Wheaton College - Nike Yearbook (Norton, MA)

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SS — «2 heaton College has tradi- tionally allowed its professors the freedom to conduct classes in such a way as to integrate the individual's personal intellect and style into their course structure. This unique feature of the college was especially perpetu - ated by Carolyn Cutler Metcalf. Mrs. Me tcalf was appointed as principal of the college in 1850. She believed that in order to maximize a teacher’s tal- ents, she must be allowed the free- dom to correlate her own course JUNIOR PROM BANQUET .- 1959 syllabi and to teach in her own style. During her twenty -six year term, Mrs. Metcalf and the Wheaton Communi- ty saw the college expand in terms of its student body and teaching staff. During Mrs. Metcalf's administra - tion, the college curriculum ex- pounded on its commitment to higher learning by intensifying its ef- forts in such academic areas such as mathematics, history and botanical science. Another innovation taken during Mrs. Metcalf's term was the installa - tion of the college's first male profes - sors. After a long fruitful principality, Mrs. Metcalf retired in 1876. A belief saith y Ceased VISITING BACHELORS - 1959 ta. « REMNANTS OF A WEEKEND - 1956 eae A wi KEEP THE BEAT TO “BROWNIE’S” RHYTHM 1952 that Wheaton women should have a varied educational experience includ- ing math and science was the legacy she left for the modern Wheaton stu- dent. Her omnipresence in both the sp iritual and physical sense (Metcal Dormitory ) is, and always will be an integral part of the Wheaton com- munity. The first group of graduating women served as the primary achiev- ers who formulated Wheaton’s cur- rent academic program. The first regular course of study for Wheaton students consisted of arithmetic, modern and ancient geography, gov- ernment, rhetoric, and botany. This diverse set of courses allowed eac student to cultivate her individual in- tellect. The original prospectus called for a school year consisting of fout terms each comprising eleven weeks, During the term, students were ex- pected to study profusely so as to maximize their learning experience. As was the custom of the times, very often, students would attend the Seminary for one or two terms. They departed when they and their parents

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graduate from the Wheaton Seminary consisted of four pupils. At the close of the year 1839, Judge Laban Morey Wheaton awarded the first diplomas to be granted from this institution. The commencement of Wheaton owes a great deal to the charismatic and innovative Mary Lyon. Together with the Wheaton family, Miss Lyon laid the foundations of the unique and modern college we call Wheaton. In 1834, Mary Lyon unveiled her plans for a seminary which would have a permanent endowment. With the financial and emotional support MAYDAY PAGEANT OF 1920; CREAM OF WHEATON 1920 - 21 i VARSITY TENNIS 1933 of Laban Wheaton, Miss Lyon was able to open the seminary on April 22, 1834. The school was developed to promote female education which in the words of Judge Wheaton, “is now the importance to the rising generation.” Mary Lyon advocated to a strict and rigorous academic pro- gram in the belief these studies pro- moted morality, piety, and discipline. From the beginning, she strove to provide an education which was di- verse in Content and unique in terms of women’s education. A variety of subjects such as chemistry, philoso- CIRCA LATE 30'S, EARLY 40'S EEO KT LT TIT a ene Fem mem 82 or ee oa “MARINE MAGIC” PERFORMED BY THE TRITONS - 1942 phy, botany and human physiology provided students with a wide range of intellectual studies. Mary Lyon contributed much to the pursuit of education. Perhaps her greatest gift to the Wheaton commu- nity was the belief that given a proper educational foundation, women had no limits on what they could achieve in their given circumstances. The Wheaton women of today have as- similated and conceptualized Miss Lyon’s belief. In appreciation for her achiev ements, the college communi- ty, in the early part of the twentieth century, renamed the beautiful Semi- nary Hall. In present day, the gracious yellow structure bears the name Mary Lyon Hall and stands as a monument to past, present, and future women scholars. women’s 21

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WHEATON'S 125th ANNIVERSARY COMMITTEE .- 1959 CANDLELIGHT SERVICE - 1957 e ae CANDLELIGHT SERVICE AT PEACOCK POND .- 1958 felt they had attained their learning potential or when funds were deplet- ed. This accounts for the fact that only four out of the original forty - nine students (class of 1839) actually graduated. Residential living and the social life in the Seminary in the mid- 1860's was quite restricted. Students were prohibited to exercise individual freedom. At ten o'clock at night, all lights has to be out for at this time, quiet hours prevailed and even room- mates were not allowed to converse with one another. There were few so- cial events and weekend trips were rare. The expansion of the college in the 1850's under Mrs. Metcalf saw many additions to the teaching staff. Al- ways probing for the most qualified professors, Mrs. Metcalf hired the poet Lucy Larcom in 1854. Miss Lar- com taught at the Seminary for only eight years but her contributions proved to be valuable in the long term. Miss Larcom proved to be an innovative teacher. She steered away from the traditional textbook method oo of teaching, preferring to use a variety of sources from which to draw mate- rial. She initiated the expansion of the library in the belief that students should have the ability to refer to other sources of knowledge. In the classroom, Miss Larcom allowed free discussion of assigned readings, en- couraging students to participate and. speak their minds about various works. She also inspired the women to develop their literary talents by founding the still surviving Rush- light. Through her efforts, Wheaton CLASS DAY 1954 students found an outlet for their creativity. Writing composition be- came pleasurable as well as enriching. Miss Larcom left the Seminary in 1862 to continue her own literary ca- reer, but she left a mark on Wheaton that cannot be overlooked. By her method of teaching, she enabled her students to express themselves and make their opinions worth hearing. She promoted individualism and self- confidence in the women she taught. Her teaching style has become a model for Wheaton professors today.