In 1992, the Kentucky Historical Society published the well-received two volumes History of Blacks in Kentucky authored by Marion Lucas and George Wright. 

The Benevolent Empire, fueled by "disinterested benevolence" and perfectionism, also pushed for various national and social reforms.

Other social reform efforts also began during this time. Dorothea Dix worked for reform in the care of the insane. Christians promoted penal reform in the 1830s. Elizabeth Cady Stanton and Susan B. Anthony pushed for women's rights. Horace Mann and others crusaded for free public education between 1820 and 1840. Mann belonged to the Christian Connection, a descendant of the New England Christians. A number of different reform efforts directed their attention to the "peculiar institution," American slavery.

The Benevolent Empire and all its inter-relationships illustrated the power of Christianity's moving tide in the early 1800s. Many thought all this labor would usher in the millennium. Timothy Smith, in his landmark book, Revivalism and Social Reform, said: The logical chronological sequence...was as follows: revivalism, reinforced by a perfectionist ethic of salvation, pressed Christians toward social duty. . . the rhetoric of the appeals for social reform. . . .

scientists have long since abandoned use of the term "character" and, instead, use the term psychological motivators to measure the behavioral predispositions of individuals.

4) Forced-formality focuses on strict, uniform compliance with specific rules of conduct, (i.e., walking in lines, arms at one's sides), or formal forms of address ("yes sir," "no ma'am"), or other procedures deemed to promote order or respect of adults.

each generation has exhibited attitudes and behaviors that conservative segments of preceding generations uneasily assimilate.

Mid-twentieth century During the late-nineteenth-century and twentieth-century period, intellectual leaders and writers were deeply influenced by the ideas of the English naturalist Charles Darwin, the German political philosopher Karl Marx, the Austrian neurologist and founder of psychoanalysis Sigmund Freud, and by a growing strict interpretation of the separation of church and state doctrine. This trend increased after World War II and was further intensified by what appeared to be changes in the nation's moral consensus in the late 1960s. Educators and others became wary of using the schools for moral education. More and more this was seen to be the province of the family and the church. Still, due to a perceived view of academic and moral decline, educators continued to receive mandates to address the moral concerns of students, which they did using primarily two approaches: values clarification and cognitive developmental moral education.[16] Values clarification. Values change over time in response to changing life experiences. Recognizing these changes and understanding how they affect one's actions and behaviors is the goal of the values clarification process. Values clarification will not tell you what you should have, it simply provides the means to discover what your values are. This approach, although widely practiced, came under strong criticism for, among other things, promoting moral relativism among students. Cognitive-developmental theory of moral education and development sprang from the work of the Swiss psychologist Jean Piaget and was further developed by Lawrence Kohlberg. Kohlberg rejected the focus on values and virtues, not only due to the lack of consensus on what virtues are to be taught, but also because of the complex nature of practicing such virtues. For example, people often make different decisions yet hold the same basic moral values. Kohlberg believed a better approach to affecting moral behavior should focus on stages of moral development. These stages are critical, as they consider the way a person organizes their understanding of virtues, rules, and norms, and integrates these into a moral choice.

Millions of American women, ages 19 to 90, have helped shape our nation through wartime and peace, through depression and prosperity, through good times and bad – all through the National Federation of Republican Women.

When you join the Kentucky Federation, you become a part of an association that is dedicated to meeting the needs unique to workingwomen!

Membership is open to all women and men who want to help further the Kentucky Federation’s commitment to helping women in the workplace.

Anne Shanks Bourne of New Castle was elected the club's First President. Anne Shanks Bourne was a dynamic mover and shaker of her time – an inspiriing leader from 1927 -1931.

It sponsored numerous cultural events and remained active in all forms of public life.

The rosters of the membership of the Woman's Club of Central Kentucky include many women who achieved national importance by their public serviced in a variety of fields.

Nannie Davis Scoville was the first president of the club and gave an eloquent inaugural address Excerpts include "The club woman would think for herself.....and be not content to have her thinking done for her...she is busy, philanthropic, prudent and forethought....she opens her mouth with wisdom and her tongue is the law of kindness"

The club's current description of its purpose is "To further the educational and cultural life of the community and to broaden the outlook of the women of Central Kentucky by keeping them informed on matters of national and international scope.

Moreover, it is appropriate today to remember as well the generations of young women and now men who have sought better lives under instruction from capable, caring faculty. A legacy of caring at Midway College is personified in our third century of service by many of our employees. Over the course of the last four years Dr. Handley and I have been privileged to meet many of our graduates both near and far. I recall one such meeting with a brilliant woman on the West Coast who graduated from here several decades ago when the school was operating as the Kentucky Female Orphan School. I remember thinking, this woman must have left Midway and pursued a Bachelor's degree and then on in academe. But no she hadn't. She left here upon completion of grade 12. Here she had been exposed to the best of literature, and was required to take advanced instruction in mathematics, and composition. Midway faculty worked diligently to prepare women such as she because they had no safety net other than their ability to think. We serve many students in this same circumstance today and our faculty is just as diligent and committed as they were the past two centuries. To all of our alumni, I say we will keep the faith, and require much of our students academically. We will also strive to engender character, character that counts and give expression in servanthood to humanity. We will retain the character of our pedagogy as a Women's College while continuing to expand our accelerated degree programs for adults.