Collegiate Grad of BYU, Class of 1919. Edith Wilson. She received an AB Degree in English in 1919. Source: Annual Record, B.Y. University, Book 8, page 341. ~ ~ ~ ~ Q: Did she graduate from Brigham Young High School circa 1915, as mentioned in her obituary? ~ ~ ~ ~ HER OBITUARY: Funeral services will be held Thursday, at 1 p.m. in the Pleasant Grove Stake Center for Mrs. Edith Elizabeth Wilson Anderson, 74, who died Monday at her home in Pleasant Grove, after an illness. She was born May 2, 1898 (May 22, 1898 on tombstone) in Midway, Utah. She was a daughter of James B. Wilson and Margaret Powell Wilson. She married Dr. Grant Y. Anderson on September 10, 1924 in the Salt Lake Temple. She attended elementary and junior high school in Midway, Utah. Edith graduated from Brigham Young High School in Provo, then from Brigham Young University. She taught school at Ricks Academy, Uintah State Academy, in Vernal and in Malad, Idaho. She lived in Salt Lake City, Philadelphia and Spring Canyon prior to moving to Pleasant Grove in 1933. Active in the LDS Church, she especially was interested in dramatics on both the ward and stake levels. She served as coordinator for community servicemen's correspondence during World War II, served as president of the PTA which founded the school lunch program in Pleasant Grove, and served as Scout merit badge counselor in astronomy, finger printing, coin and stamp collecting. Survivors include her husband, Dr. Grant Y. Anderson; two sons and two daughters, Dr. Grant W. Anderson, Glendora, California; Dr. J. Paul Anderson, Las Vegas, Nevada; Mrs. Samuel (Jean) Sorensen and Mrs. Eugene (Patricia) Wilkins, Salt Lake City, Utah; 15 grandchildren and one brother, Judge David J. Wilson, Salt Lake City. Friends may call at the Olpin Family Mortuary in Pleasant Grove Wednesday from 6 to 8 p.m. and at the Stake Center Thursday prior to services. Burial will be in the Provo City Cemetery. [Pleasant Grove Review, November 2, 1972]

Collegiate Grad of BYU, Class of 1926. John H. Wing. He received a BS Degree in Chemistry in 1926. Source: Annual Record, B.Y. University, Book 10, page 466. ~ ~ ~ ~ John Hildebrand Wing was born on May 30, 1902 in American Fork, Utah. His parents were Norman Arthur Wing and Miriam Boley Wing. At the age of 29 on December 5, 1931, John Hildebrand Wing of American Fork married Ella Mae Clinger, 19, of Provo, Utah, in Coalville, Utah. John H. Wing died on July 14, 1983 in Provo, Utah. Their son, John H. Wing, Jr., graduated from BYH in 1950.

Collegiate Grad of BYU, Class of 1924. Norman B. Wing. He received a BS Degree in 1924. Source: Annual Record, B.Y. University, Book 10, page 396

Class of 1912. Frank Winn, of Nephi, Utah. Graduated from Brigham Young High School in 1912. Source: 1912 BYU Mizpah, BYH section, photos and names on pp. 1 - 105. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1916. Frank Winn. He received an AB Degree in 1916. Source: Annual Record, B.Y. University, Book 6, page 110.

Class of 1913. Herman Winn. He received a High School Diploma in 1913. Source: Annual Record, B.Y. University, Book 7, page 280. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1916. Herman Winn. He received an AB Degree in 1916. Source: Annual Record, B.Y. University, Book 7, page 280.

Collegiate Grad of BYU, Class of 1916. John T. Woodbury, Jr. He received an AB Degree (Education & Psychology) in 1916. Source: Annual Record, B.Y. University, Book 9, page 116.

Collegiate Grad of BYU, Class of 1916. Mattie Woodbury. She received an AB Degree (Domestic Art.) in 1916. Source: Annual Record, B.Y. University, Book 8, page 351.

Brigham Young High School, Class of 1908. Hugh M. Woodward. He received a Normal Diploma. Source 1: Students Record of Class Standings B.Y. Academy, Book 2, Page 70. ~ ~ ~ ~ Class of 1908. Hugh M. Woodward. Source 2: Hugh M. Woodward. 1908 BYH Commencement Program. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1911. Hugh M. Woodward. He received a BA Degree in 1911. Source: Annual Record, B.Y. University (BYU Records Office), Book 5, p. 243. ~ ~ ~ ~ Hugh McCurdy Woodward. The first President of Dixie College in St. George, Utah, was Hugh McCurdy Woodward. President Woodward was born in December, 1881, in Huntington, Utah, to Enoch J. Woodward and Ann L. Raymond Woodward. He attended the Uintah Stake Academy in 1900-01, the Brigham Young High School in 1902-03, Beaver Branch BYA in 1905-06 and Brigham Young High School in 1906-08, graduating in the Class of 1908. He received his Bachelors degree from BYU in 1911 and was promptly hired as the first principal of the St. George Academy. He and his wife, the former Emily Timothy [BYU, Class of 1925], were the parents of three children, one son and two daughters. Their son was William Jennings Woodward, born October 8, 1915, in Los Angeles, California; died July 27, 1969. One daughter was Esther Carol Woodward, born January 7, 1921 in Burley, Idaho; died September 28, 1977. After the announcement of his appointment, many older folks in the St. George area shook their heads in doubt worrying if anyone so young and in­experienced could handle the rugged over-aged and oversized characters that were likely to enroll in the new school. When Professor William J. Snow of BYU was home for a vacation in Pine Valley he was asked about Woodward. He is said to have replied, "If he can't handle it, I don't know who can." According to the school's first announcement, the curriculum was designed to provide for four years of high school work. Courses were planned in 15 different subject areas. Even though school was a few days late in opening, the enrollment far exceeded expectations. The first week's totals showed 121 students had registered but later in the year over 135 students were enrolled. The St. George Stake Board of Education set the registration fee at $15.00 per year for that first year, but later reduced it to $10.00 payable in two equal payments. Students often gave produce and hauled wood for the school or labored in some other way to provide the money for tuition. A lifetime registration fee was offered the next year, 1912-1913. A student could register for $16.00 for his/her lifetime plus $10.00 for each year. They could then attend the College for as many years as they desired. The school had its own bookstore so that book prices could be kept at a margin just above cost. The church and school leaders were very conscious of keeping the expenses for students at a bare minimum. That first fall Principal Woodward, with suggestions from the faculty and the students, organized a school government. Laws were written to govern the Academy. The student self- government worked out well, perhaps giving the students greater freedom than that of other schools in the State. The new student government was run according to the City Commission form with a Chief Commissioner, five other Commissioners, a Chief Justice and Prosecuting Attorney. The officers were responsible for writing the laws and regulations to run the school. They were then submitted to the student body for ratification. A 10-member police force was chosen to help carry out the school laws. This form of student self-government worked so well that several Colleges and high schools in Utah and other Western States sent for pamphlets outlining the system. The first school constitution was ratified January 29, 1917. Some of the school laws reflected the LDS religious background. The use of tobacco and liquor was prohibited. Students convicted of boisterous, ungentlemanly or unwomanly conduct risked expulsion. Visiting the local pool hall was prohibited and it was unlawful to use profane language. Students having a grade point average of 75% or lower were not allowed “out” on weekends. Principal Woodward was always concerned with establishing policies which would help the growth and future stability of the new academy. They established a preparatory school in 1912 to help students below high school grades to prepare to achieve in the more advanced classes. The tradition of “D” Day started during the 1912-13 school years. The Class of 1913 went to the Sugar Loaf rock on the Red Hill north of St. George and painted the numerals "1913" in large white letters on the face of this prominent landmark. This move created considerable attention both among the students of Dixie and many of the townspeople; but most concerned were the students of the Class of 1914. This class was three times as large as the class of 1913 and this younger class, known as the Dolphins -- so-named out of respect for their president Dolph Atkin -- decided that 1914 would look much better on the face of the Sugar Loaf than 1913. As a result, it was only a few days until the original numeral "3" had been obliterated with red paint and a brand new figure "4" appeared in its place. After this, it was not unusual to see a change in the figures every few days. In fact, it became customary to look toward the Sugar Loaf each morning to see who had been on the job during the night shift. After the class of 1913 graduated, the members of the Class of 1915 sprouted a few wings for ambitious projects and took up the challenge where the Class of 1913 had left off. The encounters were not confined to the Sugar Loaf on the Red Hill. Quite a class rivalry was started. It was not long until the school and the student body officers met together and began talking of the possibility of a program that would bring all the students together and would do away with this heavy class rivalry. It took some time to achieve the desired results, but out of this effort came the idea of building a school letter on one of the surrounding hills, and writing the word "Dixie" on the Sugar Loaf in place of any class numerals. Soon after school began in the fall of 1914, it was decided by the interested students, faculty, and many of the townspeople, that the proper place to build the school monogram "D” was on the face of the Black Hill west of town. Friday, February 19, 1915, was a great day for Dixie High School (later Dixie College.) That was the day set for the actual building' of the "D". It was that school's own holiday, and was to become the first regularly established holiday for Dixie College. The activities included a downtown parade in the afternoon, a lunch and after-lunch program on the hill, and mid-afternoon sports on the campus, the lighting of the "D" about 9 p.m., and the closing event of the day, the D-Day Dance. This feature has become very prominent during the course of the D-Day History. At the dance the D-Day Queen and her attendants receive appro­priate honor participating in the floorshow, and everyone present is made to feel that the "D" Day activities are an integral part of Dixie College and the Dixie Spirit. In 1918, President Woodward left St. George and went to the University of Utah, where he obtained his Masters Degree. In 1920 he went to the University of California for his Ph.D. He worked for the Bureau of Public Health in Washington D.C., in 1920-21, and returned to BYU in various capacities until 1936. He spent four summers as a Professor of Education at the University of Washington. He was elected to the Utah State Senate in 1935, and was persuaded to become a Democratic candidate for Governor in 1936. President Woodward became a Professor of Philosophy at the University of California and taught there from 1937 to 1940. He died August 11, 1940 in San Francisco, California. [Some records say he died on August 12, 1937 -- no explanation.]

Class of 1922. Iona Woolley. She received two BYH diplomas in 1922: a BYH Normal Diploma, and a BYH Arts Supervision Diploma. Source: Annual Record, B.Y. University, Book 10, page 338. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1925. Iona Woolley. She received a BS Degree in Art in 1925. Source: Annual Record, B.Y. University, Book 10, page 338.

Collegiate Grad of BYU, Class of 1922. Mary Woolley. She received an AB Degree in Dramatic Arts in 1922. Source: Annual Record, B.Y. University, Book 10, page 338.

Class of 1910. Parley Woolsey. Graduated from Brigham Young High School in 1910, in the High School Department. Source 1: 1910 BYU Banyan, BYH section, list on p. 83. ~ ~ ~ ~ Source 2: Annual Record, B. Y. University (BYU Records Office), Book 3, page 430. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1916. Parley Woolsey. He received an AB Degree (Psychology) in 1916. Source: Annual Record, B.Y. University, Book 3, page 430. ~ ~ ~ ~ Parley Woolsey was born on July 7, 1886 in Escalante, Utah. His parents were James Brigham Woolsey and Tyresha Mary Myers Woolsey. He married twice: First, to Mary Elizabeth Hale on June 6, 1917. Mary was born on March 21, 1899 in Spanish Fork, Utah. Her parents were John Thompson Hale and Sarah Elizabeth Stewart Hale. Parley and Mary Woolsey lived for a time in Anterio, Oregon. She died on December 6, 1969 (sic) in Salt Lake City, Utah. Her interment, Salt Lake City Cemetery. Parley second married Grace Welch on January 30, 1954 (sic). Grace Lillian Welch Woolsey was born on September 24, 1915 in Utah. She died on February 1, 1974 in Salt Lake City, Utah. Her interment, Salt Lake City Cemetery. Parley Woolsey died on October 27, 1971 in Salt Lake City, Utah. Interment, Salt Lake City.

Brigham Young High School Class of 1907. BYU Collegiate Graduate of 1912. George W. Worthen, a Normal graduate. BYU [& BYH] Class of 1907 Listing of BYH Normal, High School, Commercial, Music, Agriculture, and Arts & Trades graduates. Source: Brigham Young University & Normal Training School, Catalogue & Announcements, for 32nd Academic Year, 1907-1908, p. 136. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1912. George W. Worthen. He received a B.A. Degree in Education and Philosophy in 1912. Source: Annual Record, B.Y. University, Book 3, page 431. ~ ~ ~ ~

Class of 1916. Hattie Wright [Anderson]. She received a BYH Normal Certificate in 1916. Source: Students Record of Class Standings, B.Y. Academy, Book 2, page 99. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1919. Hattie A. Wright. She received an AB Degree in Domestic Science in 1919. Source: Annual Record, B.Y. University, Book 10, page 100.

Collegiate Grad of BYU, Class of 1928. Lelland R. Wright. He received a BS Degree in Agronomy in 1928. Source: Annual Record, B.Y. University, Book 10, page 468. ~ ~ ~ ~ Lelland Rider Wright was born on November 21, 1896 in Hinckley, Utah. His parents were George William Wright and Laura Jane Morris Wright. Lelland married twice: first, to Lucy Emeline Sirrine on September 14, 1931 [or 1932] in Salt Lake City, Utah; and second, to Gladys Cleova Wadsworth Bruline on June 26, 1961 in Salt Lake City, Utah. Lelland R. Wright died on March 5, 1975 in Provo, Utah. His interment, Provo, Utah.

Class of 1915. Olga Wonderly [Wonderley or Wunderly or Wunderli or Wunderley] graduated from BYH in College Hall on Thursday, June 3, 1915, in the Department of Business Education. At commencement she gave a reading: "The Old World and the New". Source 1: Program, 1915 High School Class, Thursday, June 3, 1915, College Hall. Class Colors: Red & Blue. Class Motto: "Duty is the Keynote of Success". ~ ~ ~ ~ Class of 1915. Olga Wunderly. She received a BYH Commercial Diploma in 1915. Source 2: Annual Record, B.Y. University, Book 8, page 345. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1919. Olga Wunderly. She received an AB Degree in Education in 1919. Source: Annual Record, B.Y. University, Book 8, page 345. ~ ~ ~ ~ She joined the BYU faculty in the Business department, and went on to teach Modern Languages at BYU, 1917-1925. ~ ~ ~ ~ Frieda Olga Wunderly was born on September 10, 1892 in Luzern, Switzerland. Her parents were Rudolf Wunderli and Lina Baertschi Wunderli. Olga married Earl Baddley Snell on June 5, 1924 in Salt Lake City, Utah. He was a collegiate graduate of BYU in 1919, receiving an AB Degree in Social Sciences. Olga Wunderli [Wunderly] Snell died on June 27, 1979 in Clearfield, Utah. Her interment, Salt Lake City Cemetery, Utah.

Collegiate Grad of BYU, Class of 1923. Fern A. Young. She received a BS Degree in English in 1923. Source: Annual Record, B.Y. University, Book 10, page 188.

Collegiate Grad of BYU, Class of 1920. Francis M. [Frank] Young. He received an AB Degree in German in 1920. Source: Annual Record, B.Y. University, Book 8, page 99.

Collegiate Grad of BYU, Class of 1926. Ivan W. Young. He received a BS Degree in Physical Education in 1926. Source: Annual Record, B.Y. University, Book 10, page 344.

Class of 1911. Kimball Young, of Provo, Utah. Kimball is still Young, but he is not childish. Ability to form opinions and courage to support them, characterizes Kimball's class activities. He doesn't regard all as gold that glitters. A thorough student who has an aim. Source: BYHS Yearbook 1911. ~ ~ ~ ~ Source 2: Kimball Young. He received a High School Diploma in 1911. Annual Record, B.Y. University (BYU Records Office), Book 4, p. 344. ~ ~ ~ ~ Collegiate Grad of BYU, Class of 1915. Kimball Young. He received an AB Degree in 1915. Source: Annual Record, B.Y. University, Book 4, page 344. ~ ~ ~ ~ Kimball Young was born on October 26, 1893 in Provo, Utah. His parents were Oscar Brigham Young and Annie Marie Roseberry. He married twice: ~ ~ First, to Myra Magdalene Anderson on September 6, 1917. Magdalene Anderson was born on November 12, 1893 in Grantsville, Utah. Her parents were Gustaf (Gustave) Anderson and Emily Jennes (or Jennis) Hunter. Magdalene died on February 29, 1956 in Reno, Washoe County, Nevada. [Divorced]. ~ ~ He second married Lillian Claire Doster on April 2, 1940. She was born about 1890 - 1897. She died on September 24, 1970 in Scottsdale, Arizona. Her interment, Salt Lake City Cemetery. Kimball Young died on September 1, 1972 in Provo, Utah. Interment, Salt Lake City Cemetery. ~ ~ ~ ~ Kimball Young served as the 35th President of the American Sociological Society (name later changed to Association). His Presidential Address, "Society and the State: Some Neglected Areas of Research and Theory," was delivered at the organization's annual meeting in Chicago in December 1945 and was later published in the American Sociological Review (Volume 11, Number 2, pages 137-46, April, 1946). Howard W. Odum, in his 1951 book American Sociology: The Story of Sociology in the United States through 1950 provided the following biography of Kimball Young (see pages 218-222): Like the account of his successor, Carl Taylor, whose retelling of the social incidence which brought him into the field of sociology appears in the next section, Kimball Young's story is so realistically representative that it is relevant to the total record of American sociology. Here was an American of the third generation of the great frontiersman, Brigham Young, born in Provo, Utah, in 1893, graduated from Brigham Young University in 1915, taught high school for a year in Arizona, and then entered into a breathtaking trek across new fields "back East." Young spent five quarters at the University of Chicago in sociology, took off from there to Stanford University in California for a Ph.D. in psychology in 1921, was assistant professor in the University of Oregon for two years, then across to New England as assistant professor at Clark University, stamping ground of Hankins, Odum, and Frazier. Then he went back to Oregon as associate professor in 1922 to 1926, thence to the University of Wisconsin as associate professor of sociology from 1926 to 1930 and professor of social psychology for ten years, 1930 to 1940; then again to the Northeast as chairman of the Department of Sociology at Queens College until 1947, and then back again to the Middle States as head of the Department of Sociology at Northwestern University. And in the meantime he had been author of some of the most popular text-books used widely in all parts of the nation by thousands of students in the rapidly expanding American sociology. As was the case with most of the presidents of the American Sociological Society, Young, the thirty-fifth president, in 1945, was influenced by his teachers and by his reading of some of the classical source books. He could, he wrote, write a long piece about his coming of age in sociology but instead gives only some highlights to be published in American Sociology. "My father, as you know, was a son of Brigham Young and brought up in the faith of the Mormons. Yet he was a well-read man — only had a third-grade schooling, formally — knew Shakespeare, Sam Johnson, and most of the hard-headed literary lights of English literature. He read Tom Paine, Robert Ingersoll, Darwin, Huxley, and especially Herbert Spencer. He even tackled Schopenhauer, though I fancy he found him a bit tough going. Politically he was a `Jacksonian' democrat — and this in the midst of the Reed Smoot type of Republicanism. (Incidentally, he `knew everybody' worth knowing in Mormondom, and Smoot was a close personal friend. You see, our family were among the élite of the Church, so even though he was looked upon as heterodox, he was liked and respected. This helped in my own adjustment, too.) Now my father and an old friend of his, Doctor Richards — also a son of a prominent Mormon — would spend hours on end arguing politics, economics, religion, and philosophy. I used to hear them while I was at play and though I did not understand much of what they said, I gathered a critical attitude, a questioning frame of mind, from hearing them checkmate each other in their own disputations. "Added to this was my own reading of some of the simpler items in Ingersoll and Paine, at about the coming of puberty. But with respect to sociological interests and teaching, it was such books as Tylor's Anthropology, which I read when 13 years of age, and various histories, that set me on my way. "In high school (which was the preparatory department of the Brig-ham Young University, at Provo, Utah) I had excellent teachers, especially in civics, history, and literature. In college it was John C. Swenson, sociologist, Joseph Peterson, psychologist, and William Chamberlain, a philosopher, who gave me the chief shove toward sociology and social psychology. I devoured the first two volumes of Cooley, which were texts in a course in social psychology. I cut my sociological teeth on Small and Vincent, and we even made little community maps and the like, along the lines of those in that long-forgotten but, for its time, invaluable book. But I majored in history, as there was not yet a separate department of sociology. "After a year of teaching in a high school in Arizona — English and history — I took off to Chicago, under the stimulation of William J. Snow, another teacher at the Brigham Young University who told me about W. I. Thomas and his course in `Social Origins.' (I had never heard of Thomas till then, and had read nothing of his.) The five quarters at Chicago, where my record was very sound, as a student, `fixed' me for sociology and social psychology. Within two quarters I had become `reader' for Thomas and was reading like mad everything I could lay my hands on in sociology and social psychology. G. H. Mead had a great influence on me, but I took work with Small, Park, Burgess, E. S. Ames, G. B. Foster, and others. "However, I took my doctorate in psychology under Terman at Stan-ford, and used my work at Chicago to fulfill my requirements for a full or double minor. But though I taught straight psychology for some years after taking the Ph.D. my first love was social psychology and the psychology of personality. With regard to the latter, I must add one more comment. At Oregon, beginning in 1920, I gave what must have been one of the first courses under the title: `Psychology of Personality.' I used Wells' Mental Adjustments as the basic text and had the students read Freud and other dynamic psychologists." In addition to a large number of articles in the current social science journals, Young's main works include Mental Differences in Certain Immigrant Groups, 1922; Source Book for Social Psychology, 1927; Social Psychology, 1930, 1944; Social Attitudes (with others), 1931; An Introductory Sociology, 1934, new editions, 1942, 1949; Source Book for Sociology, 1935; Personality and Problems of Adjustment, 1941. Young was general editor of the "American Sociology Series" for the American Book Company, member of the board of editors of the Journal of Social Psychology, and The American Journal of Sociology. He combined his broad interest in the social sciences, being a member of the Social Science Research Council, of the American Psychological Association, and of various local and regional organizations. While at Wisconsin he also collaborated in The Madison Community, produced with R. D. Lawrence, a bibliography on censorship and propaganda. His evaluation of sociology's status and trends, as of 1948, as is the case with most authorities, could be expanded beyond this preliminary estimate. He begins by saying, "Sociology is just now — say in the past ten years — beginning to mature. When I began as a student with Thomas, Park and Small, in 1916, the work was still largely oriented along philosophic lines. Thomas and Park were just beginning to stress empirical field studies, but without being able to give the graduate student much in the way of rigid training in method. (I had my first course in statistics, for example, with James A. Field, an economist.) However, under Park I did the first, or one of the first, ecological field studies in Chicago, working the area north of the river along Clark Street to Chicago Avenue. (I am told that later the graduate students literally `wore out' my M.A. thesis, reading it as a `bad' example and as a warning `what not to do.') It was not till the early 1930's that more rigid methods began to take root. Remember, how in the late 1920's we discussed method with such sound and fury, but no one did much empirical research. Gradually the movement started: Chapin, Rice, Burgess, the group at North Carolina, and later Stouffer and his whole generation. Today we are beginning to look a little like a science. "As one who has produced a tolerably successful textbook, I should say that our students are beginning to reap the benefits of this empirical trend. But as to theory to go along with it, that is another story. We now need a synthesis — say as of 1950 — and we have no Aristotles around, although Parsons, Merton, and Lundberg have acquitted themselves pretty well." Concerning his own work, he says: "If I have made any special contribution to sociology, it has been in social psychology and with reference to this one matter: I have long maintained (a) that not all learning is cultural learning (that is, the learning in which we are interested); (b) that basic to cultural learning, or conditioning, if you prefer this term, is social learning which is older than culture; (c) that is to say, social learning is found not only in man but in all mammals, especially the primates; (d) as a result of this we find many of the basic features of social order among the prehuman, higher forms, e.g., apes and monkeys, such as familial group, play group, dominance and submission, prototype of in-group vs. out-group, and others; (e) and finally that even in human society we find social learning which is not identical to what we call `cultural' learning. Those who stress cultural determinism scout this and do not properly recognize the difference. Now, for want of a better term I have called this `personal-social' learning or conditioning. It is not a happy term but I do think the idea is important. Few people have paid any attention to it, and most of those who do have misconstrued my meaning a bit. Burgess comes near to it in his discussion of the psychogenics of the personality." More specifically, Young writes: "In any case, this is my one original contribution to social psychological theory, although others also considered the matter in varying ways. Second to this, I believe I have done a tolerable job in bringing together cultural anthropology, sociology, and social psychology. This is seen in my sociology books, and in my Social Psychology itself. "I think of myself as a social psychologist, concerned with both basic phases: (a) collective behavior, e.g., crowds, fashion phenomena, public opinion, and like areas; and (b) personality development and operation. To me we need to tackle really big problems, but those which can be made manageable. We neglect our possible contribution to international affairs. We have not as yet tackled industrial problems as we should. And even in the field of majority-minority groups we have messed around trying to rationalize rather than understand conflict and intolerance. Until other persons than members of minority groups begin to tackle these topics seriously, we won't advance very much. Most people are afraid to go at the problems honestly because they fear the Jews and Negroes won't like what they find out. As to our biggest need, it is still methodological, but we are making advances." The following obituary was published for Kimball Young in the May 1973 issue of Footnotes (page 8): "Kimball Young's career so effectively spans the development of sociology in America over a fifty-year period that his own biography provides a set of markers describing where we have been and, perhaps, suggesting where we are going. He was one of the first sociologists whose intellectual curiosity led him to be psychoanalyzed. This is hardly a startlin idea today; half a century ago, when Kimball Young decided that personal psychoanalysis might contribute to social science insight, he took a year's leave from his academic post and left the community in order to avoid the consequences that might stem from rumors about a professor's needing mental treatment. In the 1970's, high school freshmen discuss the burden of parents who project their own ambitions onto their children. When Kimball Young published an article on this topic in the 1920's, it was a fresh and challenging idea. When, as a young radical member of the American Sociological Society, Young participated in the caucus picking W. I. Thomas for President of the Society, older members who had come to the profession via the Protestant ministry predicted that such leadership spelled doom for the discipline in the American academic world. At the last meeting of the American Sociological Association which he attended, Young applauded vigorously the efforts of the caucus uring sociological research on military institutions - an interest he had sustained since his own studies of Ratzehoffer and Gumplowitz. "Kimball Young died in Provo, Utah, on September 1, 1972, of congestive heart failure. He retired from Northwestern University in 1962 and not long afterward suffered the detachment of both retinas. Despite his resulting blindness, he continued to work and taught a seminar or two a year for several years at Arizona State University. "Professor Young was the grandson of Brigham Young and was born in Provo on October 26, 1893. After taking his A.B. from Brigham Young University in 1915, he studied with Robert E. Park and William I. Thomas at the University of Chicago and received the A.M. degree in sociology there in 1918. During World War I he served as a Mormon missionary in Germany. He took his doctorate in psychology under Lewis Terman at Stanford University in 1921. After serving as a psychologist at the University of Oregon (1920-22 and 1923-26) and Clark University (1922-23), he moved to the University of Wisconsin, where he served as associate professor of social psychology (1930-40). He was chairman of sociology at Queens College (1940-47), at Shrivenham American University (U.S. Army installation in England, 1945), and at Northwestern University, beginning in 1947. He was president of the Alpha Kappa Delta in 1928-30 and of the American Sociological Society in 1943. He held a Guggenheim fellowship in 1951-52. "With the late Robert Seashore and the late Melville J. Herskovits he establish an integrated sociology-psychology-anthropology freshman course in 1948 at Northwestern. He was the author of many articles and of widely known texts in sociology, social psychology, and personality, and of Isn't One Wife Enough?, a study of life among the early Mormons. "He was generous with his time and knowledge, and could be irascible in inter-personal relations. As a young social scientist trained in psychology, he spent hours with a young colleague in anthropology at the University of Wisconsin, Ralph Linton. To admirers of the writings of both men, it is evident that they stimulated and learned from one another. Each of the two denied that the other had any influence on his work. "As an individual, Kimball Young presented his fellow social scientists with a delicious set of paradoxes. He was prejudiced against virtually all social categories and virtually no individual human beings. He was infected with the racial prejudices of his father's time and place, and a warm supporter of E. Franklin Frazier as the first black president of the American Sociological Society. He was a catalog of petty anti-Semitic sterotypes, and counted Louis Wirth and Melville J. Herskovits among his closest friends. He believe it important to be well dressed, and used to arrive at the chairman's office in a Hawaiian shirt and a Homburg hat. He was a political conservative, and worked tirelessly to help the late Eduardo Mondlane prepare for a career as an anti-colonial revolutionary. He interested himself in the personal problems of the campus janitors, and cursed at the university business manager for having the lights turned off in the campus office buildings on Sundays when normal professors did their work." Written by Raymond W. Mack and Robert F. Winch, Northwestern University "Find a Grave" Biography