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Browsing named entities in a specific section of The Cambridge of eighteen hundred and ninety-six: a picture of the city and its industries fifty years after its incorporation (ed. Arthur Gilman). Search the whole document.

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Leipzig (Saxony, Germany) (search for this): chapter 22
1880-81474,786.256,363.32 1881-82385,017.506,549.56 1882-83413,899.387,778.48 1883-84495,581.257,950.20 1884-85557,193.758,725.00 1885-86739,661.259,400.00 1886-879012,113.7513,525.00 1887-8810313,475.0013,064.00 1888-8911515,460.0014,575.00 1889-9014220,018.3218,925.00 1890-9117425,035.0021,700.00 1891-9224134,010.0027,686.00 1892-9326337,240.0031,929.00 1893-9425542,845.0034,112.50 1894-9528449,626.8347,667.00 In writing of her experiences in America, Dr. Anna Kuhnow, of Leipsic, speaks of the enviable position of women among us, and adds that she missed the feeble health with which they are so widely credited in Germany. I may safely assert, she continues, that among these college students were the healthiest women, both physically and mentally, that I have ever met. This emphatic testimony is supported by the experience of Radcliffe College. Our record closes as the third stage in the history of Radcliffe opens. It is an interesting point. It finds the col
Maine (Maine, United States) (search for this): chapter 22
closed, so that in reality the classes counted but twenty-five. That number has increased until now 354 are enrolled on the lists of Radcliffe College. Every year the writer of these lines has made a report to the corporation. In the report for the fourth year the following words were used:— Too great stress can hardly be laid upon the value of the highest education for women in a land where the majority of the teachers in all the schools from the Atlantic to the Pacific and from Maine to Texas are women. In our own State, eighty-seven per cent. of the teachers (according to the latest report of the Secretary of the Board of Education) are women. . . . It does not take a very careful study of the colleges of New England, less than a score, to show that the ratio between the number which in a direct way give assistance to those women who aim to qualify themselves for high educational positions and those which do not, is quite the reverse of that existing be-between the num
Cambridge (Massachusetts, United States) (search for this): chapter 22
riendly offices. Information as to the qualifications required, with the names of the Instructors in any branch, may be obtained upon application to any one of the ladies, or to their Secretary, Mr. Arthur Gilman, 5 Phillips Place. Mrs. Louis AgassizQuincy Street. Mrs. E. W. GurneyFayerweather Street. Mrs. J. P. CookeQuincy Street. Mrs. J. B. GreenoughAppian Way. Mrs. Arthur GilmanPhillips Place. Miss Alice M. LongfellowBrattle Street. Miss Lilian HorsfordCraigie Street. Cambridge, Mass., February 22, 1879. Other circulars followed, and in September the examinations for admission were held in a building numbered six on Appian Way, the family in which had with great generosity rented rooms for the purpose. The papers submitted to the candidates were the same that Harvard College used at the same hours for its young men, and thus the same standards were set for both sexes. The work in the lecture-room began at once, and it has continued from that time to this. Twen
Roxbury, Mass. (Massachusetts, United States) (search for this): chapter 22
Radcliffe College. Arthur Gilman, Regent of Radcliffe College. In the year 1643, the Rev. Thomas Weld, pastor of the church in Roxbury, received from Lady Ann Moulson, of London, widow, the sum of one hundred pounds current English money, for Harvard College in New England. See A History of Harvard University, by Benjamin Peirce, p. 12. The purpose which Lady Moulson had in making this gift is expressed in the formal receipt which with great business sagacity she exacted of Mr. Weld. That document has been preserved, and two consequences have followed. Lady Moulson's intention in contributing the money out of Christian desire to advance good learning, was to bestow the income upon such poor scholler as the college might think best, though it was stipulated that in case any kinsman of hers were admitted to the college, the income should be his until he had attained his master's degree, even though it might at the time be awarded to. another. This fund, as Mr. Andrew McFa
United States (United States) (search for this): chapter 22
e was a man of generous deeds, and founded a faire school in Cheshire, the town in which he was born, for the government, education, and instruction of youth in grammar and virtue. The fact that he shared the general interest that adventures in America had roused in England at that time, made it natural that the friends of Harvard College should turn to his widow when they needed money. Thus it was that the first scholarship was established in the college. It lapsed for many a long year, bu1888-8911515,460.0014,575.00 1889-9014220,018.3218,925.00 1890-9117425,035.0021,700.00 1891-9224134,010.0027,686.00 1892-9326337,240.0031,929.00 1893-9425542,845.0034,112.50 1894-9528449,626.8347,667.00 In writing of her experiences in America, Dr. Anna Kuhnow, of Leipsic, speaks of the enviable position of women among us, and adds that she missed the feeble health with which they are so widely credited in Germany. I may safely assert, she continues, that among these college students
Massachusetts (Massachusetts, United States) (search for this): chapter 22
y House with its surrounding land was purchased. Adjoining land has since been added, and the estate now comprises more than twice as many square feet as it then did. The first stage in the history that we are following ended at the time that Fay House was purchased, when it had become a necessity to begin to raise a fund for the endowment of the institution. The ladies and certain others who at the time became associated with them became a corporation under the general statutes of Massachusetts, October 16, 1882, with the title The Society for the Collegiate Instruction of Women, though this inconvenient name was seldom used, the nickname, Harvard Annex, invented by a student of the college, it is said, being made to serve instead, in all except formal documents and official utterances. The change in title, however, caused no change in the work or in the progress. Things went on as usual, though every year it was evident that the new quarters would not continue to suffice for
Cheshire, Ohio (Ohio, United States) (search for this): chapter 22
to. another. This fund, as Mr. Andrew McFarland Davis, who discovered it anew a few years ago, expresses it, established the first scholarship in Harvard, and unquestionably the oldest and most interesting foundation of the kind in this country. It is a scholarship in a college for men established by a woman. Sir Thomas Moulson (doubtless the husband of Lady Ann) was lord mayor of London in 1634, and was knighted that year. He was a man of generous deeds, and founded a faire school in Cheshire, the town in which he was born, for the government, education, and instruction of youth in grammar and virtue. The fact that he shared the general interest that adventures in America had roused in England at that time, made it natural that the friends of Harvard College should turn to his widow when they needed money. Thus it was that the first scholarship was established in the college. It lapsed for many a long year, but it has at last been reestablished through the instrumentality of
New England (United States) (search for this): chapter 22
hur Gilman, Regent of Radcliffe College. In the year 1643, the Rev. Thomas Weld, pastor of the church in Roxbury, received from Lady Ann Moulson, of London, widow, the sum of one hundred pounds current English money, for Harvard College in New England. See A History of Harvard University, by Benjamin Peirce, p. 12. The purpose which Lady Moulson had in making this gift is expressed in the formal receipt which with great business sagacity she exacted of Mr. Weld. That document has been p and from Maine to Texas are women. In our own State, eighty-seven per cent. of the teachers (according to the latest report of the Secretary of the Board of Education) are women. . . . It does not take a very careful study of the colleges of New England, less than a score, to show that the ratio between the number which in a direct way give assistance to those women who aim to qualify themselves for high educational positions and those which do not, is quite the reverse of that existing be-be
Oxford (United Kingdom) (search for this): chapter 22
ogress in our land. The intellectual character of the women who came in the early days differed little from that of those who have followed them. It happens that we have on record the views of a number of the professors on this important subject. Professor John Williams White (Greek) wrote, I have met uniformly great earnestness, persistent industry, and ability of high order. It is an inspiration to teach girls who are so bright and so willing. Professor Louis Dyer (Greek), now of Oxford, England, said: I have been most struck this year in my philosophical course—undertaken in the absence of Professor Goodwin—by the entire absence of intellectual indifferentism on the part of the young ladies. Their questions have been most intelligent, and, where the first answer did not satisfy them, persistent,—an encouraging sign that they are unwilling to content themselves with words. Professor Byerly (mathematics) said: I have found the spirit, industry, and ability of the girls admira<
Alice Freeman Palmer (search for this): chapter 22
encouraging sign that they are unwilling to content themselves with words. Professor Byerly (mathematics) said: I have found the spirit, industry, and ability of the girls admirable; indeed, the average has invariably been higher in my classes in the Annex than in my classes in the college, in spite of the fact that the college classes, since they are in elective courses in a subject of acknowledged difficulty, have been necessarily formed of picked men. Of the classes in philosophy, Professor Palmer wrote: The four classes that I have taught there have in each case shown a scholarship somewhat higher than the parallel class in college. . . . The girls being keener questioners, I have usually found myself obliged to treat my subject more fundamentally with them than when I have discussed it with my college classes. Other professors of those early days wrote in equally strong terms with regard to the students, and one of the students said of the advantages of the Annex, I have becom
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