College of the Atlantic MOUNT DESERT ISLAND, MAINE AN ANNOUNCEMENT Introduction THIS brochure announces the formation of This is an announcement rather than a the College of the Atlantic, an institution com- prospectus as important alternatives remain mitted to the broad study of human ecology. in the development of this curriculum. It does The college will be unique in that faculty and describe the ideas and ideals which will be the students will engage in a single curriculm. basis for further refinement before the college's It will focus on problems and studies most re- opening in 1972. levent to the understanding of man's depen- Consider this an invitation to share our dence upon and responsibility to his environ- ideas and enthusiasm. ment. The problem orientation of the curriculum will by its very nature necessitate the active participation of residents of Mount Desert Island and surrounding communities. Origins its curriculum. After extensive assessment, the president and the Board of Trustees projected an The College of the Atlantic was incorporated opening date for September of 1972. in July of 1969 as a non-denominational, private, coeducational, four-year college to be located on Goals and Philosophy Mount Desert Island, Maine. The idea of the The College of the Atlantic will be distinguish- college was conceived by the original trustees, a ed by its focus on human ecology, defined as studies group of men resident on Mount Desert and in- pertaining to man's dependence upon and respon- terested in higher education. Early in the plan- sibility to his environment. ning, the study of human ecology was decided upon The problems caused by man's interaction with as the unifying theme of the curriculum. A large his environment are not new, though recently signs estate on Frenchman's Bay was leased as a site for of the stress he has inflicted upon it have become the college, and a local fund raising drive began to more obvious. It is clear that our society and the gather support. A president, Edward Kaelber, educational system have failed to develop the at- formerly Associate Dean of the Harvard Graduate titudes and values which tend to protect and en- School of Education, was appointed in January hance rather than deplete and destroy our environ- of 1970 to begin actual planning for the college and ment. Neither have we learned to anticipate the environmental consequences of particular activities The impersonality and disorganization of our cities, nor to use our technology effectively. the automaton quality of many aspects of modern To quote Barry Commoner, " we are in a life, the lack of concern for aesthetics, the disregard period of grace. We have the time, perhaps a for human rights, and the difficulty of pursuing generation, in which to save the environment from meaningful lives are all aspects of this stress. the final effects of the violence we have done it." In the words of Pogo, "We have met the Immediate disaster, perhaps, with a summon- enemy, and he is us." ing of will and effort can be staved off. We have the resources and skills, for instance, to control THE QUALITY OF LIFE most types of pollution. But we have lacked the That the decline in the quality of human life appropriate values and attitudes to make use of cannot be reversed by the mere accumulation of them. more technical knowledge is a concern of Rene Concurrently, we have allowed our created en- Dubos, a College of the Atlantic trustee. In So vironments to grow unmindful of human consider- Human an Animal, he wrote: "Contrary to what is ations. Our buildings, cities, organizations and generally claimed, increased knowledge of natural institutions have evolved in such a way as to put forces and the growth of technology have not im- stress upon the human qualities of our existence. proved man's control over the environment. While the rate of environmental change has immensely INTERDISCIPLINARY APPROACH accelerated, the social and biological responses We consider bodies of knowledge interdepen- have not kept pace with the new situation thus dent. Extreme specialization is incompatible with created. As a result, technicized societies may be close to the threshold beyond which it will be im- an ecological point of view. The technologist who possible to evaluate, let alone control, the effects tries to operate detached from his culture is like a on human life by the new environments created writer with a huge vocabulary but no sense of the by technological innovations." use of nuance. Both are likely to be misunder- College of the Atlantic takes the position that stood and to create destruction. to avoid losing touch with ourselves, we must study We will attempt an interdisciplinary approach; man as a product of a cultural as well as a biolo- but we will recognize the danger of dilettantism. gical past. The humanities and social sciences Thus we will expect some students will want to must serve to temper and guide scientific discovery if we are to enhance our human existence. As en- achieve depth in an least one area. This compe- vironments become ever more man-created, the tency, however, must be related effectively to other task of relating man to himself will become more disciplines. Otherwise, it risks becoming pedan- difficult and vital. tic and irrelevant to real problems facing the world. College of the Atlantic aims to embody these that the curriculum will be limited to pursuing in ideals into a curriculum and a program which will depth those areas vitally concerned with human allow students to prepare themselves to do some- ecology. The strength of the college will lie thing about the world in a rigorous, understanding not in an attempt to cover the breadth available in and compassionate manner. It will be difficult; the well-known liberal arts colleges, but in exceed- there are no easy answers; we could fail. But if we ing their quality and setting the standard of excel- are to develop a college that will make a difference, lence in the interdisciplinary study of human the risk must be taken. ecology. However, we cannot at this early stage of plan- Curriculum Plans ning propose a detailed program or pattern of offer- ings. We do not choose to preempt decisions which The initial curriculum planned to meet the goals will ultimately rest with students and members of of the college will be prepared by a nucleus of facul- ty and staff prior to 1972. Student participation in the faculty. We can describe in broad outline a cur- the development of this curriculum will be sought riculum and a structure which we feel would best and will become a necessary part of their program fulfill the goals of the college as we presently con- after enrollment in the college. It is anticipated ceive them. A PROBLEM ORIENTATION Before a student can learn to develop solu- From the beginning, real and simulated en- tions for contemporary problems, he must equip vironmental problems will be investigated. Besides himself with as broad a perspective as possible providing an overview of the complexity of real from which to view the problem. Before he can problems, a realization of the interdependency of all find practical solutions, he must acquire certain fields of knowledge will result. The temptation to skills and tools with which to develop them. Before reduce problems to neat packages and solutions will he can successfully change others, he must under- be lessened. At the same time, this experience stand himself as a human being dependent upon will broaden perspectives and provide the motiva- and related to his environment. All of the in- tion for further study. troductory programs will be offered with these Concurrently, areas of study will be pursued ends in mind. They will be preparatory, and ex- which relate to or emerge out of the nature of the ploratory, in the literal and best sense of those problems being confronted. Though courses in words. skills will be offered, the primary purpose of the introductory program will be the awakening and INDIVIDUAL NEEDS acquisition of the values and attitudes we deem SO Advanced programs will be closely tailored important. to individual students' needs and interests. Each student, with the assistance of faculty advisors, study independently, or perhaps with a team of will select a specific problem he wishes to investi- other students working on a larger project. While gate concerning man and his relationship to his en- the early part of the program will be largely dir- vironment. He will also have the opportunity to ected toward an exploration of man's value system, study in depth those areas pertinent to his field these final stages will enable the student to acquire of inquiry, either in planned courses or indepen- the specific skills, as John Fischer, the editor of dently with those faculty members best equipped Harper's puts it, "to do something about what is to guide him. Particularly, he will be acquiring going on in the world." the specific tools and skills he will need to work out the projects to which his final year will be de- A FLEXIBLE STRUCTURE voted. During his final year the student will be In order to give this suggested structure the encouraged to draw upon all the resources of the necessary flexibility, we will not be bound by the college and the larger community. His program traditional system of rigid credit hours nor full may, in fact, take him away from the college al- semester or year courses. Some students will spend together for a period of time. Though he will have three years at the college, while others who spend the guidance of a faculty advisor, and his work will considerable time in work-study may need more. be evaluated upon completion, he will work and Rather than the lecture being the mainstay of the educational program, we plan instead that the the development of thought and values in relation seminar, laboratory work and field study will take to environment. Programs in the natural sciences the forefront where students working with faculty will pursue a means of understanding the nature members at close quarters can begin to understand of man and his biological dependence upon his en- how scholars and professionals work and think. vironment as well as a means of acquiring the tools Course and program content will differ from and the methods one must have in order to pre- that in other colleges in that wherever possible, sub- serve it. jects will be explored with a view toward illumina- The approach we most favor is often called ting man's relationship to his environment. For ex- problem centered. We believe that at an under- ample, a program in the humanities concerning graduate level study should be linked with the real American literature might be organized around a study of the ways individual writers have re- problems and issues facing the working community. sponded to and expressed their attitudes toward Yet we cannot ignore rigor nor content nor skill their natural surroundings. A program in the acquisition just to be relevant. We cannot ignore social sciences might deal with the interrelationship theory and historical development merely to be cur- of environment and the nature and rate of social rent. To maintain this delicate balance will be change. A survey of philosophy might center on difficult, but it will be our goal. Informal Curriculum Park, is rugged and mountainous and criss-crossed by over twenty miles of carriage paths and trails The informal curriculum of the school will suitable for hiking, bicycling, cross country skiing, concentrate on those activities particularly suited snowshoeing; climbing, or just plan exploration to a small, coeducational college, located on coastal and solitude. Maine, and devoted to the study of human ecology. The college will not support some of the social Thus it is anticipated that the college will not, in activities sometimes believed to be associated with the near future, provide programs in intercollegiate collegiate life, such as fraternities. Instead, the athletics. Instead we plan to provide facilities for college will provide resources for such activities an extensive program of individual and team sports as film societies, music enjoyment, both rock and to be pursued on the intramural level in areas de- classical, workshops for the arts and crafts, or sired by the students. We will give particular en- woodworking and mechanics, and any other activi- couragement and support to outdoor sports and re- ties students desire to pursue commensurate with creation associated with Maine. Mount Desert is the goals of the college. As with our formal cur- surrounded by some of the most beautiful and ver- riculum, these decisions will not be made for the satile sailing waters on the Eastern seaboard. The students, but the encouragement and resources Island, a large portion of which is Acadia National necessary to make their recreational life both re- levant and enjoyable will be provided. Again, we mately one-third is permanently protected by Aca- do not see the program as something "extra" but a dia National Park. part of the life style, attitudes and values we wish The climate is tempered by an oceanic thermo to promote. effect. While the winter is cold and brisk, and the summer warm, neither experience the extremes of The Setting inland areas. The Island is uncrowded and quiet in fall, win- Mount Desert Island, Maine, should be an ter and spring, about 8,000 persons spread over ideal place to acquire the attitudes and knowledge 100 square miles, largely concentrated in four necessary for an understanding of human ecology. Island towns. During summer months, the re- Promoted as the most beautiful island in the world, sidential population doubles, and more than two it is difficult to describe without resorting to the million visitors flock to Bar Harbor to visit the inanities and worn cliches of travel folders. Its Park and enjoy its natural beauty. coniferous forests, mountains and freshwater ponds The year-round economy of the Island is do- are set off dramatically by the surrounding waters minated by the Jackson Laboratory, the world's of Frenchman's Bay and the North Atlantic. Most largest center for the study of mammalian genetics, of the Island remains undeveloped, and approxi- as well as the historic boat building, fishing and lobstering industries. resources for an education, it is students who must Although most of the year offers peace and make full use of these provisions. tranquility unavailable in urban areas, students The college will not take the position of should be aware they will have to develop a dif- watchdog, nor will it make decisions that should ferent life style from that to which they might be lie with a student growing toward maturity. Neith- accustomed. While the college and the com- er will it shirk its responsibility to provide the munity will offer some of the activities many guidance and the compassion necessary to make desire, they will be unable to duplicate those di- this growth possible. versions available in large urban areas. The Students At The College The Faculty Faculty members will have particular aca- Students will be full members of the college community with rights as well as responsibilities. demic specialties, and points of view and biases The role of the student, however, is distinct from associated with these specialties. Human ecology, that of faculty and staff. While it is the respon- however, is by nature an interdisciplinary study. sibility of the latter to provide the environment and Staff members will be sought who not only are tolerant of, but eager for other points of view. Governance Faculty members will need both emotional and intellectual commitment to seek ways of ex- Expected modes of behavior and rules general- panding specialties into other fields toward the ly ease the day to day existence of communities. It understanding and solution of problems. Experi- is anticipated that a committee for community gov- ments with as many points of view as possible will ernance will provide the guidelines by which the be essential. college will live. Students, faculty, administrators and trustees will share the responsibility. Though Faculty members must be able to view the it is expected that students will be most responsible world in terms of unities rather than compartments, for the social life of the college and the faculty and and to encourage students to do likewise. administrators for the academic life, all must work Without neglecting the research and study together to insure integration of both. Since the necessary to keep abreast of and contribute to de- college will be part of a larger community, its laws must be respected as well. A community council of velopments in their fields, faculty members must Island residents has been formed, which together be especially committed to teaching and working with student members, will ensure the rapport closely with undergraduates. necessary to make this policy work. The College and the Community blems which are the focus of the curriculum. Such participation will be encouraged. at Large In addition, residents of the Island will be en- couraged to participate in college activities such As our students and faculty will come from as lectures, films, exhibits and seminars. As the various parts of the nation and the world, they will college gets under way, evening study and perhaps be concerned with a broad spectrum of far-flung other courses of interest will be open to members problems. However, it is extremely important that of the community. the college be a live part of the Mount Desert Is- land community. The Island should be viewed as Admissions much more than a delightful place for an academic enclave. The first class to be admitted in the fall of Students and faculty may want to participate 1972 will consist of approximately 100 men and in various aspects of the Island's economy and cul- women. By 1977 we expect to have reached full ture, or may become interested in Island politics. growth with about 600 students. Simultaneously, Island residents will be involved Who will attend? with students and faculty in exploration of pro- We know of no tests, transcripts, letters of recommendation, or combination thereof capable of Mutuality of choice will be stressed through- describing the students we seek. Conversely, we out the visits. A student faces four years invest- know of no catalogues, brochures, or films which ment of time and money. He should have the op- have been entirely successful in presenting and ex- portunity to learn as much as possible about a posing colleges to prospective students. We feel college before making a commitment. The college, colleges and students have mutual problems dis- on the other hand, is entitled to a close look at covering one another. people who seek admission. We believe we can In order to begin with particularly well suited construct a program that will accomplish this to students, we plan to invite prospective students for the mutual benefit of the student and the college. visits during the summer and fall of 1971. They will participate in a simulation of the life and pro- grams of the college, and will have ample oppor- For Further Information, write: tunity to assess the college and to test their com- College of The Atlantic mitments to the curriculum and concepts we feel Admissions Office, are SO vital. Simultaneously, staff members will assess the compatibility of students with the aims Box 3, and programs of the college. Bar Harbor, Maine 04609 BOARD OF TRUSTEES of Wisconsin, Madison, Wisconsin. Member American Academy of Arts and Sciences. Chairman Dr. Winthrop C. Libby, President, University of Maine, Dr. Seldon E. Bernstein, Senior Staff Scientist and Orono, Maine. Assistant Director, Jackson Laboratory, Bar Harbor, Mr. Robert W. Patterson, Architect and landscape archi- Maine. tect; Past President Natural Resources Council of Maine; Director, National Wildlife Federation, Mount Three Year Terms Desert, Maine. Mr. Elmer Beal, owner lobster pound, Southwest Dr. Elizabeth S. Russell, Senior Staff Scientist, Jackson Harbor, Maine. Laboratory, Bar Harbor, Maine. Dr. Dana M. Cotton, Director of Placement and Secre- Dr. Theodore R. Sizer, Dean, Faculty of Education, Har- tary of the Faculty of Education, Harvard University, vard University, Cambridge, Massachusetts. Cambridge, Mass. Twenty-one years Secretary for Mr. James Russell Wiggins, Publisher, Ellsworth Ameri- New England Association of Colleges and Secondary can; Former Managing Editor, Washington Post; Schools. Former U. S. Ambassador to United Nations; Brooklin, Maine. Dr. Rene Dubos, Professor, Rockefeller University, New York, N. Y. Author of So Human an Animal, Pullitz- Mr. Roger Tubby, Dean, School of Professional Studies, er Prize, 1969. Foreign Service Institute; Formerly U. S. Ambassador to International Organizations, Geneva; Washington, Dr. William Kraushaar, Professor of Physics, University D. C. FOUNDING TRUSTEES The Rev. Arthur C. McGiffert, Jr., President Emeritus, One Year Terms Chicago Theological Seminary, Mount Desert, Maine. Mr. Carlo A. Ninfi, Treasurer, Town of Mount Desert; Mr. David Benson, businessman, Southwest Harbor, President of Board, Mount Desert Island Hospital; Maine. Somesville, Maine. Mr. Leslie C. Brewer, businessman, past Chairman and Mr. Robert T. Smith, Regional Director, O. E. O., Bar member of board, Mount Desert Island Regional High Harbor, Maine. School, Bar Harbor, Maine. Dr. Winston Stewart, Medical Doctor, Bar Harbor, Maine Mr. Bernard K. Cough, businessman, Bar Harbor, Maine. Mr. John M. Good, Superintendent, Acadia National HONORARY TRUSTEE Park, Bar Harbor, Maine. Dr. Clarence C. Little, Director, Emeritus, Jackson Labo- The Rev. James M. Gower, St. Ignatius Catholic Church, ratory ; President Emeritus, University of Michigan; Northeast Harbor, Maine. President Emeritus, University of Maine. Trenton Maine. Mr. Edward Heyman, Author and Producer of musical scores and productions, Bar Harbor, Maine. Mr. Richard Lewis, U. S. Customs Service, Hulls Cove, Maine. Mr. James MacLeod, Representative, Maine State Legis- lature; Bar Harbor, Maine. STAFF SKETCHES EDWARD G. KAELBER became the first MELVILLE P. COTE joined the college in President of College of the Atlantic in January of June of 1970. His particular area of responsibility 1970. After graduation from Harvard College, is in student affairs, beginning with recruitment and World War II service in the European and admissions. After graduation from Wesleyan Theater, he attended the Harvard Graduate School University in Psychology, he returned to earn a of Business Administration. Nine years of operat- Master of Arts in Teaching English, then taught ing a wholesale lumber business ended in 1960, at the Punahou School in Honolulu for three years. when he was appointed an Assistant Dean in the He enrolled in the Harvard Graduate School of Ed- Harvard Graduate School of Education. As Associ- ucation where for five years he studied in a doctoral ate Dean of the Faculty of Education from 1964 to program in Guidance and Counseling, served as 1969, Kaelber directed various activities, the most Assistant to the Dean for Admissions, and worked recent being the development of a large secondary in Africa for two years as the Guidance Advisor school in Western Nigeria. for the Harvard Nigerian Project. DESIGNED BY P. J. CONKWRIGHT PRINTED BY THE ELLSWORTH AMERICAN