Steven A. Stofferahn | Teacher History: Student Historians, Faculty Biographies, and the Alma Mater | The History Teacher, 42.3

Teacher History: Student Historians, Faculty Biographies, and the Alma Mater

Steven A. Stofferahn
Indiana State University

WHEN MY DEPARTMENT CHAIR ASKED ME a few years ago to take over as faculty advisor to our university's chapter of the Phi Alpha Theta history honor society, I readily accepted. Not only would it provide a great opportunity to get to know some of our best students better, it would also help a junior faculty member like myself fulfill part of his service responsibilities. While I was certainly eager to do my best, I must admit that at least part of my willingness may have stemmed from the assumption that advising an honorary society need not impose serious restrictions on one's schedule. Two years later, I am much the wiser, knowing now how much time and energy such a position can demand. But for all that, the decision to take up those duties has proven to be one of the wisest moves I have made, largely (and ironically) because of the most time-consuming part of the job—organizing and editing the chapter's Faculty Biography Project. What follows is a brief account of the development of this particular activity, an assessment of its potential benefits to students, teachers, and institutions alike, accompanied by a few exemplars, in the hope that the idea may prove useful to other teachers seeking to put their own students or advisees in touch with history in new and unexpected ways.

As I began my work as the Phi Alpha Theta faculty advisor, my thoughts turned almost exclusively to the spring initiation ceremony. Honorary society ceremonies can be lovely affairs, not just as formal acknowledgments of classroom excellence, but also as venues in which students and their loved ones can socialize with faculty in a memorable way. On the other hand, they can also be anticlimactic and backward-looking. In brainstorming ways to avoid that pitfall with our own ceremony, the idea emerged of having the students showcase their ongoing practical achievements as historians-in-training. Since such a showcase ideally would be germane to the field, I decided that in addition to paying the initiation fee, each new member would be asked to perform a meaningful historical task. But because the national organization has no such requirement (a fact I conveniently chose not to share with new inductees), and because students have so many demands on their time, I knew the task would have to be reasonable and relatively brief. Inspired, then, by some of the figures I had recently encountered in William O. Lynch's A History of Indiana State Teachers' College (1946), I decided it was high time the students learned a little more about those who had taught history at their own alma mater. Thus was launched Phi Alpha Theta's "Faculty Biography Project" at Indiana State University in the fall of 2005.

While the ultimate goal was to have each student research and write a short biography on a past faculty member, it soon became clear that a good deal of preparatory work would have to be done in order to get the project off the ground. The first order of business was to compile a detailed list of all of the emeriti history teachers dating back to the institution's beginnings in 1865. Essential to that task was the help of several campus offices, not least of which being the library and archives. Fortunately, Indiana State University is blessed with a well-organized and efficiently run University Archives division, headed by a very knowledgeable archivist who soon shared my excitement for the nascent project. I also discovered several other quarters of support in the process, including the university's new Center for Local History and Culture, the Wabash Valley Visions and Voices project, the Vigo County Historical Association, and the Vigo County Library. As a result, over the next few months, I was able to compile a fairly complete database featuring each former faculty member's name, years of service, subjects taught, works published, relevant biographical sources, and occasional trivia, having culled such information from old faculty files, alumni and staff registers, course catalogues, college handbooks, newspapers, yearbooks, telephone directories, Master's theses, presidential memoirs, and Lynch's book. It was time to hand it over to the students.

Early in the spring semester, I met with the future initiates to go over the specific project parameters (see Appendix I). As part of that meeting, the university archivist kindly agreed to present a short lecture on the school's history in order to provide some context for the task at hand. Each student was then given the opportunity to choose a subject from the prepared list—hailing, it was hoped, from whatever era the student found most interesting. Some subjects, it should be noted, were living emeriti or recently deceased emeriti with surviving spouses who could still be interviewed, either in person or over the phone. This presented both an opportunity and a challenge, since this would be some students' first experience with oral history. I therefore took great pains in the instructions to try to help them prepare for this possibility. I also made a point of contacting those former faculty members beforehand, not only to spare students the shock of "cold-calling," but to make sure the subjects would be amenable in the first place. (Not surprisingly, almost all of them were.) I likewise assured the latter that they would be able to review the finished essays, either giving or withholding permission for eventual publication on the organization's website. That accomplished, the students were given a deadline and turned loose, leaving me to hope for the best.

Recalling that the whole point of this exercise was to give advanced students the chance to showcase their talents for their peers, family, and teachers, it should have come as no surprise how enthusiastically they threw themselves into the project. Indeed, the vast majority of the resulting essays truly did exhibit the skills we all try so hard to foster in our classes, including original research based on primary documents, insightful analysis, attention to historical context, and polished composition. It undoubtedly helped, of course, that much of the source material was conveniently located at the University Archives, and that the archivists were well-prepared to steer the students toward the most profitable files. The fact that many of the past faculty or their surviving spouses were available for interviews must also have piqued interest in the project, giving the students the opportunity to assume the most active part of the historian's role. Having put these advantages to good use, it was clear that most of the authors accordingly invested serious time and energy in tracking down interesting details, especially through personal interviews.

Inevitably, a few students never quite finished their assigned biographies, despite having done much of the legwork. They were still admitted to the society, however, with the optimistic proviso that they complete the work as soon as time allowed. (Since I am still waiting, it appears increasingly likely that those particular subjects will need to be reassigned to some fortunate future members.) Happily, though, this has been the exception, as almost all of the resulting essays went above and beyond the call of duty. Some were downright impressive, requiring very little editing on my part before being posted to the society's website (accessible via the "ISU Phi Alpha Theta Chapter" link featured on the Department of History's homepage: <http://www.indstate.edu/history>). Indeed, two of the most memorable essays have been reprinted here for the convenient perusal of the journal's readers (see Appendix II).

Having successfully completed their task, the new initiates rightly received the congratulations of impressed family members, friends, faculty, staff, and administrators at the reception following the spring initiation ceremony. And while a job well done may be its own reward, the participants also came to discover that the project carried with it several unexpected and wide-ranging benefits. Particularly relevant for those pursuing careers in academia, journalism, or other writing-intensive fields was the promise of their work's publication. In this regard, the chapter's website slowly but steadily has been posting the edited essays for all to see—including potential employers or members of admissions committees. Although a small start, it is eminently clear that the use of the internet as a forum in which to disseminate scholarly work of all kinds is only going to intensify in coming years. That being so, we can do our students a great service by helping them get "published" online, while also instilling a more nuanced appreciation for refereed and reputable venues.

It was also heartening to see several other constituencies of the university community benefit from the project. Although it generated an increased workload for them, I do think that our university archivists genuinely enjoyed working with so many bright students on an endeavor focusing explicitly on the school's heritage. I suspect that the project may even have boosted the morale of the archives staff, whose work is all too often underappreciated. The fact that we chose to hold the initiation ceremony in the heart of Normal Hall (the old library building and current home of University Archives itself) resonated very well with the students and the staff alike, particularly as it drew some added attention to needed renovations. It can also be said that partner entities, including the county library, historical association, and ongoing local history ventures both contributed to and benefited from the project, since many students gravitated toward these resources in the preparation of their essays. The national organization, too, may profit from the endeavor, as it not only puts Phi Alpha Theta's professionalizing ideals into practice, but also binds the new initiates closer to the honor society—membership in which is granted, after all, for the rest of their lives. And not least, I believe the project has likewise played a valuable role among the faculty, both past and present. If as historians we see the value in preserving the memory of cherished institutions, we as human beings tend to wonder about our own place in that history, and whether anyone will remember us a century from now. Our own narcissism notwithstanding, there is solace to be found in knowing that someone, perhaps, will take the time to make a record of our professional contributions when we retire.

And what of the university itself? Every institution naturally has its own distinctive story to tell, each phase of which bears a unique imprint. At a time, however, when enrollment concerns are driving so many colleges and universities to attract students with the promise of future amenities, one wonders whether such an emphasis obscures an appreciation of the past, even among those currently enrolled. It seems well worthwhile to encourage our present students to look actively into the history of their alma mater, particularly as reflected in the lives of those who loomed large in their chosen field of study. In our own case, I am often surprised at how little is known about the university's nineteenth-century roots as a path-breaking Normal School, or about the courageous faculty and staff who gave so much of themselves for the sake of the institution in those early years. One goal, then, of launching the Faculty Biography Project was to make at least some of those stories more accessible, and in the process to encourage a stronger bond between the alma mater and some of her brightest graduates. After all, today's students are tomorrow's alumni, and it is only with their active support that our own institutions will continue to flourish—and, incidentally, continue to employ historians.

On a concluding personal note, I must confess that perhaps no one has benefited more from the project than I have. Pressing demands often prevent new faculty—even historians—from taking the time to explore the background of their new academic homes. This was certainly true for me. More than anything else, then, it was through the extensive preparatory work for this particular project that I became intimately aware of my university's rich history (whether as the Indiana State Normal School, the Indiana State Teachers' College, Indiana State College, or Indiana State University), thereby gaining a more meaningful sense of my own place here. In an age where few faculty members hail from the region in which they ultimately find employment, the potential benefits of helping at least some of them find that sense of place are manifold.

Its many advantages notwithstanding, the Faculty Biography Project clearly has its limitations. The time and energy required can be hard to find, both for the students and for the advisor. Not everyone has a bent for institutional history, either, and many get quite enough exposure to fellow faculty members at committee meetings without also having to supervise their biographies. The project as described here may also be geared toward a post-secondary environment, presuming, perhaps, a certain skill set among students. With a few modifications and some time allowance, however, the project could undoubtedly flourish in a high school history or social studies course as well (and perhaps already has). And finally, there are only so many past faculty members. In our own case, I foresee finishing up the past history faculty in just another few years. What then? Is it on to other departments? That challenge will present itself soon enough. For the time being, I will simply look forward to seeing what else the students discover about those old history teachers.

Appendix I

Faculty Biography Project Guidelines Phi Alpha Theta, Indiana State University 2005–2007

PURPOSE: As historians, we have a special duty to preserve the heritage of institutions we value. We therefore undertake this biographical project in order to honor the work and preserve the memory of those who have dedicated their professional lives to the study and teaching of history at Indiana State Normal School, Indiana State Teachers' College, Indiana State College, and/or Indiana State University—your alma mater.

PARAMETERS: Each initiate will, in consultation with the advisor, choose one past faculty member (either living or deceased), research his/her professional career, and compose a short biography of about three or four double-spaced pages in length. A list of past faculty members, their approximate dates of service, and potential sources of information will be made available. Your contribution should be submitted electronically via e-mail attachment or on CD in two parts: text (in Word format) and image (digitized photograph). At the end of the essay, be sure to include your name and a list of works cited, along with a separate list of the faculty member's own published works (following Chicago/Turabian style). As the essays will eventually be posted on the organization's website, you will be able to list this publication on your résumé.

Preferred initial subjects will be emeriti faculty still available for interview (either in person or over the phone) or recently deceased faculty whose surviving friends or family are able and willing to provide helpful information. If possible (and if amenable to the subject), these interviews should be tape- or video-recorded, with a copy then deposited with University Archives. Although each subject will be unique, the biography should endeavor to address most of the following: basic biographical details (name, date/place of birth/death, education, dates of service, etc.); some reference to family life (spouse, children, etc.); particular field of expertise; scholarly activities and distinction (books/articles published, awards received, reputation held in the profession, etc.); overview of his/her tenure at the institution (courses taught, administrative activity, distinguished service, etc.); and recollections by peers and/or students. Of course, in researching your subject you may well discover other interesting information, so by all means, incorporate such details into the finished product. Also, do not forget about context. What was going on at the school/college/university when the faculty member was working here? And how about outside academia? It matters a great deal, for example, to know whether the person was on staff from the school's inception, or during the Great Depression, or during the late 1960s, or whenever. What was the nature and mission of the institution at that time? Were these reflected in the faculty member's professional life? Such questions may be impossible to answer given the available source material, but you may be surprised what comes up. The university archivist's presentation will give you some initial insight here, as will the historical essay posted on the University Archives website.

RESEARCH: This project will provide you with the exciting opportunity of putting your historical training to work. It is your challenge to dig into the available resources to come up with the best biographical essay you can. Good starting places will include the sources listed next to each faculty member on the spreadsheet circulated at the organizational meeting (a copy of which you will receive via e-mail attachment). Various histories written thus far on ISU (all of which are on reserve at the library) may also provide valuable individual and contextual details; see the list below. Beyond these, University Archives in Normal Hall will be your best bet. Luckily for us, an impressive amount of material (including old yearbooks, photos, etc.) has already been digitized and posted on the web at the following address: http://www.indstate.edu/archives/. If you do go to the archives (and I strongly encourage you to), the university archivist will be glad to assist you. Do remember, though, that she has many demands on her time, so before you engage her services, give careful thought to the questions you are asking, and what kinds of sources you are most interested in finding.

INTERVIEWS (if applicable): To streamline the process, I have already contacted each subject to let him/her know that you will be calling to set up a time for an interview. In most cases, you will be able to meet in person, either at the person's house or at a neutral location here on campus (e.g., the History Conference Room, the Library, etc.), but in certain cases, a telephone or e-mail interview will be in order. As mentioned in the guidelines, it would be ideal to record the interview, but be sure to clear this with the person first. Recording equipment can be checked out free of charge from Audio-Visual Services. Allow between thirty and sixty minutes for the interview. Remember that your purpose is not just to pepper the person with simple yes-or-no questions; rather, you should approach this as an opportunity to view the department and university through the eyes of someone who played an important role in shaping its past. Ideally, the session will resemble more of a free-flowing conversation than a formal interrogation. The goal should be to guide the person through a directed monologue of sorts, making sure to address core issues, but also allowing for unexpected digressions. In most cases, there should not be much of a problem in getting the person to talk; most faculty members are loquacious anyway and are pleased to share their memories with engaging students. Do tell them, however, that they are free to choose not to answer any question they deem inappropriate. If this happens, just move on.

Before you conduct the interview, do your homework. It is a sign of respect and professionalism to be well-briefed going in. So try to assemble as much relevant information on your assigned person as possible, and read up about that particular span of ISU's history. It would make an especially good impression if you were to read some of the person's published work prior to the meeting. The resources cited on the project guidelines should get you started, but University Archives will offer further contextual information. Particularly in cases of face-to-face interviews, showing the person an old photo of him/herself, the department, Stalker Hall, etc. might serve as a great conversational springboard and elicit some colorful stories as well. One last thing: remember that whatever you learn will have to be compressed into a fairly short space, and that your essay will be posted on the organization's website. So if a little dirt surfaces (which is possible), you will have to use some discretion in deciding whether to pursue it—knowing, of course, that it would probably be inappropriate to include such information in this particular essay. In any case, if the person does choose to use this occasion to vent about past issues, just keep moving along, and figure out what to do with the information afterwards. Above all, have some fun!

INTERVIEW QUESTIONS (if applicable):

What are your basic biographical details (e.g., name, birthplace/date, parents, education, prior employment, dates of employment at ISU, retirement situation, etc.)?

What family information would you be comfortable with appearing in the biography (e.g., siblings, spouses, marriage dates, children, grandchildren, etc.)?

Why did you become a historian? What drew you to the field?

What do you remember most about your own education, particularly your graduate training? Did you have any particularly influential mentors?

What was the state of the university and/or department when you first started working at ISU?

How had the situation changed by the time you left? What change(s) made the biggest impression on you?

What challenges did the university and/or department face during your time here? How did they handle them? What were the results of those actions?

What sticks out most in your mind about your time at ISU?

If you could have been dictator for just one day, what one thing would you have realistically changed about the university and/or the department?

What courses did you teach? What was/were your favorite(s)?

How would you characterize ISU students when you were teaching? How did they change over the years?

What was your favorite research project? What made it particularly edifying?

In what regard do you think you best served the university and/or community?

What was your best day at ISU? What made it so? (How about your worst day?)

Do you have any particularly fond memories or interesting anecdotes about your former colleagues?

Are you undertaking a research project at the moment? If so, what is it?

What do you most enjoy about retirement?
et alia

POTENTIAL SOURCES (R = library reserve; UA = University Archives):

Allen, Max P. History of the Indiana State Teachers College. Thesis, Indiana State Teachers' College, 1930. (R) (includes a helpful bibliography, especially for earlier histories of the college)

Baker, Catherine, ed. Your ISU Community in History and Legend. Dubuque: Kendall, 1999.

Edington, William E. "Indiana Normal School, 1870–1908." Normal Advance. June 1908. (UA) (includes large number of faculty photographs)

Landini, Richard G. Owls and Sycamores: The Life and Times of Indiana State University and Its President, 1975–1992. Terre Haute: Indiana State University, 1999. (R)

McAllister, Jean Anne, ed. Centennial History of Indiana State University, 1870–1970. Terre Haute: Indiana State University, 1970. (R)

Lynch, William O. A History of Indiana State Teachers College. Terre Haute: Indiana State Teachers' College, 1946. (R)

Rankin, Alan C. Challenges and Opportunities: A Memoir of Indiana State University in Transition. Terre Haute: Indiana State University, 1998. (R)

Tirey, Ralph N. Exciting, Exacting, and Expansion Years at Indiana State Teachers College, 1934–1953. Terre Haute: Indiana State Teachers College, 1953. (R)

The Status of Faculty Women at Indiana State University. Terre Haute: Indiana State University, 1972.

Board of Trustees Minutes (UA)
College/University Bulletins and Catalogues (UA)
Phone Directories (UA)
Photograph Files (UA)
Alumni Register of 1930 (UA—online)
The Sycamore (UA)
The Normal Advance (UA—partially online)
Indiana Statesman
Terre Haute Tribune
et alia

DEADLINE: The biography and supporting materials will be due on March 29th. This will provide time for the essays to be edited and posted on our chapter's website in advance of the Phi Alpha Theta initiation ceremony, during which the fruits of your labor will be unveiled to those assembled. If you have any particular questions on the project, or run into unforeseen difficulties, feel free to contact me. Best of luck!

Appendix II

Faculty Biography Project Exemplars Phi Alpha Theta, Indiana State University 2005–2007

Francis Marion Stalker
Indiana State Normal School
1892–1929

In his thirty-seven years at Indiana State Normal School (ISNS), Francis Marion Stalker made an immense impression on the fields of Education and History. His impact was so great, in fact, that he had a new department created for him and two campus buildings were honored with his name. A native of Bedford, Indiana, Stalker received his A.B. and A.M. from Princeton University in 1884 and 1887, respectively. After having acquired teaching experience at rural schools, high schools, a private academy, and as a superintendent, he became part of the Normal School faculty in 1892.

Francis Marion Stalker, ISNS, 1892–1929

��Stalker began his career at ISNS as a Second Associate in the Department of Psychology and Methods. In the summer of 1894, he joined with fellow faculty members Robert G. Gillum and Louis J. Rettger to offer the first summer courses to students. For a fee of ten dollars, students could enroll in two courses spanning five weeks, including Saturday mornings. In 1898, the six-week summer session, which developed out of the original five-week session, was made an official term. In addition to furthering students' education by introducing summer terms, Stalker, along with Charles Madison Curry, created a new professional journal in 1895. The Inland Educator offered a variety of articles concerning the educational process. Contributors' articles from across the state were edited by Stalker and Curry, an ISNS professor of English. In 1900, the Inland Educator merged with another publication, the Indiana School Journal, to form The Educator-Journal.

��In 1898, Francis Stalker became the president of the Indiana State Teachers Association (ISTA), devoted to providing "the resources necessary to enable local affiliates to advocate effectively for members and for public education." Formed in 1854, the Association had been one of the driving forces behind the creation of ISNS itself, arguing that a Normal School was essential for the proper education of teachers. Stalker devoted much of his tenure as president to strengthening the organization, noting especially that teachers needed "a closer organization between regional teachers' associations and the ISTA."

��In 1904, Stalker was promoted to the rank of Professor in the newly created Department of History Education. After serving as Dean of History Education for nineteen years, Stalker took on broader duties as Dean of Education in 1923, a position he retained for the next four years. Although he retired in 1929 and died in 1930, his influence was long-lasting. He is remembered, for instance, for his generous donations to the Cunningham Memorial Library's Indiana Collection. The most palpable sign of his impact on the institution, however, came in 1936 when the Model Training School Building was renamed Stalker Hall. In 1940, a dedicatory plaque was installed in the foyer of the building, bearing its namesake's well known "Educational Creed":

To have and to keep a sane healthy soul in a sound healthy body; To think straight; To appreciate beauty in nature, in fine arts, and in the deeds of men; To act nobly; To work skillfully with the hands as well as with the head; To realize that there is work to be done in the world; Above all to be consumed with a burning desire to do a full share of the world's work—These are the marks of a completely educated man or woman.

��When the original Stalker Hall was demolished in 1952, the Education and Social Studies Building took its place on the same site in 1954. Twelve years later, in 1966, the Indiana State University Board of Trustees renamed it in his honor. Appropriately enough, Stalker Hall now houses the Department of History. One may also find his creed prominently displayed in the building's main lobby, where it continues to inspire members of the Indiana State University community.

Lauren Wenning
2006 Initiate

References
Indiana State Teacher Association. Advancing the Cause of Education: A History of the Indiana State Teachers Association, 1854–2004. West Lafayette: Purdue University, 2004.

Francis Stalker personnel file. Indiana State University Archives. Terre Haute, Indiana.

Lynch, William. A History of Indiana State Teachers College: Indiana State Normal School 1870–1929. Indianapolis: Book Walter, 1946.

"Training School 1905." Indiana State University Archives. 2005. Internet. Available from <http://www.indstate.edu/archives/architecture/buildings/training/trainingschool.htm> (accessed April 5, 2006).

"Stalker Hall 1954." Indiana State University Archives. 2005. Internet. Available from <http://www.indstate.edu/archives/architecture/buildings/stalker/stalker.htm> (accessed April 5, 2006).

Vancil, David. Interview by Lauren Wenning. April 6, 2006. Terre Haute, Indiana. Written notes.

Early Women Faculty
Indiana State Normal School
1870–1922

In 1972, Indiana State University president Alan Rankin and other administrative officers issued a report titled "The President's Commission on the Status of Faculty Women at Indiana State University." The contents of this document describe at length the lack of support given to women faculty on campus, and what actions the University planned to take to remedy the situation. Coming at a time of great social change for women, the report was readily accepted by most of the Indiana State University community. Clearly the institution had come a long way since its beginnings a century earlier, when such a report would have been unthinkable. During its early years, the number of women faculty at the Indiana State Normal School (ISNS) was not high, and hiring practices that favored men over women were often tacitly accepted and even approved. It is also true, however, that many of the women who taught history in the early years of ISNS were nevertheless able to overcome many adversities to become influential personages at the school and beyond, despite the greater perceived popularity of their male colleagues.

Mary Bruce, ISNS, 1870–1879

��One of these women was Mary Bruce, who joined the faculty in 1870. Born and raised in Aurora, Illinois and educated at the Oswego Normal School in New York, Bruce had received superb training in the art of teaching prior to her arrival at ISNS. Her first teaching assignment was in the Department of History and Geography, and many later staff directories continued to record this as her principal area. However, it was only for a short time that Bruce taught this subject, as she was soon reassigned to teach English and Composition. In this role, she became a close confidante of President Jones, who is said to have had great admiration for her abilities. They developed a sense of camaraderie as fellow scholars and were close friends outside of academic life. In fact, she even gave President Jones and his wife $1,000 for the purchase of a farm in 1873.

��Applying a great deal of effort in her first few years at ISNS to the production of a pamphlet on the basics of English grammar, Bruce and President Jones worked tirelessly to complete their Lessons in Thinking and in Expressing Thought. Published in Terre Haute and distributed privately to her students, this instructional book on grammar and composition formalized the teaching of the subject for Indiana State Normal School. This work, which is still accessible in the Special Collections unit of the university library, was referred to numerous times by several grammar professors after Bruce, most notably in an English textbook by Professor Wisely. Her contemporaries later noted that few professors of the time took as much initiative in the development of critical thought for students as did Mary Bruce.

��Bruce continued these successful teaching methods until she was overcome by illness in 1879 and forced to resign. Although her resignation was more than likely due to illness, there were also rumors of her dissatisfaction with President Jones' successor, George Brown, who apparently tried to impose upon her his own teaching style during the later years of her tenure. These rumors were corroborated in part by the simultaneous resignations of six other professors. As William Lynch noted in his history of the institution, Brown was fond of the teaching ideas of both Jones and Bruce, but had theories of his own that he wished to implement into the English and Composition curriculum. He ultimately found some success in this effort, but not without meeting stiff resistance. In any event, it is just as likely that Bruce's resignation did in fact stem from poor health, considering that she died just a few months after leaving the school in September 1879.

Lucy Salmon, ISNS, 1883–1887

Another prominent faculty member of the early years of Indiana State Normal School was Lucy Maynard Salmon. Born in New York City in 1853 to George Salmon and Maria Maynard, a former school teacher, the young Salmon was instilled with a sense of hard work, determination, and independence. She lived a relatively simple life at home, helping her mother maintain the house and learning the art of home economics. Salmon was determined, however, to move beyond the domain of domesticity—a drive stemming, perhaps, from jealousy of her brother Pomeroy's greater prospects as a male. As her natural talents for history became increasingly evident, she decided to pursue a career in the field, with her family's blessing.

��When Salmon was ready to leave home to attain advanced training, she chose to attend the University of Michigan, no doubt attracted by the liberal reputation it enjoyed at the time. In the course of her studies, she became a superior student of history with a profound interest in the subject of women. While in Ann Arbor, she had several opportunities to speak out on what she believed to be clear injustices against women. She carried these lessons with her after graduation when she was suddenly faced with the daunting task of finding a job that would support her in a depressed American economy following the panic of 1873. She finally found a position as a high school teacher in McGregor, Iowa, in spite of discriminatory hiring practices. Once there, however, Salmon found the job disagreeable because of the amount of disciplinary action she was forced to take against the male students who often blatantly challenged her authority. Nevertheless, she eventually became the principal of the high school, resigning the post in 1882.

��In 1883, she returned to the University of Michigan to compose a Master's thesis under the supervision of Professor Charles K. Adams. Not long after its completion, she was recommended for a professorship at Indiana State Normal School. Though initially hesitant, the prospect of teaching history was far too alluring not to accept. Once there, however, Salmon soon grew skeptical that she would ever enjoy much influence among the faculty, and even went so far as to publicly criticize the school itself for its tendency to "put the cart before the horse." But despite all this, Salmon went to work and won the respect of her colleagues for her well-structured explanations of the nature of historiography.

��Most of Salmon's time at ISNS was either spent working with other organizations or on academic leave while she pursued further graduate study at Bryn Mawr in 1886–1887. In 1884, she became the first person from Indiana to join the newly formed American Historical Association, and one year later, she had the opportunity to present part of her thesis before one of its meetings. Entitled "The History of the Appointing Power of the President," the paper was of great interest to contemporary proponents of civil service reform such as George W. Curtis. She left Indiana State Normal School in 1887 after only four short years to accept a professorship in history at Vassar College. It was there that she became one of the nation's most renowned female historians, and gained special recognition through her appointment in 1896 to the American Historical Association's "Committee of Seven," which was given the charge of advocating for history's place within the American school curriculum. Her students at Vassar admired her immensely and continued to praise her work and determination over the next thirty years. Then in 1927, while sitting pensively at her desk, Lucy Salmon died of a stroke. She was seventy-four years old.

Maria Jacobs, ISNS, 1921–1922

��Many other influential female professors of history passed through ISNS after Mary Bruce and Lucy Salmon, even if many of them, too, eventually spent their careers elsewhere. These include Agnes Rounds, who taught history in 1886; Gladys McClung, who taught European history in 1917; and Maria Jacobs, who taught the history of education from 1921–1922. Their reasons for leaving are vague at best, which may cause one to wonder about the nature of the hiring and treatment of women in the early years of the institution. Considering the knowledge and skill level of Mary Bruce and Lucy Salmon, it is hard to believe that there were not more women like them, and even harder to believe that they could be so utterly overshadowed by their male counterparts. With this background in mind, the tenor of the 1972 report on the status of faculty women may be all the more understandable, as it clearly provided a new perspective, not just on the history of women at Indiana State University, but in academia as a whole.

Sean Stewart Eisele
2006 Initiate

References
Allen, Max P. History of the Indiana State Teachers College. M.A. Thesis, Indiana State Teachers College, 1930.

Brown, Louise. Apostle of Democracy, The Life of Lucy Maynard Salmon. New York and London: Harper and Brothers, 1943.

George Brown personnel file. Indiana State University Archives. Terre Haute, Indiana.

Lynch, William O. A History of Indiana State Teacher's College. Terre Haute: Indiana State Teachers College, 1946.

Mary Bruce personnel file. Indiana State University Archives, Terre Haute, Indiana.

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