Administrative Records, 1965-1972
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Box 1-3. Contain materials pertaining to the general administration of the college. Materials include college policies, correspondence, meetings, memoranda, and reports from various offices of the college.
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Item Letter to Parents about "Resolution of the Faculty and Administration of Bennington College deploring President Nixon's decision to extend the Indo-China war."(1970-05-15) Bloustein, EdwardLetter includes the 5-page resolution adopted on May 12, 1970. The resolution includes students' options for the last 5 weeks of classes and the faculty's responsibilities.Item Letter to Parent about Alcohol and Drugs(1970-03-02) Bloustein, Edward"Bennington College has a drug problem. There is no reason to believe our situation is any different in kind or extent from that on all other leading college and university campuses. Nevertheless, I want you to know what our drug policy is and I ask your help in meeting the problem."Item Documents on Educational Policy at Bennington College(Bennington College, 1970)Documents: Aims and Methods; The Trustee Faculty Committee to Explore the Future of Bennington College; Report of the Educational Planning Subcommittee Faculty Educational Policies Committee; Student Statement on Educational Revisions; An Educational Plan by Claude Fredericks; Report of the Trustees, 1970.Item Minutes of the Faculty Meeting(Bennington College, 1965-11-17) Bentley, JuneItem Faculty Meeting Agenda(Bennington College, 1965-11-17)Includes a proposal by literature faculty member Howard Nemerov that a week be set aside during the spring term to exchange classes with another faculty members to experience teaching something that is unfamiliar. "This is a liberal arts college or anyhow it is piously said to be. The question for such a college is of a central humane education directed at the layman, the amateur, the humanist so far as these titles distinguish anyone from the specialist at something in this sense alone we ought somehow -- even if not in the way I suggest -- experience our own ignorance, if only for the mere sport of it. We know and feel too little of one another's modes is I think of evident value: the students naturally, would do the teaching. I mean to say that I might go in to talk to a class of painters and anticipate that as soon as I made my first egregiously silly remark (within the first minute and a half) someone would put me straight and that this would go on happening, to the somewhat odd edification of all parties concerns difficulties." (excerpt)