"The Woman's Question", Elizabeth Avery Merriwether in the Memphis Appeal
education, wage equality
This document is a part of a series of letters in which readers of the Appeal wrote in with their opinions about “ The Woman’s Question”, in which the discussion ranged from wage equality (which was the issue that sparked the public debate), what was appropriate work for women, and women’s competency in education and their biological intellectual capacity. Meriwether responded to a “Serratus M.” who wrote into the Appeal stating his opinion that women are not competent teachers in comparison with male teachers and therefore do not deserve equal pay. Meriwether’s counterargument is that women are just as intellectually capable as men. Merriwether used humor in her response to "S.M" and attacked his incorrect use of grammar in his earlier letters to the Appeal and brings attention to the reader that " Yet, if this delightful writer were a teacher, he would expect to be paid one-third more than any woman..." Merriwther's involvement in "The Woman's Question" came about at a time when more women were entering the workforce during the Reconstruction era in the south. Women were looking for more long term employment after the Civil War, as many recognized the need for financial independence. This document represents some of the first stirrings for gender equality.
Appeal Newspaper, Elizabeth Avery Merriwether
Library of Congress, Chronicling America: Historic American Newspapers
Library of Congress
March 26, 1873
Memphis daily appeal. (Memphis, Tenn.), 26 March 1873. Chronicling America: Historic American Newspapers. Lib. of Congress. http://chroniclingamerica.loc.gov/lccn/sn83045160/1873-03-26/ed-1/seq-4/>.
The Story of Charl O. Williams
education
This article gives a biographical account of Charl William’s life, beginning in her childhood and gives an overview of her involvement in Shelby County schools. Gilpin sang Williams' praises and demonstrated that Williams brought the standard of education in Shelby county up and into a more modern era and stated that, " In seven years she lifted its Southern rural roots to a standard much higher than many in the North..." (charl primary source). Both Charl and her sister Mabel were involved with education in Shelby County (her sister served as a principle at a school in Bartlett) and Charl worked her way up and into the administrative side of eduction (she was elected superintendent of Shelby county). This document shows that Charl Williams was recognized by the general public as being influential in education reform during her carreer.
Mary Gilpin, The New York Evening Post
JSTOR
February 9, 1922
http://www.jstor.org/stable/42806057?Search=yes&resultItemClick=true&searchText=the&searchText=story&searchText=of&searchText=Charl&searchText=o&searchText=williams&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dthe%2Bstory%2Bof%2BCharl%2Bo%2Bwilliams%2B%26amp%3Bacc%3Don%26amp%3Bwc%3Don%26amp%3Bfc%3Doff%26amp%3Bgroup%3Dnone&seq=1#page_scan_tab_contents, Courtesy of JSTOR
Letter from Katherine Cowen to Julie Isenberg
education
A response letter from Katherine Cowen, General Secretary of the Smith Alumnae Assocation, to Julie Isenberg about Julie’s intrest in school reform and her desire to get the Alumnae Association involved. Isenberg wanted the Smith Alumnae Associaation to be involved with local education reform through the American Alumni Association. Katherine states that she believes that the club should stick to their original purpose and gives a rundown on the association charter (which is in short to foster a sense of community among graduates). Katherine also tries to frame the college’s decision in such a way that it makes them look like they are progressive and still in support of the idea of school reforms by quoting Sophia Smith’s outlook on education and what she wanted women to learn at Smith college and that Smith was to provide " ...education equal to those which are afforded now in our colleges for young men." It is interesting to see how Smith handled and justified not getting directly involved with education reform movements. Cowen frames her argument against Isenberg's proposal in such a way that Smith is still cast in a progressive light. Cowen also mentions classes Smith should offer that were progressive as outlined in Sophia Smith's will, such as mathmatics and physical education. While Cowen does not actively discorage members from participating is is clear that Smith College did not want their name directly tied to any movement for education reform. While Cowen made her case that Smith advocates for educational equality, it is clear that the type of education a person recieved was still highly gendered at this point in time. However Smith College did approve another graduate to attend the American Alumni Association's Seminar on Public Responsibility and paid for some of the tution.
University of Memphis Libraries
June 19, 1961
Digital Image © 2016, University of Memphis Libraries Preservation and Special Collections Department. All rights reserved.
Letter from Mrs. Nell Richmond to Julie Isenberg
Education
This letter is written by Nell Richmond, wife of the president of Smith College and head of the Alumnae Association, in response to Isenberg's intrest in expanding the Alumnae Association's involvement in education reform at local levels. Richmond stated that the college will agree to send another representative to the American Alumni Association's Seminar on Public Responsibility (an organization of college educated men and women seeking to improve education in areas of history and goverment) for that upcoming year, however the college would not support direct chapter involvments with local education reform movements. Richmond plainly stated "... to a woman, we felt that it is not the place of the Alumnae Association to recommend that Smith clubs as such take up the better-ment of local education as a club activity." While Richmond urged that Smith alumnae should become involved in such matters, she stressed that they should do so on an individual level. Richmond reiterated that " We cannot begin to have political overtones.." This letter illustrates that while major strides had been made for women in education by the 1960's, education and the public sphere were still very much divided by gender lines. Isenberg recognized the importance of education reform and that it would allow women to become better informed voters and better able to advocate for their own political interests.
Mrs. Nell Richmond
Collection: 276 Box: Folder:3
University of Memphis Libraries
June 15, 1961
Digital Image © 2016, University of Memphis Libraries Preservation and Special Collections Department. All rights reserved.
Postcard from Mary Louise Reilly to Julie Isenberg
Education
This document is a letter written by Mary Louise Reilly, a Smith College alum, to Julie Isenberg in regards to an article Isenberg published in the Smith Quarterly (a publication for and put together by alumnae). In this postcard Mary Louise Reilly agreed with Isenberg’s proposals to reform education with specifically as it pertained to areas of history and government. Isenberg was particularly concerned with properly educating people so that they would become responsible and well informed citizens and voters. Reilly who was active in the League of Women voters and was a retired educator echoed Isenberg’s concerns about the “ignorance, apathy and irresponsibility of the majority of our so-called educated citizens.” Reilly’s letter in support of Isenberg’s reform ideas and call to action on the part of educated women depicts a moment in time where women were beginning to more actively participate in and advocate for their involvement in education and politics. Breaking gendered notions of what should be taught in education was key to women participating more fully in politics and effecting social equality.
Collection: 276 Box: 1 Folder: 3
University of Memphis Libraries
November 24, 1960
Digital Image © 2016, University of Memphis Libraries Preservation and Special Collections Department. All rights reserved.