Displayed to two decimal places.
PERSON · STARLIGHT
Mary Lyon
Recorded name: 玛丽·莱昂
Mary Lyon was an American educator of women.
Original Chinese introduction
玛丽·里昂是美国女子教育工作者。
Mary Lyon was an American educator of women. She gained teaching experience at several schools, then led the founding of Mount Holyoke Female Seminary, providing women with more advanced education through curricular, fundraising, and campus-operating arrangements.
Original Chinese context
玛丽·里昂是美国女子教育工作者。她在多所学校积累教学经验，随后主持筹建芒特霍利约克女子学校，通过课程、筹资与校园运行安排，为女性提供更高程度的教育。
Introduction sources
- Mount Holyoke founding history ↗Original Chinese label · Mount Holyoke建校史
- Lyon-associated schools archive ↗Original Chinese label · 里昂关联学校档案
- 1837 opening materials ↗Original Chinese label · 1837开学资料
Derived from the current score.
Contribution groups assessed so far; coverage is still being expanded.
ASSESSMENT SCOPEWhat this score covers
All included contribution titles and notes are available in English. The complete original text remains available in Chinese; both editions use the same scores and source links.
Uncovered contributions and unresolved harms are not treated as zero. This is not a complete assessment of a lifetime.
Original scope note
This research record currently includes 2 outcomes within a limited scope; M and attribution shares are revisable judgments. Uncovered content and negative effects not yet clarified are not treated as zero; specific gaps appear in the item-by-item explanations.
Original Chinese scope
本轮当前已列2项有限研究账；M与归功份额为可修订判断。未覆盖内容和未核清的负面作用不按零处理，具体缺口见逐项说明。
CALCULATIONHow the score is calculated
Q = 10^(M/2) − 1; Lᵢ = aᵢ × Qᵢ; L = Σ Lᵢ; S = 2 × log₁₀(1 + L).
M is an outcome’s assessed magnitude and a is the person’s allocated share. A standalone score is only a per-item reference; the attributed light from distinct contributions is what can be combined.
SCORE DETAILS
2 evaluated contributions
M is the assessed magnitude of an outcome; attribution is the person’s share of credit. Attributed light can be added. The standalone score is only a per-item reference and must not be added across rows.
Scroll sideways for scores and attribution.
| Outcome | M | Attribution share | Attributed light | Standalone score | Share of total | Status |
|---|---|---|---|---|---|---|
| 01Women's normal education practice and the establishment and operational system of Mount Holyoke.女子师范教育实践与Mount Holyoke建校运行体系OUT-SL1338-1824-1849-WOMENS-SEMINARY-INSTITUTIONAL-MODEL · 1824–1849 | 5.2 | 27% | 107.218936 | 4.07 | 87.5040% | Provisional estimate · incomplete evidence |
| 02Actual teaching, teacher training, and school consulting in early women's education早期女子教育的实际教学、师训与办学咨询NEW-SL1338-1824-1834-EARLY-TEACHING-TEACHER-TRAINING-CONSULTATION · 1824–1834 | 3.0 | 50% | 15.311388 | 2.42 | 12.4960% | Provisional estimate · incomplete evidence |
On small screens, scroll this table horizontally to reach every numeric column.
NOTES AND SOURCES
Contribution notes and source links
English translations of the included notes appear below, with their Chinese originals available for comparison.
01Women's normal education practice and the establishment and operational system of Mount Holyoke.女子师范教育实践与Mount Holyoke建校运行体系OUT-SL1338-1824-1849-WOMENS-SEMINARY-INSTITUTIONAL-MODEL
Record year1824–1849
summaryEstablish a sustainable women's school through extensive small-scale fundraising, strict admission requirements, university-level courses, and shared labor arrangements.
Original Chinese · summary
通过广泛小额筹资、严格入学要求、大学程度课程和共同劳动安排建立可持续女子学校。
M rationaleRoot determination: The initial institutional delivery of Mount Holyoke and the preservation of its reusable women's school model support the M5.2 provisional estimate. Mount Holyoke's alma mater legacy page records that its influence was taken over by subsequent women's colleges and transnational school networks, but this is institutional self-reporting, not independent educational outcomes; not counted for all later women's education or alumni achievements.
Original Chinese · M rationale
Root裁定：Mount Holyoke的初期制度交付及其可复用女子学校办学模型的保留作用，支持M5.2暂估。Mount Holyoke母校legacy页记录其影响被后续女子学院与跨国校网承接，但这是机构自述而非独立教育效果；不计为所有后世女子教育或校友成果。
attribution rationaleMary Lyon .27; Zilpah Grant .07; Founding donors, trustees, and local supporters .20; Founding teachers, staff, and student labor .20; Wheaton, Ipswich, and women's school antecedents .12; School building facilities and supply team .07; Unresolved share .07. Shares are revisable research judgments. This final draft does not change a: This revision has no new auditable attribution facts.
Original Chinese · attribution rationale
玛丽·里昂 .27；齐尔帕·格兰特 .07；建校捐助者、受托人与地方支持者 .20；创校教师、职员与学生劳动 .20；Wheaton、Ipswich与女子学校前史 .12；校舍设备与供应团队 .07；未解析份额 .07。份额为可修订研究判断。 本终稿不改a：本次修订没有新的可审计归功事实。
overlap boundaryTreat the 1824–34 winter school, Adams, Ipswich teaching, and 1834 Wheaton consultation as method inputs; the core final state is the preparation from 1834–37 and the presidency of Mount Holyoke until 1849; curriculum, low-cost finance, school building, and opening belong to the same institution, not split into multiple complete Ms.
Original Chinese · overlap boundary
把1824–34冬校、Adams、Ipswich教学和1834 Wheaton咨询作为方法输入，核心终态为1834–37筹建并至1849主持Mount Holyoke；课程、低成本财务、校舍和开学属于同一制度，不拆成多个完整M。
Evidence gapsMaterials on early student labor conditions and exit rights are insufficiently verified; the named division of labor among donors and teachers is unresolved.
Original Chinese · evidence gaps
早期学生劳动条件和退出权资料未充分核验；捐助者和教师具名分工未闭合
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- .27Mary LyonOriginal Chinese · 玛丽·莱昂Person
- .07Zilpah GrantOriginal Chinese · 齐尔帕·格兰特Person
- .20Founding donors, trustees, and local supportersOriginal Chinese · 建校捐助者、受托人与地方支持者Team
- .20Founding faculty, staff, and student laborOriginal Chinese · 创校教师、职员与学生劳动Team
- .12Wheaton, Ipswich, and women's-school prehistoryOriginal Chinese · Wheaton、Ipswich与女子学校前史Predecessor pool
- .07Building, equipment, and supply teamOriginal Chinese · 校舍设备与供应团队Team
- .07Unresolved shareOriginal Chinese · 未解析份额Unallocated
Source links
- Primary works and institutional archives ↗Original Chinese label · 原作与机构档案
- Primary works and institutional archives ↗Original Chinese label · 原作与机构档案
- Primary works and institutional archives ↗Original Chinese label · 原作与机构档案
- Primary works and institutional archives ↗Original Chinese label · 原作与机构档案
02Actual teaching, teacher training, and school consulting in early women's education早期女子教育的实际教学、师训与办学咨询NEW-SL1338-1824-1834-EARLY-TEACHING-TEACHER-TRAINING-CONSULTATION
Record year1824–1834
summaryTeaching/teacher training at Adams Female Academy, Winter School for Girls, and Ipswich Female Seminary from 1824 to 1834, and consulting and first principal recommendation for Wheaton Female Seminary in 1834. Only count these locatable actual teaching, teacher training, and consulting actions; exclude Mount Holyoke's establishment and administration after 1837, all subsequent achievements of students from each school, and multiplication by student or school numbers.
Original Chinese · summary
1824–1834年在Adams Female Academy、Winter School for Girls与Ipswich Female Seminary的教学/师训，及1834年对Wheaton Female Seminary的咨询与首任校长建议。只计这些可定位的实际教学、师训和咨询动作；1837年后Mount Holyoke建校与校务、每所学校所有学生后续成就及按学生或学校数量倍增均排除。
M rationaleRoot determination: The locatable decade of teaching, teacher training, and school consulting constitutes an actual educational service endpoint independent of Mount Holyoke's establishment, tentatively estimated at M3.0. Specific student numbers, subsequent careers, or later school prestige of a single institution do not individually create new Q; source independence, classroom scope, and cross-school reusability are still lacking.
Original Chinese · M rationale
Root裁定：可定位的十年教学、师训与办学咨询构成独立于Mount Holyoke建校的实际教育服务终态，暂估M3.0。单一机构的具体学生人数、后续职业或后来学校声望不逐项制造新Q；来源独立性、课堂范围和跨校可复用性仍缺。
attribution rationaleLyon 0.50: School records directly list her as teacher, head teacher/teacher, assistant principal/teacher, and consultant; co-teachers, principals, and school administration 0.25: Curriculum, school affairs, appointments, and consulting implementation are undertaken by multiple people; learners and implementation environment 0.15: Teaching benefits need to be realized jointly by learners and classroom conditions; unknown 0.10: Archives are insufficient to subdivide actual responsibilities at each school. This is attribution of actual actions, not co-authorship.
Original Chinese · attribution rationale
Lyon 0.50：学校记录直接将其列为教师、主任/教师、助理校长/教师及咨询者；共同教师、校长和校方0.25：课程、校务、聘任和咨询落实由多人承担；学习者与实施环境0.15：教学收益需由学习者和课堂条件共同实现；未知0.10：档案尚不足以细分各校实际职责。这是实际动作归因，不是共同署名。
overlap boundaryAdams, Winter, Ipswich, and Wheaton are merged into one item based on continuous early teaching/teacher training/consulting services, not repeated by school, student numbers, or each class taught; Mount Holyoke's institutional establishment and operation from 1837 to 1849 remain in the existing main item.
Original Chinese · overlap boundary
Adams、Winter、Ipswich和Wheaton按连续早期教学/师训/咨询服务合并为一项，不按校、学生数或每次授课重复发光；Mount Holyoke 1837–1849的制度建立和运行留在既有主项。
Evidence gapsRequires school administrative records, curricula, student/teacher rosters, specific responsibilities of Lyon and Grant et al., Wheaton consulting materials, and independent historical sources.
Original Chinese · evidence gaps
需各校校务记录、课程、学生/教师名册、Lyon与Grant等人的具体职责、Wheaton咨询材料及独立历史来源。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.50Mary LyonOriginal Chinese · 玛丽·莱昂Person
- 0.25Co-teachers, principals, and school organizersOriginal Chinese · 共同教师、校长与学校组织者Team
- 0.15Learners and the practical teaching environmentOriginal Chinese · 学习者与实际教学实施环境Team
- 0.10Early teaching and consultation attribution pending verificationOriginal Chinese · 早期教学与咨询归属待核Unallocated
BOUNDARIES NOT COUNTED
Not included in this score
These subjects are recorded as exclusions and are not silently treated as zero or as part of the included outcomes.
Missionary-education network and graduate spillovers
传教士教育网络与毕业生外溢
Reason Graduates' later schools and missionary work are not direct outcomes of a founder; separate assessment requires specific organizing labor by the person.
Original Chinese reason
毕业生后续学校与传教工作不是创办人的直接成果；须有本人具体组织劳动才另估。
How to read this score
Scores can change when evidence is reviewed. The method page explains how magnitude, attribution, and included results relate to the displayed score.
Read the method in English →