Mission: Agnes C. L. Donohugh, early apostle for ethnography

In the spring of 1915, the Kennedy School of Missions at Hartford Theological Seminary, the leading graduate school for missionary training in the United States at this time, offered the first graduate-level course on ethnology ever to be taught in America to missionary candidates.1 The seminary\u27s leadership had identified the need for teaching ethnology to missionariesin- training as early as 1913 - when the school of missions was just two years old. 2 This American curricular innovation followed a practice begun a decade earlier in Britain of teaching ethnology to missionary candidates (Kuklick 1991).3 Hartford Seminary President W. Douglas Mackenzie was also inspired to make this curricular change because he had chaired Commission V on The Training of Teachers at the Edinburgh Missionary Conference of 1910. That Commission sounded a sobering call for more cross-cultural sensitivity in missionary training: Christian missionaries do not always show consummate wisdom in their methods. Christianity is under no inherent compulsion to impose any special form of civilization on its adherents, else we should all be Judaised. It is certainly strange that we should take an Eastern religion, adapt it to Western needs, and then impose those Western adaptations on Eastern races. I can conceive no better way of swamping and stamping out all true individuality in our converts.4 In light of Edinburgh 1910\u27s call for change, it only made sense that Mackenzie would want his own institution to take the lead in improving mission ary training. And so it did

Fanny Copeland and the geographical imagination

Raised in Scotland, married and divorced in the English south, an adopted Slovene, Fanny Copeland (1872 – 1970) occupied the intersection of a number of complex spatial and temporal conjunctures. A Slavophile, she played a part in the formation of what subsequently became the Kingdom of Yugoslavia that emerged from the First World War. Living in Ljubljana, she facilitated the first ‘foreign visit’ (in 1932) of the newly formed Le Play Society (a precursor of the Institute of British Geographers) and guided its studies of Solčava (a then ‘remote’ Alpine valley system) which, led by Dudley Stamp and commended by Halford Mackinder, were subsequently hailed as a model for regional studies elsewhere. Arrested by the Gestapo and interned in Italy during the Second World War, she eventually returned to a socialist Yugoslavia, a celebrated figure. An accomplished musician, linguist, and mountaineer, she became an authority on (and populist for) the Julian Alps and was instrumental in the establishment of the Triglav National Park. Copeland’s role as participant observer (and protagonist) enriches our understanding of the particularities of her time and place and illuminates some inter-war relationships within G/geography, inside and outside the academy, suggesting their relative autonomy in the production of geographical knowledge

School Social Work in Hartford, Connecticut: Correcting the Historical Record

This paper corrects the historical record on why and how school social work began in Hartford and who was instrumental in establishing the new service. The findings, based on a study of primary sources, revealed that a school principal, and not a psychologist as previously claimed, initiated the process that led the Hartford Charity Organization Society to appoint its Visitor, Winifred Singleton Bivin, a social caseworker, to also become the first social worker in the schools in January 1907. The social work profession, which owes its origin to the Charity Organization Movement, is also obligated to the Hartford Charity Organization Society for its cooperative work with the schools, which led to the inception and subsequent development of school social work by the schools and, in 1909, the appointment of Miss Sara Holbrook who subsequently became a national leader in the development of the fledgling profession

School of Scandal: Alice Duer Miller, Scandal, and the New Woman

This paper examines adaptations of Her First Elopement (1920) and Are Parents People? (1925), based on novellas by Alice Duer Miller, in order to explore how both the underlying texts and the films derived from them explore the heroines’ desire for autonomy, which is achieved through their strategic cultivation and control of scandal. While the films met with widely contrasting receptions, their exploitation of Miller’s interest in scandal that gratifies rather than punishes the heroine suggests a complex relationship between a best-selling female author and the film industry in the first half of the 1920s

Something to Remember, Something to Celebrate: Women at Columbia Law School In

In this issue the Columbia Law Review joins in the celebration the 75th anniversary of the admission of women to the Columbia Law School. I am grateful to the editors of the Review for inviting me to contribute, and for the open-endedness of the invitation (or, in other words, what follows is my fault, not theirs). This has been an opportunity for me to do some research, some recalling and some reflection (and to tell a few stories). My research is incomplete, one might say sketchy, but I trust reliable as far as it goes. My recollections may well not match those of others who were on the scene at Columbia in the times of which I write, but that is in the nature of recollection. My reflections in some instances have surprised me; we shall have to see what you make of them. (And I hope you enjoy the stories.

Bryn Mawr College Undergraduate College Catalogue and Calendar, 1920

Volume contains a register of alumnae and former students, a calendar of graduate course, and a calendar of undergraduate and graduate courses for 1920.https://repository.brynmawr.edu/bmc_calendars/1012/thumbnail.jp

A Higher Duty:\u27 The Sectionalization of American Institutions of Higher Education

This thesis is a comparative study of the rise of sectionalism in northern and southern antebellum American institutions of higher education. The West Point Military Academy, which maintained a roughly equal number of southern and northern cadets. presents a case-study of how faculty, staff, and students dealt with sectionalism in a mixed group. Information was gathered from numerous sources including college histories, archival material from the University of Mississippi, and southern military school studies. Several general trends were discovered from this data. 1) Southern academia actively encouraged the development of sectionalism because it provided public funding and enrollment for southern college establishment. 2) Southern educators did not originally intend to encourage secessionist sentiment; however, their conception of southern sectional identity under attack gradually radicalized southern academic and students. 3) Northern students were generally indifferent to southern sectionalism, slavery, and the prospect of war; however, following the Battle of Fort Sumter, they were inspired to enlist. 4) Sectionalism was very present at West Point though it was forced underground by faculty and staff concerned with preserving the nationalizing influence of the military academy on cadets

‘A Pleasure and an Honor’: Students’ Writing on Academic Dress at Columbia University, 1820–1950, and Updates on Previous Notes

College records from centuries past tell us the rules that students followed when they put on their academic dress. Collections of engravings and photographs show us how they looked. When dressed for class, exams and chapel, how did they feel? That’s harder to say. So when the archives of the student newspaper at Columbia University were digitized recently, I was hopeful that students had committed to ink their thoughts about the ancient costume in the years following the paper’s 1877 founding. I was happy to find that they wrote about cap and gown frequently. [Excerpt]

Exhibition Season: Annual Archaeological Exhibitions in London, 1880s-1930s

Annual archaeological exhibitions were a visible symbol of archaeological research. Held mainly in London, the displays encapsulated a network of archaeologists, artists, architects and curators, and showcased the work of the first generations of trained archaeologists. The exhibition catalogues and published reviews of the displays provide a unique method for exploring the reception and sponsorship of archaeological work overseas and its promotion to a fascinated, well connected and well moneyed public. The exhibitions were a space in which conversation and networking were as important as educational enrichment. This paper analyses the social history of the “annual exhibition” in archaeology, highlighting the development and maintenance of the networks behind archaeological research, the geography of London as a way to examine influence in archaeology, and the utility of exhibitions for archaeological publicity during this period of exploration