Our Sharing Student Scholarship blog posts showcase original scholarship written by Baylor students who conducted research using primary source materials in The Texas Collection. This post is the the third of five in a series of blog posts written by graduate and PhD students from the Fall 2018 Foundations & History of Higher Education Leadership course.
by Sarah Madsen, Beth Cooper, Allison Combs, Marcus Franklin, and Hannah Glisson
Students at Baylor University during the turn of the twentieth century were highly passionate about their time at Baylor. Whether involved in creating student publications, participating in athletics, or answering the call to come home, Baylor students began creating traditions that can still be seen in campus culture to this day.
During this period, The Baylor University Annual was created as the first yearbook— a place where students truly began to tell their own story. Early editors gathered photos, stories, and student experiences that helped document their Baylor experience. The creation of TheAnnual preceded The Lariat, Baylor’s student newspaper, and ultimately functioned as the foundation for The Round-Ups, Baylor’s official yearbook.
Our Sharing Student Scholarship blog posts showcase original scholarship written by Baylor students who conducted research using primary source materials in The Texas Collection. This post is the first of five in a series of blog posts written by graduate and PhD students from the Fall 2018 Foundations & History of Higher Education Leadership course.
by Beth Benschoter, Delacy Carpenter, Liya Scott, and Zach Mills
The transition from the 19th Century and into the 20th Century was a time in American higher education of innovation and reform. Although within a matter of decades a uniquely American identity of higher education would emerge, at the turn of the century institutions were still experimenting, specifically with curriculum (Thelin, 2011). This was certainly true of Baylor University and from ~1890-1910, Baylor was exploring many curricular innovations, some lasting and others not. Four specific curricular changes that emerged during this time were: the construction of a new science building; a military science department; a growing religious curriculum; and a school of oratory.Continue Reading
For the last few weeks, we’ve been putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. We’ve already looked at Curriculum, Finance, Students/Student Groups, and Access. This final week we’re looking atReligion at Baylor, with papers examining Baylor’s relationship with the BGCT, the beginnings of the Baptist Student Union, and the role of Samuel Palmer Brooks’ faith in maintaining Baylor’s Christian identity. Did you know that…
The Baptist Young People’s Union was one of many existing groups that would fall under the Baptist Student Union’s umbrella after the latter organization was formed in 1921.
Out of concern over the evolution controversy, the BGCT formed a textbook commission with Samuel Palmer Brooks at its helm; however, the challenge of how to select textbooks for all departments and courses quickly showed itself to be unwieldy and the idea was dropped. Learn more…
The Baptist Student Union worked with the university to hold a revival every year, with regular classes canceled for five days—the revival was considered a part of the coursework in the academic catalogue. Discover more…
People from all over were aware of Brooks’ faith and knowledge of the Bible, to the point that people as far away as Missouri sometimes wrote to him asking theological questions. He would reply if he could, but always with the disclaimer, “I am not a theologian.” Read more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next couple of weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. We’ve already looked at Curriculum, Finance, and Students/Student Groups. This week we’re looking atAccess at Baylor, with papers examining the establishment of Baylor’s first men’s dorm (Brooks Hall), the university’s increasing prominence, and the Baylor woman’s educational experience. Did you know that…
Samuel Palmer Brooks Hall was the first men’s residence hall on campus–before it was built in 1921, Baylor men lived off campus in rooming houses and other accommodations. Brooks provided the increased male population with another option of where to live, as well as a sense of community.
Remember how administrators were concerned about the decreased men’s population at Baylor? Well, the establishment of the business school, plus the construction of Brooks Hall, seemed to help—male enrollment saw a 25% increase between 1923 and 1924. And the residential culture appears to have encouraged men to stay successful and active on campus. Learn more…
Master’s programs were just one way Baylor grew in the 1920s—two master’s degrees were conferred in 1913-1914, while 18 were earned about ten years later in 1924-1925. Read more…
While women’s curriculum at the time emphasized teaching, the arts, and nursing, women did take advantage of the newly established journalism program (within the business school), and they accounted for about half of the Lariat staff through the 1920s. Discover more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next few weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. We’ve already looked at Curriculum and Finance. This week we’re looking atStudents/Student Groups at Baylor, with papers examining the beginnings of new student orientation, the cultivation of the campus environment, and the Baylor community’s response to tragedy. Did you know that…
Telegrams received by Baylor University following the loss of the Immortal Ten. Such telegrams from schools and individuals across the country fill a scrapbook in the Texas Collection.
President Samuel Palmer Brooks taught a year-long freshman orientation course, with topics ranging from Baylor history to selection of vocation to social law and order. (One class was subtitled, “Suppose the freshman class shipwrecked on an island. What would they do?”) Discover more…
Student organizations begun in the 1920s include Yell Leaders, the Baptist Student Union, the Nose Brotherhood, and the Freshman Student Organization…all of which still exist in some form today! Learn more…
The term “Immortal Ten” was coined within one day of the bus-train accident that took the lives of 10 Baylor students in 1927. Read more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted onblogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next few weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. Last week we looked at Curriculum. This week we’re looking atFinance at Baylor, with papers examining gridiron finances and the town-and-gown relationship as seen in the Greater Baylor campaign. Did you know that…
The Southwest Conference was formed in part to ensure that college athletics remained “sport for sport’s sake,” and that no one school had a greater advantage over another due to uneven financial means. Read more…
Baylor might have had the 1915 football championship on the Carroll Field sign, too, but a transfer rule in the newly formed Southwest Conference meant that Baylor had to forfeit the title. General photo files–Baylor–Buildings–Carroll Field.
When a proposal to move Baylor from Waco to Dallas arose in the 1920s (an effort intended to unite the university with the medical school and save money), the students, churches, and general Waco community rose up in opposition, helping to raise money for Waco Hall and other projects. Learn more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the second installment of an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the next five weeks, we’re putting up teasers about the fascinating Baylor history, 1921-1930, that Higher Education and Student Affairs students analyzed and shared on the Foundations and History of Higher Education class blog. This week we’re looking atCurriculum at Baylor, with papers examining the 1920s evolution controversy, the founding of the business school, and the developing Spanish department. Did you know that…
The Baylor University business school began in 1923 and became known as the Hankamer School of Business in 1959 when Earl C. Hankamer gave most of the money needed for the school to have its own building. This Windy Drum photo was taken shortly after construction was completed. Baylor–Buildings–Hankamer School of Business.
President Samuel Palmer Brooks was concerned that the student body, incensed by J. Frank Norris’ accusations against the university on the teaching of evolution might be incited to mob action by Norris himself as a publicity stunt in his favor. Read more…
One of the motivations for beginning the business school in 1923 was that Baylor’s male enrollment was dropping, as men were going to UT (where they could pursue business studies) instead of Baylor. Discover more…
Spanish faculty members in the 1920s sometimes were called on to teach other subjects, such as German and chemistry. (Fortunately, the professors in question did have background in those disciplines!) Learn more…
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have been posted on blogs.baylor.edu/hesabaylorhistoryproject and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is thesecond installmentof an annual accumulating project–see last year’s teasers here. Please visit again for future installments!
For the first five weeks of the spring 2013 semester, we’re putting up teasers about the fascinating Baylor history that Higher Education and Student Affairs students analyzed and shared on the class’ blog. So far we’ve explored students and student organizations, curriculum, finance, and access at Baylor. This final week we’re examining the role of Religion at Baylor. Students write about how non-Baptist students were received at Baylor, how Baylor students and administrators lived their faith, and how the BGCT interacted with Baylor. Did you know that…
Among the statistics one would expect in a university catalog—enrollment numbers, student hometowns, the denominational breakdown, and so forth—the Baylor Bulletin in the early 1900s also included the number of students who had converted to Christianity. Learn more about the dynamic at Baylor for non-Baptist students.
The formation of the Education Commission within the Baptist General Convention of Texas in 1897 helped free Baylor from the need to fundraise (temporarily), but also meant that the BGCT would be more involved with the university and its activities. Explore how Baylor and the BGCT interacted from 1900-1920.
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history between 1900 and 1920. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have now been posted on a University-hosted EduBlog site and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the first installment of an annual accumulating project–please visit again for future installments.
For the first five weeks of the spring 2013 semester, we’re putting up teasers about the fascinating Baylor history that Higher Education and Student Affairs students analyzed and shared on the class’ blog. So far we’ve explored students and student organizations, curriculum, and finance at Baylor. This week we’re exploring Access at Baylor, and students found that for women, students wishing to gain a more global education, and students lacking financial means, access could be limited. Did you know that…
While Samuel Palmer Brooks and other leaders supported women’s suffrage, traditional roles also were celebrated for Baylor women, for whom studies in the domestic sciences and arts were emphasized over other academic pursuits. Explore the constraints and opportunities for Baylor women in the early 1900s.
Foreign language clubs and visiting lecturers helped give students a broader worldview in the early 1900s. But professors who had traveled and studied abroad were the main resource for opening students’ eyes to the international community beyond Texas and the U.S. Learn more about how students learned about other cultures before study abroad became readily available at Baylor.
President Brooks allocated more than $13,000 (about $300,000 in today’s dollars) to tuition and other financial support of ministerial students in 1912. Discover other ways that Baylor responded to student financial needs, from scholarships to jobs to correspondence courses.
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history between 1900 and 1920. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have now been posted on a University-hosted EduBlog site and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the first installment of an annual accumulating project–please visit again for future installments.
For the first five weeks of the spring 2013 semester, we’re putting up teasers about the fascinating Baylor history that Higher Education and Student Affairs students analyzed and shared on the class’ blog. So far we’ve explored students and student organizations and curriculum at Baylor. This week we’re exploring Finance at Baylor, from how athletics activities were financed, to fundraising tactics employed by Baylor administrators, to how students earned money to pay for their Baylor education. Did you know that…
In 1915, alumni and Baylor’s athletics association raised $9,000 for a new bath house and grandstand to support Baylor football and other athletic endeavors. (With inflation, that would be around $200,000.) The 1915 grandstand seated only 1,000–seems small to us today, compared to the efforts for the new Baylor Stadium, but that was pretty big at the time. Read about how athletics were financed in the early 1900s at Baylor.
J.B. Tidwell (for whom Tidwell Bible Building is named) didn’t come to Baylor initially as a Bible and religion instructor–he gave up the presidency of Decatur College (another Baptist institution) in 1909 to serve as Baylor’s Endowment Secretary. In 15 months on that job, he raised more than $90,000–which would be more than $2 million in today’s dollars. Learn about the tactics Tidwell and other Baylor fundraisers used to persuade donors and organizations to support Baylor.
About one-third of the Baylor student body worked on campus to help pay for their education. Jobs ranged from library assistants to grounds keeping to teaching. Not so different from today! Explore other ways that Baylor students financed their education in the early 1900s.
We hope you’ll explore these blog posts and enjoy the benefits of the HESA students’ research and scholarship. If you’re inspired to dig deeper, most of their sources can be found in the University Archives within The Texas Collection and in our digitized materials available online in the Baylor University Libraries Digital Collections.
Background on this project: Students in the Higher Education and Student Affairs (HESA) masters program have taken on the challenge of creating original scholarship that adds to what is known about Baylor’s history between 1900 and 1920. As part of Dr. Nathan Alleman’s Foundations and History of Higher Education course, students were grouped under the five class themes: curriculum, finance, students/student groups, access, and religion. In collaboration with Texas Collection archivists and librarians, students mined bulletins, newspapers, correspondence, and other primary resources as they researched their topics. Final papers have now been posted on a University-hosted EduBlog site and grouped by their particular sub-topic so that patrons, researchers, and other interested persons could benefit from these students’ work. This is the first installment of an annual accumulating project–please visit again for future installments.
