The original documents are located in Box 29, folder “Bennington College Catalogues” of the Betty Ford White House Papers, 1973-1977 at the Gerald R. Ford Presidential Library. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted material. Betty Ford donated to the United States of America her copyrights in all of her unpublished writings in National Archives collections. Works prepared by U.S. Government employees as part of their official duties are in the public domain. The copyrights to materials written by other individuals or organizations are presumed to remain with them. If you think any of the information displayed in the PDF is subject to a valid copyright claim, please contact the Gerald R. Ford Presidential Library. BENNINGTON COLLEGE CONTENTS THE BENNINGTON IDEA .............................. 2 ORGANIZATION OF STUDY The Educational Program. ............................ 4 The Role of Counseling and Advising .................. .... 7 Non-Academic Activities ................................. 8 The Student Services Office. .. ............. 8 The Non-Resident Term. ..... 9 Study Abroad and Leaves of Absence .. 10 Graduate Studies. ..... 11 The Degree ....... 11 GENERAL INFORMATION Admissions .... .. ......... .. .. .... .. ....... .... .. .. 12 Fees and Financial Aid. ...... ..... 17 The Campus............. .. .. ................ .. ... 22 Community Government. ... .. ........... 23 Campus Rules and Regulations. .......... 24 The Library . ....................... 25 The Cooperative Store. ............. 25 The Health Service .. .......... .... ... .. .. ..... .. ... 25 CURRICULUM Literature and Languages ........... ....... ............. 27 Social Science . ........ 48 Natural Science and Mathematics ........ .. ... .... ..... 70 The Performing Arts ..................................... 82 The Visual Arts . ......................................... 93 FACULTY ... 100 ADMINISTRATION. 117 BOARD OF TRUSTEES ............. ................. ... 117 ALUMNI ASSOCIATION .......... ........ ... ..... 120 ALUMNI INTERVIEWERS .. 121 COLLEGE CALENDAR 1972-73 ......................... 124 The Bennington Idea search projects, and otherwise achieve some direct experience of the body of learning they are attempting to master. It is this same principle which lies behind the College requirement that all students devote part of each Bennington College is a four-year undergraduate coeducational col­ year to off-campus employment or projects which involve them as par­ lege. It makes available to students individually planned programs of ticipating and working members of the general community. study leading to the Bachelor of Arts degree. Approximately 585 stu­ The Bennington system owes its strength to a faculty which, while com­ dents will be enrolled in 1972-73. posed of professional writers, musicians, researchers, etc., also finds chal­ Bennington College students are encouraged to develop a program of lenge and fulfillment in teaching. The College is a community of scholars, study which is based on their own capabilities and interests. The College scientists, and artists, each of whom teaches the discipline he actively is, however, a liberal arts college and requires its students to avoid narrow practices, and each of whom regards the learning experience as a form of specialization in their course of study. The curriculum is flexible enough apprenticeship of student to teacher. to take into account the important differences among individuals and Learning at Bennington is seen as relevant and satisfying in itself, broad enough to promote the student's understanding of our culture. rather than solely as a routine form of preparation for future vocational Intellectual development is only one aspect of the educational process. goals. When learning takes on the character of an immediately enriching The College also gives significant weight to the emotional, ethical and experience, rather than mere preparation for life, it provides a richer esthetic factors in personal growth. foundation for the future. It is the students themselve.s who are expected to assume primary re­ Because freedom in education can easily be misunderstood, it is im­ sponsibility for their own development. Instead of being told which di­ portant to say a word about what the College is not. Bennington is not rection their studies must take, they are provided a wide range of options some form of intellectual and social commune; nor is it a college solely for and, with advice from faculty and appropriate administrative personnel, writers and artists; nor is a Bennington student free to study or do any­ they are able to make their choices themselves. Instead of being governed thing he wants. While student views on all issues are sought and re­ by social rules which are dictated by others, Bennington students are asked spected, the faculty and the administration are responsible for the quality ~olive by rules which they themselves have had a primary role in fashion­ of the educational process and the general life of the College. Our goal ing. is a community where everyone devotes his energies primarily to the task For the discipline of external authority, there is substituted the more of constructing and utilizing a fruitful context for educational develop­ rigorous discipline of individual responsibility for choices made. The ment. College, therefore, hopes to prepare students to bear responsibility, whether intellectual, esthetic or moral, by asking each to assume it in the life of the College. Practice is regarded as the testing ground and source of vitality of theory rather than as its antithesis. For this reason, students in all areas are asked to experiment, perform, do field work, compose, write, take part in re- 2 3 Organization of Study student spends from ten to twelve hours a week on each course. A course which involves studio work, laboratory work, or rehearsal periods will frequently take more of the student's time. The regular freshman coun­ THE EDUCATIONAL PROGRAM seling session, while flexible, will usually last from three quarters of an Although many students come to Bennington without a strongly con­ hour to an hour, and is normally devoted to discussing academic matters. firmed interest or a highly cultivated skill, those who have special talents The organization and allotment of time to meet various commitments find that the educational plan of the College is designed to allow explora­ undertaken is clearly the students' own responsibility. They will have tion and development. Success at Bennington, however, depends not so considerable latitude in figuring out their own way to meet this challenge, much on special talents or skills as on intellectual curiosity combined and their success in meeting it is taken as a significant measure of their with enterprise, intelligence, and discipline. capacity to function effectively as independent and responsible students. Specific courses are not required at Bennington, but there are a num­ As students move into their second year, they will discuss with their ber of educational expectations which students must fulfill in planning a counselor a program with a view to establishing continued interest and program that serves their own purposes and at the same time those of the competence in their projected field along with further development of College. Students are therefore required to include work in four different other interests. The second-year program will form the basis for advanced Divisions during their first two years, and to complete one year's work be­ work in the last two years at Bennington. yond the introductory level in three disciplines by the time of graduation. Before the end of their second year, students are asked to make an as­ In choosing their courses, entering students are expected to set up a sessment of their educational experience and to project a program for program which reflects their particular interests at the appropriate level their final two years, in the form of a Tentative Plan for advanced work. of competence, as well as their readiness to explore areas of the curriculum This work will center upon chosen areas of concentration, which will new to them. The programming of a liberal arts education at Benning­ usually fall within the province of one of the divisions of the College but ton further calls for a degree of balance among the different approaches may cross Divisional lines. They will pursue certain areas in considerable to learning in the various disciplines. As students advance in their educa­ depth, but will still be expected to carry beyond the introductory level tion, their programs are expected to reflect a coherence and sense of di­ other interests within their total program. rection as well as increased definition of educational goals. Acceptance of the Tentative Plan opens up further opportunity to ar­ Each entering student selects a tentative program before arriving at range a program closely tailored to the demands of the subject matter the College. This choice is discussed and redesigned with a faculty ad­ chosen for study. The program may include independent reading courses visor at the opening of the term, if necessary. Any of the courses finally and tutorials designed to explore interconnections between courses al­ selected may be changed within the first two weeks of each term. ready taken or subject matter not dealt with in courses regularly offered.