folded after ten years so radcliffe was somewhere in between, so, therefore, yeah, i think hostage is a good word though. thanks. >> hello. my name is cory kind. i'm part of the class of 2012. so i'll be transitioning from student body to alumni in about a month. as you mention the undergraduate college is one of the major heart of the campus, and i was wondering what you thought the student body role should be going forward and address some of the legacies of inequality that still exist here. >> i was talking a group of undergraduates at lunch, and you may be one of them, i don't know, i can't see too well back there about what it's like, and some of the women i was talking to in the women's center and active in, that and i think that that's a wonderful thing. i think it should be out of basement and into a room with light and air, but that's

another story, i hope, for a future time, and -- and i -- i think it's wonderful that that is now something that is part of the official harvard as opposed to something that was just gerry built by students without the funding, not the students gerry built but they need the funding. that's all. i don't know. i think that the crimson used to do a very good job of doing and maybe still does is to look at placed where inequity exists. where are the pockets at harvard in which male dominance still rules? i was told a lot about the final clubs today, and i'll leave that to -- as a question mark. is that one of the pockets? are there others that we need to know about? but so much has changed for the better, but i think that it's

really important to think about where change needs to happen, and i was hearing, you know, that one of the significant areas that the undergraduates raised today at lunch was in the whole area of sex education and dealing with the miseducation of students who come and then out in the community of younger people as well. >> hello. i'm laurie crumbpacker from the faculty of simmons college and i bring greetings from across the river to our radcliffe sisters. there's also a question that i would like to s. i used to at one point rent a room from barbara solomon, and we used to have really almost heated discussions about class and eli elitism, and the particular colleges she focused on in her

wonderful book, "the -- in the company of educations women," i was wondering if you could just comment on whether or not there really were class issues involved in change and how -- how quickly it happened at the elite seven sister schools as opposed to some of the other schools that women attended who were more working -- who came from working class backgrounds. >> that's a rich and complicated question. what's critical to an answer to that question has to do with financial aid and the possibilities for financial aid, and they differ institution by institution. i mean, i was horrified to learn how late real financial aid started at smith, and i knew that at wellesley the founder had always wanted to help the calico girls as opposed to the

silk girls get an education. so the financial aid had been more possible. it's a -- you know, that is a rich and complicated issue, and financial aid is really at its core, and also the outcome, the outcome. education, i mean. sim mobs i've always valued because of the -- i think of it more actually for graduate students now because of the smith students who want to come to the library school, but simmons always had a practical outcome in mind, that these women would go out and work, and so that's a very important element. how -- how are the liberal arts understood as leading to the world of work and there could be connections made. so it's a complicated negotiation that goes on, and -- and it certainly is a lot better now than it used to be. that's something we can fully

say at all of our private institutions now because of the resources of the scholarship and the burden of loans. >> hi. nancy chattereau from the class of '65 at radcliffe and my mother was the class of '30 at radcliffe. so this follows from exactly -- i had so many questions i wanted to ask, but i loved the talk, i mean, just every word of it. it was so fabulously interesting and informative. i was going to ask you a little bit more about the sort of ethnicity class, radcliffe versus some of the other women's colleges because i think, you know, clearly all of the elitism and all of the salt stalls and lev ritts who ran the place, but my impression really sort of certainly in my generation, and i think even in my mother's, you know, radcliffe was better on

things like working class jewish women getting to go to school and really sort of other immigrant women perhaps, and it seemed even really when i went to college, who got in where, who went where, so there was a little more -- i don't know whether you've done comparative work of that sort. you were asked about princeton and yale, but i'm also curious about the seven sisters and the differences. it's very brief. >> as a question i'm very interested in and have been interested in and sometimes i've been criticized for. there is the question of the quota. the foetia. for those of you who don't know about the quota, many elite schools are schools that try to be elite set a quota on the number of jewish students attending, and sometimes it was 10%. sometimes it was 7%.

i have to tell you that i wasn't allowed to see that folder when i studied this institution, and so i cannot really comment on that, but it was a concern, particularly the administration of urban schools of which radcliffe would be counted one, available on public transportation, where you didn't have to live in a dormitory, so at barnard and at -- at radcliffe there was a concern about -- usually it was called the jewish problem. i have to tell you in the 1940s, there was a folder that -- that came -- that was created in the 1940s with that name in the

wellesley archives, and i felt very awful because that had a specific meaning in 1944 when it was established. so the fact that -- my guess is that the fact that you could not -- you could be at radcliffe and not be residential opened things up more as it did for harvard men, and i know that the irony, of course, about president elliot was that he opened up harvard for working class and for ethnic groups and for catholics. i mean, we're not just talking about -- there are quotas on everything, right? and what's interesting to me is that he held the lane on women so tight, and was there a relation between the two is this and some people have argued that maybe there was because if you're going to be promiscuous in your acceptance of male students, maybe you have to be

careful about then female students, i don't know. but in any case, it's a curious -- it's a curious juxtaposition to me, but it is -- i don't have specifics, and now you know why. >> barbara elfman, wellesley college, davis scholar and harvard undergraduate school of education. this is a little bit of a statement so forgive me, dean. >> quick statement. >> but the cambridge school of architecture and landscape architecture is something you didn't mention today which was established here for women who were not allowed to go to the graduate school of design. >> they went to smith college for a long time. >> right. >> and then it became part of smith and then in 1942 they were finally allowed to the graduate school of design when all the men went off to war, but one of the reasons they didn't want to actually become part of harvard or radcliffe in the research i've done is because they wanted to learn as a group of women in

a style that was appropriate for women, that they felt, and i'm wondering if in some of your research if you've come across, going back to faculty, women faculty, that sometimes the women's college or women working together is really sometimes the best? >> yeah. well, certainly the institution that i work at would argue that. the institution that i graduated from would argue that. it's hard to know. times do change. historically women's colleges, particularly elite women's colleges, have produced a lot of leaders, and, of course, wellesley is very proud of its two secretaries of state, but i don't know what the situation is now, and things may be very different in terms of what women's lives were like if they get the kind of support that they need for the issues that they face, and i -- so,

therefore, i leave it as sort of a subordinate clause that it still matters whether you're female in this world, and you still come to college with a certain set of things that are not -- that are somewhat gendered, so what can i say? mean, i came to college with a certain stubbornness that i guess was gendered, too. but, yes, i -- this is -- this is the matter that -- i always say i'm agnostic about women's colleges because i don't know whether in speaking in general they should be or not be distinctive institutions. i worry if they disappear and cease to be a place where a certain kind of experience can be valuable to certain women,

and a certain kind of -- they can speak for women in a certain kind of way that a co-educational institution must tread a little more cautiously about. >> this will be our last question. >> thank you for your presentation. my name is mara lees. i'm the class of 1962, and my class did get the last diploma that is that was this latin, and it was signed by both preside s presidents. in regard to lament library, both weidner and the radcliffe libraries were open until 10:00. lament was open until midnight. i managed to find a way to slip into the stacks of lane dell library at the law school so i could study as late as i wanted. my question for you is that my class generally when it was announced that radcliffe was no

longer going to be an undergraduate college, was pretty unhappy, and i think we felt that harvard wasn't ready, that harvard had to make a lot more progress and that if radcliffe lost its moral voice and influence and ability to talk to harvard, that harvard wouldn't change and i'm wondering now from your historical perspective do you think that it has been a good influence on harvard, or should radcliffe have stayed and undergraduate college for a little while longer? undergraduate college for a little while longer? >> well, what i am aware of is that in the recent past harvard has made extraordinary strides to the parity, the 1-1 in the

student body, is a great stride ahead. the creation of tenure track, moving -- bringing in young women early on in their career and i hope nurturing them so that they can move up the tenure line is a great stride ahead, so i think there have been extremely positive changes. i think we'll only know in 20, 30 years the answer to your question, okay? and i hope the answer to your question is that harvard is now so aware of the issues that radcliffe's hammer is not required, okay? thank you so much. it's been a great pleasure.

all weekend american history tv is featuring the history of jefferson city, missouri, the state capitol, with a population of almost 150,000 in the metro area. hosted by our media com cable partner, c-span's local content vehicles recently visited many sites showcasing the city's rich history. learn more about jefferson city, missouri all weekend long on american history tv. we're at riverside collections facility which is part of the missouri state museum in jefferson city. this facility has support functions for the public face in the state capital. the main purpose is to store the many artifacts that we have from the collection. last year, 2011, we were lucky enough to get a very large donation of artifacts. approximate hi 5,000 pieces all related to the 1904 st. louis

world's fair. the fair came here as part of a series of international expositions. some of the most famous world wide was the crystal palace exhibition in london in 1850. there was an exposition in paris which the eiffel tower came from. chicago got the colombian exposition fair in 1839 which missouri had tried really hard to get and part of that though, because of their efforts to get the 1893 fair, they were up and running on their efforts to get the next fair. the u.s. congress had decided we need to have a fair to celebrate this important piece of our history. and st. louis was awarded the fair that the u.s. congress had decided would happen on the anniversary of the louisiana purchase. i want to tell you a little bit about the souvenir aspect of the

fairs, and this happened at many of them. at st. louis, essentially anything that they could think of to put the name st. louis world's fair or louisiana purchase exposition on they did. we have hundreds of plates. a lot of them with buildings. some with other things. there is a lot of cut glass items. we have a number of things that won gold medals at the fair from match match matches, to crayons, to dr. pepper which won a medal at the fair, a gold medal, so we have a number of those historic -- those industrial objects, including a corset that we have here, that was done especially for the fair.

you wouldn't think that that was important, but it was awarded a prize at the st. louis fair. companies tended to use their awards as advertising after the fact, so on their boxes they would say gold medal or in here it says highest award, st. louis, 1904. they would have replicas of the medals so that people could know that this is a wonderful product because it won an award at a fair, and during the late 19th, early 20th century, having that award was a key part of promoting items that they were selling. we have a couple of things from the jefferson guard. it was essentially a police force that was done particularly for the state fair for the st. louis world's fair. we have a badge there. we also have, and it was 1904 so they didn't just have the weapons that we would think of

today. they did actually have swords, and we're lucky enough to have the scabbard, the belt and the sword itself which is numbered. there were a limited number created just for the jefferson guard to use only during the exposition. the men who formed part of the guard, a lot of them would have been retired military. some of them would have still been civil war veterans, veterans of the spanish-american war, so i think -- so in some ways it was ceremonial. it was an honor for them, but they did actually have real work to do because sometimes the fair was -- was nights, and sometimes it was a bit rowdy. particularly on the pike, outside of the main fairgrounds, there was a different kind of an atmosphere that was more like an amusement park atmosphere so

people were afraid. they had problems, ordinary problems, you know, drunkenness, people causing public disturbances. nothing big, but particularly out on the pike there would have been some rowdiness. and actually there were four major fires during the st. loui missouri building about two weeks before they ended the fair. most of the construction was wooden buildings so there was a high suspect ability to fire and david r. francis who ran the st. louis fair when he was told this he said, only four fires? that's good. that's a dedication, you know, it's not just luck because somebody said you're awfully lucky. he said it's not just luck because we have people behind the scenes that are vigilant, trained to help out and make sure there aren't big incidents. it was the only one to have the olympics that went on in conjunction with it. 1904 olympics, which ironically

were slated to be in chicago. they moved to st. louis because they didn't want to compete with the st. louis world's fair. so the 1904 olympics, which were the third of the modern olympic games, actually occurred in st. louis as part of it. we do have this piece that came out of the 1904 st. louis olympics. this actually looks more like a figure from the original ancient olympics in greece rather than somebody who had been a participant in the 1904 games. this is a replica of one of the medallions for the fair. it hung, we believe, in one of the buildings at the fair. but it's history after it and how it got to us is kind of interesting. it ended up with a lawyer in st. louis who took it and used it as a conference table in his law firm office, we think with glass laid in there. he moved to arizona, took this

with him all the way to arizona. and once le was out there, he decided one point to get rid of it, to sell it, and melvin gellin who gathered the collection purchased it from him, took it to new york. it was there for many years before coming to us. it's the louisiana purchase e o exposition and the louisiana purchase was in 1803. the fair was in 1904. and they tried to do it in 1903 but got approval from congress so late, and were having difficulties. so they actually got approval to extend it, have it at 1904, have a centennial of when lewis and clark set off. the story of the world's fair is a big story. it's hard to pin down. we have one artifact that tries to do that. it was from the time of the world's fair, and they had to have maps to find them around. so they did.

the st. louis exposition, all in a nutshell. and they have a reproduction walnut shell and a map inside of it that you can accordion out. that was a unique promotional item. it had pictures inside of buildings and information on the buildings so that you would know everything you needed to know about the fair and be able to take it home. but as i said, everything that you could sell that you could put the world's fair on, they did it. for the state museum our tag line is, it's your history, and we're really trying to get more of the history out to the people. it will be on exhibit in 2014. in this case, part of the process will be going through all of this, trying to do more research to get some of the stories behind it to include in the exhibit. usually takes for smaller

exhibits, up to a year before the exhibit actually opens when you're designing the panel, the labels all of that. in this case it's two years because we'll probably spend a year investigating the artifacts so that we can figure out what the story is to tell. so that is something we're looking for over the next year, the stories involved with these artifacts so that when we put them on exhibit 2014 we can have that focus for them. >> all weekend, american history tv is featuring jefferson city missouri. our local content vehicles recently traveled there to learn about its rich history. learn more about jefferson city and c-span's local content vehicles at c-span.org/localcontent. next month we'll feature louisville, kentucky. you're watching american history tv, all weekend, every weekend on c-span3. american artifacts airs every

sunday at 8:00 a.m., 7:00 p.m., and 10:00 p.m. eastern time. on c-span3. >> we have come now to a very proud moment. we are selling george washington's personal copy of the acts of congress, consigned by the estate of h. richard deedrick jr., and it is showing in the front of the room for those of you who have not had a chance to peek at it. you may do so. we will start the bidding, ladies and gentlemen, at $1.3 million. $1.3. 1.5 million. 1.7 million. 1.8 million. 2 million. the gentlemen at 2 million. now at 2 million. 2.2 million. 2.8 million.

>> further down is a passage -- >> could you begin by tell me who you are, what your position is, why you're here in washington in. >> hi, i'm francis wahlgren, international head of manuscripts for christie's. we're in washington bringing one of the very significant items that we've ever handled. the abilities of congress that belonged to george washington from his library, signed him him and annotated by him in the margins. we felt washington, the obvious place to bring it to. >> you say it's one of the most important things you've ever handled. why is that? put that in perspective. >> well, both based on its significance, historic significance, i mean, here's washington basically, his own copy of the constitution,

annotating this copy in his own hand in pencil, demonstrating what his role would be outlining it, virtually outlining his role as president and setting the precedent for the future role of president, how it's interpreted from the constitution. you can see this very light bracketing in pencil. and writing that says "president." he's bracketed a portion of the text that involves a a. proving or vetoing legislation, which is of course the president's prerogative. >> so something like that is so historically significant, we don't always have -- handle things that are necessarily historic significant at that level. they might be valuable but there will be another copy of a book, something like this is unique, beyond compare. >> 3 million. 3.2 million. lots of paddles. 3.2 million. now several paddle. 3.5 million. back to paul.

at 3.5 million. 3.8 million with the lady at 3.8 million. 4 million. the lady's bid forming. >> how do you come about $2 million to $3 million estimate? >> that's a good question. we try to find comparable things up comparable manuscript, handwritten is unique. this copy is unique. we try to find things that have sold before that you can relatively say they have a similarity and significance, a stature, for example. we sold a lincoln -- a george washington group of letters to his nephew two years ago that kind of come in around that value. >> the exterior, you can see, is a very, very fine binding, classical style, with a guild letter label to reinforce that ownership, washington has affixed his book plate inside the front cover.

the title page carries a beautiful example of his signature g. washington. >> okay. 8.7 million. any advance? then selling for $8.7 million. and that goes -- that goes to mt. vernon. thank you very much. paddle 222. >> one of my favorite drugs to talk about is this ratopamine in maybe half of pigs, cows, and a lot of turkeys. this is a drug, most of the drugs are giving to make the animal grow faster, they make