New College of Florida Brilliantly Unique; Uniquely Brilliant

News Release (February 1964)


Material Information

News Release (February 1964)
Alternate Title:
New College News Release, Final Draft - For Future Release, New York Times, Robert Terte
Physical Description:
New College of Florida
New College of Florida
Place of Publication:
Sarasota, Fla.
Creation Date:
February 1964


Subjects / Keywords:
History -- New College (Sarasota, Fla.)
Planning -- New College (Sarasota, Fla.)
Records and correspondence -- New College (Sarasota, Fla.)
government publication (state, provincial, terriorial, dependent)   ( marcgt )
News release
Spatial Coverage:
United States -- Florida -- Sarasota


General Note:
Six page news release.
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New College of Florida
Holding Location:
New College of Florida
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Before photographing or publishing quotations or excerpts from any materials, permission must be obtained from the New College Archives, and the holder of the copyright, if not New College of Florida.
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NEW COLLEGE, SARASOTA, FLORIDA FURMAN C ARTHUR IN FORMAT/ON .---Th dramatic restate nt of an acade 1c traditio over 2,500 y ar old will be the e tone of meric 'a youngest pri t ly-ndov 11 eral arts coll ge. ew College, opening to ita Chart r Class re next Se tember, vill c at dent vith an 1ndividual1z d lan tor l Socr tic dialogues ot cie t Greece. In th s dov of the tamoua Ringling ua uat1 the strongly motivated youug d wo n ot ev College' tudent ody vill part1c1 te in a flexible le ing highlig ted y e oaure to the oat stimulating inds ot our ti es n th distillation of ht torte l truth which co prisea a liberal duoation. Fundamental urpo ot e College aa stat d by esident George Colle gr du te tor t tur leadership in their chosen f1eld8 --in a tin r world. Th return to cla 1o 1, individual scholarship 1 a revolution a iast the p at century's trend to mass-education. It 1 revolt agaiDBt vhat e Col1eg Provost and a Dr. Joh W. Guatad calls th "tilli at t1on 'r concept ot reoe t educ t1on, 1'Tbis t chn1que augg eta th t education has rimsJ:oily to do with the acquisition ot facta," he a ys. ev College is built on th co Yict o that true educ t1 reaulta only fro e1ogl -purposed 1D their deair to xcbange id a can be traced back to ocr t be yo tl t exo ot ya. ( r )


JIBW c The architect ot New College 'a curriculum emphasizes: are striviag to go turther even than that. We 111 seek to develop in the atudeut the will a d the ability to further hie own education throughout lite. Moreover, aa the result ot our mpba81a on the iadividual every Nev College student will b continuously challenged to perform to the tulle at extent ot his or her abilities." First viewed as th impossible dream of a ot l'loridJ. ns, this New College creed has developed phenomenal support and distinguished supporters, 1ncludtog the Board ot Ho land 1nistr1es ot the United Church ot Christ (Oongre-gatiooal). For the some f7 aillions in gi.tta. rasota-Brad uton nt drive alone produced Initial appointment ot a distinguished faculty vas the reDOVI1ed world historian Arnold J. Toynb to be the inspirational leader in reaidence tor the Charter Claaa aa Visiting Proteaaor ot History. Moreover, the East Ca.pua portion of a 15 million "environment tor learning" by famous architect I. ei ia betaa built tor occupancy by the Charter Claas next tall. A number ot funded scholarships have been provided including tive full-coat grants, each worth .12,000. With openiag day lesa tbao 9 llODtha away, Dea Guatad e:xplaia: "It would not be an 1oacourate over-a1mpliticat1on to that lev College will trauport ao11e ot the best te tures ot graduate education into an undergraduate aettiog." He describes DY 1onow.tioa.a which ban been built into the College a curriculu structure. Sa.e reach back into scholarship -others wtll be precedent-setting departures trom eduoat1oD&l planning. Dr. Gustad apok:e o't the curr:Loulua cootact tor the Chart r Class arriving next Fall. "A lot of education today ls merely a machiD grinding out racts for the atudeo.ta to return to the proteasora by maana ot ets. "This," said Dr. Gu1tad1 111& not good education. Firat of all the student rarely eMrges with any basic understanding of his or her subject. Then toe, most ot (more)


NE\11 COLLEG -3 "the facts taQght 10 years go arE: obsolete-otten untrue--today. Th a about today's facta. is tru 11Inatead, we plan to have the student learn the :fundamental ot the discipline he has chosen. Then, through their own initiative, with the guidance ot their tutor, students will discover how to learn or and what th re is ddit1onally to learn. 'By eo-doing," Dr. Gustad mpbasized, "the Nev College student will develop IDIIthods of ioquiry so he can continue to update his knowledge throughout life. u He enumerated the major educational areas in the New College curri.culu as; Natural sciences--chemistry, physics, biology, geology, biopsychology and mathematics; the Humanities -drama, literature, languag s, philosophy and religion, art a d music; and the oo1al Science&eeonomtcs, goveru.ent, history, social psychology, sociology and anthropology. In order to achieve the aaximua flexibility that vill lead to tulleat individual learning, Dr. Gustad plans a 3 year program on an 11 'lllOnth scholastic calendar. The first year will give the student grounding in all fields offered--in line with the belief that '1knovle is a unity." "At the same tim ," he continued, "w will otter the opportunity to begin immediate specialization. Even in the t1rat year the student will be permitted--aDd encouraged--to proceed at his best rate to pursue in depth the study ot areas that interest him." The students' t1rst-year t1m will be alloted one-quarter each to major areas of study and one-fourth to the student's special interest. Aa students advance into second and third year, they will follow both linea. They will specialize in a .a.Jor field and one moor area probing thelll in depth through individual ttort along with their tutor. And they will learn the interrelation ot truths ill all diactpliD 1 through seminars, discussion groups and projects with contemporariel in ottr fields. In order to provide maxtmum flexibility tor student and faculty alike1 Dr. Guatad (aore)


w COLLEGE 4 bas establish d tbree 12 week terms e ch year, each followed by a 4 week readipg period. There will be weeks ot claaeea and semiDars; followed by reading and concluded by a c011lprehena1ve examination at th aoh cal ndar Je&r. The reading period aablea the atu nt to pursue individual r aearch, uud rtake tiel trips relAted to hta area ot toterett, or even study abroad. Dr. Gustad eJ.:plain.: '' ch scholastic year will therefore have three c sa periods alternating with three reading periods. W will leave great deal of lat1tu e tor both atudeota and faculty memb rs to plan their activities to prevent the W!Dtal exhaustion which both experience 1n trimester programs.' Dr. Guataas plannilli l1d the college's residential house system also go baud-in-hand to establish a total education concept. Students and faculty will live in residential dormitorios like those t Yale aad Oxtord to encourage informal contact between uQiergraduate and instructor. "This revolutionar)" approach ia b sic ducation dir ct1ons is possible because we are completely new," explains Dr. Guatad. We can create a totally planned edu catiooal des1gu and even fit our campus architecture to it -as is beiog done by our gifted architect I. M. Pet. "We like to think ot what we are doiqg as o. lan 1 arnill& rather than a lan tor teaching. veeything ve do baa aa 1 ta goal the attainment ot raaxicu lear nina on the part ot the stu ent. uTo thia end--and this may seea to be a paradox--we will e11111nate frequent grading. Instead we plan an individualized ed catioaal 8;tatea 1n which the tudent ... faculty ratio ia abo t five to one." ,, ch student will hare a or preceptors or tutors. The tutors vtll cooter weekly vith their students. They vill coun el the students on the curriculum, the student's individuAl program and his progress. Initially there will be four (more)


.. 5 tutors each in natural sciences, language and composition. 11 e believe the traditional grading system 1s the gre test enemy of true les.rning. It puts the student and teacher tu in v1table conflict--the student trying to get his best grade and conceel what he doesn't know; tb te ch r trying to ees.rch out the stludent 's inadequacies." "There won t be any tuumbers game to obstruct the interchange of knowledg and iCens, and the student won't to ask about what he know. "Certainly New College students wil:. be continuously measured. But we plan to accept only those young meD. and women who are strongly motivat d to learn. As tutors ccme to know their students, they will measure a student's accompl shment against that etudeots individual ability to a inst, some arbitrary scale. so measuring atudent achievement will be the College xam ner -Dr. John w. French, recently appointed from bis pos1tion as the Senior Researc Psychologist a d Chatruu of the .,.duca.tional Research Group .ducational T at1ng SerYic The role of th college exa iner ill be to bel the individual to at his best rate in the ost fruitful ction. The former dean of the I.iberal ta College of Alfred Un1 versi.ty explains 1 ''Th Ilew College is based on the fact that the rate of change in the world today 1a acceler ting--particularly in the area of the develop nt of knowledg n s added constantly to his meagre store of knowledge since the beginning of time, but what he ha learn d in the past century even the past decade -xceeds all that he learned in the half-million of his occupancy ot this planet. "This xplosion of knowledge is creating demands exceed the wildest dreams of the 1Qaginat1ve thinkers, the educator said. "Dr. erek -ice, of the History of Science and at Yale University and a recent lecturer 1n New College's first adult enrichment sgries, pointe out in his book 'Science Since Babylon,' that approximately 90 percent of all men and women who ever called the selves sc1eot1ats are living and at work today. (more)


COLLEGE -6 "Their staggering volume of research output makes it impossible for students of any area to keep up with summaries and abstracts, to nothing of the books and journals. "The anever is uot the traditioul response -that of creating more conven tional schools or enlarging presently functioning schools to otter re courses. "Bo, th18 normally results in a aediocre education tor re people. The real question is not how ve can get more studeRts through a four year degree mill-it is how ve can provide an educatioD for tomorrow's leadership -an education for individuals -an education tor exce1 ...... College's educational philosophy has been molded to produce the1e reeults." The initial responae to Rev College's 1Dde ndent a proaoh has been called "gratifying." Mail inquiries to the admissions ottice from 45 states indicate this atimulat1ng type of prograa is being welcomed by guidance counselors and top secondary students. The Charter Class will number some 100 and the ultimate enrollment is to be 1,200. No otherwise ualified applicant will be denied admission for race, creed, color or financial ability.

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