Bard's creative approach to education is perhaps its most distinctive feature. The traditional college, such as Harvard, emphasizes theories, history, and factual material. For instance, in a Fine Arts course here, a student learns the history, style, and development of past masters, along with the trends in modern art. At Bard he will learn to sculpt, paint, and model, with only incidental treatment of the background of the subject.

This practical approach does not stop at teaching. In the middle of every winter Bard students scatter almost literally to "the four winds" to take up jobs in industry and business for their Field Period. The Field Period consists of seven or eight weeks between the Fall and Spring terms and has been set up, according to the Bard catalogue, primarily "to afford the student a practical introduction to a profession or vocation in which he has an interest." The student may do this either for pay or voluntarily.

Student opinions of the value of the period vary. Some think it should be radically revised. They agree only that it is a most refreshing experience. One professor describes students as "running panting up the hill" to Bard when returning from these periods. One wonders whether the refreshment is worth the eight weeks of academic endeavor which are lost.

"Trial Major"

Bard's courses are divided into four divisions: languages and literature; social sciences; the arts; and the natural sciences. Within these divisions, because of Bard's small size, it is possible to adjust offerings to the educational needs and interests of the students then in residence at the college.

For the most part students are separated by college class in their discussion groups. This is particularly true for approximately the first two years--called the Lower College--when the possibilities presented to the student for individual work and advancement are not so varied.

A freshman arriving at Annandale chooses immediately a "Trial Major" which ordinarily represents the field of study in which he is most interested. Two of the five courses which he will take his first year will be in this major. Not until a student in completely sure of what he desires to major in and is able to demonstrate to the faculty of his division his capability for independent work, is he able to enter what is college the Upper College. This ordinarily takes place after roughly two years at the college when the Bardian undertakes what is called the "Moderation."

Personal Study Plan

This consists of a written and oral evaluation by the student of what he has already done in college, and a projection of his plans throughout the Upper College period, which he defends before a faculty committee. This is the single important checking-point where inventory of the student is taken before the senior year. Ordinarily, a student who fails this Moderation is dismissed.

In the Upper College course requirements are reduced, and the Bardian is able to work alone in his field with an adviser. In his last year he is able to complete what is called the Senior Project wherein he may undertake creative or critical writing, translation, research, scientific experimentation, artistic production, or some other project related to his field of interest.

But with a library of 66,000 books, Bard can be no center of research. Yet, for a college its size, the collection is considerable. For undergraduate work it is quite sufficient. During the last year the circulation has increased from 62 books per student per year to 85.

The classes, or seminars, are intimate groups which discuss the problems at hand very closely. There are few exams, but students must ordinarily be quite well prepared in order to be able to participate in the discussions.

Students are initiated into the Bard discusion-seminar method of education through what is called the "Common Course." This is a sort of natural sciences, social sciences, and humanities course rolled into one. President James H. Case, Jr., Princeton '29, describes the purpose of the Common Course as "to catch these people before they know any better and to work their tails off." According to Case the educational process at Bard starts when the student develops a significant question. The role of the teacher at this point is to needle the student into making the necessary effort to work a satisfactory answer.

Until Selective Service demanded class standing of male students a few years ago, there were no letter grades. Even now they are emphasized as little as possible. Most of a student's progress is indicated by an "Instructor's Analysis Sheet" made out by each professor for each student with whom he comes in contact.

These report to the student in paragraph form about such things as his quality of interest, development, ability for independent work, understanding of the field or of a particular course, and his written and oral expression. Also, they classify a student's grasp of ideals, factual material, initiative, participation, and course work from "Excellent" to "Below Minimum Standards." Grades are put in the bottom right hand corner.