Sweeping Out Home Economics: Curriculum Reform at Connecticut College for Women, 1952–1962

2011 ◽  
Vol 51 (3) ◽  
pp. 362-388
Author(s):  
Paul Philip Marthers

At the moment of its founding in 1911, Connecticut College for Women exhibited a curricular tension between an emphasis on the liberal arts, which mirrored the elite men's and women's colleges of the day, and vocational aspects, which made it a different type of women's college, one designed to prepare women for the kind of lives they would lead in twentieth-century America. Connecticut was a women's college that simultaneously embraced the established brand of education practiced by its prestigious Seven Sister neighbors and forged its own path by integrating elements of home economics, municipal housekeeping, and professional/clerical training into its academic program. For forty years Connecticut College for Women achieved a balance between those two opposing poles of its curriculum.

Author(s):  
Joan Marie Johnson

Some women founded women’s colleges that were designed to offer a rigorous academic program on par with that at the best men’s colleges, such as Harvard. Chapter 4 examines four women’s college founders of Smith College, Newcomb, Sweet Briar, and Scripps College, along with Jane Stanford, cofounder of coeducational Stanford University. They believed deeply in the abilities of women and the need to develop them through higher education. This chapter shows how these college founders defined women’s rights and desired access to education, not only for intellectual growth but also for financial independence. Chapter 4 demonstrates the enormous influence on women’s education that these women collectively had.


2017 ◽  
Vol 26 (1) ◽  
pp. 87-102
Author(s):  
Alys Moody

Beckett's famous claim that his writing seeks to ‘work on the nerves of the audience, not the intellect’ points to the centrality of affect in his work. But while his writing's affective quality is widely acknowledged by readers of his work, its refusal of intellect has made it difficult to take fully into account in scholarly work on Beckett. Taking Beckett's 1967 short prose text Ping as a case study, this essay is an attempt to take the affective qualities of Beckett's writing seriously and to consider the implications of his affectively dense writing for his texts’ relationship to history. I argue that Ping's affect emerges from the rhythms of its prose, producing a highly ‘speakable’ text in which affect precedes interpretation. In Ping, however, this affective rhythmic patterning is portrayed as mechanical, the product of the machinic ‘ping’ that punctuates the text and the text's own mechanical rhythms, demanding the active involvement of the reader. The essay concludes by arguing that Ping's mechanised affect is a specifically historical feeling. Arising from a specifically twentieth-century anxiety about technology's tendency to evacuate ‘natural’ emotion in favour of inhuman affect, it participates in a tradition of affectively resonant but curiously blank or indifferent performances of cyborg embodiment. Read in this historical light, Ping's implication of the reader in the production of its mechanised affect grants it, from our contemporary perspective, an archival quality. At the same time, it asks us to broaden the way in which we understand the Beckettian text's relationship to history, pointing to the existence of a more complex and recursive relationship between literature, its historical moment, and our contemporary moment of reading. Such a post-archival historicism sees texts as generated by but not bound to their historical moments of composition, and understands the moment of reception as an integral, if shifting, part of the text's history.


Author(s):  
A. V. Zaitseva

The article focuses on the libraries and the publishing and book trading organizations established by Moscow students in the early twentieth century. These organizations were founded to make the textbooks more available, cheaper and less deficient than they were at the moment. As the resource of the textbooks, libraries of compatriots’ associations were widespread. At the Moscow University students publishing commissions (parts of benefit societies) printed lecture notes and examination programs. Library, publishing, and trading activities were tightly bound in these societies. In the Moscow Technical School and the Moscow Women High Courses the libraries and publishing houses functioned independently of each other and of economical organizations of students. The students Library of textbooks at the Moscow Agricultural Institute was really unique, as it combined library service with book publishing for a while. Book trade was usually managed by publishers. Besides students organizations within educational institutes, there functioned a cooperative bookstore and a publishing house at the same time, common for all Moscow students. A dream, that never came true, was a Students House and united library collections of textbooks in it. In spite of many complications, the cooperation was successful, and due to it, access to the textbooks was facilitated for many students.


Public Voices ◽  
2016 ◽  
Vol 12 (1) ◽  
pp. 139
Author(s):  
Jason Pierceson

Reviewed by Jason Pierceson


Author(s):  
Melinda Powers

The Introduction begins by providing a brief overview of the reception of Greek drama by under-represented communities in nineteenth- and early-twentieth-century America. After situating the book’s topic within this historical timeline, it proceeds to explain the development of the project, the focus on live theatre, the choice of productions, and the reasons for them. It defines terms, provides disclaimers, explains the methodology used, clarifies the topic, situates it within its historical moment, summarizes each of the chapters, describes the development of the ‘democratic turn’ in Greek drama, and finally speculates on the reasons for the appeal of Greek drama to artists working with under-represented communities.


Sign in / Sign up

Export Citation Format

Share Document