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Special Inauguration Edition Published oy Students of New College, Sarasota, Florida February 22, 1967 lmendorf Inaugurated Dort' s Charge Emphasizes Awareness Board of Trustees chairman Dallas Dort, conferring on President Elmendorf the symbol of the president's authority, charged him to keep an awareness of obligations before the members of the college community. Dort represented the Board of Trustees at the inauguration. In his address he cited the "gratifying made by the college under Elmendorf's leadership. The text of his address follows: It is my happy privilege, on behalf of the Board of Trustees and the entire college community, to extend our warmest greetings to the representatives of our sister institutions here assembled forth is convocation. Our greetings, too, go to the many distinguished guests and friends of the college who have honored us by their attendance on this occasion. All of you together present us with cheering evidence of the interest and support of the community of learning and culture. We know that only with this interest and support on your part can we hope to succeed. President John Elmendorf, right, and Board of Trustees chairman Dallas Dort, don their academic robes before the inauguration ceremony this morning. President's Career Spent In Education ThP name "New College" was not chosen lightly. It signifies a sincere conviction on the part of the founders that the ever-increasing complexity and rate of change (Continued on page 2, column 2) Dr. John van Gaasbeek Elmendorf was named president of New College in 1965. Hehadbeenvicepresident of Brown University since 1961 and previously, for eight years, vice president, dean of the faculty, and professor of Berggren Delivers Faculty Greetings Dr. Douglas C. Berggren, Professor of Philosophy, delivered the greetings of the b.culty to those assembled for the inauguration ofPresidentElmendorf. Berggren was chosen to represent the faculty in a special election by the members of the faculty. The text of his message follows: 1sbound to be unsettlmg, and hence meet with some resistance. How, I am happy to represent the fac-then, can the president of such a ulty on th1s occas1on rea-college look both outward and in-sons. We are not only g1vmg pub-ward without simply becoming lie support to a new .president two-faced? There is, of course, but are also publicly proclaun-no simple answer to this troubling ing what New College stands for. question. Both the college and the And I know I speak for the faculty community should naturally try to when I say that we do fully s_upport understand and sympathize with one John Elmendorf because he tum another. But in the last analysis, fully supports the goa_lsto wh1ch we the success or failure of this inter-ourselves are committed. From the very beginning New College has tried to foster both academic innovation and personal freedom. Yet as President Elmendorf has rightly stressed, these are not the College's ultimate goals. They are only the necessary, indeed sometimes trying means which the College must employ in order to pursue its true ends. Academic innovation must be maintained not merely for the sake of being educationally different, but so as to encourage the intimate dialogue which real academic excellence requires. And similarly, the personal freedom of our students must be maintained not merely for the sake of being socially different, but so as to encourage the internal responsibility which real morality requires. It would certainly be easier and less costly to adopt more conventional procedures both academically and socially. Like the students and the faculty, however, President Elmendorf has been attracted to Sarasota by a challenging ideal. And through his leadership this ideal is already being realized. Perhaps the most difficult task for any president, though, is to enlist the external support of the com mtmity at large while still keeping the internal support of his faculty and students. Any creativ
Page 2 The Catalyst Special Inauguration Edition The Presidential Address ew College and Conservatism A new institution seems to provoke new adjectives; innovative, experimental, bold, daring, challenging, revolutionary, even avant-ga'de. Even if New College were all of these--and in some ways we are"":" -one f .ct is ignored in the euphOria of novelty; that every essential ingredient of education is conservative. Some of my friends may be surprised to hear this from me. It needs clarification, for like most labels, the vital information is in the small print. Bear with me, while I read that small print. Before I appro:cll the specific problem implied here, let me indulge in the academician 1s prerogative of generalization. Our country today is faced with a be wildering collection of problems in higher education. We have, on the one hand, the "Berkeley syndrome, the questions raised by the hugh and monolithic "multiversity," to use Clark Kerr's now famous phrase. On the other hand, we have the continuing, insistent voices of individualism, lauding the virtues of the past, or the promises of the future, glorifying the small independent colleges for their efficacy in resisting change or, at the other pole, for their capacitytoleavethe past behind and tum their aims to the future. This has led to still further confusion. The traditional institu tions, particularly the small ones and still more particularly the church-related schools, are thought of as conservative. The newer schools, some of them also church-related, are then, almost by axiom, defined as progressive ormodemorworse. Welose sight, in taking up this either-or position, that neither assumption is neces sarily true. While the "tradition al" school may indeed be conservative, it may also simply be archaic. The "progressive" school, on the other hand, may have departed so far from the essential facts and values of our that it is a travesty, an illusory institution, offering neither substance nor succor to society. But, let rea return to the theme I have stated, a plea for some perception in depth of the true nature of this college. By all the usual criteria, New College is an innovating institution, and one of the last, perhaps, to be thought of as President's Party Includes Clergymen, Educators, Others Members of the President's Party included distinguished guests who came from across the state and nation ;md from abroad for the inau guration o f President Elmen d o rf The 1\t. Rev. Marion Bowman, 0. S. B., Abbot of St. Leo Abbey, St. Leo, Fla., delivered the invo cation. The Rev. Robbins Ralph, Super intendent of the Florida Conference of the United Church of Christ, offered the Inaugural Prayer. Dr. ]osephR. Narot, Rabbi, Temple Israel of Greater Miami, s;:id the benediction. One New College student, Harry Felder m, a second-year student and chairman of the Student Exec utive Committee represented the students of New College in the Pres-ident's Party and at the inauguration. Dr. Douglas C Berggren, Pro fess o r o f Philosophy at New Co l l e ge, representedthefaculty. Both Felder and Berggren pr sented official greetings to those attending. Dr. Allan Tucker, Vice Cllan cellorforAcademic Affairs for the State of Florida University System, represented the State of Florida. TheHon. JamesA. Haley, Member of Congress from the Seventh District of Florida bore greetings from the Congress of the United States. Sir Patrick Dean, British Ambassador to the United States, delivered the Inaugural Address. Dr. John French, New College Examiner, wasthe Insignia Bearer. All members of the President's Party marched in the colorful procession which began and ended the ceremony. "conservative. 11 What is the nature of conservatism, and what characteristics of the conservative can be compatible with the institution I serve and you today honor by your presence? The first priority for the conservative is to decide what is worth saving. It must be obvious that this is equally true of the educator, forhiscurriculum, his faculty, his philosophy must all reflect the values he holds dear. As he attempts this, in 1967, he encounters paradoxes. Perhaps he reveres God. "God is dead," says Mr. Altizer. He may believe in general education. "General education is dead, 11 says Louis Benezet. He believes in the need for relevance --or excellence. Relevance and excellence have outlived their usefulness as meaningful concepts, 11 say a whole covey of other educators. He may even believe in leaders, in individualism, in freedom, but on all sides he finds committees, collectivism, and constraint. What does the conservative do? He ignores pa-adox, heresy and prophesy alike, and determines that reverence, relevance, gener-al education, freedom and so forth are valid en as which he can defend, and then sets out to attain them. If he is a wise conservative, however, he will now examine the paradoxes more closely, noting that he will have to face them agaiJ: and again if he is indeed going to save what he wishes to save. So he begins to weigh the tempor ary against the permanent, the fad, the "in things, 11 the transient againstthe eternal, the universal. "What, he asks, "must endure?" Ashe finds his answers, he catalogs them, sifts them, eliminates here and adds there, until he has isolatedthe intellectual wheat from the chaff. Thus, by exuding the irrelevant, holdingtothe permanent and coping with the present, he preserves the essential. Perhaps, as did the founders of New College, he isolates a very few central values: freedom, respect for the individual, excellence, relevance, dimension. With eyes fixed on these releva:tcies, he places them in the context of his times. He recognizes the problems of change, of the future as well as the present, but he can be more secure now, for he is building with permanent Student Extends Chairman Students' Second-year student Harry Felder lli, charman of the Student Exec utive Committee, extended greetings today from the students to the guests at the inauguration. The text of his welcome follows: A college seeks a president who reflects the college's aims. Since the war, colleges have often been founded simply because surrounding colleges are filled to capacity, and new institutions are needed to accommodate the increasing num b ers desiring a college education. Usually such colleges seek able ad-ministrators as presidents. New College, on the other hand, demands more from its president, for it was founded to test an idea, to implement a philosophy of education. This philosophy has few tenets. Its primary reason for being is the fear that such complex, worldwide problems as the population explosion or arms race will soon be beyond hwnan solution, because too few are leaming to look at these p roblems in their entirety, reevalu ate pre m i ses often implicitly as-Felde r Charge Stresses Awareness Borden French (Continued from page 1) in the affairs of men demand constant innovation and experimentation and the continuing development of new approaches toward the search for truth. Let me acquaint you with a significant passage from a statement of educational policy adopted by the Trustees at the time the college was fotmded, and reaffirmed by them in May of 1965: "New College seeks to provide a liberal education that will enable each student to find wholeness-his special interests and abilities-and purpose. It will have respect for the accumulated experience and wisdom of mankind without becoming subservient to any nan'Ow interpretation of this heritage. Within the finest tradition of the liberal arts and sciences, it will nonetheless be free to experiment I with new forms and criticize the 1 old." Mr. President, your responsibility in guiding this institution toward the achievementofthese aims will not be easy. The absence of estab lished traditions and the commitment to innovation and flexibility in educational practice will require faculty, students and administrative officers of exceptional ability and V1Slon. All of these pe1-sons will need minds that are inquisitive, critical and ere ative, and, at the same time, they should be motivated to make constructive use ofthe academic freedom and flexibility available here. While constantly seeking the new, they will need the judgment to recognize and accept all that is good and true in the old. We are conscious tHat the qualities I have described should characterize all those who are involved in the enterprise of education, whether as teachers or as students. In this new and privately supported institution, however, where we can be relatively free of the inhibitions imposed by tradition and public pressures, we believe there is an unusual opporttmity for able teach ers and students to contribute tc the improvement of the education al process. On your shoulders fall: the prime responsibility for seeinf that all concerned take advantagE of this opportunity. The governance of an institutiOJ for the liberal education of th young is certainly one of the mos demanding and rewarding of re sponsibilities. No position in ou society calls for the exericse of ; wider variety of talents, or for : greaterftmd of patience, good hu mor and faith in the supremacy of the nobler side of human nature. In a new institution, with its unusual requirements for recognition and support, the demands of the office are more than ordinarily imposing. Circumst;mces have dictated a somewhat longer interval than is customary between your assumption of the Office of President and this ceremony of Inauguration. In that interval, building on the notable contributions of your predecessor, the college under your leadership has made gratifying progress toward its goal. We recognize that the task you have undertaken is greater than any one man can accomplish by himself. Yours is a responsbility that must be shared with the trustees, the faculty and the students. My charge to you is that you strive to keep before each of these groups, and all of them together, an awareness of their obligation to contribute their best thought and effort, under your leadership, to the development of New College along the lines envisioned by it fotmders. Mr. President, on behalf of my fellow Trustees, I now confer on you the seal of this College as a symbol of your authority over it and of your responsibility for guiding its future growth and progress. 22, 1967 materials, not with the ephemeral or the fashionable. At New College, we have freedom. We intend to conserve it. We have an unusual respect for the human personality, for individuals, for excellence in all things, and for the releva1ce of learning to man's state. We intend to con serve them. Our educational policies and practices include a regard for both the breadth and the depth of learning which have long marked the educated man. We intend to conserve them, too. Useful and creative innovation occurs only when the conscientious searcher after truth confronts the reality of his times, when the attitudes and artifacts of the present can be brought into harmony with timeless values. This is why the conservative innovate, for no one saves that which is of valae by ignoring the realities ot the society for which it has value And that is why New College must always innovate. Thus novelty, boldness, experiment, daring, challenge, revolution, even avant-gardism, can and will reflect the true conservatism which is the fotmdation on which the future is and must always be built. Felder Greetings sumed, and offer creative insights and solutions. A college designed to alleviate such fears must subjugate facts to methods, know ledge to the ability to work with knowledge, but, more importantly, it must encourage a maturity of mind and a willingness to experiment, to test, and to challenge. These ends are not achieved solely in the lecture hall or seminar room, for the problems of the world are not academic. To graduat e such student s, a c ollege m ust allow the m t o test themselves and find their limitations, and to make meaningful decisions of importance to themselves and to their develop ment. The President here is more important, pemaps, than at other institutions, for he is the chief implementor of the New College philosophy. He, of course must be an able administrator. He must also be accessible to faculty and students. He must be liberally educated to appreciate the many ways toachieve education. He must be willing to allow students the freedom necessary tom ature-the freedom to make mistakes, the free dom to reject the past, reexamine the present, and thereby mold the future. It is my belief that such a man hasbeenfotmd in the person of Dr. John Elmendorf, and on behalf of the student body I am happy to welcome him as President of New College. President's Response Mr. Dort--1 accept the charge youhave made to me with a clear recognition of the responsibilities it places on me. I would not do so, were I not keenly aware of the strengths of the Trustees, the faculty and the students of New College. Nor would I do so, were I not in full agreement with the academic and intellectual aims of the College. No man assumes such a burden lightly. Few institutions in the United States present such a challenge at once to prudence and imagination, to stewardship and creativity. I shall dedicate myself to the growth of New College and to a permanent awareness of the form and content of your charge to me today. With the support of a committed Board of Trustees and this commtmity, with the talents of a well-qualified faculty, and with the continued energy and excellence of the student body, the future of New College is assured. I shall do what I can to make it more than that.
February 22, 1967 The Catalyst Special Inauguration Edition Page 3 To John Elmendorf, on h i s Inauguration Until the dying of the sun By colder generations Finally is learned To be the ending of the earth, And sailors on a sea of ice In ships of stone Float slowly to their deaths, Some kind of light Is made by men To challenge any neighbor-star In warming of a deeper sort. Like distant fires Seen through a dark and hollow night They make a lcincl of navigation For walkers in a pathless place And burn with patient flames Each stolen winter field To let it bloom like summer. The men who build the towers Men may climb To overlook the plain To watch the crystal dawn To trace a pattern Worn by centuries of rain Into the waiting earth Must build them Strong against the wind That tears the branches of t h e trees In nights o f solemn fears; Must build them higher Than the farthest reach Of any callow scorner Challenging the need of men To watch the blade-smooth stars From any kind o f height. Inauguration Ceremony More Than A Year of New College 1 s first presidential inauguration required more than a year's planning. This is normal for a ceremony of this sort, but a first-time inauguration obviously raised some special problems. There had been a question, for example, as to what should be the president's "symbol of office" that was hung around his neck at the ceremony. It was finally decided to-use anal umin um cast of the New College seal. Also, students asked to serve as co-hosts for the inauguration, and their request was granted. Robert B. VanSkike, chairman of the inauguration committee, said as far as he knows this was the first time students served as co-hosts at a presidential inauguration, Re uired Planning Another f e at u r e unique to this inauguration was the inclusion of students in the inaugural procession. The greatest problem for planners of the inauguration was the pure logistics of handling the p eo p 1 e involved. Trustee Robert B. Van Skike Jr., chairman of the inauguration committee, discusses plans with Mrs. Charles S. Swift, inaugural co-ordi nator. Some 3000 invitations were mailed out this fall, and since then VanSkike, Mrs. Cllarles S. Swift, and a special staff have been wor king full-time on a "fantastic co orctinating job. Response to the invitations wa:> good, and nmnerous community leaders, as well as fepresentatives of about 150 colleges and universities from across the country, attended the inauguration. The f allure of contractors to have the new dining -classroom complex on the east campus completed in time for the inauguration was the source of special headaches. Meals for the inaugural guests had to be prepared in the small, ill-equipped kitchen of C o 11 e g e Hall, and served in a special tent set up for the occasion. Members of the committee included: VanSkike, Mrs. Swift; trustees Mrs A. Werk Cook, Group Capt. Hugh M. Groves, and Mrs. William B. Kip; faculty members Dr. George Petrie, Dr, Arthur Borden, Dr Marion Hoppin, Dr. Ax thur Miller, Herbert Stoddard, Paul Wolfe; and students Diana Shiphorst, Deirdre Fennessy, Jerry Neu garten, Stephen N ohlgrcn, and Jane Whiteside. 2 Groups Inaugural Both the Riverview High School Kiltie Band and the Florida West Coast Youth Orchestra performed during President John Elmendorf's inaugural ceremonies today. The Riverview High School Kilties, under the direction of Mr. Hany Putt, presented a concert in the courtyard of the Ringling Mu seum from 8:30-9:30 before the procession s t art e d The ninety members of the band appeared in full dress uniform, complete with bagpipers. The Florid a West Coast Youth Orchestra, conducted by Professor Paul Wolfe,played the ceremonial music. The full youth symphony, with members from Venice to T:mpa, participated. The Riverview High School Kilties played "Rule Britannia" and several selections of contemporary Provide Music music in honor of Sir Patrick Dean, the British ambassador representing England at the inauguration, and in repayment for the hoSPital ity extended to the band members during their visit to the United Kingdom last year. Included in the Youth Orchestra's program was a fanfare written by University of South Florida student Joseph Beiro. This fanfare preceded the march of the Presidential Party, which included President Elmendorf and Sir Patrick. The Purcell trwnpet voltmtary which followed the fanfare was presented in honor of the British ambassador. Professor Wolfe expressed his gratitude to the school systems of Sa rasota and Manatee counties, saying they have been "very cooperative in letting students out to participate in the ceremonies. 11 In any wilderness of signs Of ways and roads There is a gentle path-Between the brancilies Running by the brook It plays with sunlig,bt Leaving it to wait eveains. The grass is gone From much well-travelJDa, And the signs Cllli'OCJ. And marks on apiJes of trees Make followma the way An easy thiilg. But you have made Another road lor us, And we have walked behhld With building of OW' OW. Of some new place. The quiet loneliness The shadow-feaft The closeness of tbe dark Have reached and stretcbecl, And touched ow faces-We have callecl And you have known the tlll'Dial And like the swallow Wary of our steps Who leaves dt bl'8DcheS Climbs the day-shaft of the trees And greets the sky. You see As from as great a height The ending of our path Beside the waters Of the stm. --LAURIE PAULSON Students' articipation In Inauguration Unique New College students played a lDlique part in the inauguration of President Jolm Elmendorf. According to trnstee Robert Van Skike, chairman of the inauguration committee, the occasion marks the first time any students have acted as co-hosts at the inauguration of the ?resident of a college. Participation of students in the ceremonial procession was also lDlique. All members of the three charter classes were invited to march in the procession of New College faculty members and delegates from other institutions. Students a,l.so served on the committee to plan the inauguration and participated in many of the decisions made about the event. In addition, second-year stuctent Harry Felder UI, chairman of the Student Executive Committee, delivered greetings from the students to those assembled for the ceremony. Other New College students took part in the ceremonies by performing with the West Coast Youth Symphony which played the processional music. 1\E This design, the SealofNewCollege, is reproduced on the insignia bome by Dr. John French in the inaugural procession and presentedto President Elmendorf as the symbol of his authority.
Page 4 History of New College Began Even Before It Opened To Students New College bee ame a functioning institution in September, 1964, when it admitted the 101 students of its first class, but the history of New College begins several years earlier. New College was incorporated on October 11, 1960. The idea of the school existed as early as 1958, when a group of local citizens decided there should be an independent liberal arts college of high quality in this area. Leading the group during this per iod were ten persons--eventually the Incorporators--h e ad e d by Chairman George F. Higgins. The Reverend John Whitney MacNeil, then pastor of the First Congregational Church of Sarasota, was in strumental in bringing to Sarasota national representatives of the Congregational Church who were interested in helping sponsor a college. president of New York University, and a trustee since incorporation, was named the first president and took office in September 1961. Shortly after he asswned office, many of the activities of the college came into focus. The first fund-raisingcampaign was carried on in the winter of 1961-62. The campus property was brought together and occupied in the fall of 1962. The first faculty were hired in 1963. Plans for building the campus moved ahead. Architect I. M. Pei was selected to design the East Campus buildings after an extensive search among the world's leading architects. The first class of students was admitted in the fall of 1964 and by the fall of 1966, they had begun theirsenior year in this three-ye:u institution and two other beginnil:lg classes of approximately 100 had been enrolled. Eighteen trustees were named at the first official meeting and Philip H. Hiss was elected chairman. For the next eight months, the trustees actively sought to find a site for the college and the land which is essentially the campus today was obtained under option. John Elmendorf was named to be second president of the college ani took office in September 1965. He had been vice president of Brown University. The Board of Trustees which selected him was under the leadership of Louis H. LaMotte. Dallas W. Dort succeeded LaMotte as chairman in 1966. The Inc01porators of New College are the ten persons who took an active part in the work that preceded the actual founding of the college and who signed the Articles of Incotporation. They are, left to right, seated: Benton W. Powell, Mrs. Augusta Haigh, George F. Higgins, A. B. Edwards, the Rev. Dr. John Whitney MacNeil. Standing, left to right: Robert B. VanSkike Jr., Dr. Jack Crow Philip H. Hiss, Walter E. Anderson, and the Rev. Dr: E. Robert Chable. George F. Baughman, then vice I For Our Visitors Guide to the Campus Area 1. College Hall--Houses library, Humanities offices, classrooms, lounge lecture hall, and temporary dining facilities. 2. Fine Arts Institute--Studios and classrooms for students of the Institute. To be converted in summer to Hl.Ullanities building. 3. Robertson Hall--Offices for Administration and Admissions staff. Made possible by gift of Lou M. Robertson. 4. Administration Annex--Temporary building houses Development offices. S. Pump House--Using every bit of space, College moved faculty in to share space with pumps. 6. Social Sciences Center--Social Sciences Division faculty offices. 7. The Bam--Offices of the College Examiner, the Independent Study Coordinator, plus :m upstairs loft for student activities. 8. Science Laboratories--O!emistry, Physics, Biology, and Mathematics activities centered here. 9, 10, 11. East Campus Residences--These three residence comts, designed by renowned architect I. M. Pei. Each residence houses 90 students. 12. Hamilton Comt--Nearly completed Pei-designed building will be a student activities center with dining facilities, snack bar, meeting rooms, N '--'+E 5 and reception center; Made possible by gift of Mrs. Carl Hamilton il.on. 13. Classroom Wing--Five new divisible classrooms, a teaching auditorium and an electronics center soon will be in use. 14. MechanicalBuilding--Housesbeating and air conditioning equipment for East Campus. 15. Swimming Pool--Competition-sized swimming pool, a gift of Mr. and Mrs. C. H. Hoppin. 16. Tennis Comts-Two all-weather tennis courts, made possible by a cooperative effort of a number of donors. 17. Book Shop and Business Center--Former motel now is campus book store, business and planning offices. 18. Ringling Museum of Art--State-owned Museum houses outstanding Baroque collection, plus many other fine paintings. 19. Asolo Theater--Jewel-like theater, taken from its Italian home and restored in its new and modem shelter. 20. Musel.Ull of the Circus--Circus memorabilia and equipment preserved in tent-like building. 21. John Ringling Residence--Home built by John Ringling, lived in with gusto for many years, now is preserved, largely intact. D 16 11 Jsfl ) 17 et= ""'\ _j J