Educational Program / Evaluation Program, 1941-1947
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Box 4 EDUCATIONAL PROGRAM contains meeting minutes, reports, correspondence, and memoranda pertaining to the divisions of the college. Includes material that documents the planning of changes in the educational structure of the college. EVALUATION PROGRAM is comprised of correspondence, reports, committee files, and other documents related to an evaluation of the college carried out from 1940-1942. Additional materials about the evaluation study can be found in the records of the Office of the President, Robert D. Leigh series.
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Item Basic Course in Political Economy - Course Outline(Bennington College, 1942-05-08) Drucker, Peter F.Item The Bennington College Curriculum(Bennington College, 1941-11-27)Item Brief Summary of Art Faculty Discussion Regarding Plastic Arts Introductory Course(Bennington College, 1941-12-03) Feeley, PaulItem Letter from Charles Smith to President Jones(Bennington College, 1942-01-13) Smith, CharlesI feel that great emphasis should be put on organization of form as I think that is important to creating or appreciating any work of art whether it is painting , sculpture or architecture - I feel that this understanding can be brought about (to some extent) by the study of certain simple forms and combinations of these forms...The course that I have in mind should be taken by all students interested in art - whether it is from the standpoint of doing it or seeing it...Item Letter from Simon Moselsio to President Jones(Bennington College, 1942-01-14) Moselsio, SimonIn reviewing the years of my incumbency at B.C., I feel that I myself have gained much, and that my teaching plans can now be crystallized on a surer and sounder basis. I believe that the Introduction to Art, as I have developed it during the last three or four years, is now a good working plan. It is intended to give the student a fairly broad general background in art. All Students desiring to secure a knowledge of the arts in a general sense, will benefit, regardless of whether they are going to major in Art or in any other field. Minor changes in this course could easily be made in correlation with other courses...The following would be a tentative outline for the course; A combined theoretical and studio course in which to give the student a knowledge of the most important epochs of the History of Art....Particular emphasis on form is desired to clarify the power of human ingenuity, and to reveal the religious and social background and also the development and progress of human mentality..Reading matter is assigned for each week..Sculpture as a basic course...This leads to the development of a sense of composition and the [...]of form and space relationships. Individual criticism is made..Item Letter from Simon Moselsio to President Jones(Bennington College, 1942-01-26) Moselsio, SimonI am offering two separate courses in drawing, alternately in each semester. The first is an anatomical analysis of the bony structure of the human body. This course is planned to give the students a better understanding of the architectural perfection of its balance and interplay. The technical media best adapted for drawing may be pen and ink, pencil, or tempera. This course is an excellent preparation for students who may want to do scientific work in hospitals, or to assist in defense work that might call for such preparation. The second course for advanced students is one in Life Drawing. This furnishes an opportunity for the study of space relationships, and rhythm, and greatly assists in all courses in the entire field of art.Item Functions of the Literature Division, Courses, and Programs(1942-01-05) Fowlie, WallaceThree functions of the literature division: 1. Close study of major literary works emphasis on form , genre, aesthetic communication, literature as art, definition and application of this concept. 2 . Familiarity with at least one foreign language preferably French e.g., ability to read and to understand oral French. This requirement would be satisfied by taking one course or one conference in French literature. 3 . History of ideas: philosophical, ethical, religious background of Western civilization as particularly reflected in literary texts.Item Memorandum from Peter Drucker to President Lewis Webster Jones Re: Suggestions on the Teaching of History(1943-09-16) Drucker, Peter F, 1909-2005"I believe, however, that our failure in history results to a considerable extent from our own curriculum and that it is a weakness resulting from our strength. Most of us concentrate on ideas which, by definition, are timeless and have no history; or we work on forms and techniques which, too, are, properly speaking, outside of history. We do not, by and large, pay much attention to the institutional realization of ideas which is the subject of history. I would not want us to change for I believe that what is needed today is the awareness of the timelessness of ideas. But I think we could complement our program with little difficulty so as to provide at least a number of students with an interest in and an understanding of history."Item Peter Drucker's Proposed Classes for the Year 1943-44(1943-05-01) Drucker, Peter F, 1909-2005POLITICAL ECONOMY - Basic Course. SPECIAL STUDIES - 1. American Political Thought 2. Social and Economic History Since the Industrial RevolutionItem Memorandum to the Educational Policies Committee(1943-04-13) Drucker, Peter F, 1909-2005"Enclosed please find the results of the New York Times test in American history as given to my political economy classes. Because of time limits the first section of the course (freshmen and sophomores) only answered the first eleven questions; the second section answered all questions with the exception of two or three which I took out as irrelevant...It is not this result which induces me to propose to make one section of my political economy course devote itself largely to American history next year. It had been my intention to do so ever since I began to teach here this year; and, of course, I do not propose an American history course proper., but a course which, starting from the existing structure of American economics and society, works its way back to the roots. I would also like to say that in my plans this is but one of two sections with the other one devoted to a different approach. Although the experience with the New York Times test is not in any way responsible for my next year's plans, it certainly supports the argument for them."Item Political Economy Freshmen-Sophomore Group 1943 Summer Term(1943-04) Drucker, Peter F, 1909-2005"As you will remember, our discussions of the problems of a war-economy last Fall were all plain sailing as long as we talked only about the material factors of production: labor, raw materials, and machines, and about the distribution of physical goods. We got into trouble, however, as soon as we brought Money into the discussion. And we found that all the difficulties -- both those of understanding and those of policy-making and enforcement - grow out of the fact that our economy is a money-economy. Although it became quite clear to us in the course of our talks that money is something man created to serve him as a tool it also became clear that this agent and creature of society has itself become a determinant of society. Therefore, we will work during the Summer Term on money- on the economics of money and banking; on money as a political issue in American history- one of the basic ones; on the political, social and cultural aspects of a money-economy and a money-society."Item Political Economy Advanced Spring Term 1943(1943-04-07) Drucker, Peter F, 1909-2005"As decided at the close of the last term we shall concentrate during the coming months on the nature and structure of society and government. Such a study can be started in three ways: with the basic beliefs men have been holding regarding the nature of society and the function and aims of government; with the actual problems of social life which society and government have been asked to master; and with the institutions - ranging from the family to the international gold-standard or the proposed world-court - by means of which societies have been trying to organize reality and to solve actual problems according to their beliefs and aims. We shall go the first way - if only because our time demands, above all, clear beliefs and true values. But we shall not be satisfied with the purely historical or purely philosophical study of principles and theories. We will also try to learn how to apply basic concepts, beliefs and values to concrete problems. At the same time the members of the group will be given an opportunity to do a larger piece of work on their own."Item Letter from Barbara Jones to Peter Drucker(1942-06-10) Jones, BarbaraItem Letter from Peter Drucker to Marjorie Beebe(1942-06-04) Drucker, Peter F, 1909-2005Item Letter from Marjorie Bebee to Peter Drucker(1942-06-03) Beebe, MarjorieItem Letter from Peter Drucker to President Lewis Webster Jones(1942-05-16) Drucker, Peter F, 1909-2005Item Letter from President Lewis Webster Jones to Peter Drucker(1942-05-11) Jones, Lewis WebsterItem Letter from Peter Drucker to President Lewis Webster Jones(1942-05-08) Drucker, Peter F, 1909-2005Discussing proposals for a basic course in Political Economy http://hdl.handle.net/11209/9241 and an intermediate course in American Economic and Social History http://hdl.handle.net/11209/9242Item Intermediate Course in American Economic and Social History(1942-05-08) Drucker, Peter F, 1909-2005An outline, including reading list, for an intermediate course in American Economic and Social History