Mary Downing Sheldon Barnes (September 15, 1850August 27, 1898) was an American educator and historian. Her teaching style and publications were considered ahead of their time. She used a method that encouraged students to develop their own research skills utilizing primary sources and their own problem solving skills. Sheldon was teacher of and major influence on author and socialist Anna Strunsky. Biography Youth and education Mary Downing Sheldon was born in Oswego, New York, the oldest of five children, to Frances Stiles and Edward Austin Sheldon. Her father was the founder of the Oswego State Normal and Training School, known for its Pestalozzian principles. Her upbringing drastically deviated from traditional nineteenth-century norms, as both her parents encouraged scholarly education and fostered her inquisitive spirit. Sheldon attended Oswego public schools and a dual program at Oswego Normal, graduating in 1869 as a certified teacher with specialized training in classical studies. After graduation, she taught there for two years, before becoming enrolled in the first coeducational class at University of Michigan in 1871. Sheldon was a founding member of the Quadrantic Circle, a precursor to sororities. While at Michigan, she studied extensively under the direction of Moses Coit Tyler, a professor of English language and literature within historical and political contexts. She also studied under Charles Kendall Adams, a proponent of the German seminar method of teaching history However, she also took particular interest in the natural sciences. She graduated with an AB in classical studies in 1874. Teaching and career Sheldon returned to Oswego State Normal after her graduation to teach history, Latin, Greek and botany. In January 1877 she began teaching at Wellesley College in the English and history departments for two and a half years. Her teaching style was considered unorthodox at the time, using the case method process introduced by her father in the Oswego Movement. Drawing from the teachings of Pestalozzi and Leopold von Ranke, Sheldon encouraged helping students build problem-solving skills while learning historical inquiry. She encouraged her students to move beyond rote memorization. Rather than a textbook, she used a collection of primary source reproductions. With firsthand reading of powerful documents of history, students could generate a dialogue about history's biggest questions. However, faculty at Wellesley disapproved of her methods. In 1879 she resigned due to poor health and internal conflicts at the college, leaving behind teaching to travel abroad and rest. In 1882 she