{"id":888,"date":"2022-10-03T14:35:49","date_gmt":"2022-10-03T18:35:49","guid":{"rendered":"https:\/\/sites.smith.edu\/smithwrites\/?p=888"},"modified":"2022-10-07T11:19:50","modified_gmt":"2022-10-07T15:19:50","slug":"the-1917-smithie-caught-in-the-crossfire-of-a-changing-world","status":"publish","type":"post","link":"https:\/\/sites.smith.edu\/smithwrites\/issue-3\/the-1917-smithie-caught-in-the-crossfire-of-a-changing-world\/","title":{"rendered":"The 1917 Smithie: Caught in the Crossfire of a Changing World"},"content":{"rendered":"

Weaving together archival documents and keen analysis, Sarah Mitrani’s investigation examines Smith students’ balance between traditional and modern femininity throughout World War 1. Mitrani inspects all facets of student life on campus, expertly detailing the changes Smithies faced from 1917-1919, from wardrobe to academic endeavors, religious life to community building. Beyond describing the Smith experience, Mitrani introduces a view into that era through artfully chosen primary photographs and publications, a clear testament to her comprehensive research.\u00a0 \u2013Emma Geissinger Cutchins \u201824, editorial assistant<\/i><\/span><\/em><\/span><\/p>\n

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The 1917 Smithie: Caught in the Crossfire of a Changing World<\/b>\u00a0<\/strong><\/h4>\n
Sarah Mitrani ’25<\/strong><\/h5>\n

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1917 Smith College Class Book illustrations of the different class years based on the prevailing attitude towards the class. (Smith College Archives, pgs 151, 155, 161, 171)<\/em><\/figcaption><\/figure>\n

When the first American servicemen were called to duty in World War I in 1917, a different call was ringing in the ears of Smith students. Would they embrace traditional femininity and support their men and country from the background, or would they break the rigid boundaries of gender to embody power and influence openly? The unprecedented violence, death, and devastation of World War I permanently altered the lives of the soldiers and those directly caught in the war\u2019s wake, and its impact extended beyond the battlefield. Deeply entrenched traditions, ideologies, and the status quo cracked under the pressure of rapid and drastic change, eroding the foundation on which America was built. Women\u2019s roles in the home, the workforce, and American society adapted to fit the needs of a rapidly changing world, including the women of Smith College. Living in a time of global conflict and upheaval, the women at Smith College in 1917 may not have been in the trenches, but they were caught in the crossfire of two battling ideologies. As demonstrated through war-time student publications, student handbooks and yearbooks, along with records of Smith\u2019s involvement in the war effort, many Smithies were pulled towards the past with its powerful traditions of femininity, sex-based hierarchies and roles, and rigid Christianity. But while some were drawn to the stability of the past, many Smithies pushed the boundaries of femininity towards a future where women were not relegated to the private sphere. Womanhood was changing, and the Smith students of 1917 were leading the charge.<\/p>\n

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Photographs of Smith student groups in 1917 (1917 Student Groups, Smith College Archives).<\/em><\/figcaption><\/figure>\n

Swept up in the current of change and violence, traditional expressions of feminine patriotism, such as individual sacrifice and thrift, anchored Smithies in their roles as wartime women. Smithies made an effort to sacrifice excess and devote themselves to the service of others. The dissonance between the traditional values of womanhood and the new expectations of women brought on by the War, though, presented an internal conflict. President Neilson and Dean Comstock called on students and their families to refrain from indulging in luxury goods and unnecessary excess, encouraging them to express \u201ceconomy and thrift in individual expenditure,\u201d and limit \u201cnon-essentials,\u201d such as \u201ccandy, flowers, expensive clothing, and week-end trips\u2026\u201d (Nielson). Women, primarily of upper and upper middle-class backgrounds, were told to shake off the selfish desire to consume excessively and instead to adopt feminine notions of personal restriction and sacrifice to support the nation. The December 5-11, 1917 issue of The Smith College Weekly<\/em> proclaimed that the War had \u201ctransformed a nation of spenders into a nation of investors\u201d and noted that the demands of the wartime economy required Smith students to \u201c[forgo] all luxuries\u201d such as designer clothing, sugar-filled candy, and beauty services (Smith College Weekly<\/em>, December 5-11, 1917, p 1; 2).<\/p>\n

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The letter from President Nielson and Dean Comstock calling for Smith students and their families to restrict personal expenditures (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

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A United States Food Administration Home Card intended for use in family kitchens to guide in food rationing (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

While Smith students\u2019 spending power was called into action to save money or donate to the war effort, some Smithies embodied womanhood by shrouding themselves in expensive clothing, succumbing to the targeted advertisements for the lavish fashion trends in the back of the student 1916-17 and 1917-18 Class Books (1916-17 Smith College Class Book; 1917-18 Smith College Class Book). Plentiful posts in the Smith College Weekly<\/em> suggesting that Smithies sacrifice expensive clothing and other non-essentials, alongside articles detailing the horrors of the war, were written in small print and hidden between large and eye-catching advertisements for clothing, candy, and non-essential services. \u201cFeather hats that reflect the latest fashion trend\u201d (Smith College Weekly<\/em>, November 7, 1917, p 8), \u201cSpecial Sale of Autumn Blouses,\u201d and an enticingly-drawn young woman donning a pricey winter coat from New York, distract from the \u201cfirst [American] casualty list from the front.”\u00a0 Similarly, they overpower the article about \u201cwomen in service,\u201d and eclipse the call to limit frivolous spending and consumption (Smith College Weekly<\/em>, November 21, 1917, p 6). This dichotomy of affluent vs. charitable and service-oriented femininity is complex, as consumerism and femininity have always gone hand in hand, but femininity and service through sacrifice and thrift are also deeply connected. The societal conflict between the dominant and developing beliefs about women\u2019s roles is encapsulated in these pages; one section reinforces the ideology that upper-class white women should concern themselves only with elitist and feminized activities, such as shopping for clothing and luxury goods, and another section supported the feminine expectation of women to aid their country through sacrifice and thrift.<\/p>\n

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The November 17, 1917 Smith College Weekly with advertisements targeting women alongside smaller articles about WWI soldiers and \u201cWomen in Service\u201d(Smith College Archives, p 8).<\/em><\/figcaption><\/figure>\n

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The November 14, 1917, Smith College Weekly with advertisements for clothing and flowers, pulled attention from the articles about \u201cWar and Women,\u201d and the Smith College Relief Unit, the Smith alums who worked on the front lines in France to aid the war effort (Smith College Archives, p 6-7).<\/em><\/figcaption><\/figure>\n

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An advertisement in the 1917 Smith College Class Book selling clothing fit for a tasteful and \u201cDiscriminating Woman\u201d (Smith College Archives, p 5).<\/em><\/figcaption><\/figure>\n

Traditional femininity was enforced and regulated from all directions, especially by Smith College. The 1917-18 Smith Handbook encourages Smithies to be \u201cJust Right [by using] moderation in [their]choice of activities: not too much studying, not too much society or \u2018fussing\u2019 [\u201centertaining men\u201d], not too much student activity, but enough to make a well-proportioned whole\u201d(p 2). Smithies were told by the 1916-17 Student handbook, \u201cDon’t be extravagant,\u201d \u201cDon’t be a social climber, be nice to everyone\u201d (p 37), \u201cHave your clothes few, simple and becoming,\u201d and \u201cDon’t go below Beckmann\u2019s[1]<\/sup><\/a> without a hat. Your reputation will fall further below if you do\u201d (p 38). Standards for behavior were clear and rigid, and Smithies were obligated to rise to these standards with feminine ease and grace. Women were still expected to be balanced, girlish, feminine, and perfect despite the earth-shattering violence and chaos echoing around the world. In an era defined by rapid and radical change, Smithies were challenged to adapt to expectations to be the patriotic self-sacrificing woman who surrenders her desires for the success of her country while being pressured to align themselves with traditional expectations to be dainty ladies primarily concerned with their looks and reputation.<\/p>\n

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The Hints for Freshmen in the Smith College Handbook 1916-17 set clear and strict expectations for new Smithies (Smith College Archives, pgs 37-39).<\/em><\/figcaption><\/figure>\n

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1917 Ivy Day Parade (Classes of 1911-1920 records, Smith College Archives).<\/em><\/figcaption><\/figure>\n

Yet, just as traditional expectations of femininity were being reinforced, the traditional roles and occupations for women were shifting. World War I opened up new roles for women in the workforce, particularly educated and trained white women, as young men vacated their jobs to fight overseas. In this period, expectations of the upper middle-class white woman’s role in the social hierarchy moved towards direct involvement in the workforce and away from the subtle influence of the private sphere. On campus, Smithies took the initiative to support the Red Cross in making bandages and surgical dressings. In the 1917-18 school year, students worked one hour per week to make surgical dressings, totaling approximately 1,500 volunteer hours per week (Sampson, Smith College Archives). In classes and lectures, Smithies knit garments to donate to the war effort under the banner of the Smith College Relief Unit, donating over a thousand handmade garments by the end of 1917 (Student War Board, p 12-13). Later in the war, many students worked with recovering soldiers at the School of Psychiatric Work, now known as the School for Social Work (\u201cSmith during World War I\u201d). A mechanics class was introduced with the goal to train Smithies to be \u201cready to enter any automobile war-service open to women,\u201d and to make \u201cevery girl her own chauffeur\u201d (Young; Student War Board, p 20). Smith College encouraged students to apply for a fellowship for vocational training, stating that it supported women who stepped up to meet the world\u2019s \u201curgent need of specially trained workers\u201d in the male-dominated fields of \u201cagriculture [and] secretaryship involving statistical training and scientific research\u201d (Smith College Weekly, <\/em>January 9, 1918, p 5). To aid the agricultural crisis spurred by the war and many men leaving their farms to fight and to help increase American food production, many Smithies joined the Women\u2019s Land Army of America to volunteer as \u201cfarmerettes\u201d (Spencer). They challenged stereotypes that women, particularly upper and middle-class urban white women, were too weak or unfit for physical labor. In a recruitment and donation pamphlet from The Women\u2019s Land Army of America, the authors claim that farmers have been happily surprised by the hard work of the volunteer farmerettes, stating that \u201cthey made up for their comparative lack of physical strength by their greater quickness and conscientiousness,\u201d and that their work was \u201cequal to that of the men\u201d (Women\u2019s Land Army of America). Education historian Barbara Solomon writes in In The Company of Educated Women<\/em>, that World War I \u201cinterrupted the segregated patterns of women’s employment at all levels [and] those who had experienced limitations as professionals gained renewed hope from the acceptance of all women in the crisis\u201d (Solomon, p 139). Most educated wealthier and upper middle-class white women were trained for the feminized careers of teaching and social work, but World War I allowed women to redefine themselves and their role in the economy by working in other respected essential fields.<\/p>\n

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Smith College\u2019s Automotive class taught by John Charlebois to prepare Smithies to drive and operate vehicles. Amelia Earhart, though she did not graduate from Smith College, is the third from the right (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

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A poem written by automotive teacher John Charlebois about his students in the 1917-18 school year (Student War Board, p 20).<\/em><\/figcaption><\/figure>\n

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Group of volunteer Smith students working at Dickinson Hospital as nurse aides (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

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Smithies working as volunteer farmerettes in the Womens\u2019 Land Army of America. (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

The internal conflict confronting the Smithies of 1917 was intensified by the contradictory expectations to fill men\u2019s places in the workforce and the traditional expectation of women to either teach or become homemakers. What did being a wartime woman mean? What did being an educated woman in a changing world mean? Solomon writes that \u201cat college, [women] accepted a double-edged message, to be useful and to be womanly,\u201d causing them to wonder whether they \u201ccould meet both the traditional expectations inherent in being a woman and the new obligations introduced by her collegiate experience,\u201d as well as the War (Solomon, p 115). The December 5-11, 1917 Smith College Weekly <\/em>features an article about the significance of the War Work Council in helping Smithies gain skills and employment, aiming to make women \u201cassets instead of liabilities\u201d (Smith College Weekly,<\/em> December 5-11, 1917, p 2). <\/em>Education and vocational training made women useful in times of worldwide crisis, yet the conventional idea that an educated woman should remain in her home or a classroom persisted. Smithies in 1917 traversed a treacherous path where being too bold and directly involved might indicate that they were overstepping their positions, but working quietly in the background could leave them vulnerable to accusations that they weren\u2019t sacrificing enough in the name of their country.<\/p>\n

As many Smithies were stepping outside the boundaries of traditional white upper and middle-class expectations of women\u2019s labor, they were also stepping away from the historically fundamental role of Christianity in women\u2019s life and education. In the United States, religion, education, and womanhood had been inextricably linked, but World War I complicated the role of religion for many Smithies, both personally and within the Smith community. The War caused the importance and centrality of religion in a woman\u2019s life to either intensify or wane. As an integral aspect of daily life, American society, and education, Christianity and Christian morality defined the boundaries of womanhood, and according to Solomon, the \u201cideal of the Christian wife, mother, and teacher gave repeated urgency to women\u2019s education.\u201d (Solomon, p 16). Benjamin Rush, one of the signers of the Declaration of Independence and an early advocate for women\u2019s education, asserted in Thoughts Upon Female Education,<\/em> that the \u201cfemale breast is the natural soil of Christianity,\u201d and therefore women\u2019s education should be valued as it fosters the spread and growth of Christianity by passing along her education to her children and husband (Rush, p 4). While Christianity was a foundation for much of women\u2019s education, and it was their feminine duty to be moral guides for their children and communities, as the world changed, the role of religion in Smithies\u2019 lives transformed.<\/p>\n

The student publications of 1917 reveal that Smithies\u2019 relationships with God and Christianity were less important than character development and morality. Religious ideas were not abandoned, but there was less of an institutional emphasis on Christianity. Although religion was a core value of Smith College, it was the 1916-17 Smith College Handbook that declared the school as now \u201cnon-sectarian in its management and instruction\u201d (1916-17 Smith College Handbook, p 16). This is consistent with Solomon\u2019s argument that \u201cthe practice of religion itself became a matter of private rather than institutional concern,\u201d throughout the 20th century (Solomon, p 92). In the November 21, 1917 Smith College Weekly,<\/em> a Smithie poignantly wrote that through war and the \u201cprocess of education, our spiritual ideas are being changed. We no longer hold the concept of God as a crowned monarch, wise and powerful. Rather we have come to honor love and sacrifice\u201d (Smith College Weekly, <\/em>November 21, 1917, p 7). At the same time, however, many still turned to Christianity and God for strength and comfort. The Smith College Weekly <\/em>on December 19, 1917, claimed that Smithies viewed the world \u201cnow less with the eyes of a child and more with the thought of a man,\u201d and that the War \u201cbrings to [Smith] with added significance the realization of Christ\u2019s message to the world, serving to emphasize our responsibility in living up to his teachings and seeking to carry them out\u201d (Smith College Weekly, <\/em>December 19, 1917, p 1). This shift in the importance and role of religion for Smithies and the Smith community in 1917 is emblematic of the larger metamorphosis women experienced in this era. Some Smithies fell back on traditional Christian values of femininity and the traditional role of sharing religious morality within the home, and some embraced the changing world by changing their personal relationship with religion, as well as shifting their expression of femininity and role in society.<\/p>\n

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Smith Alumnae returning to campus for the 1917 reunion. They are carrying signs that say \u201c1917,\u201d \u201cOur Reunion Chatter,\u201d \u201c5~ 17\u2019s Husbands,\u201d \u201c10 ~ 17\u2019s Children.\u201d (Rich).<\/em><\/figcaption><\/figure>\n

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Group photo of graduating seniors (Rich).<\/em><\/figcaption><\/figure>\n

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The 1917 Commencement Procession (Rich).<\/em><\/figcaption><\/figure>\n

Against the backdrop of World War I, the Smithies in 1917 witnessed catastrophe, tragedy, and upheaval. They had to fight longstanding ideals of femininity and grapple with the internal conflict of whether to dismantle or reinforce traditional expectations of women. Some Smithies clutched tight to the traditional ideals of femininity when confronted with a changing world, and some jumped at the opportunity to subvert the restricting expectations of womanhood. Sung at Smith, the song \u201cKeep the Home Fires Burning,\u201d expresses the expectation of traditional femininity to stabilize the homefront while the men fought:<\/p>\n

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A song from the pamphlet Songs for Community Singing at Smith College (War Service Collection, Smith College Archives).<\/em><\/figcaption><\/figure>\n

While some tended the fires at home, some Smithies grabbed the torch and led the charge towards a different future where women could define womanhood for themselves.<\/p>\n

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Works Cited<\/u><\/strong><\/p>\n

Lyrics of \u201cKeep the Home Fires Burning\u201d in Songs for Community Singing. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Activities on Campus. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Neilson, William Allen and Ada Comstock. Letter from President Neilson and Dean Comstock to Mr. Marshall. 22 August 1916. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Activities on Campus. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Photograph of Smith College\u2019s Automotive Class. 1918. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Mechanics Unit. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Photograph of Volunteer Nurses\u2019 Aids Smith Students Working at Dickinson Hospital. 1917. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Nurses\u2019 Aides. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Photographs of 1917 Ivy Day. 1917. Classes of 1911-1920 records, Smith College Archives, CA-MS-01018, Box: 1896, Folder: Ivy Day 1917. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Photographs of Smith Students in the Women\u2019s Land Army. 1918. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Women’s Land Unit – Photographs. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Photographs of Student Groups at Smith in 1917. 1917. Classes of 1911-1920 Records, Smith College Archives, CA-MS-01018, Box: 1896, Folder: Class of 1917 Groups. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Rich, rich701. 1917 Smith College Graduation 6 of 23. Uploaded 30 November 2014. Licensed under CC by 2.0. https:\/\/www.flickr.com\/photos\/rich701\/15918581635\/in\/album-72157649538008212\/<\/p>\n

Rich, rich701. 1917 Smith College Graduation 21 of 23. Uploaded 30 November 2014. Licensed under CC by 2.0. https:\/\/www.flickr.com\/photos\/rich701\/15296091754\/in\/album-72157649538008212\/<\/p>\n

Rich, rich701. 1917 Smith College Graduation, Student’s Building, 20 of 23. Uploaded 30 November 2014. Licensed under CC by 2.0. https:\/\/www.flickr.com\/photos\/rich701\/15732684487\/in\/album-72157649538008212\/<\/p>\n

Rush, Benjamin, and Samuel Magaw. Printed by Samuel Hall, Thoughts upon Female Education: Accommodated to the Present State of Society, Manners and Government, in the United States of America: Addressed to the Visitors of the Young Ladies\u2019 Academy in Philadelphia, 28 July,n1787, at the Close of the Quarterly Examination,<\/em> 1787.<\/p>\n

Sampson, Myra M. War Work in Surgical Dressings, Report to President, 1917-18. 11 June 1917. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Surgical Dressings- Reports to President 1917-1918. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College 1916-1917 Class Book. 1917. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Archives, Northampton, Massachusetts.<\/p>\n

Smith College 1917-1918 Class Book. 1918. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Archives, Northampton, Massachusetts.<\/p>\n

Smith College Student Handbook 1916-17. 1916. Student Religious Organizations records, Box: 3070, Smith College Archives, CA-MS-00307. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Student Handbook 1917-18. 1917. Student Religious Organizations records, Box: 3070, Smith College Archives, CA-MS-00307. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Weekly, December 5-11, 1917. 5-11 December 1917. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Weekly, January 9, 1918. 9 January 1918. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Weekly, November 7, 1917. 7 November 1917. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Weekly, November 19, 1917. 19 November 1917. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Smith College Weekly, November 21, 1917. 21 November 1917. Student publications and student publications records, College Archives, CA-MS-01049. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

\u201cSmith during World War I.\u201d Smithipedia, https:\/\/sites.smith.edu\/blog\/smithipedia\/womens-war-work\/smith-during-world-war-i\/.<\/p>\n

Solomon, Barbara M. In the Company of Educated Women: A History of Women and Higher Education in America.<\/em> Yale University Press, 1985.<\/p>\n

Spencer, Eleanor P. Letter From Eleanor Spencer to Margaret Grierson. 8 February 1943. War Service Collection, College Archives, SSC-MS-00352, Box: 130, Folder: Women\u2019s Land Unit. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Student War Board. \u201cWar Activities At Smith\u201d Pamphlet. June 1919. War Service Collection, College Archives, SSC-MS-00352, Box: 130, Folder: Student War Board (includes pamphlet \u201cWar Activities at Smith\u201d). Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

The Woman’s Land Army of America. The Woman’s Land Army of America Pamphlet. 1918. War Service Collection, College Archives, SSC-MS-00352, Box: 130, Folder: Women\u2019s Land Unit. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

Young, Mary. \u201cThe Flying Ace And The Flying Horse,\u201d published in The Valley Advocate. 24 June 1981. War Service collection, College Archives, SSC-MS-00352, Box: 130, Folder: Mechanics Unit. Smith College Special Collections, Northampton, Massachusetts.<\/p>\n

[1]<\/sup><\/a> Beckmann’s was the candy and ice cream shop located at 127 Main street, now Broadside Bookshop (1917 Smith College Class Book, p 17).<\/p>\n","protected":false},"excerpt":{"rendered":"

Weaving together archival documents and keen analysis, Sarah Mitrani’s investigation examines Smith students’ balance between traditional and modern femininity throughout World War 1. Mitrani inspects all facets of student life on campus, expertly detailing the changes Smithies faced from 1917-1919, from wardrobe to academic endeavors, religious life to community building. Beyond describing the Smith experience, […]<\/p>\n","protected":false},"author":3782,"featured_media":919,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[34,20,26,33,32],"class_list":["post-888","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-issue-3","tag-archival-research","tag-gender","tag-history","tag-smith-college","tag-world-war-i"],"jetpack_featured_media_url":"https:\/\/sites.smith.edu\/smithwrites\/wp-content\/uploads\/sites\/368\/2022\/09\/reunion-chatter.jpg","_links":{"self":[{"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/posts\/888","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/users\/3782"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/comments?post=888"}],"version-history":[{"count":22,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/posts\/888\/revisions"}],"predecessor-version":[{"id":965,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/posts\/888\/revisions\/965"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/media\/919"}],"wp:attachment":[{"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/media?parent=888"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/categories?post=888"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.smith.edu\/smithwrites\/wp-json\/wp\/v2\/tags?post=888"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}