] Scrapbook, 1929-1936, Swets, Ethel Leestma Papers, 1929-1936 (H18-1988), Joint Archives of Holland, Holland, MI. 
[5] Scrapbook, Swets, Ethel Leestma Papers, 1929-1936 (H18-1988).
[6] Memory Book, 1925-1933, Kole, Margaret J. (1909-1994). Papers, 1925-1933 (H95-1250), Joint Archives of Holland, Holland, MI., Scrapbook, 1935-1943, Meengs, Florence. Papers, 1935-1943 (H15-1901), Joint Archives of Holland, Holland, MI. 
[7] McComb, Great Depression and the Middle Class, 33-37. 
[8] "Modesty", Hope College Anchor, May 14, 1930. 
[9] "Reporter Phones Fraternities for Description of Ideal Girl", Hope College Anchor, October 6, 1937. 
[10] "She Whoops to Conquer", Hope College Anchor, April 23, 1930. 
[11] "MEN! She Whooped To Conquer! Let's Roar to Victory!", Hope College Anchor, April 30, 1930.
[12] McComb, Great Depression and the Middle Class, 33-37. 
[13] Dick and Phyllis Huff, “Metta Ross Oral Interview,” March 15, 2002,
H88-0131, Joint Archives of Holland, Hope College, Holland, MI, 15-16. 

 Dean of Women: 

Winifred Durfee 

Winifred Hackley Durfee began her career at Hope College in 1909 as the Dean of Women and resided in Voorhees Hall, the only women’s hall at the time. During her 27 year career, she became the head of the French and Drama Departments before her retirement in 1936. 

Prior to her time at Hope, Durfee taught at several high schools and earned her Master’s Degree at Northwestern University and the University of Wisconsin. She stopped teaching after marrying Abner Durfee in 1892 until his death in 1901. Durfee decided to resume teaching after his death and spent time at several other academies and colleges before finishing her career at Hope College [1]. 

Durfee developed and enforced many of the Voorhees House Rules during her time as Dean of Women. She also established a structure of student government for the halls. Conserative elders in the Reformed Church of America established guidelines for student behavior and restricted certain subjects like dance and dramatics from the campus. Durfee’s reputation for implementing and upholding rules for women helped establish the first drama class, which was taught by Durfee in 1924. Martha Jane Gibson wrote a letter to Miss Blank on April 29, 1963 explaining this connection: 

“As to her coaching of dramatics. She began this when I was there. Up to that time there had been little if any at all done in the way of dramatics in the college. This was so because of the very conservative feeling about the theater or anything dramatic among the older people and many of the clergy in the Reformed churches around us. It began however to be apparent that there must be a break with this old conservatism if the college was to keep pace with life. More and more of our students seeking teaching jobs were finding themselves at a disadvantage because they had not done work in dramatics, as many high schools wanted them to coach” [2]. 

Durfee’s legacy lived on at Hope’s Campus, which is indicated by letters from Lubbers in 1947, who maintained, “Voorhees Hall and life was lived on a creative and inspiring level” when Durfee oversaw the hall [3]. The name Winifred Durfee is known on campus today because of the survival of Durfee Hall named after her. Built in 1950, Durfee Hall originally served as a female dormitory before converting into an all-male dorm. 

Elizabeth Lichty

Elizabeth Lichty began working at Hope College in 1939 as the Dean of Women and a professor of French. Lichty oversaw Voorhees Hall, including the functions of the hall and the residents staying there. Under Lichty, Voorhees Hall attempted an Honor System to encourage the female residents to follow the Voorhees House Rules, which indicates that rules were broken by the women of Voorhees [4]. 

The Honor System: Rules Governing Women’s Residence Halls pamphlet stated, “In the past there have been rules that one felt it was clever to break or overlook. In the Spring of 1945 the girls of the dormitories voted unanimously to no longer countenance such an attitude. From now on, girls are on their honor to keep the following rules” [5].  

Based on articles from the Anchor it appears that this endeavor was unsuccessful because news of the Honors System disappeared after this mention in 1945 and female students only remembered a governing board in the hall. 

Lichty also took interest in freshman women by meeting with each female student during their first year at Hope College as well as establishing a “Big Sister” system to provide each freshman woman with an upperclassman mentor. 

In 1937, Lichty became a PhD candidate at the University of Wisconsin and in 1940 became the first woman faculty member to earn her PhD. 

Ultimately, Lichty took a position at Kalamazoo University in 1947, but she contributed to multiple facets of student life during her 8 years at Hope. Lichty sponsored the Women’s Activity League, May Day celebration, All College Sing, the Women’s Athletic Association, and established the Alcor Senior Girls Honorary Sorority, which is known today as Mortarboard. 

Lichty Hall, a co-ed dorm on campus, was renamed after Elizabeth Lichty for her work as a Dean of Women. 

Emma Reeverts 

The woman chosen to succeed Elizabeth Lichty was a Hope College graduate from 1920 named Emma Marie Reeverts. Hope hired Reeverts in 1946 as an Associate Professor of English after the post-war boom created a high demand for more faculty members at Hope. Reeverts served as the Dean of Women from 1947 until her retirement in 1963 [6]. 

Correspondence between Irwin Lubbers and Winifred Durfee revealed that Reeverts came highly recommended by Durfee and Lubbers acknowledged that, “We are very happy at the prospect of having Miss Reeverst as our new Dean of Women...We hope that she will also get closer to the town girls than is possible when a Dean is living in a dormitory” [7]. 

Reeverts resided in Gilmore Cottage, which diverged from past practices when the Dean of Women lived in Voorhees Hall. The 1949 Milestone explains that Reeverts served as an advisor for Alcor society, the Women’s Activity League, the Pan Hellenic Board that oversees Greek Life, and the Women’s House Board. Reeverts also supervised the female students on and off campus [8]. Past descriptions for the Dean of Women did not mention overseeing women off campus and the Dean of Women typically lived in Voorhees Hall. Voorhees served as the only female dorm for years before the conversion of Van Vleck into a female dorm during the war years and Durfee Hall during the post-war boom. It is possible that Reeverts requested her own space or Gilmore Cottage provided a neutral location for Reeverts to split her time between the women on and off campus. 

Instructors/Professors: 

Laura Alice Boyd 

Laura Alice Boyd began her teaching career at Hope College in 1921 and taught German until her retirement in 1955. Originally appointed as an instructor in German, Boyd was promoted to a full professor of German in 1929. 

To supplement the German course content, Boyd established the German Club and worked with Metta Ross to establish the Palette and Masque theater group. In addition to working with these additional groups, Boyd wrote poems and riddles for a local paper [9]. 

Metta Ross

Metta Ross began her time at Hope College in 1926 after several years teaching at Holland High School. She accepted a position as an instructor of history and also split her time in the English department during her 34 years at Hope College until she retired in 1960. However, her letters and archival records indicate that teaching history was her preferred subject. The archives are filled with detailed notes on different history classes that Ross developed while at Hope College [10]. 

In addition to work in the classroom, Ross was active in extracurricular activities on campus. She coached female oratory, was the first faculty advisor of the Anchor, was involved in the Women’s Athletic Association, and founded several groups on campus, such as the Palette and Masque dramatic society with Laura Boyd and the International Relations Club [11].

Students often described Ross as a challenging and demanding instructor. Most students appreciated this style, but a few felt Ross was too tough on students, which was reflected in an archived file containing course evaluations and other personal correspondence [12]. The course evaluations are subjective and one study published in the Cambridge University Press indicates that students are more likely to expect women instructors or professors to be warm and understanding [13]. If students anticipated this and instead Ross was a tough professor, which archival research implies she was, then students may have evaluated her more harshly. Regardless, Ross compiled several letters throughout the years thanking her for her attention to their success and pushing students to succeed. One specific student, Mary Lou Talman expressed gratitude that Ross evolved from an instructor to a friend since Talman graduated [14]. 

Ella Hawkinson 

In 1948, Ella Hawkinson was hired as a professor of history and the head of the history and political science departments. Hawkinson studied at the State Teachers College in Minnesota and earned her PhD from the American University in Washington in 1941 [15]. 

The Hope College Bulletin highlighted Hawkinson’s passion for the United Nations Educational Scientific and Cultural Organization (UNESCO). This organization’s main goal was to establish a culture of peace. On vacations from school Hawkinson would take foreign students to tour the United Nations sessions in New York. Her work as the president of the Michigan Council for UNESCO earned Hawkinson a Fullbright lectureship at a university in Trondheim, Norway in 1953 [16]. 

After Hawkinson’s leave of absence in 1953 she suffered from an illness and passed away on January 27, 1954. The Hawkinson Memorial Lectures were established to recognize Hawkinson’s contributions to the college and her passion for international affairs. 

Eva Van Schaack 

Nella Meyer

It was unclear based on Meyer’s file why she transferred from Hope College in 1919, but Meyer began teaching at Hope sporadically while earning her higher education degrees. From 1923 to 1925, Meyer served as an instructor in French, then taught French and piano from 1929 to 1937, and also taught French and piano from 1946 to 1965. Meyer became an associate professor at Hope College in 1946 before earning the title of professor from 1954 until her retirement in 1965. 

Time at other programs spent studying or teaching accounts for the gaps in Meyer’s time at Hope College. From 1941-1945, she taught music at both the Turtle Bay Music School in Manhattan, New York and the Brooklyn Music School in Brooklyn, New York [18]. 

Meyer passed away on December 13, 1974. A former student and a professor of Bible and religion at Hope College, Maurice Eugene Osterhaven, gave Meyer’s Memorial Sermon. He described Meyer as a woman who loved her family, students, and institution, as well as a woman who demanded respect in the classroom. 

Osterhaven stated, “I can still hear her correct our pronunciation and encourage us to a higher level or work. Some of us were almost twice her size and strength- in mere muscle, that is- but we knew who was the boss in the classroom. For her we had love and respect" [19]

Louise Jean Van Dommelen

Louise Jean Van Dommelen spent several years at Hope College as an instructor and then professor of physical education. Dommelen began her time at Hope in 1946 as an instructor of women’s physical education, became assistant professor of physical education in 1949 to 1950, and became associate professor of physical education from 1951-1953 [20]. 

According to a report from Hope College on Dommelen’s workload, she instructed students in teaching kinesiology, volleyball, softball and golf, basketball and tennis, folk dancing and square dancing, archery and badminton, remedial gymnastics, and teaching physical education in secondary schools. 

In addition to these courses, Dommelen was on the faculty study committee, the athletic committee, and the health and recreation committee and directed women’s intramurals, advised the Women’s Athletic Association, coached women’s tennis, and directed May Day sports [21]. 

Dommelen received a leave of absence from Hope College in 1951 to attend Michigan State College and complete her master’s degree thesis on physical education curriculum. She applied her findings to the Hope College women’s physician education program and made recommendations to Lubbers for changes to this program [22]. 

In 1950, Dommelen received orders from the Air Force Reserves to report for active duty to Denver, Colorado in January of 1951. These orders were deferred to June of 1951 in order for Dommelen to complete her master’s degree from Michigan State College. President Lubbers wrote multiple letters to the Air Combat Command (ACC) requesting another deferment for Dommelen because of Hope’s desire for her to continue leading the women’s physical education courses. It is unclear if this deferment was granted because the ACC correspondent replied that a deferment past July 7, 1951 was not possible in Dommelen’s case. However, the archival record indicates that Dommelen served Hope College until 1953 [23]. 

Esther Snow

After 18 years in the music department, Snow decided to discontinue teaching piano and organ because arthritis began to impact her ability to play. She attended Michigan State University for a year and resumed teaching at Hope College with her Master’s Degree in German. Snow worked as an assistant professor from 1955 until her retirement in 1965. While in the German Department, Snow became involved in the Vienna Summer School program, a well-known study abroad program founded by Paul Fried. Thus, she accompanied the students to Europe each summer to learn German and experience the culture [24].

Archivists, Assistants, and Alumni Relations: 

Janet Mulder 

Mulder worked with Michigan Historical Collections from the University of Michigan to establish the system for the archives because not many colleges in the area began archival work in the 1960s [26].

The Holland Evening Sentinel published an article in 1964 about Mulder’s work:

From 1952 to 1954 and again since 1962, Miss Janet B. Mulder, archivist at Hope College, has been accumulating and systematically organizing information pertaining to the 113-year history of the college. Although the recording of the college’s history and other materials have not been completed, many college students, graduate students, and alumni are already using the Archives for research” [27]. 

Mildred Schuppert 

Mildred Schuppert graduated from Hope College in 1931 and began working as Dr. Wynand Wichers’s assistant, who was the president of the college at the time. During the Great Depression, Schuppert was the only secretary at Hope College [28]. 

Schuppert served as Wichers assistant throughout his presidency. Thus, when Lubbers became president in 1945, he suggested she take a leave of absence and attend library school at the University of Michigan. A letter described Lubbers recommendation: 

“Miss Schuppert is a young woman of capacity and diligence. She is intensely interested in library work. We believe that we should discontinue office work and be given a position more in harmony with her temperament and interest. We feel responsible for giving Miss Schuppert a place in our organization where she can be happy and effective” [29]. 

Schuppert returned to Hope College and began working as a librarian. Afterward, she accepted a librarian position at Western Theological Seminary in 1950. She worked there for twenty-four years before retiring in 1974. 

Marian Stryker

The February 1995 edition of News from Hope College discussed Stryker’s contributions to the alumni network through an increase in alumni support. Stryker increased Hope College donations from 170 donors with an overall sum of $10,643 to 3,820 alumni donors worth $424,170 at the time of her retirement. Following her retirement in 1974, Stryker received the Distinguished Alumni Award [31]. 

References: 
[1] Biographical, Durfee, Winifred Hackley (1861-1950). Papers, 1796-1963 (H88-0034), Joint Archives of Holland, Hope College, Holland, MI. 
[2] Kristen Blank, “Winifred Hackley Durfee: Her Life and Her Times,” May 22, 1963 (H88-0045), Joint Archives of Holland, Hope College, Holland MI.
[3] Irwin Lubbers, July 22, 1947, Durfee, Winifred Hackley (1861-1950). Papers, 1796-1963 (H88-0034), Joint Archives of Holland, Hope College, Holland, MI. 
[4] Biographical, Lichty, Elizabeth Ellen (1899-1965). Papers, 1945-1966 (H88-0094), Joint Archives of Holland, Hope College, Holland, MI. 
[5] The Honor System: Rules Governing Women’s Residence Halls, n.d, (1899-1965). Papers, 1945-1966 (H88-0094), Joint Archives of Holland, Hope College, Holland, MI. 
[6] Biographical, Reeverts, Emma Marie (1896-1973). Papers, 1946-1973 (H88-0129), Joint Archives of Holland, Hope College, Holland, MI. 
[7] Lubbers, July 22, 1947, Durfee, Winifred Hackley (1861-1950). Papers, 1796-1963 (H88-0034), Joint Archives of Holland, Hope College, Holland, MI. 
[8] Emma Reeverts, The Milestone, 1949 (Holland, MI: Hope College, 1949), 16, https://digitalcommons.hope.edu/milestone/45/. 
[9] Biographical, Boyd, Laura Alice (1884-1962). Papers, 1922-1963 (H88-0016), Joint Archives of Holland, Hope College, Holland, MI. 
[10] Biographical, Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
[11]  Alumni Association of Hope College, "Hope College Alumni Magazine, Volume 13, Number 3: July 1960" (1960). Hope College Alumni Magazine. https://digitalcommons.hope.edu/alumni_magazine/50
[12] Course Evaluations, Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
[13] Mitchell, Kristina M. W, and Jonathan Martin. “Gender Bias in Student Evaluations.” PS, Political Science & Politics 51, no. 3 (2018): 648–52. https://doi.org/10.1017/S104909651800001X.
[14] Talman, February 26, 1947, Ross, Metta J. (1890-1984). Papers, 1896-1984 (H88-0131), Joint Archives of Holland, Hope College, Holland, MI. 
[15] Biographical, Hawkinson, Ella A. (1896-1954). Papers, 1984-1956 (H88-0068), Joint Archives of Holland, Hope College, Holland, MI. 
[16] “Hope College Bulletin,” May 1950, Hawkinson, Ella A. (1896-1954). Papers, 1984-1956 (H88-0068), Joint Archives of Holland, Hope College, Holland, MI. 
[17] Biographical, Van Schaack, Eva (1904-1981). Papers, 1911-1976 (H88-0177), Joint Archives of Holland, Hope College, Holland, MI. 
[18] Biographical, Meyer, Nella K. (1899-1974). Papers, 1925-1975 (H88-0105), Joint Archives of Holland, Hope College, Holland, MI. 
[19] Eugene Osterhaven, "Nella Meyer Memorial Sermon," Meyer, Nella K. (1899-1974). Papers, 1925-1975 (H88-0105), Joint Archives of Holland, Hope College, Holland, MI. 
[20] Biographical, Van Dommelen, Louise Jean. Papers, 1951 (H88-1980.70), Joint Archives of Holland, Hope College, Holland, MI. 
[21] Report of Work Load, n.d., Van Dommelen, Louise Jean. Papers, 1951 (H88-1980.70), Joint Archives of Holland, Hope College, Holland, MI. 
[22] Louise Jean Van Dommelen, “Thesis: An Investigation of the Physical Education Curricula in Smaller Colleges and Universities, as Compared to Hope College” (Michigan State College, 1951), Van Dommelen, Louise Jean. Papers, 1951 (H88-1980.70), Joint Archives of Holland, Hope College, Holland, MI. 
[23] Biographical, Van Dommelen, Louise Jean. Papers, 1951 (H88-1980.70), Joint Archives of Holland, Hope College, Holland, MI. 
[24] Biographical, Snow, Esther M. (1895-1974). Papers, 1942-2002 (H88-0140), Joint Archives of Holland, Hope College, Holland, MI. 
[25] Biographical, Mulder, Janet B. (1895-1985). Papers, 1924-1984 (H88-0106), Joint Archives of Holland, Hope College, Holland, MI. 
[26] Janet Mulder, October 17, 1966, Mulder, Janet B. (1895-1985). Papers, 1924-1984 (H88-0106), Joint Archives of Holland, Hope College, Holland, MI. 
[27] “Archives at Hope College In Hands of Miss Mulder,” Holland Evening Sentinel, February 15, 1964, Mulder, Janet B. (1895-1985). Papers, 1924-1984 (H88-0106), Joint Archives of Holland, Hope College, Holland, MI. 
[28] Biographical, Schuppert, Mildred W. (1909-1993). Papers, 1871-1993 (W94-1183), Joint Archives of Holland, Hope College, Holland, MI. 
[29] Lubbers, July 18, 1947, Schuppert, Mildred W. (1909-1993). Papers, 1871-1993 (W94-1183), Joint Archives of Holland, Hope College, Holland, MI. 
[30] Biographical, Stryker, Marian A. (1909-1994). Papers, 1947-1974 (H88-0149), Joint Archives of Holland, Hope College, Holland, MI. 
[31] "News From Hope College," February 1995, Stryker, Marian A. (1909-1994). Papers, 1947-1974 (H88-0149), Joint Archives of Holland, Hope College, Holland, MI.