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Black Mountain College Project |
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Richard Carpenter's biology class. Photo courtesy North Carolina State Archives, Black Mountain College Papers, 20.1 |
STUDENT EXPERIENCE IN
EXPERIMENTAL EDUCATION IN THE EARLY YEARS Section 2: Teachers and Teaching: Formal Aspects of the Curriculum |
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INTRODUCTION TO THE SUNLEY PROJECT AND DOCUMENTS |
Grades Martha Hunt Smith: Absence of grades never bothered me as I had attended Cambridge School among other "progressive" schools, and was used to the unstructured approach. Sue Spayth Riley: The absence of grades was just fine.... John Swackhamer: I thought the absence of grades was marvelous—and still do. Betty Young Williams: There was no competition that I was aware of. I did not miss grades. Ruth O'Neill Burnett: I never believed that competition was a helpful force and so the lack of grades was, I thought, a big advantage. Robert Bliss: Absence of grades was an incentive to work. Marilyn Bauer Greenwald: And of course there was competition—when is there not?—but, at least in my case—it was only within my own field. Grades, or the absence of them, had nothing to do with it. To a degree it was acclaim or lack thereof which made the difference.
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SECTION 2. TEACHERS
AND TEACHING
Methods of Teaching
Outside the Classroom
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