Barnard Bulletin Weekly College Newspaper Outline
The Barnard Bulletin is issued weekly during the college year by Barnard College Students. It serves the Undergraduate Association and covers campus news, events, and student concerns.
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This newspaper page contains 7 articles. Subscribers can read the full text of each article.
Newspaper
Barnard Bulletin
Location
New York, New York, United States of America
Date
Dec 05, 1924
Page
1
The Barnard Bulletin is issued weekly during the college year by Barnard College Students. It serves the Undergraduate Association and covers campus news, events, and student concerns.
The notice lists Edith Blumberg and Hannah Kahn both class of 1926 with assistants Eva Martin Florence Spiltoir and circulation manager Norma Loewenstein class of 1926 as part of the newspaper printing board.
The article argues student cooperation benefits curriculum effectiveness while warning against wholesale student authored reforms. It suggests informal canvassing by student officers, review by Student Council, and dialog with faculty to weigh opinions before policy changes. It emphasizes careful methods and actual student effort in majors as key to quality education.
Ethel Sturtevant analyzes Galsworthy's stance in The White Monkey, praising his agnostic, nonpartisan method. The piece contrasts the younger generation's flight from love with the elder Forsytes, especially Soames, and motifs of honesty, responsibility, and crucifixion for principle.
The APOLGY BULLETIN notes an error in last week's issue stating Barnard sent two delegates to the Vassar Conference on Student Government. The delegates were Marion Mettler, Undergraduate President, and Marion Mansfield, Junior representative.
In a dialogue framed as orientation, a philosopher and a scientist discuss guiding young scholars. The philosopher likens the view to a mountain top while the scientist redefines it as a barrel of clams. both aim to deepen understanding and cultivate thoughtful, scientific perspectives in their students.
Henry E Crampton argues that a curriculum evolves with intellectual progress, not by revolution. He notes colleges began with mathematical, philosophical, and literary study and that later advances occurred in natural and social sciences shaping essential principles for evaluating study programs.
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