Lyndon State College - Northern Lights Yearbook (Lyndonville, VT)

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V E R L Y N Diary Of A Procrastinating Freshman By DORIS EBBETT Friday, 13 A. M. Made out a study plan for week-end. Will accomplish a great deal of studying. P. M. Beth and Jean invited me to their spread. I had a wonderful time. Four girls came to see me afterward —just in case I was lonesome. I shouldn’t have tried to study to- night anyway, I need a rest. Saturday, 14 A. M. Cleaned room. Washed and ironed. Mended stockings. What a good start for the day! P. M. Just couldn’t study with such an interesting ball game going on. Studied half an hour at Music, but talked so much between paragraphs, that my notes are rather mixed. Studied Current Events until bed- time. I only had time to memorize the joke column. Oh, well, I can find an hour to-morrow to finish my work. Sunday, 15 A. M. Went to church. I am going to turn over a new leaf. The minister doesn’t think we should study on Sunday. There’s no time like the present! No studying to-day! P. M. Set my alarm for 5.30 to-mor- row. [ 14]

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January - 1938 about that ghost, and we’ll go up there tonight and watch again.” Alice knew that objections would do no good, so she kept quiet, but decid- ed that Tom would not see the ghost that night. They went up about eight o’clock. Alice sat in a different place, this time. She was glad that she had decided not to show the ghost tonight, for the moonlight was brilliant, and the room quite light. Tom sat down, and they waited for half an hour, or more. Then Alice stirred restlessly—she hated this wait- ing when she knew nothing would hap- pen. Suddenly she looked up startled. Then she screamed. The door was opening slowly, and a skeleton, its empty eye sockets glowing faintly, was emerging. Its bones rattled slightly The rattling of the bones was too much for Alice. She fled out the win- dow and down the road, Tom after her. “I’ll never go near that place again,” quavered Alice, “It was ghastly! You and your theories,” she cried, turning to Tom. “Why didn’t you leave it alone. It was fine until you tried to catch it. Oh, let’s go home,” she con- tinued. “I don’t like old houses in the country!” Next morning, however, she thought differently-----. “Now that it’s daylight, I’m not afraid. And I still want a house in the country. Tom, let’s go up and solve the mystery of the ghost.” And when Tom demurred, she said “I’ll go alone, if you won’t come.” Reluctantly Tom agreed, and to- gether they approached the scene of their scare the night before. On the [ 13 J way up, Alice told Tom she knew how to get into the panel. Tom was sur- prised and interested. They climbed in the window, which was open from the night before. And then Alice show- ed Tom where the spring was. She pressed it, and gasped,—for when the panel opened, a skeleton emerged, hanging to the rack. It wasn’t so terrifying in the daylight, so Alice examined it closely. Suddenly she looked up, and with a very red face, walked out to where Tom stood. “I’m sorry, Tom,” she said, “I guess I don’t deserve an old house. But I wanted one so badly, and I thought it would do no harm. Come on, let’s go.” “You darling,” said Tom, “I think I’m the one to be forgiven. You know, the other morning when I came up here to look the place over, before go- ing back to the city, I smelled a rat. I found your spring, and when I discov- ered what you’d done, I decided to give you a dose of your own medicine, so I had that skeleton sent up from my office, and your old friend Tobias rigged it up. He certainly did a good job!” and Tom started to laugh.— “However,” he said, “it might interest you to know that I’ve bought the house, and the deed is made out in your name.”

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January - 1938 Teacher Training In Retrospect By MR. PHILIP MATHEWSON The training of teachers at Lyndon Institute had its origin in the first cur- riculum of the school, (1870) where the statement was made that “Special at- tention will be given those wishing to teach.” However, little attention was paid to this department until the pas- sage of the following Act by the State Legislature. “By Act No. 24. of laws of 1894, in State of Vermont, a graduate of any academy, seminary, or high school in this State whose course has included 30 weeks of study in the principles and methods of teach- ing, and has been approved by the State Superintendent of Education, may receive, without examination, a certificate of the second grade from the county examiner on the presenta- tion of his diploma.” The Classical and English courses at the Institute were approved by the State Superintendent as being suitable for the training of teachers. In 1867 the first curriculum of study was published as follows: First Term Halleck’s Psychology and Psychic Culture Page’s Theory and Practice of Teach- ing Quick’s Educational Reformers Second Term Painter’s History of Education Howland’s Practical Hints for Teach- ers White’s Art of School Management Third Term DeGarmo’s Methods Arnold’s Waymarks for Teachers Government Reports on School Sys- tems of various states and of our larger cities These texts were to be studied in ad- dition to the regular class work of the Classical and English courses. In re- ality it was nothing more than the read- ing of the aforementioned books, after which seminars were held for discus- sion. This type of instruction continued until 1904, when the first training class for teachers was organized. The course was designated for graduates of the Institute, or for those who had an equivalent preparatory training. The theoretical study was based upon the text books prescribed for the course in Pedagogy by the State Board of Edu- cation. After satisfactory completion of these studies the State granted a two-year certificate to the student. The courses required by the State were as follows: “Psychology 5 hrs. History of Education 5 hrs. Reviews and Collateral Reading 5 hrs. Principles of Education 5 hrs. Methodology 5 hrs. Ethics and School Government 5 hrs. Observation and practice teaching throughout the year. Collateral read- [15]