By A. Knupfer, C. Woyshner
This publication explores women's organisations and their a number of academic contributions via neighborhood, kingdom, and nationwide networks from 1890 to 1960. Contributors examine how girls united to aid and maintain schooling in either formal and casual settings, and look at a number of institutions.
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Additional resources for The Educational Work of Women’s Organizations, 1890–1960
Addressing the SACW in 1910, she reminded her colleagues, “Those of us who have been given a college education consider it a trust and an impetus for serving those less fortunate. ”61 Despite the SACW’s emphasis on Southern identity, its meetings featured speakers on education from both the South and the North, thereby promoting national unity. In 1921, the SACW was absorbed into the ACA, with the new organization changing its name to the American Association of University Women (AAUW). The ACA and the SACW worked well together but had been driven to merge when the International Federation of University Women decided that only one national organization in each country could join.
Vassar, which opened in 1865, closed its preparatory department in 1888; Wellesley opened its doors in 1875 and closed the preparatory department during the 1879/80 school year; and Mount Holyoke received a charter for both seminary and college in 1888 and dropped the seminary curriculum in 1893. S. Department of the Interior, Bureau of Education Bulletin 1918, no. 6 (Washington, DC: Government Printing Office, 1918), 15, 22, 51. At least ten Southern students attended Miss Burnham School before entering Smith College.
The chapter project at Stanford University on why women left teaching was only one example. S. Office of Education, Helen Walker from Teachers College, Katharine Greene from the University of Michigan, and Genevieve Knight Bixler decided to utilize the Dobbs fellowship money to commission a study that would “map out research . . ” The study they commissioned was on the professional problems of women in education, to be completed by Helen E. Davis. ”15 In charting her map of the research on women and education, Davis surveyed 660 publications on subjects ranging from personnel studies and job descriptions to women’s problems and education.