New College of Florida Brilliantly Unique; Uniquely Brilliant

News Release (February 22, 1967)


Material Information

News Release (February 22, 1967)
Physical Description:
New College of Florida
New College of Florida
Place of Publication:
Sarasota, Fla.
Creation Date:
February 22, 1967


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:
Four page news release.
Source of Description:
This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida Libraries, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.

Record Information

Source Institution:
New College of Florida
Holding Location:
New College of Florida
Rights Management:
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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Full Text


.... ) ., ;1 (, 1 I, <\ f In September, 1964, a new college opened its doors in Sarasota, Florida. As a small, private, co-edu-cational college offering a liberal arts and science curricu-lum leading to a Bachelor of Arts degree, its objective was to create an institution of higher education in which every stu-dent is free to pursue his education in the way that is best for him. The goal at New College is to devise institutional imperatives that will interfere to the minimum extent possible with the individual student's achievement of his own educational aims. Thus far New College has succeeded in raising more ques-tions than it has answered. That, in a sense, is its main business and reason for being. Two things have been demonstrated thus far: 1) There is no lack of able students ready and eager to commit themselves to a college that has such a goal. 2) Ex-tremely competent teachers have been attracted by the talented student body and the less-structured academic environment of the New College program. The ability to lead, to create, to think are qualities that New College wants most to instil in its graduates. A close re-lationship between faculty and students, small classes, discussion groups, seminars, independent study projects and a tutorial system provide a learning situation where these qualities have the opE W ( OLL.E:C..E', ARA 0 I A. F-LORI M 33 1H PH > >-1


portunity to develop. An eleven-month academic year enables most New College students to receive a baccalaureate degree in three years. Thus, New College brings its graduates a year closer to their end objective whether it be business, industry or graduate school. A. The Students From the very beginning the College has been able to attract students of the highest ability. These students have been drawn from 44 of the states and from every economic class. As a group, they probably comprise one of the most heterogeneous, brilliant and highly-selected student bodies in the United States. There were 101 students in the class that entered in September, 1964, 94 in the September, 1965 entering class, and 111 in the Septem ber, 1966 entering class. These are all students who easily could have gained admis-si.on to established colleges and universities of high rank. They have chosen instead to come to a new, virtually unknown, and as yet unaccredited institution that lacks many of the standard physical facilities. The reason they have come to New College is that they like the idea of the place --most applicants say in one way or another that they have never heard of any place quite like it. They are attracted and challenged by the promise of being able to set the pace and the direction of their own intellectual development. More than fifty members of the Charter Class of 1967 took, in the middle of their second year, a test designed for college seniors, the Graduate Record Examinations. Most did exception--2-


ally well, with the mathematics students averaging in the 99th percentile and the philosophy students in the 97th percentile. Results indicated that many of our students were already qualified to do graduate level work. Outstanding graduate schools such as Harvard, the Univer sity of Chicago, Massachusetts Institute of Technology, Stanford, Princeton, Duke and the University of Florida have responded favorably to considering New College graduates for admission. B. Faculty In selecting its faculty, New College has consistently sought scholars whose first interest is in teaching. It has offered them a much less-structured environment than that provided by the traditional college or university and encouraged them to devise new pedagogical methods. There seems to be no lack of competent teachers ready to respond to the challenge of the New College situation. The College has been able to offer salaries no better than average, and, although there has been an unusually low faculty-student ratio, teaching loads have probably been somewhat heavier than average. There is no question that, when formal counseling and informal contacts are figured in, the New College teacher spends an exceptional amount of time in some form of dialogue with his students. It would be premature, after two years of experience, to claim much more than that the College has succeeded in formulating a set of educational concepts that has the power to attract first-rate students and teachers. no small accomplishment. -3-That in itself is


The Immediate Future Starting a new college from scratch is an expensive proposition. No doubt that is why practically all colleges and universities that have been started in recent years have been publicly financed. The founders of New College were under no illusions as to the magnitude of the task they were undertaking, and the cost, but they were convinced that the educational aims they had in mind could be carried out only by a private institution. One "extravagance" that New College has allowed itself in greater measure than most established institutions has been its scholarship program. From the beginning, it has acted on the principle that it must admit the best-qualified students, regard-less of their ability to pay. One result is that three out of four students are receiving some financial aid, all the way up to full remittance of tuition and fees. Another result is that our student body is probably more diversified in its economic and social background than any other student body in the United States. With no alumni and no endowment, we have thus far been almost wholly dependent on the generosity of private individuals, foundations and corporations who have become persuaded of the importance of the things New College is trying to do in the field of higher education. -4-

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