Wheaton College - Nike Yearbook (Norton, MA)

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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.

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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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DANCE - 1951 S Le) n June 1, 1897, the Board of Trustees, with the consent and ad- vice of Mrs. Wheaton, named Rever- end Samuel Valentine Cole President of the Wheaton Seminary. Dr. Cole entered the office at a time of mag- nanimous changes within the Whea- ton community. Before his death, in May of 1925, Wheaton would be transformed in many ways. The semi- nary would be radically altered in ac- ademic areas as well as in its physical character. With Dr. Cole’s support and guidance, the seminary would usher in a unique era in women’s education. In the late 1890's, the seminary looked very different from its incep- ee” MARTY'’S (POLO CLUB) - 1958 tion. Course revision made academics more stringent and demanding. The teaching staff, traditionally of the highest standards, was expanded to include such illustrious members as Ida J. Everett and Sarah B. Young. In 1898, the seminary introduced the commencement of concentration work. The division of electives into literary, classical, or scientific con- centrations allowed students the free - dom to delve into specific academic work in their chosen field. In its physical realm, Wheaton continued to attract larger groupings of students. Low tuition rates and ex- cellent preparatory facilities encour- aged an increasing number of young women to enroll at the seminary. By 1898, the number of students rose to include an incredible 225 pupils; a significant increase in Comparison to WHIMS - FATHER’S WEEKEND .- 1958 YALE'S AUGMENTED SEVEN” PERFORM AT THE SOPOHOMORE HOP .- 1958