2007/2009 Catalog Wheaton College | Norton, Massachusetts www.wheatoncollege.edu/Catalog College Calendar Fall Semester 2007 Fall Semester 2008 New Student Orientation August 5–8 New Student Orientation August 3–6 Upperclasses return August 7 Upperclasses return August 5 Classes begin August 9 Classes begin August 7 Registration period begins August 9 Registration period begins August 7 Pass/Fail option begins August 9 Pass/Fail option begins August 7 Labor Day September 3 Labor Day September Registration period ends September 7 Registration period ends September 5 Pass/Fail option ends September Pass/Fail option ends September 9 October Break October 8–9 October Break October 3–4 Classes resume October 0 Classes resume October 5 Mid-semester notices due October 7 Mid-semester notices due October 7 Last day to drop a course Last day to drop a course without record October 6 without record October 4 Self-initiated Connection Self-initiated Connection proposal due October 6 proposal due October 4 Advisor appointments Oct 9–Nov Advisor appointments November 3–7 Course selection for Course selection for Spring 008 November 5–9 Spring 009 November 0–4 Thanksgiving Recess November –5 Thanksgiving Recess November 6–30 Classes end December 7 Classes end December 5 Review period December 8–9 Review period December 6–7 Examination period December 0–5 Examination period December 8–3 Spring Semester 2008 Spring Semester 2009 New Student Orientation January 0– New Student Orientation January 8–0 Sophomore Half-Time Program January 0– Sophomore Half-Time Program January 8–0 Upperclasses return January Upperclasses return January 0 Classes begin January 3 Classes begin January Registration period begins January 3 Registration period begins January Pass/Fail option begins January 3 Pass/Fail option begins January Registration period ends January 3 Registration period ends January 9 Pass/Fail option ends February 5 Pass/Fail option ends February 3 Mid-semester notices due March 5 Mid-semester notices due March 6 Spring Break March 0–4 Spring Break March 9–3 Classes resume March 7 Classes resume March 6 Last day to drop a course Last day to drop a course without record March without record March 0 Self-initiated Connection Self-initiated Connection proposal due March proposal due March 0 Advisor appointments March 3–April 4 Advisor appointments March 30–April 3 Course selection for Fall 008 April 7– Course selection for Fall 009 April 6–0 Classes end May Classes end May Review period May 3–4 Review period May -3 Examination period May 5–0 Examination period May 4–9 Commencement May 7 Commencement May 6 A current college calendar is available online at: www.wheatoncollege.edu/Catalog 3 Contents Wheaton: A History 5 The Liberal Arts at Wheaton 11 Academic Resources 19 Academic Standards 25 The Wheaton Community 31 Admission 39 Financial Aid 45 Costs 51 Courses of Instruction 56 Selected Endowed and Other Named Funds 205 Trustees, Faculty, Officers, and Staff 223 Alumnae/i Association 247 Index 249 Contact Information 252 4 5 Wheaton: A History Institutions, like people, are shaped by the experi- Educators of vision ences, people and events that fill their past. The Lucy Larcom, who taught writing, literature and forces that sparked the founding of Wheaton history from 854 to 86, may be the best known College began more than 65 years ago, with a of Wheaton’s 9th-century faculty. She certainly father’s wish to memorialize his recently deceased characterized the innovative teacher-scholars who and much-loved daughter. Rather than erect a would follow her as Wheaton faculty members. The marble statue or another static structure, Judge founder of the student literary magazine Rushlight Laban Wheaton, at the urging of his daughter- (which still exists), Miss Larcom also was the cata- in-law, Eliza Baylies Chapin Wheaton, decided to lyst behind the creation of “Psyche,” an intellectual create a living monument. The Wheaton Female discussion group. In the classroom, she defied Seminary opened its doors on April , 835, with accepted methods of teaching history and English 3 teachers and 50 pupils. literature, eschewing recitation and memorization From its founding, Wheaton Seminary was a in favor of discussing ideas. A close friend of poet pioneering institution, offering young women the John Greenleaf Whittier, Miss Larcom compiled means to pursue serious study at a time when several anthologies published under his name, women’s educational options were few. In planning from which she received steady royalty income. their school, the Wheaton family turned to one of Seminary teacher Mary Cragin, meanwhile, the recognized leaders of the day in female educa- made significant contributions in mathemat- tion: Mary Lyon. Miss Lyon created the seminary’s ics. Nicknamed “Miss Why?” by students, Mary first curriculum with the goal that it be equal in Cragin pioneered the teaching of geometry without the “English branches”—science, philosophy, textbooks, encouraging her pupils to think through mathematics, rhetoric, history, composition, logic and solve mathematical problems on their own. and religious studies—to the curricula of men’s This teaching method earned Miss Cragin national schools. acclaim after she left Wheaton to teach at the St. Among those whose ideas and influence Louis, Missouri, Normal School. Five years after her shaped the early Wheaton was Caroline Cutler death, the National Teachers Monthly praised Mary Metcalf. Strong-willed, conscientious and creative, Cragin as “a woman who came as near the ideal of Mrs. Metcalf served as seminary principal from true teacher, everything considered, as any that we 85 to 876. Finding and retaining outstanding have known.” teachers was high on her list of priorities. Caroline A third outstanding educator during Wheaton’s Metcalf sought educators willing to put aside early history was Clara Pike, who taught sci- tradition and custom to employ the most effective ence from 869 to 90. At her urging Wheaton teaching methods possible. Graduates paid tribute built science facilities and acquired equipment to Mrs. Metcalf’s many contributions to their lives unusually sophisticated for a female seminary. and to the institution by creating the Wheaton Miss Pike regularly attended classes at the Alumnae Association in 870, in honor of Caroline Women’s Laboratory of Massachusetts Institute of Metcalf’s 0th year as seminary principal; the Technology, and invited MIT professors to lecture group also elected Mrs. Metcalf as its first presi- at Wheaton. In planning the seminary’s science dent. One of the oldest such organizations in the courses, Miss Pike consulted extensively with Ellen country, the Wheaton Alumnae/i Association today Swallow Richards, the founder of the Women’s numbers more than 4,000 members worldwide. Laboratory at MIT. 5 6 Wheaton: A HistorY From seminary to college ment, alumnae reunions, historical exhibits, and Eliza Baylies Chapin Wheaton played an ongoing the performance of a pageant written by English part in the life of the seminary. In the mid-890s department members Ellen Ballou and Louise she was among the first to recognize that the age Barr MacKenzie. Student enrollment and the size of the seminary was ending. Four-year colleges of the faculty increased steadily during Dr. Park’s were becoming the rule rather than the excep- presidency, and new buildings continued to appear tion, for women as well as men. (Indeed, seminary on the campus horizon. Wheaton’s growth and enrollment in 897 was a mere 5 students.) vitality during these years is particularly noteworthy Convinced that Wheaton should seek collegiate in the context of two major world events: the Great status, Mrs. Wheaton called upon trustees to Depression and World War II. appoint the Reverend Samuel Valentine Cole as Growth and transformation the seminary’s first president. Within six months A. Howard Meneely began his 7-year tenure as of assuming the position, Rev. Cole announced his Wheaton president when Dr. Park retired in 944. intention to seek a college charter “at some future By the mid-950s pursuing a college education time if circumstances shall seem to warrant.” had become an increasingly desirable goal for So began a massive revitalization project that growing numbers of students nationwide. Noting resulted in an expanded and strengthened curricu- Wheaton’s own steady enrollment growth since lum and several new buildings. The effect of these World War II, President Meneely voiced his concern improvements was dramatic: By 899–900, that unless college facilities and the number of Wheaton’s enrollment had more than tripled. In faculty increased across the country, a crisis November 9, trustees announced their decision in education could result. At the same time, Dr. to apply for a college charter, which was granted by Meneely believed that Wheaton should remain a the Massachusetts Legislature in February 9. “small” college, continuing to provide students with The first half of the 0th century brought further individualized attention and a homelike atmo- expansion. In planning the physical development of sphere. Wheaton’s campus, President Cole consulted with While agreeing with President Meneely in well-known Boston architect Ralph Adams Cram principle, trustees acknowledged the changing as early as 897. Cram’s pencil sketch of a “Court definition of a small college and voted, in 955, to of Honor”—a rectangular, open space surrounded increase Wheaton’s enrollment by 50 students. by groups of buildings—became a blueprint for This initiative, combined with another vote taken six campus development; a college chapel, three years later, doubled enrollment to ,00 students. dormitories, a library and an observatory were con- In turn, such growth allowed Wheaton to expand structed between 900 and 95. Ralph Adams and improve its curriculum, faculty and building Cram would later become supervising architect at program. Princeton, Rice, MIT and the U.S.