330,529 research outputs found
Asa Mercer letter to Washington Territory Governor Pickering, introducing Ann Conner, May 24, 1866
No full textAsa Mercer wrote this letter to Washington Territory Governor William Pickering in order to introduce one of the Mercer Girls, Ann S. Conner, to him. Ann was on her way to teach school in Boise Ford. In the letter, Mercer asked that Pickering show her hospitality as she passed through Olympia on her journey.In 1864 and again in 1866, Asa Mercer, Seattle pioneer and first president of the University of Washington, led groups of young women known as the Mercer Girls on journeys from the East Coast to Seattle. These women were asked to come to Seattle to increase the numbers of marriageable women in the young city. They were also needed to fill jobs, mostly as teachers. Most, but not all, of the Mercer Girls did end up marrying and settling in the Puget Sound area. Ann Conner taught school in Elma, Washington, and married Mark Hartsuck in 1869
Receipt of payment and contract between Asa Mercer and Ann S. Conner for her passage on the steamship Continental from New York to Seattle, November 9, 1865
No full textReceipt for payment for passage on the steamship Continental belonging to Ann S. Conner, one of a second group of Mercer Girls brought to Seattle in 1866. The ship left New York on January 16, 1866 and arrived in Seattle on May 28, 1866.In 1864 and again in 1866, Asa Mercer, Seattle pioneer and first president of the University of Washington, led groups of young women known as the Mercer Girls on journeys from the East Coast to Seattle. These women were asked to come to Seattle to increase the numbers of marriageable women in the young city. They were also needed to fill jobs, mostly as teachers. Most, but not all, of the Mercer Girls did end up marrying and settling in the Puget Sound area. Ann Conner taught school in Elma, Washington, and married Mark Hartsuck in 1869
Asa S. Mercer reminiscence of life in early Seattle and the beginning of the University of Washington in 1861, n.d.
No full textOn a visit to Seattle to see his brother, Judge Thomas Mercer, early pioneer, civic leader and first president of the University of Washington, Asa S. Mercer, gives an account of early life in Seattle and the inception of the University of Washington in 1861 to a Seattle-Post Intelligencer reporter. He states that he helped dig a well when he first arrived in Seattle in 1861 and then worked on tallying lumber. He recalls Henry Yesler's sawmill and describes it as the "mainstay and backbone" of Seattle at that time. He also remembers a small Methodist church in the city and estimates that there were not more than 200 residents of Seattle in 1861. On a question regarding schools, Mercer mentions that he was the school's first president describes how he gave a speech at the school's dedication ceremony. He notes that he had to send out a circular to local logging camps in order to attract more students to the unviersity. He was able to get (by his estimate), "fifteen or twenty young fellows" as long as they were paid to chop wood. Mercer mentions past discussions he had with his brother Thomas, regarding how the territory would develop. Mercer mentions that he believed it too be too tough to grow anything while Thomas believed it would become a "great country." In response to a question about past settlers, Mercer recalls several pioneers including Henry Yesler, Dexter Horton, Dick Atkinson, Hillory Butler, Arthur Denny, Daniel Bagley, David Swinson "Doc" Maynard, and others.In 1854, territorial governor, Isaac Ingalls Stevens, suggested that a university for Washington Territory be established. The territorial legislature settled on Seattle as the setting for the school in 1858 but it was not until 1861 when appointed commissioners, Methodist minister Reverend Daniel Bagley, John Webster and Edmund Carr looked for a 10-acre site. As president of the commission, Bagley handled many of the land matters for the school. Arthur A. Denny, Edward Lander and Charlie Terry eventually donated land for the school in downtown Seattle. Situated between 4th Avenue, 6th Avenue, Union Street and Seneca Street, the Territorial University of Washington officially opened on November 4, 1861 with one instructor, Asa Shinn Mercer. In 1862, the Washington territorial legislature incorporated the school and appointed a Board of Regents. Throughout the university's early years, the university consisted not only of college curricula but also preparatory school curricula. The school faced constant changes in administration, enrollment and financial support in its first twenty years. In 1863, the school had to close due to lack of students. In 1867 and 1876, the school closed again, this time due to lack of funds. Throughout the late 1870s and 1880s, strong leadership from school presidents helped the university form a stable base of students and a strong reputation though financial problems continued to plague the school.
Asa Shinn Mercer (1839 - 1917) was one of the pioneers in the early days of Seattle. He was brother to civic leader, Thomas Mercer. Mercer was the first president of the University of Washington Territory from 1861 to 1863 and also its first and only instructor when the school opened in 1861. In 1864, Mercer traveled to the east coast to bring young women to live and work as teachers in Seattle. These "Mercer Girls" eventually married men in the predominantly male population of that time. He later served on the Washington State Senate. He also became a cattleman in Wyoming and served as Wyoming's Alternative Commissioner at the World's Columbian Exposition in Chicago in 1893
Resources survey of Mercer County New Jersey
No full textIn the following pages is a comprehensive factual picture of Mercer County's economic resources. It was prepared and published as a reference for all who are concerned with Mercer County's industrial potentials
Early pioneer, civic leader and first president of the University of Washington, Asa S. Mercer, letter to author, Linnie Marsh, regarding the history of the University of Washington, December 7, 1910
No full textEarly pioneer, civic leader and first president of the University of Washington, Asa S. Mercer, writes to Linnie Marsh to provide a history of the University of Washington. Mercer refers to Marsh's request for a brief account of the university's early history. He recounts how he became the school's first president in the fall of 1862 following a discussion with the university's land commissioner, Rev. Daniel Bagley. He began his work without a salary or a way to advertise the school. At the time, Seattle had only about 150 residents, making it difficult to find potential university students. In order to increase the number of students, Mercer opened the school up to school children in the area. A month prior to the school's opening, he spent 3 weeks traveling nearly 400 miles by canoe with two Native American men he hired to visit logging camps from Bellingham Bay to Olympia. He was able to convince 12 men, between 20 to 25 years in age, to come but only if he agreed to pay them 3 a week. Finally, the school opened with a total of 79 students. The class schedule began at 8am and ended at 8pm with school children attending school from 9am to 12pm and 1pm to 4pm. Classes taught to older students included trigonometry, surveying, algebra, Latin and several recitation courses. Mercer adds that for all this labor he earned $100 a month. Mercer then provides a brief autobiography of his life, stating that he was born in Illinois in 1839 and after being orphaned at 10 years in age, he worked hard on his own until he was able to attend Franklin College in Ohio. He first came to Seattle in 1861 and gave a speech on July 4 that year to Seattle's residents. Also that same year he helped dig the cellar for the University President's house. Following this labor, he surveyed land between Puyallup River and Green Lake and claims to have found coal veins east of Lake Washington that he refers to as being mined currently. Mercer briefly mentions how he helped bring women from the East coast to the area before he left Seattle for Texas and then Wyoming. He served as Wyoming's National Commissioner to the World's Columbian Exposition at Chicago. After a stint in the newspaper business, he decided to maintain a ranch and has a family of 3 sons and 2 daughters care for the ranch. In a postscript, he mentions that he has no early pictures to send and encloses an interview he gave for the Fort Wayne Indian Sentinel.In 1854, territorial governor, Isaac Ingalls Stevens, suggested that a university for Washington Territory be established. The territorial legislature settled on Seattle as the setting for the school in 1858 but it was not until 1861 when appointed commissioners, Methodist minister Reverend Daniel Bagley, John Webster and Edmund Carr looked for a 10-acre site. As president of the commission, Bagley handled many of the land matters for the school. Arthur A. Denny, Edward Lander and Charlie Terry eventually donated land for the school in downtown Seattle. Situated between 4th Avenue, 6th Avenue, Union Street and Seneca Street, the Territorial University of Washington officially opened on November 4, 1861 with one instructor, Asa Shinn Mercer. In 1862, the Washington territorial legislature incorporated the school and appointed a Board of Regents. Throughout the university's early years, the university consisted not only of college curricula but also preparatory school curricula. The school faced constant changes in administration, enrollment and financial support in its first twenty years. In 1863, the school had to close due to lack of students. In 1867 and 1876, the school closed again, this time due to lack of funds. Throughout the late 1870s and 1880s, strong leadership from school presidents helped the university form a stable base of students and a strong reputation though financial problems continued to plague the school.
Asa Shinn Mercer (1839 - 1917) was one of the pioneers in the early days of Seattle. He was brother to civic leader, Thomas Mercer. Mercer was the first president of the University of Washington Territory from 1861 to 1863 and also its first and only instructor when the school opened in 1861. In 1864, Mercer traveled to the east coast to bring young women to live and work as teachers in Seattle. These "Mercer Girls" eventually married men in the predominantly male population of that time. He later served on the Washington State Senate. He also became a cattleman in Wyoming and served as Wyoming's Alternative Commissioner at the World's Columbian Exposition in Chicago in 1893.
Linnie Marsh was a writer in the Pacific Northwest
Early pioneer and civic leader, Asa S. Mercer, letter to printer, publisher and historian, Clarence B. Bagley, regarding the early history of the University of Washington, February 1, 1912
No full textEarly pioneer, civic leader and first president of the University of Washington, Asa S. Mercer, writes to printer, publisher and historian, Clarence B. Bagley, regarding an article by Linnie Marsh about the early history and presidents of the University of Washington published in "Washington Alumnus." Mercer notes that the article is generally accurate but notes there are a few small errors which he wants to correct. He corrects his age, writing that he graduated from Franklin College on June 7, 1860, one day after turning 21 years old. He recounts that in his second term of teaching, he had 79 students and recalls how he hired a Native American and his squaw to carry him by canoe to "every logging camp on the East side of Admiralty Inlet" to find students. To earn money for paying the students he secured from the logging camps, Mercer contracted with Captain Finch of the Steamboat Eliza Anderson. Captain Finch agreed to pay 1 a cord. The difference in funds was paid as wages to the students. Mercer also recalls convincing Mary E. Shorey to board students at 90 per month for these efforts. Mercer then clarifies the account of his trip to the East coast to bring back a group of women to work as teachers. He notes that few people knew of his aim to bring women to teach. After the success of this first set of women, Mercer notes that he went to bring back a second group of women, with his goal of bringing back 500 women. Mercer then explains that the University would never have formed successfully had it not been for the work of Daniel Bagley as University Commissioner. Mercer also notes how he secretly had a speech prepared for the school's dedication and when asked to speak by the attending legislative committee, he agreed and gave his speech. In a footnote to the letter, Mercer apologizes if he has used poor style in this letter and asks for copies of the "Washington Alumnus."Early pioneer, civic leader and first president of the University of Washington, Asa S. Mercer, writes to printer, publisher and historian, Clarence B. Bagley, regarding an article by Linnie Marsh about the early history and presidents of the University of Washington published in "Washington Alumnus." Mercer notes that the article is generally accurate but notes there are a few small errors which he wants to correct. He corrects his age, writing that he graduated from Franklin College on June 7, 1860, one day after turning 21 years old. He recounts that in his second term of teaching, he had 79 students and recalls how he hired a Native American and his squaw to carry him by canoe to "every logging camp on the East side of Admiralty Inlet" to find students. To earn money for paying the students he secured from the logging camps, Mercer contracted with Captain Finch of the Steamboat Eliza Anderson. Captain Finch agreed to pay 1 a cord. The difference in funds was paid as wages to the students. Mercer also recalls convincing Mary E. Shorey to board students at 90 per month for these efforts. Mercer then clarifies the account of his trip to the East coast to bring back a group of women to work as teachers. He notes that few people knew of his aim to bring women to teach. After the success of this first set of women, Mercer notes that he went to bring back a second group of women, with his goal of bringing back 500 women. Mercer then explains that the University would never have formed successfully had it not been for the work of Daniel Bagley as University Commissioner. Mercer also notes how he secretly had a speech prepared for the school's dedication and when asked to speak by the attending legislative committee, he agreed and gave his speech. In a footnote to the letter, Mercer apologizes if he has used poor style in this letter and asks for copies of the "Washington Alumnus.
Eugene S. Mitchell papers
No full textItems in the Eugene S. Mitchell collection ranges from 1853 to 1871 and includes schoolwork from the late 1850s, documents pertaining to Mercer University at Penfield, letters to Chloe Lewis from 1861 to 1871, a tintype photograph of Mitchell, marriage certificate, oath of allegiance to the United States, and other miscellaneous items.Items in the Eugene S. Mitchell collection ranges from 1853 to 1871 and includes schoolwork from the late 1850s, documents pertaining to Mercer University at Penfield, letters to Chloe Lewis from 1861 to 1871, a tintype photograph of Mitchell, marriage certificate, oath of allegiance to the United States, and other miscellaneous items
On a variant of Čebyšev’s inequality of the Mercer type
No full textWe consider the discrete Jensen–Mercer inequality and Čebyšev’s inequality of the Mercer type. We establish bounds for Čebyšev’s functional of the Mercer type and bounds for the Jensen–Mercer functional in terms of the discrete Ostrowski inequality. Consequentially, we obtain new refinements of the considered inequalities. © 2020, The Author(s)
Supporting students with learning difficulties
No full textWhat does it mean to have a learning difficulty? In this chapter we will consider the various learning difficulties that some students in every classroom are likely to be experiencing. We will focus on the "high incidence" learning difficulties (occur with high frequency) rather than the "low incidence" learning difficulties (occur with low frequency). As we discuss the selected learning difficulties, we will consider common characteristics of students with these difficulties as well as approaches that will support their learning. We will also examine general approaches to instruction and learning that support the learning of all students including those with difficulties. Finally, we will consider how to access the support of specialized personnel who can assist you as a classroom teacher in meeting the needs of your students who are expecting difficulties with learning
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