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    University of Vermont
    University of Vermont
    University of Vermont
    Ebook215 pages59 minutes

    University of Vermont

    By John D. Thomas

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    About this ebook

    Since 1800, the University of Vermont has pursued a progressive mission of enlightening individuals and, through them, society.


    When university president Daniel Sanders welcomed the first class of students into the school, he envisioned the college as a "temple of knowledge." Balanced against the demands of national development, cultural change, and increased emphasis on academic specialization, UVM has seen generations of students who are intellectually curious and utilize their education into the practical needs of society. University of Vermont tells the story of the students, curriculum, and campus through a unique collection of drawings, paintings, and photographs, many of which are published here for the first time.

    LanguageEnglish
    PublisherArcadia Publishing
    Release dateJul 27, 2005
    ISBN9781439632369
    University of Vermont
    Author

    John D. Thomas

    John D. Thomas, a graduate of West Point, was a former Captain of Armor. He also served at the US Air Defense Artillery School and graduated from the Officers' Field Artillery Advanced Course. He was an Airborne Ranger. He enjoys alternative history books and is a student of history.  He has made many trips to Ukraine where much of the story takes place.

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      Book preview

      University of Vermont - John D. Thomas

      Cynic.

      INTRODUCTION

      In 1800, the University of Vermont offered its first class in the recently completed home of Pres. Daniel Sanders. Picture an unpainted, two-story wood structure surrounded by charred stumps and acres of dense woods. It was a humble beginning in a place not far past its frontier status; but in this time at the dawn of the early republic, when the national mood was shaped by optimism, opportunity, and the sense of possibility, the university founders considered the fledgling institution in the long term, through the lens of idealism, as an engine of enlightenment that would improve society one student at a time.

      From 1800 to 1824, the university struggled to survive religious battles, financial troubles, outbreaks of disease, a period of war, and destruction by fire. Each trial ultimately refined and strengthened the institution, seeding a rich history that would give direction when crisis came again. The pivotal event of the institution’s early development was the complete destruction of the college building by fire in 1824. From the end of the old school came the birth of the new: a new structure was raised, new faculty were hired, and an experimental curriculum was adopted. This era, led by university president James Marsh, profoundly shaped the university, influenced American educational practice, and seeded the American transcendental movement. (When Ralph Waldo Emerson and Henry Thoreau first met, they discussed the ideas and philosophy of Marsh.)

      The curriculum created by James Marsh was a landmark in the history of the development of the American College (as it was described by UVM educator John Goodrich in 1901). The Marsh curriculum was structured around the distinction Samuel Taylor Coleridge and Immanuel Kant had made between reason and understanding. This organic system educated students progressively through tiered studies; each course preparing them for the next level of study. Marsh anticipated modern teaching methods by introducing a basic form of elective studies, by accepting part-time students, by teaching through reading and classroom discussion, by encouraging peer mentoring, and by emphasizing the study of modern languages. Marsh is also credited with catalyzing the American transcendental movement through his introductory essay for the American publication of Coleridge’s Aids to Reflection. The spiritual philosophy of Marsh remained at the core of the university’s educational experience into the late 19th century. Its transcendental glow dissipated gradually each year after the Civil War.

      UVM crept toward modernity following the passage of the 1862 Land-Grant Act (the Morrill Act), after which time institutional development was incrementally calibrated to meet the needs of the industrializing nation. In 1865, the university was reorganized and rededicated as the University of Vermont and Agricultural College. The Marsh curriculum was expanded to include practical studies, such as scientific farming, engineering, and military science. The expanded educational mission was integral to the four decades of growth that followed: the physical plant, faculty, and student body increased; coeducation began; extracurricular programs took shape; and intercollegiate cooperation developed. For UVM, the late 19th century was a transitional period, when national industrialization drove the growth and elevation of the practical sciences within the curriculum, while at the same time contributing to the decline of classical studies. As the sun set on the classical era, the university looked back to rediscover its past and launch new traditions. Through ritual ceremonies and new icons, the university was tethered to its roots as it moved into a secular modern age.

      The university continued to grow and adapt to the changing needs of students and society in the 20th century. Though the elm-shaded hilltop campus was still a bucolic, academic retreat far from mainstream currents, the university was constantly evolving in response to external forces that influenced internal debate and development. The greatest force for change was the student body, which doubled in size every four years and included more out-of-state students who brought different ideas and concerns. World Wars I and II, the Depression, the civil rights movement, the cold war, the Vietnam War, and the counter culture of the 1960s all influenced degrees of change within student life, campus culture, the curriculum, and institutional development.

      Expansion, diversification, and specialization describe the 20th-century campus. The expanding student body was matched by increased specialization in all fields that fueled departmental growth, the creation of new colleges, and a physical plant spreading in all directions away from the old College Row. UVM would eventually offer bachelor’s, graduate, and doctoral programs through the College of Agriculture and Life Sciences, the College of Arts and Sciences, the College of Engineering and Mathematics, the College of Education and Social Services, the Graduate College, the College of Medicine, the College of Nursing and Health Sciences, the School of Business Administration, and most recently, the Rubenstein School of Environment and Natural Resources. UVM continues to develop as a research institution with a strong liberal arts program. Vermont’s engine of enlightenment is now spoken of in less mystical language, but its core mission to improve and elevate society one student at a time remains unchanged.

      Examining change over time is the historian’s goal, but every history can only offer a view into the past—not a definitive view, but a lens shaped by resources and the biases of the author. In addition to buildings, university leaders, and student life, this work examines the conflicts and tensions that have catalyzed growth and change over time. UVM’s development has been shaped by numerous factors: national and international forces and the tensions between practical need and idealism; the generational differences between students and faculty; the cultural clash between students and Burlington residents; and the institutional need for growth and expansion while limited by resources and available space.

      It is easy to assume that the past was less complicated. However, this research has shown that while the context may be different, student concerns, impulses, and actions remain remarkably similar across time. UVM students of 2005 share more than they imagine with the students of 1805. The campus has always been a dynamic environment

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