Categories
Economic History Economists Gender Harvard

Radcliffe/Harvard. Ph.D. economic history alumna Esther Clark Wright, 1931

Today we meet the Canadian Radcliffe/Harvard Ph.D. in economic history (1931), Esther Clark Wright. A link to her list of publications will be found below. The main artifact for this post consists of transcriptions of documents in her graduate record in the Division of History, Government, and Economics.

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HARVARD UNIVERSITY
DIVISION OF HISTORY, GOVERNMENT, AND ECONOMICS

Application for Candidacy for the Degree of Ph.D.

[Note: Boldface used to indicate printed text of the application; italics used to indicate the handwritten entries]

I. Full Name, with date and place of birth.

Esther Clark Wright, May 4, 1895, Fredericton, N.B., Canada.

II. Academic Career: (Mention, with dates inclusive, colleges or other higher institutions of learning attended; and teaching positions held.)

1912-1916. Acadia University.
1918. Toronto University.
1920-21. Oxford University.
1926–. Radcliffe College.

Fredericton High School. 1920,1922-23. English and History.
Moulton Ladies College, 1923. History and Latin.
Harvard. Assistant in Business History, 1927.

III. Degrees already attained. (Mention institutions and dates.)

B.A. Acadia, 1916. Honors in Economics.

IV. General Preparation. (Indicate briefly the range and character of your under-graduate studies in History, Economics, Government, and in such other fields as Ancient and Modern Languages, Philosophy, etc. In case you are a candidate for the degree in History, state the number of years you have studied preparatory and college Latin.)

History, 1 yr.
Economics and Sociology 3 yrs.
Greek and Latin, 4 yrs. each.
French and German, 1½ yrs each.
Philosophy, 1 yr.
Logic and Ethics, 1 yr.
Psychology, 1 yr..

V. Department of Study. (Do you propose to offer yourself for the Ph.D., “History,” in “Economics,” or in “Political Science”?)

Economics.

VI. Choice of Subjects for the General Examination. (State briefly the nature of your preparation in each subject, as by Harvard courses, courses taken elsewhere, private reading, teaching the subject, etc., etc.)

  1. Economic Theory. S7a. Ec. 11. Courses at Toronto and Stanford (not registered).
  2. Labor Problems. Ec 34. Seminary at Toronto. Private reading..
  3. Socialism and Social Reconstruction. Ec. 7b. Private reading.
  4. Canadian History. Course at Toronto. Private reading. (Special Topic: The Settlement of New Brunswick). Teaching.
  5. [Sociology] Ec. 12. Course at Toronto. (Course credit).
  6. (Economic History since 1750) Ec 2. Ec 20. Course at Oxford. Assistant in Business History at Business School.

VII. Special Subject for the special examination.

Economic History since 1750.

VIII. Thesis Subject. (State the subject and mention the instructor who knows most about your work upon it.)

The Genesis of the Civil Engineer. A Study in the Economic History of Great Britain, 1760-1830. Professor Gay..

IX. Examinations. (Indicate any preferences as to the time of the general and special examinations.)

April 28 or 30, 1930. General.
Special, Tues May 19/31

X. Remarks

Professors Gay, Ripley, Mason, [Dr.] Furber, Chamberlin

Special Committee:  Professors Gay, Usher, and Dr. Monroe

Signature of a member of the Division certifying approval of the above outline of subjects.

[signed] H. H. Burbank

*   *   *   [Last page of application] *   *   *

[Not to be filled out by the applicant]

Name: Esther Clark Wright

Approved: December 10, 1929

Ability to use French certified by Professor A. E. Monroe, March 8, 1930.

Ability to use German certified by Professor A. E. Monroe, November 6, 1930.

Date of general examination April 30, 1930. Passed (Edwin F. Gay, Chairman)

Thesis received April 1, 1931

Read by Professors Gay and Usher

Approved June 1, 1931.

Date of special examination Monday, June 8, 1931. Passed. (Edwin F. Gay, Chairman)

Recommended for the Doctorate June 4, 1931

Degree conferred  June 17, 1931

Remarks.  [left blank]

*  *  *  *  *  *  *  *  *  *  *  *  *  *

General Examination,
date and examiners requested
[carbon copy]

April 21, 1930.

Dear Sir:

Will it be possible for you to serve as a member of the committee for the general examination in Economics of Mrs. Esther Wright on Wednesday, April 30, at four o’clock? Mrs. Wright’s fields for this examination are:

  1. Economic Theory and its History.
  2. Labor Problems.
  3. Socialism and Social Reconstruction.
  4. Canadian History.

Mrs. Wright’s special field is Economic History since 1750 and she is offering course credit in Sociology.

The committee consists of Professors Gay (chairman), Chamberlin, Mason, Ripley, and Dr. Furber.

Very truly yours,
[unsigned copy]
Secretary of the Division

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Change of thesis title
[carbon copy]

June 6, 1931

My dear Mrs. Wright:

Professor Gay has asked me to tell you that he would like you to change the title of your thesis to

The Genesis of the Civil Engineer in Great Britain

As it is desirable to have this done before the examination, could you attend to it on Monday? The thesis is in my office.

Very sincerely yours,
[unsigned copy]
Secretary

*  *  *  *  *  *  *  *  *  *  *  *  *  *

Radcliffe College

College Record of Mrs. Esther Clark Wright.
SUBJECT GRADE
1926-27 Course

Half-Course

Economics 2

A minus

 

SUBJECT GRADE
1927-28 2hf. Course

Half-Course

Economics 20″
Prof. Gay

A minus

 

SUBJECT GRADE
1928-29 Course

Half-Course

Economics 20
Prof. Gay

A minus

Economics 34″ A
Economics 7b” A

 

SUBJECT GRADE
1929-30 Course

Half-Course

Economics 11

Economics 12

A.B. Acadia University 1916

Source: Harvard University Archives. Division of History, Government & Economics, Ph.D. Degrees Conferred 1930-31. (UA V 453.270), Box 11.

__________________________

Course Names and Instructors

1926-27

Economics 2. Economic History since the Industrial Revolution. Professor Gay.

1927-28

Economics 20. Economic Research. Professor Gay.

1928-29

Economics 20. Economic Research. Professor Gay.

Economics 34. Problems of Labor. Professor Ripley.

Economics 7b. Programs of Social Reconstruction. Asst. Professor E. S. Mason.

1929-30

Economics 11. Economic Theory. Professor Taussig.

Economics 12. Some Fundamental Problems in Economic and Social Theory. Professor Carver.

Source: Radcliffe College Catalogue [for] 1926-27, 1927-28, 1928-29, 1929-30.

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Some of her personal backstory

…After her undergraduate study at Acadia, she studied at the University of Toronto and then at Oxford. Her studies at Oxford were cut short after just one year by her younger brother’s illness, which ended his life in October 1921. It was on the journey back to Fredericton from Oxford that she met her future husband, Conrad Payling Wright.

The courtship between the two comprised largely of correspondence over the next two years and culminated in their marriage, in 1924, on the family farm outside of Fredericton. This was unusual at the time because her family held positions of esteem in the local congregation and thus they were expected to marry in a church. After marriage, Esther Clark Wright moved to California where her husband was studying at Stanford University. She soon discovered that she was unable to have children which, though devastating, enabled her to pursue her academic studies and research at liberty. She joined her husband at Stanford, and then following that she studied at Radcliffe (Harvard University), where she graduated with a PhD in economics in 1931.

Back in Fredericton, her father had risen through the political ranks, beginning as mayor of Fredericton and eventually becoming the Lieutenant-Governor of New Brunswick. He had also opened several car dealerships in anticipation of the coming demand for automobiles. Her family’s prosperity ensured that Wright never had to depend on any other income to maintain her material comfort and this enabled her to spend time pursuing her research. This also provided her with much more independence in marriage than her female contemporaries enjoyed. Her relationship with her husband was tumultuous with the two of them often maintaining separate residences throughout their sixty-five-year marriage….

Source: New Brunswick Literary Encyclopedia website article “Esther Isabelle (Clark) Wright”.

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Esther Isabelle Clark Wright’s publications, 1914-1988.

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Esther Isabelle Clark Wright
Timeline of her life and career

1895. Born May 4 in Fredericton, New Brunswick, Canada

1916. B.A. Acadia University (Wolville, Nova Scotia). Honors in Economics.

1924. July 31. Married Conrad Payling Wright.

1931. Ph.D. in economics from Harvard. Dissertation: “The Genesis of the Civil Engineer in Great Britain, 1760-1830.”

1943-47. Lectured in sociology at Acadia University.

1975. Honorary D. Litt. awarded by Acadia University

1981. Honorary Ll.D. awarded by Dalhousie University.

1984. Honorary D. Litt. awarded by the University of New Brunswick.

1990. Died June 17

1990. Posthumously awarded Order of Canada. “A prolific author and respected scholar, her excellent research has been used by many students, historians and genealogists studying Maritime history, particularly the Loyalist migration, or tracing family roots.”

Image Source: Esther Isabelle Clark from the Acadia University Class of 1916 photo.

Categories
Gender Harvard Suggested Reading

Harvard. Seminar readings for the economics of technological change. Anne P. Carter, 1967

Anne Pitts Carter is 99 years old at the time of this post. Amanar Akhabbar’s “Anne P. Carter: A Biographical Presentation” (2011) [also available as “Anne P. Carter: A Biographical Note” in Oeconomia (March 2011)] provides full details of the first 85 or so years of her life.

Anne Pitts Carter was awarded a Ph.D. from Radcliffe [Note: her first married-name was “Grosse”] in March 1949. She became an assistant professor of economics at Harvard in 1966-69, was director of the Harvard Economic Research Project 1966-72, and from 1971 on professor of economics at Brandeis.

Today’s post adds the reference list for her seminar on the economics of technological change to the Economics in the Rear-view Mirror collection of course syllabi.

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Course Announcement

Economics 262.
Seminar: The Economics of Technological Change

Half course (spring term) Th., 2-4. Assistant Professor A. P. Carter

Study of the development and diffusion of new techniques and products in the United States and abroad and their impacts on industrial specialization, competitive structure, industrial interdependence, prices and employment, in a general equilibrium framework.

Source: Faculty of Arts and Sciences, Harvard University. Course of Instruction for Harvard and Radcliffe 1966-67, p. 122.

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SUGGESTED REFERENCES
Economics 262
Seminar: THE ECONOMICS OF TECHNOLOGICAL CHANGE

Assistant Professor Anne P. Carter
Spring 1967

Abramovitz et. al. Allocation of Economic Resources.

Almon, Clopper, The American Economy to 1975.

Arrow, Karlin, Suppes, Mathematical Methods in the Social Sciences.

Bain, Joe, International Differences in Industrial Structure.

Boon, Gerald K., Economic Choice of Human and Physical Factors in Production. North Holland Publishing Company, 1964.

Bowen, H.R. and Magnum, Automation and Economic Progress.

Bright, F., Automation and Management, Boston, Harvard Graduate School of Business Administration, 1958.

Bright, F., Automation and Technological Change, Columbus, Ohio: Battelle-American Assembly, 1963.

Dunlop, J. T., Automation and Technological Change. (American Assembly)

Dunlop, J.T. and Diatckenko, Labor Productivity.

Jerome, Harry, Mechanization in Industry.

Landsberg, Fishman and Fisher, Resources in America’s Future.

Leontief, et al., Studies in the Structure of the American Economy.

Manne, Alan, Studies in Process Analysis – Cowles Commission Monograph #18.

Melman, Seymour, Dynamic Factors in Industrial Productivity. (John Wiley and Sons, 1956)

National Commission on Technology, Automation, and Economic Progress

Report: Technology and American Economy

Six Appendices:
The Outlook For Technological Change and Employment
The Employment Impact of Technological Change
Adjusting to Change
Educational Implications of Technological Change
Applying Technology to Unmet Needs
Statements Relating to the Impact of Technological Change

National Bureau of Economic Research, Problems of Capital Formation, Studies in Income and Wealth.

National Bureau of Economic Research, The Rate and Direction of Inventive Activity.

National Resources Committee, Technological Trends and National Policy.

Salter, W.E.G., Productivity and Technical Change.

Samuelson, Solow, and Dorman, Linear Programming and Economic Analysis.

Schurr, Netschart, et. al., Energy in the American Economy, 1850-1975.

Sen, A.K., Choice of Techniques.

Source: Harvard University Archives. Syllabi, course outlines and reading lists in Economics, 1895-2003. Box 9. Folder “Economics, 1966-67”.

Image Source: Peter A. Petri’s webpage “Lemberg Program, 1986-1994”. The image was enhanced using the program Pixelup on my cellphone. To my eye, this AI-smoothed image is very faithful to the original web image.

Categories
Chicago Economists Gender Labor Vassar Wellesley

Chicago. Economics Ph.D. Alumna Emily Clark Brown, 1927

 

EMILY CLARK BROWN

1895. Born in Minneapolis, Minnesota.

1917. B.A. Carleton College.

1917-19. High school teacher in Delavan, Minnesota.

1919-20. Graduate study in social work at the Chicago School of Civics and Philanthropy.

1920-25. Research assistant with the United Typothetae of America.

1923. M.A. University of Chicago.

1927. Ph.D. University of Chicago.

1927-28. Research Fellow of the Social Science Research Council. Study in England and in New York, Boston, and Baltimore of industrial relations in book and job printing.

1928-29. Industrial economist. Department of Labor, Women’s Bureau.

1929-32. Assistant professor, Wellesley College.

1932-33. Assistant Professor. Vassar College.

1933-39. Associate Professor. Vassar College.

1936. Trip to the Soviet Union as a tourist.

1937, 1938. Teacher at the Bryn Mawr Summer School for Women Workers.

1938. Researcher. National Resources Committee.

1939-1961. Professor. Vassar College.

1942. Teacher at the Hudson Shore Labor School (summer).

1942-44. Operating analyst. National Labor Relations Board.

1944-45. Public panel member. National War Labor Board.

1946. Member of the panel of arbitrators, American Arbitration Association.

1950-54. Chairman of the Economics Department at Vassar.

1955. Vassar faculty fellowship. November-December. 30 day visit to Moscow, Leningrad, Kiev, and Kharkov to study the Soviet labor market. Five factory tours.

1959. Social Science Research Council grant. January-February. Research visit to Soviet Union. 10 weeks, 17 factory trips. Tours of Alma Ata, Tashkent, Samarkand, Rostov, and Tbilisi.

1961. Retired from Vassar College.

1962. Awarded grant from the American Council of Learned Societies and the Social Science Research Council to finance a trip to the Soviet Union to study labor relations. [newspaper account that she was a resident of Minneapolis following retirement from Vassar]

1967-1976. Volunteer librarian for the Twin Cities Opportunities Industrialization Center.

1980. Died October 13 in Minneapolis.

Publications:

Joint Industrial Control in the Book and Job Printing Industry, Bureau of Labor Statistics Bul. 481, 1928.

Book and Job Printing in Chicago, 1931. (Ph.D. Dissertation 1927)

“The New Collective Bargaining in Mass Production,” J. Polit. Econ., 1939.

“The Employer Unit in NLRB Decisions,” J. Polit. Econ., 1942.

“Book and Job Printing” in How Collective Bargaining Works (ed. H. A. Millis), 1942.

“Free Collective Bargaining or Government Intervention?” Harv. Bus. Rev.,1947.

“Union Security” in N.Y.U. 2nd Ann. Conf. on Labor, 1949.

(with H. A. Millis) From the Wagner Act to Taft-Hartley, 1950.

National Labor Policy: Taft-Hartley after Three Years and the Next Steps, 1950.

“The Soviet Labor Market,” Industrial and Labor Relations Review (January 1957).

“Labor Relations in Soviet Factories” Industrial and Labor Relations Review (January 1958)

“The Local Union in Soviet Industry,” Industrial and Labor Relations Review (January 1960).

“The Current Status of the Soviet Worker: Not Good—But Better,” Problems of Communism, 1960.

Soviet Trade Unions and Labor Relations. (Harvard University Press, 1966).

[Some other titles can be found in: A Bibliography of Female Economic Thought to 1940 By Kirsten Kara Madden, Janet A. Seiz, Michèle A. Pujol p. 80.]

Sources: Fellows of the Social Science Research Council, 1925-1951. p. 49.

Vassar Miscellany News, Volume XXXXV, Number 23 (26 April 1961), p. 3.

Image Source: Vassar College, The Vassarion 1940, p. 36

Categories
Economists Gender Minnesota Smith

Minnesota. Economics Ph.D. Alumna. Mildred L. Hartsough, 1924

Today we meet the 1924 Ph.D. economic historian Mildred L. Hartsough from the University of Minnesota. She entered government service as an economic analyst during the New Deal. Links to some of her publications are provided below. She died from stomach cancer at age 41. Her husband whom she married in 1937 just two years before her death, David Novick,  was a N.Y.U. trained economist and later worked forty years at the RAND Corporation [e.g. his paper on his role in the birth of the Planning Programming Budgeting System, “Beginning of Military Cost Analysis 1950-1961” (March 1988)].

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Fun fact: Mildred L. Hartsough was listed in her college yearbook (University of Minnesota, class of 1919) as having been a member of the Equal Suffrage Club in her junior year.

Research tip: Fellows of the Social Science Research Council, 1925-1951 is a goldmine of biographical and career data for many economists who were supported by the SSRC in the first half of the twentieth century.

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Hartsough, Mildred Lucile

1898. Born March 21 in Sumner, Iowa.

1919. B.A. University of Minnesota.

1921. M.A. University of Minnesota.

1924. Ph.D. University of Minnesota, economic history. Advisor: Norman Scott Brien Gras (Harvard Ph.D.)

1925-27. Instructor in economics and sociology. Smith College.

1927-28. Research fellow, Social Science Research Council.

Fellowship program: study of economic concentration in western Germany and the Rhineland.

1928-29. Assistant professor. Smith College.

1929-32. Associate in research, Graduate School of Business Administration, Harvard.

1934-35. Staff member, Committee on Government Statistics and Information Services.

1935-36. Housing Division, Public Works Administration.

1936-37. National Resources Committee.

1937. Married David Novick (b. 19 Sep 1906 in Easton, PA; d. 5 Nov 1991 in Fountain Hill, Pennsylvania)

1937-39. Consumer purchases study, Bureau of Labor Statistics.

Staff for the Study of Consumer Purchases: Urban Series

Faith M. Williams. Chief, Cost of Living Division
A. D. H. Kaplan. Director
Bernard Barton. Associate Director for Tabulation
J. M. Hadley. Associate Director, Collection and Field Tabulations
A. C. Rosander. Statistician, Tabular Analysis
Mildred Parten. Associate Director, Sampling and Income Analysis
Mildred Hartsough. Analyst, Expenditure Analysis
Ruth W. Ayres. Field Supervisor for New York City

1939. Assistant director of editorial division, Children’s Bureau.

1939. Died from stomach cancer, December 12 in Arlington, Virginia.

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Publications:

Also see: A Bibliography of Female Economic Thought to 1940 By Kirsten Kara Madden, Janet A. Seiz, Michèle A. Pujol p. 217.

The Twin Cities as a Metropolitan Market: A Regional Study of the Economic Development of Minneapolis and St. Paul. The University of Minnesota, Studies in the Social Sciences, no. 18, 1925.

 “Transportation as a Factor in the Development of the Twin Cities.” Minnesota History, vol. 7, no. 3, 1926, pp. 218–32.
JSTOR, http://www.jstor.org/stable/20160604

“The Concept of Regionalism as Applied to Western Germany,” Proceed. Am. Sociol. Soc. 1929.

Journal of Economic and Business History (Graduate School of Business Administration, Harvard University), 1929-30. This journal was founded by her thesis advisor, N.S.B. Gras.

“Business Leaders in Cologne in the Nineteenth Century” Feb. 1930, v. 2: 332-52.

 “The Rise and Fall of the Stinnes Combine” Feb. 1931, v. 3, no. 2: 272-295.

“Cologne, the Metropolis of Western Germany” August 1931. Vol. 3: 574-601.

“Treatise on Bookkeeping under the Fuggers May 1932, vol 4: 539-51.

From Canoe to Steel Barge on the Upper Mississippi 1934; Published in Minneapolis for the Upper Mississippi waterway association by the University of Minnesota Press.

Member of technical staff (F. Lorimer, director), The Problems of a Changing Population 1938.

Associate director (A. D. H. Kaplan, director), Urban Study of Consumer Incomes and Expenditures, Bur. Lab. Statis. Bul. 641-649, 1939-42.

BLS Bulletins:

No. 642, 1939. Family Income and Expenditure in Chicago, 1935-36. Vol. II Family Expenditure. Prepared by A. D. H. Kaplan, Faith M. Williams and Mildred Hartsough

No. 643 Family Income and Expenditure in New York City, 1935-36.

Source: For most of the biographical information above, see Fellows of the Social Science Research Council, 1925-1951. p. 159.

Image Source: University of Minnesota, The Gopher 1919, p. 389.

Categories
Gender Undergraduate Wellesley

Wellesley. Economics education of Virginia Foster Durr, ca. 1922

Again we may thank serendipity and my propensity to plunge into the rabbit-holes of opportunity for another post. I came across a collection of oral history interviews in the University of North Carolina’s Documenting the American South while seeking information about UNC economics professor Daniel Houston Buchanan. It was in that collection of primary resources that I stumbled upon the 1975 interviews with the Civil Rights activist Virginia Foster Durr. In her description of her years at Wellesley College, I came across Durr’s positive recollection of economics professor “Muzzy”. That part of her interview was reworked and included in her autobiography seen below. I then decided to track down the professor who ignited her lifelong interest in economic inequality. It would have made my work slightly easier had she or her editor thought about checking the correct spelling of Muzzy. The professor in question turns out to be Henry Raymond Mussey (Columbia Ph.D., 1905).

What we have with this post some indication of the impact made by one economics instructor on the future political life of one of his students. She fought the good fight and Mussey was a positive influence in her personal development. 

Bonus Material: What Durr had to say about matters sexual and biblical at Wellesley in the early 1920s has been included along with the account of her economics awakening.

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Virginia Foster Durr

Born August 6, 1903, and raised in Birmingham, Alabama, Virginia Foster Durr was the youngest child of Ann (Patterson) and Sterling Johnson Foster. She attended Wellesley College from 1921 to 1923, when she was forced to withdraw due to lack of funds. In 1926 she married Clifford Judkins Durr. In 1933, when Clifford Judkins Durr was appointed to the Reconstruction Finance Corporation, the Durrs moved to Seminary Hill, Virginia; Clifford Judkins Durr later worked for the Federal Communications Commission.

During the years the Durrs lived in Virginia, Virginia Foster Durr led an active social life. Her circle included government officials she knew through Clifford Judkins Durr and through her sister, Josephine, and brother-in-law, Hugo Black, Sr., who was appointed to the United States Supreme Court in 1937. She also devoted time to liberal causes. From 1938 to 1948 Virginia Foster Durr was active in the Southern Conference in Human Welfare, primarily fighting the poll tax. She campaigned for progressive Democrats in 1942 and for the Progressive Party, supporting Henry A. Wallace’s 1948 presidential bid. She also endorsed the American Peace Crusade in 1951.

In 1951, after a brief period in Denver, the Durrs returned to Alabama, where Clifford Judkins Durr opened a private law practice in Montgomery, and Virginia Foster Durr worked as his secretary. In 1954 Virginia Foster Durr and others were accused of being Communists and were called before the Senate Internal Security Sub-Committee, chaired by Senator James Eastland of Mississippi. Although Clifford Judkins Durr did not serve as Virginia Foster Durr’s attorney, he did a great deal of work on the case, collecting information about the informants and providing legal advice to Virginia Foster Durr and her co-defendants. The accusations were ultimately proven to be false.

In 1955, when Rosa Parks was arrested for refusing to give up her seat on a bus to a white passenger, Clifford Judkins Durr was called in as her attorney and arranged for her release on bail. This incident sparked the “Montgomery Bus Boycott,” during which African Americans refused to ride on public transportation in the city for over a year. Thus began a second period of civil rights activism for Virginia Foster Durr.

Virginia Foster Durr’s political activities, and Clifford Judkins Durr’s activities with the National Lawyers’ Guild and his public attacks on loyalty oaths and the FBI, led to surveillance by the Bureau.

The Durrs had five children, four of whom survived to adulthood: Ann Durr Lyon, Lucy Durr Hackney, Virginia (“Tilla”) Foster Durr, and Lulah Durr Colan. After the death of Clifford Judkins Durr in 1975, Virginia Foster Durr lived in Wetumpka, Alabama, spending summers on Martha’s Vineyard, Massachusetts. Her autobiography, Outside the Magic Circle, was published in 1985. She continued to be politically active until a few years before her death. She died in Carlisle, Pennsylvania, in 1999, at the age of 95.

Source: Biographical note to Papers of Virginia Foster Durr, ca. 1910-2007 in the Schlessinger Library, Radcliffe Institute Collection.

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Sex, Religion, and Economics
The liberations of Virginia Foster Durr at Wellesley Colleg
e

                  …Instead of making us think how wonderful it would be to have a baby, we developed a real horror of such a disgusting performance. But that was typical of Wellesley: they would teach you one thing on a scientific basis but never tell you how the baby got into the mother’s stomach. Now, I’m sure there were girls at Wellesley who did know, but not the group I was with. We had been so inhibited by that time that we didn’t want to know. We didn’t discuss things like that. We talked about romance and beaus and lovers and sweethearts but not sex.

                  I’m sure the Southern girls believed, as I did, that sex was something connected with black people. It happened in the basement and was dirty and ugly and smelled bad, with a man leaving in the middle of the night or early in the morning and Mother getting upset and saying, “She’s had a man down there all night.” Something was ugly and disgusting about it.

                  We had some excellent teachers at Wellesley. I had a marvelous teacher in economics, Professor Muzzy (sic). He was a socialist, a Fabian. The Russian Revolution had taken place, but I never heard about it. Communism and Russia were far removed from my world. Muzzy was a follower of the Webbs. He read their great massive volumes with the details about how many outhouses there were in a certain road in London and the terrible plight of the poor. There were all kinds of tables and statistics that I had difficulty following. But I did get the impression that the great majority of people in the world had a pretty hard time. Once Muzzy gave me a paper to write. He knew that I came from Birmingham, so he said, “Mrs. Smith is the wife of a steelworker and her husband makes three dollars a day. Now tell me how Mrs. Smith with three children is going to arrange her budget so that she can live.”

                  Well, I tried to do it. I had to look up the price of food and rent and doctors. It was an active lesson in economics. I soon realized that Mrs. Smith couldn’t possibly live on that amount of money. She just couldn’t do it. When I handed in my paper, I had written at the end, “I’ve come to the conclusion that Mrs. Smith’s husband doesn’t get enough money, because they can’t possibly live on what he is paid as a steelworker in Birmingham, Alabama.” Not that I had ever been in a steel mill or knew anything about it. But Muzzy gave me an A, because he said I had finally realized that people can’t live on what they are paid.

                  I had another great experience, too. Bible was a required course at Wellesley, but it was taught as history. So I learned that my father had been right about Jonah and the whale. You can’t imagine what that meant to me. I had always felt that Daddy did a very noble act by saying he did not believe the whale swallowed Jonah. He refused to lie and be a hypocrite. But I had always been uneasy that my father had been thrown out of the church for being a heretic as a result of that. It was a great relief to learn that he had been not only noble but also right about the Bible stories as symbolism and myth.

                  These incidents at Wellesley had a delayed effect, but the main thing I learned was to use my mind and to get pleasure out of it. I also learned I could be comfortable about the Bible, and I could be comfortable that a woman could make a living and be happy even if she didn’t have a husband. And I began to realize that people had a hard time living and didn’t get paid enough. I began to get some inkling of economics. So my Wellesley education was quite liberating. On sex, there was a tremendous breakthrough, although it is hard to realize. I began to kiss Bill Winston and enjoy it thoroughly. Oh, he was so handsome and he used to wrap me in his VMI cape. My goodness, what romance! That was more dangerous than a hammock. So I was liberated to a degree. In sex, religion, and economics in those three in particular—I was liberated at Wellesley.

Source: Virginia Foster Durr and Hollinger F. Barnard. Outside the magic circle: the autobiography of Virginia Foster Durr. (New York: Simon & Schuster, 1987), pp. 62-63.

Image Source: Alabama Department of Archives & History. Alabama Photographs and Pictures Collection. Portrait of Virginia Foster Durr. Colorized by Economics in the Rear-view Mirror.

Categories
Barnard Columbia Economists Gender Vassar

Columbia. Economics Ph.D. Alumna, Margaret Good Myers (Beckhart), 1931

I feel as though some apology is due Vassar College from Economics in the Rear-view Mirror for having filed this post under Columbia University, the alma mater for Margaret Good Myers’ 1931 Ph.D. in economics. She did teach thirty years at Vassar College after all. I’ll use my pang of guilt as an opportunity to remind visitors that the focus of Economics in the Rear-view Mirror is the history of undergraduate and graduate economics education, so tagging economists to the institutions where they received their training makes sense as principle for ordering the artifacts transcribed and posted. While the where and how of any particular economist ending their performance on the stage of economics will matter for the biographer, we are taking the opposite perspective of the young economist beginning the performance of their lifetime.

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For more on economics @ Vassar

Shirley Johnson-Lans, “The History of Economics at Vassar College” (Feb. 2011).

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Margaret Good Myers (Beckhart)

1899. Born April 3 in Fremont, Ohio to Philetus ‘Leet’ Blanser and Katherine Mary Mangold Myers.

1920. A.B. Barnard College

1921. Married Benjamin Haggott Beckhart (1897-1975). One son.

1922. M.A. Columbia University

1920-22. Statistician, Federal Reserve Bank of N.Y.

1922. Monthly Production of Pig Iron, 1884-1903. Journal of the American Statistical Association 18 (June): 247-9.

1923-25. Director of Statistics, East Harlem Nursing and Health Demonstration

1926-30. Research consultant for the Council of Research in the Social Sciences of Columbia university

1931. Ph.D. Columbia University. Thesis: The New York Money Market, Vol. I: Origins and Development. Published by Columbia University Press.

1931-32. Fellow, Social Science Research Council. Research in economics at the Faculté de Droit of the University of Paris.

1933. Research at University of Vienna.

Research Consultant for the 20th Century Fund [

1934. Begins teaching at Vassar.

1936. Paris as a Financial Center. New York: Columbia University Press.

1940. Monetary Proposals for Social Reform. New York: Columbia University Press. [“Published in celebration of the seventy-fifth anniversary of Vassar College and in honor of Henry Noble MacCracken in the twenty-fifth year of his presidency.”]

1960. Listed in Who’s Who in America.

1964. Retires from teaching at Vassar.

1965 Summer. Visits Moscow, Leningrad, Tashkent, Samarkan, Kharkov and Kiev. Part of second reciprocal program of exchange visits initiated by Nikita Khruschev in 1963.
Source: Vassar Miscellany News, Volume L, Number 12, 15 December 1965, p. 3.

1970. A Financial History of the United States. New York: Columbia University Press.

1988. Died July 11 in Medford, NJ

__________________________

‘I had to fight to keep my own name.’
(1978 Interview)

            Margaret Myers, professor emeritus of economics, taught at Vassar from 1934 to 1964. Talking to Professor Myers is like talking to one of the original feminists, a Lucy Stoner.

            “I decided early on to be a feminist and not to be fully dependent on a man for my spending money. My husband fully agreed with me. I wouldn’t have married him if he hadn’t. Some girls are naive about that, not knowing where their future husbands stand on such issues.

            “Girls used to come up to me after class and ask why I didn’t believe in marriage. I’d say I had been married to the same man for thirty years.” Needless to say, the students were surprised for Miss Myers never changed her name. “I have always used my own name. I even vote in my own name, but I had to fight to keep it.”

            Although Professor Myers loved teaching, she felt ready to retire at 65. She had a book underway, A Financial History of the United States, now being translated into Japanese. She was also active locally in the League of Women Voters and in Planned Parenthood.

            “I have been on the Planned Parenthood board through two six-year terms. I feel that birth control is the most important element in social reform. I think that much crime can be traced back to unwanted, unloved, unskilled young people. The Right to Life people should have to pay taxes to support unwanted young children.”

            Miss Myers feels controlling family size might also be a way to reduce the infant death rate. ‘‘lnfant death rate in the United States is shockingly high. Sixteen other, countries have infant death rates lower than ours. But it seems that the idea that women can control their own bodies sends men into an hysterical rage.”

            While an undergraduate at Barnard College, Miss Myers took a course entitled ‘‘Women in Gainful Occupations.” “In that course, we read about women’s wages and women’s jobs in factories. It was the nearest thing to consciousness-raising for me.”

            Miss Myers had wanted to attend Vassar but couldn’t at that time because no financial aid was offered to freshmen. Instead she went to Barnard and met her husband, Haggott Beckhart, in a graduate course in statistics. Miss Myers recalled, “The class was so boring that we had to entertain each other.” In 1921 Miss Myers was married to Mr. Beckhart, then a professor in the Columbia Business School.

            During Myers’s years at Vassar, the Economics Department had an activist orientation, and its members were politically involved. Miss Mabel Newcomer, an economics professor and contemporary of Miss Myers, had been at Bretton Woods on a committee to establish the International Bank for Reconstruction and Development.

            When I met Edna Macmahon at the Bryn Mawr summer school in 1922, we were arrested for strikebreaking in Philadelphia, although we had only been interviewing the strikebreakers. The police were just arresting anyone near the factory.”

            Although she felt that the Economics Department was politically conscious when she came to Vassar, Miss Myers does not remember much of a feminist movement here. She does remember that there were more women on the faculty and in the administration than today. “Presidents McCracken and Blanding were pretty fair-minded about women in the faculty and administration. I don’t think that women felt discriminated against under these two.

            “The Depression was an awful setback for the women’s movement. Since women couldn’t get jobs, they just grabbed onto the nearest man. After World War II, there was a growth of patriotic motherhood. Again, women suffered a setback. Women just married and had children, and didn’t go to graduate schools. These factors made it unusual to be a feminist.”

            While these factors may have made it unusual for other women to be feminists, they never stopped Margaret Myers.

Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

__________________________

Book reviews by Margaret Good Myers

1930/1. Book Review of “The Labor Banking Movement in the United States” by Princeton University, Industrial Relations Section. Personnel Journal 9: 191-.

1930/1. Book Review of “Robots or Men? A French Workman’s Experience in American Industry” by Dubreuil. Personnel Journal 9: 264-.

1931/2. Book Review of “Cost of Living Studies II. How Workers Spend a Living Wage” by Peixotto. Personnel Journal 10: 67.

1931/2. Book Review of “The Movement of Money and Real Earnings in the United States, 1926-28” by Douglas and Jennison. Personnel Journal 10: 67.

1931/2. Book Review of “The National Income and Its Purchasing Power” by King. Personnel Journal 10: 67.

1932. Book Review of “Le Crédit par acceptation: Paris, centre financier” by Pierre-Benjamin Vigreux. Political Science Quarterly 47: 301-.

1935. Book Review of “Le Crédit” by Louis Baudin. Political Science Quarterly 50: 150-.

1938. Book Review of “La Monnaie et la formation des prix. Partie I: Les Eléments” by Louis Baudin. Political Science Quarterly 53: 310-.

Source: Bibliography from Kirsten K. Madden, Janet A. Seiz and Michèle Pujol, A Bibliography of Female Economic Thought to 1940. Routledge, 2004.

Image Source: Carla De Landri, “Six emeriti who chose Poughkeepsie,” Vassar Quarterly, Volume LXXIV, Number 3 (March, 1978), p. 31.

Categories
Economists Gender Labor UCLA

UCLA. First woman economics Ph.D. Gene Bunning Tipton, 1953

For our irregular series “Meet an economics Ph.D. alumnus/a” we introduce you now to the first woman economics Ph.D. (1953!) from the University of California, Los Angeles, Gene Bunning Tipton. I have been unable to find any bibliographic references to her research, probably because she clearly chose a path as college educator. She served as the chair of the department of economics and statistics at California State Los Angeles.
Can anyone find an example of an interview where a male economist is asked what his family’s favorite recipe is? Seventy years ago, Gene Bunning Tipton was asked for hers. Here it is:  Bonus Material. To be honest, it looks pretty good.

______________________

Gene Bunning Tipton

  1. Born September 20 in Bellflower, Los Angeles County, CA to Percy Jay Bunning (1882-1937) and Mattie May Forquer (1883, 1917).
  1. Married Albert Vern Tipton, Jr. (1912-1996) February 16 in Pasadena, Los Angeles County, CA. Three children.
  1. California Voter Registration: Registered Democrat. Occupation: Housewife.
  1. A.B. from the University of California, Los Angeles. Summa cum laude, Phi Beta Kappa. Economics major. Transfer from Pasadena J.C.
  1. M.A. from University of California, Los Angeles. Economics.
  1. Los Angeles Evening Citizen News. May 11, 1960, p. 6.

“Problems of California government and society will be studied under three research fellowship grants awarded for 1950-51 by the Haynes Foundation of Los Angeles.
Graduate students to whom fellowships have been awarded are…and Gene B. Tipton, UCLA economics student, who will study the labor movement in Los Angeles during the 1940’s.
Each of the students is a candidate for the doctoral degree at his respective institution. The fellowship carries a stipend of $2000 for the academic year.”

  1. Ph.D. in economics from UCLA, first woman.

University Bulletin: a weekly bulletin for the staff of the University of California (March 23, 1953), p. 144.

“During the 1940’s the number of union members in proportion to the labor force increased nearly 15 per cent in Los Angeles County, according to a doctoral dissertation recently completed by a student in the Department of Economics.

Mrs. Gene B. Tipton of El Monte, the first woman ever to receive a Ph.D. degree from the Department, credits this growth to the past decade’s high prosperity and a favorable governmental climate. Also important were court decisions upholding directives of the National Labor Relations Board limiting the activities of organizations which advocated laws to ban the union shop in California.”

  1. The Whittier News. September 17, 1953, p. 7

“Officials of Whittier College have announced the appointment of ten faculty members for the 1953-54 school year…

New in the department of economics and business administration will be Dr. Jesse S. Robinson and Dr. Gene B. Tipton…

Dr. Tipton received her degree from UCLA where she was the winner of a fellowship from the John Randolph and Dora Haynes Foundation.

Her teaching background includes service at UCLA and Pomona College. More recently she has been an investment specialist with the Prudential Life Insurance Co.

  1. Daily News. October 20, 1954, p. 23

Article with photo. “Woman economist puts theory into practice in her cooking” by Martha Grayson. Includes recipe: Roast Canadian Bacon. To give a free seminar “Family Finance Forum” in the Whittier Woman’s Clubhouse on October 26, 1954 sponsored by the Whittier Savings and Loan Association in commemoration of the 34th anniversary of its founding.

Full-page ad in The Whittier News, October 25, 1954, p. 9.

  1. East Review. October 26, 1958, p. 3.

“Members of Soroptimist Club of Whittier will hostess a joint dinner meeting Tuesday evening of women’s service clubs in Whittier. Included on the guest list are members of the Business and Professional Women’s Club, Quota and Altrusa Clubs. The 6:30 dinner will be held in the Campus Inn at Whittier College.

Speaker for the evening will be Gene B. Tipton, Ph.D., who will speak on the subject, ‘Inflation in Our Time.’ Dr. Tipton is assistant professor of economics at Los Angeles State College. She graduated Summa cum Laude, Phi Beta Kappa, from the University of California at Los Angeles in 1953. She is the wife of A. Vern Tipton and they have three children.”

  1. Independent Star News (Pasadena, CA), p. 4.
    Elected to the Executive board of the L.A. State chapter of the American Association of University Professors for the coming year.
  1. Promotion to associate professor of economics, Los Angeles State College.

“Notes.” The American Economic Review, vol. 51, no. 5, 1961, p. 1165. JSTOR, http://www.jstor.org/stable/1813901.

1963-64. August 1963 to April 1964.

Fulbright scholar at the Indian Institute of Economic Research. Associate Professor of Economics at Los Angeles City College.

  1. South Pasadena Review, March 24, 1965, p. 1.

Dr. Gene B. Tipton, Associate Professor of Economics, 12116 Magnolia, El Monte elected Secretary-Treasurer of the Cal State L. A. alumni chapter of Phi Beta Kappa.

  1. Star-News (Pasadena, CA). May 6, p. 7.

“Dr. Gene B. Tipton of 12116 Magnolia St., El Monte, has been promoted from assistant [sic] professor to professor of economics at Cal State Los Angeles. She earned her B.A., M.A. and Ph.D. degrees at UCLA and was on the faculty of Whittier College before joining Cal State.

  1. 26 full-time faculty members under leadership of department chairman Donald A. Moore and associate chairman Gene Tipton. Cf. In 1960 the department of economics was 11 full-time, 5 part-time members.
  1. September. Becomes chairman of the department of economics and statistics.

“Notes.” The Journal of Business, vol. 46, no. 2, 1973, pp. 331–47. JSTOR, http://www.jstor.org/stable/2351382.

  1. Star-News (Pasadena, CA). June 15, p. A-6.
    Dr. Gene B. Tipton, chairman of the department of economics and statistics at Cal. State L.A.

1984-85. Vice-President of the State Association of Emeriti Professors.

1985-86. President of the State Association of Emeriti Professors.

  1. Died in March 20 in Arcadia, Los Angeles County, CA.
Obituary

Gene B. Tipton, Emeritus Professor of Economics who was serving as the 1985/86 president of the Emeriti Association, died on March 20. Gene served on the University faculty as a teacher and administrator for 26 years (1957-83). Prior to coming to Cal State L.A., she taught at Whittier College and UC Riverside. A native of El Monte, Gene prepared for her career in economics by earning her BA, MA, and PhD degrees at UCLA, graduating summa cum laude. She was elected to Phi Beta Kappa. In addition to her academic achievement, Gene also was an outstanding tennis player, winning state titles in her collegiate days. A highlight of her tennis career was defeating Alice Marble, an international star in her day. In addition to her teaching, Gene was in demand as a consultant. She served as a special economic consultant to the Federal Reserve Board in San Francisco for 17 years. A Gene Tipton Memorial Lecture, under the joint sponsorship of the Emeriti Association and the Department of Economics in the School of Business and Economics, is being arranged for the Fall Quarter at the University. Gene is survived by her husband, Vern, three children and six grandchildren.

Source: The Emeritimes. Vol. VII, No. 3 (September 1986)

______________________

Bonus Material

From: Woman economist puts theory into practice in her cooking
By Martha Grayson (Daily News food editor)

As a noted economist and busy instructor at Whittier College and Los Angels State College in subjects ranging from consumer economics and family investments to public finance, it’s a miracle that Dr. Gene Tipton has had time to develop a favorite recipe.

But this she has done. And her Roast Canadian Bacon, hot from the oven, is a great favorite with her husband and her three teen-age children, as well as with the Tipton’s many friends who dine from time to time at their home in El Monte….

Roast Canadian Bacon

2½ Ibs. Canadian bacon
2 teaspoons dry mustard
4 tablespoons brown sugar
2 teaspoons ground cloves

Put bacon in water to cover, bring to boil and cook for 45 minutes. Remove from water and place in a greased baking dish with one-fourth water in bottom. Mix mustard, sugar and cloves thoroughly; press mixture into meat, covering it thoroughly. Bake without cover at 350 degrees for 1½ hours. (Start in cold oven.)

With this tasty roast Doctor Tipton likes to serve sweet-sour green beans cooked with a little finely chopped onion, baked potatoes, a tossed green salad, cornbread squares and apple sauce.

For dessert she serves an assortment of fresh fruits frequently. A frozen berry pie and ice cream, obtained from the freezer cabinet at her market, also are favorite desserts in the Tipton household, since admittedly there is not too much time for baking.

When the family has a special yen for cake, however, Doctor Tipton obliges with either an angel food or a devil’s food, which she makes from a prepared mix.

Source: Daily News (Los Angeles, CA), October 20, 1954, p. 23.

Image Source: Daily News (Los Angeles, CA), October 20, 1954, p. 23.

Categories
Chicago Economist Market Economists Gender

Chicago. Notes on conversation with U Chicago president Colwell by T.W. Schultz, 1946

Biblical Greek Scholar/Theologian Ernest Cadman Colwell served under Chancellor Robert M. Hutchins as the president of the University of Chicago from 1945 to 1951. Theodore W. Schultz was the relatively new head of the Department of Economics who met with Colwell in late September 1946 to brief the president on developments in the economics department, especially with respect to efforts being made in pursuit of several economists needed to fill the gaps left by Henry Simons’ death (1946), Chester W. Wright’s retirement (1944), resignations by Jacob Viner (1946) and Simeon E. Leland (1946), and Oskar Lange’s leave of absence (1945-).

We see in the memorandum of conversation transcribed below that John and Ursula Hicks posed a spousal hire issue needing a creative solution before an actual offer could be made and that sixty year old Frank Knight was due some sort of a “senatorial courtesy” to get him on board with the majority of the department who badly wanted to extend an offer to thirty-one year old Paul Samuelson. 

_________________________

Chicago Economics in 1946

Mitch, David. “A Year of Transition: Faculty Recruiting at Chicago in 1946.” Journal of Political Economy 124, no. 6 (2016): 1714–34. https://www.jstor.org/stable/26549915. Especially the online supplemental materials, where the following memo is quoted in part.

_________________________

More on the Pursuit of Samuelson
by Chicago

Harro Maas, “Making Things Technical: Samuelson at MIT” in E. Roy Weintraub (ed.) MIT and the Transformation of American Economics (Durham: Duke University Press, 2014), pp. 272-294.

Roger Backhouse. Founder of Modern Economics: Paul A. Samuelson. Vol. I: Becoming Samuelson, 1915-1948 (Oxford University Press, 2017), Chapter 28 “Commitment to MIT.”

_________________________

Discussion with Ernest C. Colwell
(25 September 1946)

This discussion with President Colwell was highly satisfactory in that we considered in some detail and carefully, a number of important developments affecting the Department of Economics as follows:

1. I indicated to Mr. Colwell that the role of the Department of Economics at the University of Chicago should be reviewed, with the view of achieving a better division of labor among universities within the U. S. and internationally. An increasing number of universities can do creditable undergraduate work in economics, and also satisfactory graduate work up to and beyond the master’s. There are upwards of two score of such institutions in the U. S. Meanwhile, the number of students seeking training at the undergraduate level, and also in graduate work, has increased rapidly, and the post war promises further growth in numbers. Meanwhile, many Western countries are looking to the U.S. for some of their advanced education in other fields as well as in economics), this along with the development that is taking place within the U. S., suggests that the time has come for the University of Chicago to allocate its resources even more largely to the most advanced reaches of economics. I proposed that we examine carefully the implications of this kind of refocusing of our program. I was pleased that Mr. Colwell found himself drawn to the kind of analysis I was presenting. He made several contributions to it and concurred with the analysis itself. He very cordially urged the Department to examine this thesis and reconstitute itself to serve more effectively, taking full account of the division of labor within American academic institutions.

2. I reviewed in some detail the state of the Department, pointing out the losses that have come as the result of the death of Simons, the retirement of Wright, the resignations of Viner and Leland, and the leave of absence of Lange. I expressed our pleasure in achieving the appointment of Friedman and Blough, and reaffirmed my confidence in our judgment in seeking these appointments.

With regard to additional appointments, the following individuals were discussed.

(1) Mr. and Mrs. Hicks. I reviewed the agreements we had with Mr. Hutchins, which were the foundation of negotiations last spring. I indicated that the Hicks would arrive this week to be with us the fore-part of the fall quarter. If as a result of this opportunity of being together during part of the fall quarter, the Hicks see a real opportunity for their professional efforts at the University of Chicago, and we continue to be genuinely interested in bringing them to this University, would we be permitted to offer Mr. and Mrs. Hicks the salaries and positions that we had discussed last spring realizing we might have to go higher in the case of Mr. Hicks, for I was convinced his standing warranted our paying the maximum. Mr. Colwell said he was willing to authorize an offer of $10,000 to Mr. Hicks, and probed with me for a while the merit of making it higher instead of offering a position to both individuals. It was my judgment that our bargaining power would be at a maximum if we would offer both individuals a position, but that we could escape the liability of dual membership in one family by making the offer to Mrs. Hicks a term appointment — perhaps that of a Lecturer or Research Associate, say for three years at $3,000, and then reconsider at the end of three years, where she would have the privilege of withdrawing or redefining her relationship, and the Department would likewise have that privilege. Thus, the commitment would be permanent in the case of Mr. Hicks, but meaningful in terms of time turned into professional task to Mrs. Hicks and yet allowing flexibility in her case. Mr. Colwell accepted my proposal to proceed with an offer to both Mr. and Mrs. Hicks along the lines I have outlined.

(2) I reported Mr. Viner’s observations that it was not likely Mr. Robbins would leave the London School of Economics, and that, at least for a year, there was no point in making an indirect approach again to see whether or not he might feel free to accept an appointment in this country. Mr. Colwell fully concurred.

(3) I reviewed our offer to Mr. Colin Clark to come to the University of Chicago as guest professor for a year. I also pointed out we had included in the offer $1000 for travel expenses. I Indicated further that several of my colleagues were disposed to feel that we should now make an offer of a permanent appointment to Mr. Clark, since he is not able to obtain leave of absence to come as visiting professor. I then indicated why I felt, although tentatively, that it was unwise to make this move for a permanent relationship with the Department until we had a chance to become personally acquainted with Mr. Clark, although I continue to have a high regard for his professional work as evidenced by his major writings. Mr. Colwell concurred with the view I expressed, namely, we should not make an appointment on a permanent basis, but should try to get Mr. Clark to come as a visiting professor, if not this year, perhaps next year.

(4) I reviewed the case of Albert G. Hart, indicating that he had accepted a position at Columbia before we could approach him with an offer, and that it was important to his own growth to take the position at Columbia for a year. My plan is to approach him at the end of the year, let him weigh alternatives, including the opportunities as he sees them at Columbia. My proposal to Mr. Colwell was that we approach Hart along in February or March in order to induce him to come to Chicago. We discussed Hart’s background in some detail, Mr. Colwell concurred in the procedure I outlined to him.

(5) I then outlined at some length the case of Paul Samuelson of M.I.T. Mr. Colwell had not had the privilege of visiting with Samuelson at the time he was here. Samuelson visited with Hutchins and Gustavson, as far as Central Administration was concerned. I stated it was my judgment that Samuelson is one of the younger men in economics who has a high probability of achieving a distinguished career as an economist, and that in this respect his promise is most outstanding; that I had no doubt of the merits of the case intellectually and would press for an appointment, were that the only consideration, without delay, but that I had to achieve, however, an acceptance of Mr. Samuelson in the Department, not that a majority was lacking; a mandate existed satisfying the University administrative requirements. But the obstacle lies in what in substance is a matter of “senatorial courtesy” in behalf of the most distinguished and senior member of the Department, Professor Frank Knight. I expressed the hope it would be possible to have Professor Knight concur in the appointment and feel it was being made without any discourtesy to him and his professional role and standing in this University and in the profession. I felt this end must and could be achieved and that I was going to give a great deal of effort to it in the coming months. Pending the full exploration of what can be done in this connection I wanted to reserve decision as to whether or not to recommend the appointment of Mr. Samuelson. Mr. Colwell discussed at some length his own appraisal of the problem I had presented. He seemed to be pleased with the approach that was implicit in what I was relating to him. He made the point, and made it explicitly, that if the intellectual stature of Samuelson is as high as my judgment indicated, that it was exceedingly important the University move toward an appointment. I felt sure, though, that he was disposed to await the wishes of the Department, weighing carefully the factors I had tried to describe to him.

  1. At this point Mr. Colwell took me back to my general thesis, namely, the refocusing of the goals of the Department and the use of its resources, urging me to give active attention to this task. Whereupon I suggested the achievement of this role might well mean the setting up of 5 to 7 positions in the Department for individuals to spend 2 to 5 years at this university in what would be essentially a post-doctoral role as scholars, then accept positions elsewhere consistent with their accomplishments and promise. Mr. Colwell was drawn to the proposal as I had put it and referred briefly to similar planning and developments in other fields.

T. W. Schultz.

Source: University of Chicago Archives. Department of Economics, Records. Box 42, Folder “3”.

Categories
Business School Education Gender Race Undergraduate

Useful links. The Monographs on Education in the U.S. edited by Nicholas Murray Butler for the St. Louis World Fair. 1904

 

The institution of “World Expositions”, where newest developments in science and technology, industry and the arts are celebrated and showcased in specially built halls in fairgrounds that include activities for young and old, gardens, parks and fountains, etc., lacks salience in the public mind today. Looking at a list of world expos in Wikipedia, I confess that several decades have gone by without a single Expo having even caught my attention for a moment. In comparison the World Expositions used to be a huge deal at least up through the middle of the twentieth century.

No less a light than the President of Columbia University commissioned some twenty monographs for the national U.S. contribution to the Education department of the 1904 Louisiana Purchase Exhibition (a.k.a. the St. Louis World’s Fair).  Economics in the Rear-view Mirror posts links to these twenty monographs on aspects of education in the United States as of 1904. About half of the titles provide interesting context for the artifacts gathered here dedicated to economics education. I have added the group assignments for the monographs from the attached outline of the education exhibits featured in the Palace of Education and Social Economy at the St. Louis exposition. 

Meet me in St. Louis, Louis (1904) performed by Billy Murry.

_______________________________

Monographs on Education in the United States
edited by
Nicholas Murray Butler

Department of Education, Universal Exposition
St. Louis, 1904.
  1. Educational Organization and Administration. Andrew Sloan Draper, President of the University of Illinois, Champaign, Illinois. [Group 1] https://archive.org/details/monographsoneduc01butluoft
  2. Kindergarten Education. Susan E. Blow, Cazenovia, New York. [Group 1] https://archive.org/details/monographsoneduc02butluoft
  3. Elementary Education. William T. Harris, United States Commissioner of Education, Washington, D. C. [Group 1] https://archive.org/details/monographsoneduc03butluoft
  4. Secondary Education. Elmer Ellsworth Brown, Professor of Education in the University of California, Berkeley, California. [Group 2] https://archive.org/details/monographsoneduc04butluoft
  5. The American College. Andrew Fleming West, Professor of Latin in Princeton University, Princeton, New Jersey. [Group 3] https://archive.org/details/monographsoneduc05butluoft
  6. The American University. Edward Delavan Perry, Jay Professor of Greek in Columbia University, New York. [Group 3] https://archive.org/details/monographsoneduc06butluoft
  7. Education of Women. M. Carey Thomas, President of Bryn Mawr College, Bryn Mawr, Pennsylvania. [Group 3] https://archive.org/details/monographsoneduc07butluoft
  8. Training of Teachers. B. A. Hinsdale, Professor of the Science and Art of Teaching in the University of Michigan, Ann Arbor, Michigan. [Group 1] https://archive.org/details/monographsoneduc08butluoft
  9. School Architecture and Hygiene. Gilbert B. Morrison, Principal of the Manual Training High School, Kansas City, Missouri. [Group 1] https://archive.org/details/monographsoneduc09butluoft/mode/2up
  10. Professional Education. James Russell Parsons, Director of the College and High School Departments, University of the State of New York, Albany, New York. [Group 3] https://archive.org/details/monographsoneduc10butluoft/mode/2up
  11. Scientific, Technical and Engineering Education. T. Mendenhall, President of the Technological Institute, Worcester, Massachusetts. [Group 3] https://archive.org/details/monographsoneduc11butluoft
  12. Agricultural Education. Charles W. Dabney, President of the University of Tennessee, Knoxville, Tennessee. [Group 5] https://archive.org/details/monographsoneduc12butluoft
  13. Commercial Education. Edmund J. James, Professor of Public Administration in the University of Chicago, Chicago, Illinois. [Group 6] https://archive.org/details/monographsoneduc13butluoft
  14. Art and Industrial Education. Isaac Edwards Clarke, Bureau of Education, Washington, D. C. [Group 4] https://archive.org/details/monographsoneduc14butluoft
  15. Education of Defectives. Edward Ellis Allen, Principal of the Pennsylvania Institution for the Instruction of the Blind, Overbrook, Pennsylvania. [Group 7] https://archive.org/details/monographsoneduc15butluoft/mode/2up
  16. Summer Schools and University Extension. George E. Vincent, Associate Professor of Sociology, University of Chicago; Principal of Chautauqua. [Group 8] https://archive.org/details/monographsoneduc16butluoft/mode/2up
  17. Scientific Societies and Associations. James Mckeen Cattell, Professor of Psychology in Columbia University, New York. [Group 8] https://archive.org/details/monographsoneduc17butluoft
  18. Education of the Negro. Booker T. Washington, Principal of the Tuskegee Institute, Tuskegee, Alabama. [Group 6] https://archive.org/details/monographsoneduc18butluoft
  19. Education of the Indian. William N. Hailmann, Superintendent of Schools, Dayton, Ohio. [Group 6] https://archive.org/details/monographsoneduc19butluoft
  20. Education Through the Agency of the Several Religious Organizations. Dr. W. H. Larrabee, Plainfield, N.J. [Group 8] https://archive.org/details/monographsoneduc20butluoft

_______________________________

DEPARTMENT OF EDUCATION.
Classification of Exhibits.

GROUP I.
ELEMENTARY EDUCATION

Class 1. Kindergarten.

Class 2. Elementary grades.

Class 3. Training and certification of teachers.

Class 4. Continuation schools, including evening schools, vacation schools and schools for special training.

Legislation, organization, general statistics.
School supervision and school management.
Buildings: plans, models; school hygiene.
Methods of instruction; results obtained.

GROUP 2.
SECONDARY EDUCATION

Class 5. High schools and academies; manual training high schools, commercial high schools.

Class 6. Training and certification of teachers.

Legislation, organization, statistics.
Buildings: plans and models.
Supervision, management, methods of instruction; results obtained.

GROUP 3.
HIGHER EDUCATION

Class 7. Colleges and universities.

Class 8. Scientific, technical and engineering schools and institutions.

Class 9. Professional schools.

Class 10. Libraries.

Class 11. Museums.

Legislation, organization, statistics.
Buildings: plans and models.
Curriculums, regulations, methods, administration, investigations, etc.

GROUP 4.
SPECIAL EDUCATION IN FINE ARTS

(Institutions for teaching drawing,
painting and music.)

Class 12. Art schools and institutes.

Class 13. Schools and departments of music; conservatories of music.

Methods of instruction; results obtained. Legislation, organization, general statistics.

GROUP 5.
SPECIAL EDUCATION IN AGRICULTURE

Class 14. Agricultural colleges and departments; experiment stations; instruction in forestry. (See Department H, Group 83.)

Curriculums; experiments and investigations; results. Methods of transportation and shipment. Legislation, organization, general statistics. Buildings: plans and models.

GROUP 6.
SPECIAL EDUCATION IN COMMERCE AND INDUSTRY

Class 15. Industrial and trade schools; evening industrial schools.

Class 16. (a) Business and commercial schools; (b) Higher instruction in commerce.

Class 17. Education of the Indian.

Class 18. Education of the Negro.

Legislation, organization, statistics. Buildings: plans and models. Methods of instruction; results.

GROUP 7.
EDUCATION OF DEFECTIVES

Class 19. Institutions for the blind; publications for the blind.

Class 20. Institutions for the deaf and dumb.

Class 21. Institutions for the feeble minded.

Management, methods, courses of study; results. Special appliances for instruction. Legislation, organization, statistics. Buildings: plans and models.

GROUP 8.
SPECIAL FORMS OF EDUCATION
— TEXT BOOKS—
SCHOOL FURNITURE AND SCHOOL APPLIANCES

Class 22. Summer schools.
Class 23. Extension courses; popular lectures and people’s institutes; correspondence schools.
Class 24. Scientific societies and associations; scientific expeditions and investigations.
Class 25. Educational publications, text books, etc.
Class 36. School furniture, school appliances.

Source: Official catalogue of exhibitors. Universal exposition. St. Louis, U.S.A. 1904, pp. 11-12.

Image Source: Palace of Education and Social Economy from the Louisiana Purchase Exposition Snapshots. The State Historical Society of Missouri.

 

Categories
Gender Kansas

Kansas. Seminary meeting on “Status of Woman”. Blackmar, 1892

The previous post provided material about the founding of the Seminary of Historical and Political Science in 1889 at the University of Kansas, together with information about the scholarly career of one of its co-founder, Frank Wilson Blackmar. Kansas at that time was fairly progressive with respect to the admission of women to higher education and it was only a few days ago when I learned that “co-educator” was a label once used to denote a male instructor willing/capable of teaching both males and females.

What I found worth sharing here is the report of a new course introduced on the “Status of Woman” for the spring semester of 1892. Also worth the effort of transcription is a summary of a session of Blackmar’s Seminary devoted to “Status of Woman”. I have tracked down the five women participants named in that session as well as the Topeka businessman who donated $100 to acquire books on the topic for the new course on women’s issues.

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“Co-educator”

…[Frank Wilson] Blackmar is married, has had experience as a co-educator, and has served as an assistant here [at Johns Hopkins], as well as a popular lecturer to workingmen…

Source: From a recommendation letter by Johns Hopkins history professor Herbert Baxter Adams, quoted in The University Courier (Lawrence, Kansas), May 10, 1889, p. 2.

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The elective course
“Status of Woman”

A number of inquiries have been made about the new optional [i.e., elective course] introduced by Prof. Canfield, called the Status of Woman in the United States. (See the course description below.) To those interested in this subject it may be said that the optional will be given as advertised. The course is in the program for the second half year, and consequently nothing can yet be said as to the success of the study. An alcove has been set apart for the literature of this subject, and already over half a hundred volumes have been added to the collection.

*  *  *  *  *  *  *  *  *  *  *  *  *

  1. The Status of Woman in the United States. Three conferences each week during the second term, on the Status of Woman in all countries and times; with special investigation of the present legal, political, industrial, and professional position of women in the different States of the American Union.

Source: Seminary Notes published by the Seminary of Historical and Political Science, Vol. I, No. 2 (October 1891), pp. 44, 47.

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Donation to buy books for
“Status of Woman”

Shortly before Prof. James H. Canfield left Kansas University to become Chancellor of Nebraska University, he announced that a new course of study would be offered in the ensuing year upon the “Status of Woman.” Considerable interest was taken in this throughout the state, and a gentleman of Topeka, Mr. T. E. Bowman, generously contributed $100 as a nucleus for the purchase of reference books upon the subject. The gift was acknowledged both by Chancellor Snow and by Prof. Canfield, but in the unlooked for resignation of Prof. Canfield, the gift was lost sight of for the moment and has since lain in the Clerk’s office until recently brought to light. The Notes regrets that acknowledgement was not made earlier for this gift. The course “On the Status of Woman” is now being given by Prof. Blackmar, and many reference books have been purchased for the study. Mr. Bowman’s gift is, however, an addition, and more than that such gifts are always an encouragement to the instructors of the Historical department.

Source: Seminary Notes published by the Seminary of Historical and Political Science, Vol. I, No. 7 (April 1892), p. 165.

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Thomas Elliot Bowman was born September 30, 1834 in Westford, Vermont; he died May 25, 1896 in Topeka, Kansas. He and his family moved to Kansas ca. 1879.

“T. E. Bowman is a Vermonter by birth, though prior to coming to Kansas, his business life was spent chiefly in Boston and vicinity, as a partner in the firm name of Seavey, Foster & Bowman silk manufacturers. Ill health caused him to leave New England and brought him to this state 16 years ago, and his residence since that time has been in this city [Topeka]. Upon his coming to Kansas he began loaning his own funds and the funds of a few of his old business associates, upon real estate, and from this beginning developed the successful business which is still existing under the firm name of T. E. Bowman & Co….he was the leading spirit in several philanthropic enterprises; latterly being deeply interested in the kindergarten movement.”

SourceThe Topeka State Journal, May 25, 1896, p. 3.

“It would not be easy to name the different causes which appealed to his sympathies and his practical financial support. Much that he did was done so quietly that very few persons know of all his careful personal touch with the best life of the city.”

Source: Tribute published in The Topeka Daily Capital, May 26, 1896, p. 4.

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“Status of Woman”
Seminary Session
March 22, 1892

The Seminary met on March 22, to listen to papers on the “Status of Woman.”

Miss Nina Bowman read a paper on the “Property Rights of Women.” In primitive times women were thought to have no rights at all. In France no married woman has any property rights and the common law prevails.

In England women have no voice in parliament. A single woman has the same rights of property as a man; has the same protection of law, and is subject to the same taxes. After marriage the husband has absolute power over the wife’s jewels, money and clothes. In 1870 a law was passed which gave women a right to their separate earnings.

In America the common law restrains married women from all custody over their own property, either real or personal. Since 1848 many changes have been made in the property rights of married women. In our own state the wife has full power over her own property and earnings and may dispose of them in any way pleasing to her. After marriage a woman may sue and be sued in the same manner as if not married. A woman may convey or mortgage her own property without her husband’s signature, but the husband in disposing of property must secure his wife’s signature.

Miss Amy Sparr then read a paper on “Woman’s Suffrage.” The woman question is still young in years, but its strength and growth are not to be measured by its age. Those who have taken the practical side of the question are those who have made such remarkable progress. In England women have been admitted to many electoral privileges and to public work involving great responsibility. Mr. Gladstone and Mr. Mill have aided much in changing public opinion in England. Great progress is being made with the general public but is much less assured and rapid in Parliament. In England, Scotland and Ireland women may vote for nearly all elective officers.

In the United States women have with difficulty succeeded in getting the right to vote in municipal elections in a single state, namely Kansas, where they have the right to vote for any city or school officers. Several states have admitted women to the membership of school boards of primary public schools. In Wyoming women vote at all elections and in Kansas they have full local suffrage. All statistics show a gain in women’s votes.

Following this a paper on “Women in the Professions” was read by Miss Maggie Rush. It began with women in the ministry. Once women were not allowed to sing in church choirs because Paul had commanded that they should keep silent. The Universalist church was the first to open the doors of its theological schools to women. About fifty women have been ordained in this church. Theological seminaries for women have been opened in Oberlin, Ohio; Evanston, Illinois, and Boston. As lawyers women in England have been permitted to qualify for and practice as attorneys at law. The first woman admitted to the bar in this country was Arabella Mansfield, of Iowa, in 1869. Seven women have been admitted to practice before the supreme court of the United States. Most law schools now admit women. Some women prefer office practice and others court work. In Wyoming and Washington mixed juries have been tried and found perfectly satisfactory.

Women have taken a stand in medicine which is rapidly growing in favor. Dr. Elizabeth Blackwell was the first woman physician. She graduated in 1849. The American Medical Association first admitted women to membership in 1876. In 1880 there were 2,432 women registered as physicians in the United States. Teaching is peculiarly adapted to women. Women were recognized as teachers for the first time in 1789. Vassar, Wellesley, and Bryn Mawr all have women among the members of their faculties.

Miss Martha Thompson then read a paper on “Women in Industrial Pursuits.” More than one-half of the human family consists of women and the greater portion of these must earn their own living. As they become more skillful and capable their wages will be brought more on an equality with those of men. Women do not work together as men do, and their political disabilities deprive them of the influence which men often have to control wages. In the largest cities about three hundred different employments are open to women.

Factory work brought women into competition with men. When sewing machines were introduced one woman could do the work for which formerly six had been required. In large cities many homes have been provided for working girls, where they can secure board, protection, and recreation. Many women who are not compelled to work for bread, work for pin money and can work for much less than otherwise; therefore wages are decreased. A great many women will not enter domestic service because they think it more servile and menial than other employments. In Massachusetts 64 per cent, of the women are engaged in housekeeping and laundry work.

Eleanor Blaker, Reporter.

Source: Seminary Notes published by the Seminary of Historical and Political Science, Vol. I, No. 8 (May 1892), pp. 193-194.

A few details about the women participants

Nina Bowman. [became a teacher]

Kansas State Census (March 1, 1895): age 24, born in Ohio, residing in the town of Newton in Harvey County. Parents: C. S. Bowman and Clara Bowman.
University of Kansas, Twenty-Fifth Annual Catalogue, 1890-1891: Nina Claire Bowman of Newton. Member of the Freshman class. L.Sc. (p. 15).
Find a Grave webpage: Nina Clare Bowman (1870-1955) in the Greenwood Cemetery in Newton, Harvey County, Kansas. Parents: Cyrus S. Bowman (1840-1917) and Clara Bates Bowman (1840-1931)
1920 US Census. Single teacher in high school, living in Manhattan, New York City.
University of Kansas Alumni Directory, 1873-1928, p. 27. “Bowman, Nina Claire, ’93, N.Y. City, 527 West 121st St., Teacher.”
1950 US Census. Single, never married.

Amy Sparr [became the wife of a cattleman and banker]

The Eureka Herald and Greenwood County Republican, October 6, 1893: “Cards are out announcing the marriage of Miss Amy Laurene Sparr to Mr. Howard D. Tucker, at the Lutheran church, this city, at 10 o’clock a.m., Wednesday, October 18, 1893.”
Lawrence Daily Record, October 9, 1893. “Miss Amy Starr and Mr. E.[sic] D. Tucker will be married at Eureka on October 18. Mr. Tucker was formerly a Washburn student and Miss Sparr attended Kansas University a year and was a very popular society girl.”
Find a Grave: Born in Iowa (February 1871) and died March 1948 in Eureka, Greenwood County, Kansas. Spouse: Howard David Tucker.

Maggie [Margaret] Rush [became a teacher]

Kansas State Census (March 1, 1895): Maggie Rush, age 24, born in Illinois, residing in the city of Lawrence in Douglas County. Parents: J. Rush and E.A. Rush.
The Abilene Monitor, November 30, 1893. “Miss Rush, one of Minneapolis’ charming school teachers, arrived on the Santa Fe last night, and is visiting with Miss Martha Thompson [see below], of the High School.”
US Census 1920: occupation, school teacher.
University of Kansas Alumni Directory, 1873-1928, p. 162. “Rush, Margaret Sarah, ’93, Overland Park, Kan.”
Find a Grave website: Margaret Rush, born  1870 and died 1949. Grave is at the Oak Hill Cemetery in Lawrence, Kansas. Parents: Jacob Rush and  Eliza Ann Stout Rush.

Martha [Alice] Thompson [became a teacher]

University of Kansas, Twenty-Fifth Annual Catalogue, 1890-1891: Martha Allen [sic] Thompson of Lawrence. Member of the Sophomore class. Cl. (p. 15).  Note: Alumna Martha Alice Thompson, B.D., Class of 1885 (p. 112), same person.
Lawrence Daily Gazette, June 5, 1894. “Miss Martha Thompson and W.W. Brown of the class of ’92 are here attending the exercises in company with their pupils in the Abilene schools.”
Lawrence Daily Gazette, August 3, 1892. W. W. Brown and Miss Martha Thompson, who graduated with the class of ’92, K.S.U., will teach in the High School at Abilene.
Abilene Weekly Chronicle, June 7, 1895. Martha Thompson appointed one of two assistant teachers at the Abilene high school.
Abilene Weekly Chronicle,  July 5, 1895. Parents circulated a petition not to renew her teaching contract. “It has been openly charged that the lady is no disciplinarian, that she is not so patient as she should be and has frequently addressed pupils who were not so bright or quick as she would like in a manner calculated to humiliate them before other scholars.”
Lawrence Daily JournalJuly 12, 1895. “Today [Miss Martha Thompson] sent the superintendent notice that she would not accept the position [i.e., assistant teacher at Abilene high school] and will go elsewhere.”
Abilene Weekly Chronicle, August 23, 1895. “Miss Martha Thompson has been elected to a position as teacher of Greek and Latin in the Lawrence high  school.”
Sigma Xi, Quarter Century Record and History (1886-1911). Sigma Xi (Iota Chapter) of University of Kansas, p. 401: “Martha Alice Thompson, U 1892, Kansas City, Kansas. Instructor in Latin high school”
University of Kansas Alumni Directory, 1873-1928, p. 188.
Thompson, Martha Alice, n’85, ’92, K.C. [Kansas City], Kan., 1044 Barnett St., Teacher.”

Eleanor Blaker [became a pastor’s wife]

University of Kansas, Twenty-Fifth Annual Catalogue, 1890-1891: Eleanor H. Blaker of Pleasanton. Member of the Freshman class. G.Sc. (p. 15).
The Iola Register, May 17, 1901. “…marriage of Rev. Jay Withington, of Humboldt, to Miss Eleanor Blaker, of Pleasanton…Miss Blaker is the daughter of the wealthy miller and lumberman of Pleasanton.”
The Pleasanton Herald, April 5, 1907. Obituary for Eleanor’s mother: her brother “Ernest, now professor of mathematics in Cornell University.” Eleanor B. wife of H.J. Withington of La Cygnet, and William W. of Longville, La.
Find a Grave website: Born September 8, 1872; died December 18, 1945. Grave in Portland, Oregon. Husband Henry Jay Withington (married May 15, 1901 in Linn, Kansas). Parents: Alfred Blaker and Anna H. Blaker.

Image Source:  Faculty Group Photo of the University of Kansas Faculty, 1892/1893. University of Kansas Archives.