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

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V E R L Y N ing of at least 500 pages on assign- ed topics in History of Education, School Management, and Principles of Teaching is required.” Principal Merritt Harris was in charge of the teaching of this course in Pedagogy. Because of the small attendance this department was soon discontinued, and the education courses were placed in the regular curriculum as elective sub- jects. The Education courses, open to Juniors and Seniors, were: Education 1, to train the prospective teacher in methods of teaching; Education 2, to give the students an understanding of the relations of the school to the com- munity and to make them useful mem- bers of the school boards, etc. In 1912 interest was again renewed in the development of a teacher train- ing department by the passage of an Act by the State Legislature to the fol- lowing effect: (summarized) A graduate of an approved high school or academy of the first class, or a person of equivalent training may be admitted to a teacher train- ing course for a one year course. In case such student resides in a town not supporting such courses his tui- tion to a school providing such work will be paid by the town. A graduate from a teacher train- ing course may receive from the superintendent of education, on rec- ommendation of the union superin- tendent of the town in which the course is offered, a four year teach- ing certificate, provided said gradu- ate was a senior at the time of tak- ing the course; or a five year certi- ficate if the graduate has completed his secondary school training, or has had the equivalent education at the time of taking such course. A person who has completed, with- out conditions, two of a four year course in an approved high school or first class academy, and who has taught fifty weeks in the public schools, may be admitted to the training course, and on completion of the course, may receive on rec- ommendation of the specialist of such course a two year certificate. The following year (1913) the In- stitute was again authorized to offer a teacher training course. The curricu- lum offered at this time was as follows: Psychology, with practical applica- tion to school problems Review of History, Geography, Civ- ics, with special study of Vermont Civil Government Arithmetic Physiology Reading Methods of teaching these subjects Observation and Practice Teaching Regular lessons in Penmanship, Drawing, Music, Cooking, Sewing, and Physical Education. The Department was under the direc- tion of Miss Eliza Allen, a teacher of broad training and wide experience. For the Institute to offer this work it was necessary to have a class of at least eight students. With an enrollment seldom reach- ing twenty students the teacher train- ing department struggled along until 1921 when the State Board of Educa- tion made it one of the four two-year normal schools of the State. To en- courage attendance the State allowed free tuition to Vermont students pro- vided they signed a contract to teach [16]

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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]

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January 19 3 8 in Vermont as long as the duration of the course they had taken. At this time the curriculum was completely reorganized and expanded. A teacher graduating from the one- year course of training was granted a certificate to teach in the State for a limited period without further study. However, the students were encour- aged to take the full two-year course of study. After this change in the Department the school was gradually built up in attendance and scholastic standing until, in 1933, the State decided to add a third year to the two-year curriculum in operation at that time. Thus during the 67 years of teacher training work at Lyndon Institute and Lyndon Normal School, a great change has taken place. From a hand- ful of students to an enrollment of over 100; from a brief seminar discus- sion of education to a full time three- year course; from a mere library of one case to a new library building, housing 7000 volumes; this from 1870 to 1937; from 1937 to 2004??. Prelude To Winter By ISABELLE MUGFORD Out of the dusky sky a snowflake falls to kiss the earth, still warm from summer suns. Pure white stars slowly waft their way to rest upon a fevered brow, cool fingers in the night. Slender willows lift their drooping heads for the crown of sparkling jewels; jewels no money can buy. Tall firs and pines reach out their willing arms for precious robes of softest ermine snow; Maples in stately splendor wait against the night for gowns of sheerest lace touched by no mortal hands; The bubbling brooks their sweet songs stay, while snowflake blankets spread over each small stone. Till in the dawn all earthly things are but a dream. Fairyland holds sway. Into the nowhere it silently fades away, A prelude to a Winter Symphony. [17]