College of the Atlantic Environmental studies which focus only upon the study of the natural world and our physical effect upon it neglect the fact that the problems we face are ultimately human problems. In this century, ecological and social studies have revealed both the extent of our interdependence with nature and the limitations of the world's material resources. Without this recognition, professionally specialized education can become insular and self-defeating through loss of perspective and scope. The problems of Human Ecology are not merely defensive ones of preservation, but creative, active challenges of exploring and defining new paths of human growth, ones which make preservation both possible and desirable. To this end, College of the Atlantic places great emphasis upon the study of ecology within the context of human life, values, and social processes. We seek to achieve diversified individual develop- ment, within a cooperative attack upon concrete problems, as a framework for developing special competence. The college is organized primarily as a place to learn through formally organized programs, but it is also a place to live and develop both new perspectives and the means of imparting those perspectives to society at large. COLLEGE OF THE ATLANTIC / BAR HARBOR, MAINE 04609 4 INTRODUCTION College of the Atlantic is a small, private co-educational institution awarding the degree of Bachelor of Arts in Human Ecology. The college provides an education which is both broadly based and carefully focused. Rather than sampling from a ran- dom assortment of disciplines, students participate in an integrated curriculum organ- ized around a central theme, the study of Human Ecology. The college's purpose is to study the various relationships which exist between humans and their environments, including both the natural world which supports our existence and the society and institutions which we have created. Some of the clear- est examples of this interaction are in the area where people have done or threaten to do harm, both physical and aesthetic, to the natural world. Concern with current and developing problems, matched by an awareness of the forces of change, underlies the flexibility of the college's programs and the possibility for redefinition and modification which exists at all levels of the college's operation. The problem-centered curriculum is designed to utilize the thought and research generated by both empirical and theoretical investigation. Offerings include detailed examinations of specific ecological problems, supplemented by seminars covering a wide variety of related subject matter. The curriculum itself may be regarded as a working system in which all the parts are intended to complement and reinforce one another. There is no rigid department structure, and persons with different back- grounds, disciplines, and experience work together. Some administrators teach; some faculty members share administrative responsibilities. All members of the college com- munity - students, staff, and trustees - share the responsibility for implementing the college's goals. Those goals, and the methods for achieving them, are the objects of continuing scrutiny. The college's dual role, as an experimental institution and as a resource center for the study of human ecology, inevitably creates tensions and frustrations, as well as exciting opportunities for seeing one's ideas implemented. To grow in one direction reflects a decision not to grow in others. As the college grows, and defines itself with increasing clarity, it will to some extent limit the number of expectations it can fulfill. This catalog describes the college at one point in a continuing process of development and change. EDUCATIONAL PROGRAM The college's curriculum is based on a conviction that bodies of knowledge are interdependent. Extreme specialization is incompatible with an undergraduate educa- tion aimed at developing an understanding of human ecology. The broadly based, interdisciplinary curriculum may also be described as the study of interrelationships and a constant movement toward synthesis. The tendency to separate the study of man from the study of the natural world is artificial, reflecting the limitations of the human mind rather than the realities of nature. Similarly, the traditional structuring of faculty into separate departments is a product of bureaucratic needs which often ignores the fundamental interdependence of all fields of knowledge. Synthesis, integration, communication, and application are the hallmarks of the curriculum. We offer a series of interdisciplinary workshops, courses and seminars, indepen- dent study, tutorials, specialized skill courses, and supervised internships away from the college. The emphasis is on analyses of human ecology from different perspec- tives, and on understanding the complexities of specific social and environmental problems. Acquisition of research skills and problem-solving techniques are necessary aspects of this type of exploration. 5 We are developing the following four programs of emphasis within the curriculum, which will help students to focus their energies and to integrate their studies in preparation for careers or graduate school. These programs were originally chosen because they represent four main types of problems with which our students and faculty have been concerned and on which we are working. All are mutually-interde- pendent, both philosophically and operationally. They should be regarded not as formal "majors" in the traditional sense, but rather as organizational guidelines to help define the goals and methodologies of each student within the broad area of Human Ecology. Social and Environmental Design and Planning focuses on efforts to create alternative patterns for living which meet human needs in a manner that is both mutually supportive and compatible with the delicate complexities of our nonhuman environment. Human Perspectives inquires into the nature, qualities and expressions of human- ness. Here we try to comprehend the intellectual, emotional, and physiological aspects of individual and group behavior. We try also to understand and learn from the percep- tions of other individuals and cultures, in order to discover more harmonious relation- ships for ourselves. Education and Communication explores the importance of education in environ- mental problem-solving, both in school systems and in public information through various communications media. (This program is under development.) Environmental Sciences brings together the biological and physical sciences in a consideration of the relations between natural systems and human activities. Particular attention is given to marine biology and to the ecosystems of eastern and coastal Maine. (See page 33 for lists of suggested courses). MOUNT DESERT ISLAND Mount Desert Island is a uniquely beautiful combination of forests, lakes, mountains, and ocean, about 250 miles "downeast" from Boston. Connected to the mainland by a small bridge, the island has approximately 80 miles of coast- line and an area of 150 square miles. Portions of the island remain undeveloped; approximately one-third is permanently protected by Acadia National Park. During the period from October to June, the island is uncrowded and quiet. The year-round population is about 8,000, largely concentrated in four towns. In the summer, the residential population doubles, and more than two million visitors flock to Bar Harbor to visit the park. The island's economy is dominated in the summer by the tourist trade, and in the winter by boat-building, fishing and lobstering, and the Jackson Laboratory, the nation's largest center for the study of mammalian genetics. With its glacial lakes, climax forests, scars of the 1947 fire, mountains, and the ever-changing interface between land and sea, the island is an outdoor laboratory of vast scope and resources. The impact of more than 2 million tourists on the island's natural resources, economy, and collective psyche offers oppor- tunity for study (both theoretical and practical) in economics, law, political decision-making, psychology, biology and aesthetics. 6 The Campus The campus is located in Bar Harbor on twenty-one acres of land with eleven hundred feet of shoreline on Frenchman's Bay. It is bordered on the north and south by summer residences, and on the west by State Route 3. Route 3 leads directly into the town of Bar Harbor, less than a mile away to the south. Several access roads to Acadia National Park are located within a mile of the college There are four buildings which house all classrooms, laboratories, offices, library, dining area, kitchens, andirecreational space Resources include a community lounge, designed and remodelled by students and staff; a darkroom, kiln, and art studio; two greenhouses, an art gallery, and several multiple use areas. The library consisting of approximately 7,500 volumes and periodicals, is supple- mented by the MDI Environmental Resource Center Future development of the shorefront campus will include both "recycling" of existing structures and construction of new facilities. In both cases renovation and new construction, campus development will reflect the goals and principles of the college; the three major emphases are ecological responsibility. economy, and aesthetics To this end, a group of students and staff members have been consulting regularly with the college architect, and have been a primary source of input for the campus master plan. FUTURE Planning is underway for a demonstration energy conserving building, to be con- structed within the next few years. The structure will incorporate the latest develop- ments in solar energy and wind power, as well as the advances in both production and conservation of energy which will be an integral part of the shorefront campus development. Living Together WINDMILLS College of the Atlantic encourages its students to develop the capacity for thoughtfu and responsible self-direction. The principles of social freedom rest upon a LIBRARY basis of individual responsibility for one's own actions and for the general welfare of the college community. Recognizing this, students have assumed the responsibility for such matters as the regulation of smoking in the building, the control of dogs on campus and other "details" which by their cumulative weight can have a significant impact on the quality of life at the college. The college also respects the laws and customs of the larger community, and is responsible for informing students of those laws and customs. A college of human ecology cannot be an isolated academic enclave; the distinction between "college" and "outside world" has been reduced as much as possible. College of the Atlantic began as a community effort, and remains an integrated part of the community within which it grew. Housing There is no on-campus student housing. Students may either live in a motel dorm- itory near the college, or secure their own lodgings in Bar Harbor or elsewhere on the island. The motel is within easy walking distance of the campus with a view across Frenchman's Bay. Double rooms, with weekly laundry service and room cleaning, cost $100 per person for ASSROOMS the first term, and $120 each for the second and third terms. Single occupancy costs $1 40 and $180. Occupancy during December is extra. There are a few apartments, furnished rooms, and small houses for rent on the island. Students who wish to find their own housing are assisted by the college when- 7 ever possible, but must bear in mind that the supply of rentals is definitely limited. Cars Students are not encouraged to bring cars. However, those who choose to reside at an appreciable distance from the college may find it necessary to provide their own transportation. Students who bring cars are asked to pay a $25 fee to contribute toward snow removal and parking lot maintenance. Informal Curriculum From October to June, Mount Desert Island offers peace and tranquility to a de- gree not found in the cities. To those used to the bustle of more urban areas, Mount Desert Island in winter may at first seem either blessedly quiet or desolately lonely. The island's particular combination of cultural, economic and environmental patterns produces large amounts of open space and a comparatively reduced human presence. As they begin interacting in this milieu, students may well find themselves developing life styles different from those to which they have been accustomed. Time spent outside the classroom and library is an important part of an intense educational experience. The informal curriculum concentrates on those activities par- ticularly suited to a small co-educational college devoted to the study of human ecol- ogy. The development of leisure time activities here may well establish a pattern which will persist throughout a person's life. Rather than a program of intercollegiate athletics, the college encourages and supports sports and recreation associated with Maine. The island, one third of which is Acadia National Park, is rugged and mountainous, criss-crossed by many miles of car- riage roads and trails. Mount Desert is surrounded by some of the most beautiful sail- ing waters on the eastern seaboard. Students and faculty spend time hiking, bicycling, cross-country skiing, snowshoeing, climbing, canoeing, fishing, and clamming. Acadia National Park itself encourages exploration and solitude, as well as bird watching and beachcombing. The climate is tempered by the Atlantic; while winters are cold, and summers warm, neither season experiences the extremes of inland Maine. Special Supplies Because many activities at College of the Atlantic stress outdoor involvement, students should bring all equipment which they would like to use. Gear for hiking, camping, fishing, photography and other activities is more easily obtained in cities than in Bar Harbor, although some purchases can be made here. Bicycles can be rented or bought in Bar Harbor. Air for SCUBA diving is available on the island, but equipment is not. Binoculars, foul weather gear, hip boots, and hiking clothes are par- ticularly useful for some field work and collecting trips. Health Prior to enrollment, students are asked to submit a physical examination form, provided by the college, and prepared by each student's family physician. All students not covered by a parent's policy are required to participate in a group Blue Cross policy for accidents and hospitalization. Normal medical needs are the responsibility of the individual student. Medical care is available at Mount Desert Island Hospital in Bar Harbor, a three minute drive from the campus. Twenty-four hour emergency service is provided by a local medical group as well as by several individual doctors on the island. 8 Arts, Crafts, and Activities The importance of the creative arts at the college is reflected both in the formal curriculum and in the number and variety of extracurricular activities. In 1973-74, the curriculum included ceramics, dance, and poetry; instruction was also available in creative writing, life drawing, sculpture (offered by college trustee Clark Fitzgerald, a nationally prominent sculptor), and photography. Studio courses, involving concrete and creative activity outside of the classroom context, are regarded as a vital part of the college's academic program. For eight weeks in the summer of 1973, the college sponsored a lecture series, the College of the Atlantic Summer Forum, with the assistance of the Maine State Commission on the Arts and Humanities. Distinguished speakers at this series included Professor Leo Marx, a college trustee and author of The Machine in the Garden: Technology and the Pastoral Ideal in America; Alix Kates Shulman, author of Memoirs of an Ex-Prom Queen; and poet and novelist Marge Piercey. The college's cultural and social activities are student-initiated and student-run, coordinated and organized by a student director. Dances and concerts are regular features of each term, as is the college's bi-weekly Sunday night film series. The madrigal singers, in their second year, were invited into several island churches, while Voices of the Atlantic, the college literary magazine, was joined by Echo, a college research log. The college helped to sponsor concerts by the Portland Symphony String Quartet, Maine folksingers Gordon Bok and Kendall Morse, and the Composor's String Quartet. Programs were offered to senior citizens (including a college car pool to ease trans- portation difficulties), to local teenagers, and to various parishes, nursing homes, and schools on the island. On-campus offerings included folkdancing, a Monday night speakers series, and regular exhibitions in the college gallery, one of which featured the works of noted photographer Charles Steinhacker. During 1973-74, the college was visited by such people as Scott and Helen Nearing, authors of Living the Good Life; arcologist Paolo Soleri; Rudolf Doernach of the Biotectur Institut at Tubingen, Germany; and Rurick Eckstrom, architect of the Pneumatic Campus at Antioch/Columbia. Frank Graham, Jr., author of Since Silent Spring, was keynote speaker at the sixth annual conference of the Maine Natural Re- sources Council, held at the college in May: Governance Most policy decisions at College of the Atlantic are made and implemented by five committees, consisting of students, members of the faculty and staff, and trustees. In the event of a controversial decision, the committees are authorized to call an all- college hearing for further discussion; should a decision still not be reached, the com- mittee chairmen and the president can convene as the ultimate decision-making body. The Academic Policy Committee is responsible for the continuing development of the curriculum, including course offerings, changes in structure of academic programs, and criteria and procedures for establishment and maintenance of academic standards. The Personnel Committee is responsible for the recruitment, interviewing, and selection of new faculty members. In making decisions, the committee takes into account the opinions of all members of the college community. A subcommittee is concerned with policy regarding contracts, salaries, and fringe benefits. The Committee on Admission and Financial Aid has two primary functions: the establishment of admission criteria and the actual admission/financial aid decisions; and, the formulation of policy concerning "student affairs" (housing; employment; 9 cars; medical care; etc.). Another important responsibility is student recruitment. The Evaluation Committee is charged with seeing that the "redefinition and modification" mentioned in the Introduction to this catalog are facts and not just words. Using multiple-copy forms and personal interviews, the committee determines and makes public the level of success in all college operations: president's office, class- room, and kitchen. The Building Committee is concerned both with plans for the college's new cam- pus (liaison with architect; environmental impact statement; alternative energy sources) and with the management and maintenance of the present facilities. In addition to the committee system there are bi-monthly all-college "town meet- ings", called and chaired by students, for discussion of a broad range of issues. By vote of a two-thirds majority, any committee decision can be scheduled for a com- munity hearing. The Executive Committee of the Board of Trustees has the ultimate responsibility for financial decisions, and is the body to which the college committees are account- able. Most members of the Executive Committee serve on at least one of the college committees. 10 ADMISSION AND FINANCIAL AID Admission Policy College of the Atlantic welcomes applications from students who have been pre- pared for college by their previous education and experience. Applicants are judged on the basis of ability, preparation, attitudes, and enthusiasm, and must be able to demonstrate an understanding of the college's goals and methods. They should also have the potential to develop a social and academic life style compatible with a small college on the coast of Maine. Maturity, self direction, responsibility, imagination, and resilience are among the personal qualities judged most important. The college seeks students who are qualified to benefit from its unique curricu- lum. High school grades and test scores are neither the only nor the best indicators of such qualifications. Accordingly, there is no set cut-off for grades and SAT scores are not required. Nor are any specific courses required. A thorough and varied academic background is assumed, and a strong secondary school preparation will improve a student's chances for admission. The admission committee also depends upon con- siderable and reasoned self selection on the part of students who are thinking about applying. First-year students usually enter at the beginning of the fall term. There is no deadline for the completion of applications. Ordinarily, the committee reads an applica- tion and notifies the candidate within four weeks of completion. Financial aid appli- cants, whose cases will often take longer, should apply as early as possible. Within one month of notification of acceptance, prospective students are asked to pay a $100 tuition deposit to ensure holding a place on the acceptance list. Transfer Students Students who have previous college, community college or junior college exper- ience are encouraged to apply for admission. The same standards stated above will apply, with emphasis placed on the college experience. Transfer students normally spend a minimum of five terms in residence at College of the Atlantic. The exact number of terms needed for each individual will ordinarily not be determined until after enrollment. Application Procedures The following steps are necessary for all applicants: 1) A Preliminary Essay should be completed as early as possible. This consists of a 500-1000 word essay written in response to one of several questions related to the interests and purposes of the college. The essay will give the college a sample of the student's style of writing, thinking, and method of problem approach. At the same time, students will engage in decision-making processes the college feels important and will have sufficient time to consider the purposes and motivation of their applica- tion. 2) A visit to the college is considered an important part of the application proce- dure. Arrangements for visits and accommodations must be made in advance. Visits while the college is in session are important in order to form a clearer understanding of the college's methods and procedures. 11 3) The Completed Application consists of requested personal information, a personal statement, two teacher recommendations and a high school recommendation form. Complete transcripts from all schools and colleges attended are also necessary. The application fee is $15.00. After admission, students will be asked to submit scores from all tests administered by the College Entrance Examination Board or the American College Testing Service. The application fee may be waived upon request for students with substantial financial need. No student interested in College of the Atlantic should fail to apply because of the fee. Financial Aid Aid in the form of gifts, loan and work is available for all students who demonstrate need as established by the analysis of the College Scholarship Service and the finan- cial aid committee of the college. In 1973-74 student aid awards totalled $20,000 in gifts, $7,500 in loans and $7,500 in jobs at the college. One third of enrolled students participated in the program. Financial aid applicants should submit the Parents' Confidential Statement ob- tained from the College Scholarship Service, Box 176, Princeton, N.J. 08540. Aid decisions are made after and separate from admission decisions. Advanced Placement and Credit An entering student who has had an advanced placement course or its equivalent in high school, and has achieved a score of 4 (honors) or 5 (high honors) in the CEEB Advanced Placement Examination, will be given, upon acceptance, appropriate aca- demic credit toward the College of the Atlantic degree. Students who receive a 3 on the Advanced Placement Examination will be consid- ered for advanced placement in courses by individual faculty in consultation with the student and advisor. Some students may wish to gain credit through the College Level Examination Program of the CEEB. This process is possible and should be arranged with a stu- dent's advisor and the Academic Policy Committee after enrollment. College Costs and Policies Tuition and academic fees for students entering in September 1974 total $2,850. One third, or $950, is due on the first day of each term. Room rents in college-provided housing are $400 for double occupancy, $650 for single occupancy. Board for the academic year (20 meals per week for 30 weeks) is $700. Participants in the September outdoor orientation program are charged $40 for the 11 days. Students should remain on their parents' group medical policy if possible. If necessary, arrangement for coverage can be made at the college. An average student budget looks like this: Tuition - $2,850 Clothing/laundry $190 Room 400 Medical 100 Board 740 Travel 150 Books 100 Miscellaneous 200 $4,730 DEGREE REQUIREMENTS Successful completion of the following six requirements will make a student eligible for the degree of Bachelor of Arts in Human Ecology. 1. Thirty six credits, normally awarded on the basis of one for a term's participa- tion in a course, workshop, or independent project. Upon petition, a student may re- ceive two credits for a term's work on an independent project. The internship is worth a maximum of nine (minimum of three) credits. Full time degree candidates register for three or four credit-activities per term; part time students are those registered for less than three. Students wishing to switch from full-time to part-time enrollment may do so between but not during terms. 2. Essay in Human Ecology, ordinarily completed before beginning the sixth term in residence or before undertaking an internship. The essay, dealing with a specific practical or philosophical problem, will be evaluated by two faculty members and one student, and is regarded as a benchmark in the student's progression toward the final project and the degree. 3. Workshop for one term, stressing environmental problem-solving, and pro- viding a medium for interaction and synergism between perspectives and disciplines. 4. Laboratory or field work for one term. This should not be read as a "science requirement"; rather, its purpose is to promote and stimulate research, on either the group or the individual level, through applying the scientific method to a chosen problem. 5. Internship for up to one year. See page 13 for a description of the college's intern program. 6. Final project completion and presentation, to come after the successful com- pletion of the preceding five requirements. Subject to approval by the student's advisor and the APC, this work might require as much as a full year for completion, and will be evaluated both by a special group of appropriate faculty members and students and by qualified professionals and specialists in the field of the student's endeavor. 13 Guidelines for Independent Study and Student Structured Projects are administered by the Independent Study Commission, a branch of the Academic Policy Committee, which is also responsible for setting and implementing guidelines for workshops and studio courses. Proposals for independent and group study projects must be received before the end of the term preceding that for which the project is proposed, and must have the written support of a faculty member with whom the student has completed a term's work. All projects must be conducted in cooperation with a college faculty member (or other sponsor, approved by the commission); transcript evaluations of projects must convey a basic sense of their content and be as rigorous and detailed as those required of other college courses. Normally, students may not undertake independent study projects in their first term at the college. Two are permitted in the first year, and a maximum of four per year thereafter. Independent study projects at the college have included: Heavy Metals in Shellfish The Literature of Wilderness Preservation Environmental Literature for Children The Quantum Theory of Life and Matter Topics in Applied Mathematics Primary Perception Affective and Cognitive Domains of Aesthetics and Verbal Communication Education Community and Education in Classical General Systems Theory Greece Intern Program The Intern Program is an integral part of the degree program at College of the Atlantic. At least one term must be spent on a job which relates to the student's academic and long-range employment interests, and up to three terms of credit may be given for internship work. We view the internship as a very important mechanism for providing a broader educational experience and as an opportunity to test the relevance of the college's practical and philosophical programs and goals. Guidelines for participation in the Internship Program are still in the developmental stage, but the following are generally observed: 1) The student would have finished the human ecology essay before under- taking an internship. 2) A proposal which outlines the relevance of the job to the student's total program and which details responsibilities and expectations should be submitted to the Internship Committee for approval before beginning the internship. 3) The job should be a full-time experience of at least one term in length. 4) Materials for evaluation of the experience should be prepared by the student and presented to the Internship Committee immediately after completion of the intern- ship. These will be placed in the library. 5) Students should spend at least one term at College of the Atlantic after the internship and prior to graduation. 6) Students are encouraged to locate their own jobs. The Internship Committee is engaged in an active search for meaningful internship posts and maintains a file which is open to perusal. Necessary administrative support for the student during the internship will be provided to whatever extent possible by the Internship Office. Students must register with the College prior to each term for which they expect to receive academic credit for the internship. The internship registration fee is $200 per term. TERM ONE The Nature and Social Foundations of the Environmental Crisis Orient Study Group Strategies for Social Change Mathematics and Our World Environmental Law Diversity of Life Conflict as an ecological problem Perspectives on Women in the Arts The Economic Determinants of Land Use Spinning, Natural Dyeing, and Weaving TERM TWO Humans in Nature: Elements of Social Order American Literature and the Environment History of Modern Architecture and Planning Perspectives on Women in Society Governmental Regulation of Human Effects on Natural Systems Chemical Principles Cell Structure and Function Ocean Waves: Introduction to Calculus and Physics TERM THREE Maine Coast History and Architecture Naturalism and the Visual Arts Planet Earth The Physics and Mathematics of Basic Oceanographic and Atmospheric Processes Ethnoceramics Ornithology Mammalian Physiology Introduction to Environmental Studies Maine Coast Culture Literature and Ecology Humans in Nature: Value and the Individual World Political Environment Ceramics Chemical Principles Two-dimensional Design Drawing Dance Contemporary Ideology and the Art of Reasoning Human Effects on Natural Systems What is Natural Human Behavior: Great Views of Human Nature Principle of Isolation Three-dimensional Design: Exercises in Doing A Survey — Bar Harbor's Future Functional Vertebrate Anatomy Ceramics Myth Study Group Humans in Nature: Symbolism Principle of Isolation Ceramics Horticultural Principles Public Interest Law Marine Biology Chemical Principles FACULTY AND COURSES, PAGES 17-35 17 Donald Aitken is Professor of Environmental Studies at San Jose State, where he served as chairman of the Department of Environmental Studies from 1970 to 1973. As College of the Atlantic's first Visiting Professor he will offer two courses in the fall term. The Nature and Social Foundations of the Environmental Crisis. The energy crisis is (was?) only the tip of the environmental crisis iceberg. Effective social, governmental and technological response to the demands placed upon our society and economy by this crisis is rooted in our ability to understand the actual nature of the complete iceberg, to be able to identify clearly its social, historical and behavioral foundations, and to learn to recognize those particular forces and institutional frameworks that prevent effective citizen and public action. This seminar for advanced students will provide an opportunity for a careful analysis of the historical and religious roots (aided by reading and discussing selec- tions from Barbour, Western Man and Environmental Ethics, 1973, and Nash, Environ- ment and Americans, 1972); of the economic and political roots (Commoner, The Closing Circle, 1972, Weisberg, Beyond Repair, 1971, Hodson, The Diseconomics of Growth, 1972 and Roos, The Politics of Ecosuicide, 1971); of the behavioral roots (Toffler, Future Shock, 1970, Burch, Daydreams and Nightmares, 1971, and Berry, The Long Legged House, 1971); of the institutional roots (Falk, This Endangered Planet, 1971, and further selections from Roos, Weisberg, and Commoner); and of the continuing perpetration of old social and environmental problems and the conception and adoption of new ones, aided by continual review of the Daily Newspaper. This class will meet not less than once a week for 2½ hours, and more often when and as desired by the participants. (Term I) Environmental Studies as a Framework for Humanistic Studies and Effective Social Involvement. This course is designed to provide an introduction to the broad intel- lectual and social scope encompassed by Environmental Studies. The primary aim is for the class participant to gain a practical (introductory level) grasp of the basic scien- tific, historic, social and philosophic principles of the subject. The secondary aim is for the student to comprehend the integration of these principles simultaneously into a balanced liberal studies college education and into a balanced, aware and socially effective life. The tertiary aim is to help the student to define his or her own special interest areas and to promote an awareness of the College of the Atlantic resources that can support these interests in later, more specialized study and activity. Open to students at all levels of study, this course will be offered twice a week for 1½ hours. From one-half to two-thirds of this time will be devoted to a thorough development of the information base necessary for understanding and discussion, while the remainder of the class time (and much out-of-class time) will be utilized for discussion of the concepts and examples pertinent to the day's subject. With supplementary aid of frequent films and slides and contributions by college staff, the major informational resource will be the participating student on the basis of his or her careful study of appropriately sequenced selections from David Sutton and N. Paul Harmon, Ecology, Selected Concepts, 1973; Scientific American, "The Bio- sphere", 1970; Barry Commoner, The Closing Circle, 1972; Barry Weisberg, Beyond Repair, 1971; and Meadows et al., The Limits to Growth, plus a continuing familiarity with the Daily Newspaper. (Term I) Elmer Beal, Jr. joined College of the Atlantic in 1972. He earned his B.A. in Music from Bowdoin and his M.A., in Anthropology, from the University of Texas at Austin. In 1974-1975 he will offer two cdurses. 18 Maine Coast Culture. This course deals with the present and future of the Maine Coast. The introduction to this course will provide basic concepts in anthropological theory regarding the acquisition of cultural values, their relationship to environment, and how they change. We then proceed to look at the Maine Coast as it is today, identifying groups which share some common values, which have varying degrees of impact on the coastal environment, and which of course will be affected by the changes in the environment. Two or three of COA's trustees will be invited to act as sources of immediate feedback, commenting on the points of view of the guest speakers. One class session per week will be devoted to a guest speaker who repre- sents a sector of the Maine culture which is having an impact on its present and future. The following session will evaluate the speaker's assumptions regarding change and other factors. The discussion sessions will be led by students who will have prepared a written critique of the presentation for distribution to other participants. (Term I) Humans in Nature: Elements of Social Order. Various social theorists have singled out either technology, economy, or ideology as being the most important factor in shaping our differing styles of social life and differing environmental impacts. Still others have held that all three are only the adaptive responses of a society to local environmental conditions. Such considerations are essential to the long-range understanding and effective- ness of our societal activities. There is little point in understanding how to deal with our environment individually if we are unable to render that knowledge relevant to the dynamics of society. In this course we will conduct an introductory examination of these factors, assuming all four to be significant and interdependent. We will combine discussion of philosophic and social scientific theoretic claims with consideration of some of their supportive evidence and methodology. The course will be team-taught by an economic anthropologist and a philosopher. (Term II) Mr. Beal has taught Coastal Open Space, Economic Anthropology, Communication in Culture through Language, and has been involved in three workshops: The Future of the Maine Coast, Mount Desert Island Housing Study, and Alternative Energy Systems. He will be available to direct independent study in Spanish language and literature, Quechua, Ethnography of Latin America, Land Reform in the Americas, and Music Theory. Roc Caivano joined the faculty in 1974. He earned his B.A. from Dartmouth and his M. Arch. from Yale. In 1974-75 he will offer two studio courses. Two-dimensional Design: Drawing. The purpose of this studio course is to help people develop visual sensitivity and express themselves on paper. Although the students are encouraged to experiment with a range of materials, projects remain in mono- chrome and emphasis is placed on seeing and hand-eye coordination. Exercises in- clude: blind contour, contour, massing, shade and shadow and free work. Subjects range from still-life compositions to life drawing, to field trips. The course is supple- mented with lectures and slides on drawing through history including works by Michel- angelo and Leonardo, Rembrandt, Hokusai, Goya, Seurat, Ingres, Durer, Munch, Aubrey Beardsley, Van Gogh, Matisse. Readings are given from Scribbling, Drawing and Painting by Wolfgang Grozinger. (Term I) Three-dimensional Design: Exercises in Doing. (Studio course) Every material or com- bination of materials has a unique set of characteristics, and the materials will begin to assert their own formal solutions on the designer if he/she works in a sensitive and questing fashion. Design solutions evolve through the process of sensitive investiga- tion into the nature of material. The materials and vocabulary are kept purposefully 19 abstract so that each student can develop a personal way of seeing or sense of design. The following are examples of the type of projects worked on in 3 dimensional design: -The students would be asked to find some type of sheet material (anything from paper to plywood) and work with it - eventually presenting to the class some- thing made only of the sheet material that expresses clearly something about the nature of the material. The same would be tried with clay, stone and wood. We would take field trips to nearby beaches and work with the stones, driftwood and objects found there. I would hope from these exercises an appropriate sense of structure and use of material would evolve. -The students would be asked to explore the concept of enclosure - to make something where the space enclosed dominates the material used to enclose it; to make something that clarifies a feeling toward light; to make something that expresses time; to make something that holds water. Again it would be extremely important to relate all of this abstract work to form in nature using field trips, photos and D'Arcy Thomson & Robert Williams books on form in Nature. The course would eventually work its way into an exploration of the forms man has made and surrounds himself. We will discuss and experiment with the concepts of sleeping, eating, bathing, working and playing - - small design projects will be assigned with scale models and plans presented as solutions every few weeks. Again slide and lecture presentations of the historic and present day responses to the above problems will be given. Reading material for 3-D Design will include: Architecture without Architects - Bernard Rudodsky; Design with Nature lan McHarg; Everyday Life in Prehistoric Times - M. and C. Quenell; History of Building Materials Norman Davey; House Form and Culture - Amos Rapoport; Natural Structure Robert Williams; Pictorial History of the American Indian Oliver LaFarge; The Shelter Series Paul Oliver; Early Wooden Architecture in Norway - Christian Norbert-Schulz; Stone Shelters - Edward Allen. (Term II) JoAnne Carpenter joined the college in 1973. She earned her B.A. at the University of Massachusetts and her M.A., in Art History, at the University of Minnesota. In 1974- 75 she will offer four courses. Orient Study Group. This class will explore certain classic texts from Oriental literature and thought together with visual material from the same cultures. We will begin with Joseph Campbell's Oriental Mythology (selections), then move into selections from the Vedas, the Bhagavad-Gita, Chinese and Japanese lyric poetry including Haiku, Suzuki's Zen Buddhism, the classic texts of Taoism including the Tao Te Ching and material from the Shinto religion of Japan. Visual studies will include Japanese land- scape gardens and ikebana, Chinese landscape painting, Zen portraiture and erotic Indian temple carvings. (Term II) History of Modern Architecture and Planning. Consideration in this course will range from the aesthetic forms and materials of pioneering architects of the Twentieth Cen- tury such as F. L. Wright, Richard Neutra, Mies Van De Rohe, and R. Buckminster Fuller to the "megastructures" or structural complexes of Paolo Soleri ("Arcologies"), Moishe Safde ("Habitats") and Paul Rudolph (trailer grid skyscrapers). Finally, the inte- gration of these structures into their environment through the "pop" planning of Robert Venturi and the landscape architecture of Lawrence Halprin will also be studied. Read- ings will include: F. L. Wright, Genius and the Mobocracy; B. Fuller, Nine Chains to the 20 Moon or Ideas and Integrities; Lawrence Halprin, Freeways; Peter Cook, Archigrams; Paolo Soleri, The City in the Image of Man; Moishe Safde, Beyond Habitat; Robert Venturi, Learning from Las Vegas; Clarence S. Stein, Toward New Towns for America; Jane Jacobs, The Death and Life of the Great American City. (Term II) Maine Coast History and Architecture. This course is an introduction to Maine Coast History from the voyages of discovery made by Weymouth and Champlain in the 1600's through the Indian wars of the 18th century, the Revolution and War of 1812, the apex of shipping and lumbering in the mid-19th century, to the decline of com- merce and the influx of summer residents in modern resorts like Falmouth Foreside and Mt. Desert Island. The course emphasizes the social, cultural and economic aspects of Maine's early history and the principles and development of Maine Coast Architecture and shipbuilding: how people lived, what they built and sold, where they came from and why the general quality of life in Maine before 1900. In addition to readings from original historical sources and works on architecture, the class will examine and discuss the extensive collection of slides which the college has acquired of Maine homes, churches, ships, portraits and landscape paintings, arts and crafts. This year we will have a special unit on Maritime History and the evolution of the sailing ship. We will also integrate the study of history and architecture with the geography of the Maine coast, searching for the reasons why the first settlers in any region settled where they did and why they built the houses that they built in each economic/ historical period. There will be field trips to the revolutionary war sites of Machias, excavations of a 17th century fishing and trading post at Pemaquid, and the recon- struction of 18th century community life at Strawbery Banke in Portsmouth, N.H. The course will meet 3 times weekly. A paper or photographic essay will be required. Readings will include: Abbott's History of Maine, Williamson's History of the Wars Between Indians and Colonists, Kimball's Domestic Architecture of the American Colonies, Banks' History of Maine, Wood's History of Lumbering in Maine, The Archi- tectural Heritage of the Piscataqua, Weymouth's True Relation, Sloane's Museum of Early American Tools, "The Burning of Falmouth", "The Maine Frontier", Rowe's Maritime History of Maine, and Morison's Story of Mt. Desert Island. (Term III) Naturalism and the Visual Arts. Nature as an aesthetic form became increasingly prevalent in the 19th and 20th centuries in the visual arts. The differing visions of nature as manifested in photography, landscape gardening/environmental design, landscape painting, house building, furniture and ceramics will be investigated in this course. Changing notions of beauty as personified by the evolution of forms will be scrutinized, as will the works of key personalities in the arts. Readings will include: Winslow Homer at Prout's Neck (Philip Beam), paintings by Andrew Wyeth, Nomadic Furniture (Victor Papanek), Shaker Furniture (Andrews), R.S.V.P. (Halprin), F. L. Olmstead and the American Environment (Fen), Summer Island (Eliot Porter), The Photographer and the American Landscape, The Garden in History, (Hyam), Pioneers of Modern Design (Pevsner), The Potter's Book (Leach). (Term III, as an alternative to Maine Coast History and Architecture) She has previously taught Visual Arts, Maine Coastal Architecture, and Arts, the Crafts, Environmental Planning and Society. William Carpenter, a member of the 1971 summer faculty, joined the college in 1972. He earned his B.A. from Dartmouth and his doctorate, in English, from the University of Minnesota. In 1974-75 he will offer five courses. Orient Study Group. (See description under J. Carpenter.) 21 Literature and Ecology. This course will explore the aesthetic and religious dimensions of ecology. It will begin by an inquiry into the relationship of the creative human mind to the natural systems in which it evolved, pursuing that question in readings chiefly from Thoreau and Loren Eiseley, but also including selections from John Muir, Paolo Soleri, and A. N. Whitehead. Thoreau readings: Walden, Selected Journals, The Maine Woods; Eiseley readings: The Immense Journey, The Firmament of Time, The Invisible Pyramid; Other readings: Soleri, Matter Becoming Spirit, Whitehead, selections from Science and the Modern World. (Term I) American Literature and the Environment. This course will consider American attitudes towards the environment, especially the myth of a return to natural innocence and the counter-myth of the inhumanity of life in nature. Beginning with selections from the earliest settlers, readings will include Melville's Moby Dick, Fitzgerald's The Great Gatsby, Hart Crane's The Bridge, Mark Twain's Huckleberry Finn, Whitman's Song of Myself, Emerson's Nature, James Dickey's Deliverance, and selections from poets like Robert Frost and Robinson Jeffers. (Term II) What is Natural Human Behavior: Great Views of Human Nature. This course will explore classic psychological texts which consider the human mind as its own en- vironment. Discussions will center on these topics: the search for the "natural" in human development and behavior, the forms of mental aberration, particular psycho- logical stresses of the mid-twentieth century, and archetypes, the links between crea- tivity and neurosis, the theories of individual and group psychotherapy, the psycho- logical bases of love and religion, and the relation of reason and emotion in the "healthy" individual mind. We will study prominent, representative original works as introductions to the thought of Freud, Jung, Skinner, Fromm, May, Erikson, R. D. Laing, Abraham Maslow, and Margaret Mead. (Term II) Myth Study Group II. This will be a continuation of the Myth Study Group from Winter 1974 but will be open to all students. We will consider different approaches to mythology beginning with Campbell's Occidental Mythology and including selections from Levi-Strauss and Mircea Eliade. We will concentrate this time on primary sources in art and literature, reading Joyce's Portrait of the Artist as a Young Man, Updike's The Centaur, Eliot's Waste Land, and several other works. We will also discuss the psychological implications of modern mythology through the study of modern painting and sculpture. Topics of discussion (probably): the death of god, making your own mythology, the myth of ecology, the place of the artist, the Christian story as vegeta- tion myth, the content of modern art, Man and Woman as mythic entities, etc. (Term III) Dr. Carpenter has taught Aesthetics and Ecology, Literature and Ecology, Human- ities Sequence, Thoreau Seminar, American Literature and the Environment, Myth Study Group, and Maine Coast History and Architecture. Melville P. Cote joined the college in 1970. He earned his B.A. in Psychology from Wesleyan and his Ed. D. from Harvard. In 1974-75 he will offer one course. What is Natural Human Behavior: Great Views of Human Nature. This course will ex- plore classic psychological texts which consider the human mind as its own environ- ment. Discussions will center on these topics: the search for the "natural" in human development and behavior, the forms of mental aberration, particular psychological stresses of the mid-twentieth century, and archetypes, the links between creativity and neurosis, the theories of individual and group psychotherapy, the psychological bases of love and religion, and the relation of reason and emotion in the "healthy" 22 mind. We will study prominent, representative original works as introductions to the thought of Freud, Jung, Skinner, Fromm, May, Erikson, R. D. Laing, Abraham Maslow, and Margaret Mead. (Term II) Richard Davis came to College of the Atlantic in 1973. He earned his B.A. from Yale and his doctorate in Philosophy from Washington University. In 1974-75 he will offer five courses. Humans in Nature is a three term introductory sequence dealing with the subject of general interrelationships between the individual, society, and the environment. While all three elements are important in each course, the first term stresses personal values and life style, the second stresses overt forms of social organization and technology, while the third stresses the public/private domain of language with attention to its practical effects. The approach combines philosophic and social scientific material and each term may be taken separately. The third term, however, does require prepar- atory background. Humans in Nature: Value and the Individual. It is a truism to say that were it not for our values, we would have no problems. Not only has our way of living left us with other- wise avoidable social and environmental dilemmas, situations themselves only seem problematic in terms of a valuation which they inadequately fulfill. Ironically, we often spend our lives in the search for solutions but are reluctant to examine the values and evaluative processes which define our problems for us. One could define ecological problem-solving as seeking solutions for one individ- ual or species which are not problems for another. This course is intended to con- tribute to our tools for the evaluative side of this process. While the class will examine various conceptions and systems of valuation in relation to the historical evidence for their effect, the primary emphasis will be upon developing the student's individual abilities to examine, develop, and relate their own values to those of others. We will meet once weekly for general discussion of readings and once weekly in small intensive work groups devoted to understanding one member's presentation of her/his own evaluative perspective. (Term I; especially recommended for incoming students.) Strategies for Social Change. At a practical level, the problems which concern Human Ecologists are ones which would not exist had we not been more successful at direct- ing non-human processes than at directing our own lives. It is popular to dismiss efforts at social reform as the impossible dreams of the disgruntled and idle visionary. In particular cases, the past offers some justification for this attitude. Unfortunately, we are not now facing a mere yearning for what seems better but a complex of dilemmas the recognition of which has been forced upon us by brute fact. Society is indeed constantly changed by many factors, including our individual lives. Environmentalists are becoming increasingly aware that they cannot merely be opponents of social forces but must become proponents of. alternative patterns for them. Yet very little attention is being given to examining the effectiveness of various means of achieving these alternatives and the ultimate role of our means in determin- ing both the ends and the results of our actions. During the term the class will examine various modes of activity which tend to shape society and some of the ways in which they might translate into occupations and life styles for individuals: legislation, lobbying, counter-industry, revolution, propa- ganda, product design, artistic expression, etc. Readings will be supplemented by speakers whose lives exemplify the modes being discussed. (Term I) 23 Humans in Nature: Elements of Social Order. Various social theorists have singled out either technology, economy, or ideology as being the most important factor in shaping our differing styles of social life and differing environmental impacts. Still others have held that all three are only the adaptive responses of a society to local environmental conditions. Such considerations are essential to the long-range understanding and effective- ness of our societal activities. There is little point in understanding how to deal with our environment individually if we are unable to render that knowledge relevant to the dynamics of society. In this course we will conduct an introductory examination of these factors, assuming all four to be significant and interdependent. We will combine discussion of philosophic and special scientific theoretic claims with consideration of some of their supportive evidence and methodology. The course will be team-taught by an economic anthropologist and a philosopher. (Term II) Contemporary Ideology and the Art of Reasoning. The ability to develop and analyze concepts and to logically evaluate their consistency, support, and implications is a talent essential to both the most practical and theoretic undertakings. In an age obsessed with ideologies and possessed of the ability to turn abstractions into brute social and physical facts at the touch of a switch, it is a basic survival tool. This is a course intended primarily to develop the individual's skills of critical reasoning. Mere exercises in reasoning are tedious at best. Thus we shall pursue readings of several philosophic works which either reflect or are shaping our contem- porary intellectual and ideological climate. However, the primary purpose of the read- ings will be to provide models of more or less careful thought to which students will respond to bi-weekly evaluative papers. Admission open only to advanced students who have first consulted with instructor. Readings will be taken from Wittgenstein, Marx, Skinner, Rand, and Fuller. (Term II) Humans in Nature: Symbolism. Symbolism is the bridge between the public and the private. It not only links us to the world and society beyond immediate experience but very actively shapes that experience and thus eventually shapes the world. The forma- tive function of symbolism has been relatively ignored in contrast to its more familiar interpretive and expressive functions. Verbal languages are complete symbol systems, traditionally recognized as possessing both a dimension of "semantics", or meaning, and a dimension of "syntac- tics", or organization. A more recently stressed dimension of "pragmatics", or be- havioral effects, has captured the enthusiasm of activists who have seen the semantic reform of language as a tool for reforming black consciousness, women's conscious- ness, environmental consciousness, etc. The importance of such an approach is unquestionable, but it only scratches the surface of symbolic pragmatics if it does not involve an understanding of the syntactic structures determining linguistic organi- zation. In fact, the distinction may be misleading at the practical level. This course will be an introduction to symbolic pragmatics by way of basic syntactic/semantic considerations. Although we will concentrate upon written and oral verbal language, we will be interested in other symbolic activities exhibiting syste- matic traits. Students taking the course should have background preparation equiva- lent at least to term I or II of the sequence. (Term III) Dr. Davis has taught Native Americans, History and Philosophy of Science, Humans in Nature, and Ecology as Metaphysics, and has participated in the Environ- mental Life Style Workshop. 24 John Dreier is a member of the college's board of trustees. A former director of the Interamerican Center of the School for Advanced International Studies, at Johns Hopkins, he will be the third college trustee to offer a course at the college. An Introduction to the World Political Environment. The purpose of this course is to give the student a basic understanding of the main elements of the international political environment within which the United States deals with other countries and confronts environmental problems having international implications. The approach in this course will be essentially political, but some attention will be given to specific situations involving the physical environment. Part I of the course will deal with the fundamentals of the world political system within which conflict and collaboration develop. It will first examine the international system of world politics, tracing its origin, development and principal characteristics. Major attention will be given to the growth of nationalism and the nation-state as the predominant unit in the contemporary world system. Both the advantages and short- comings of the nation-state will be considered, in the light of contemporary problems. Part II will take up conflict and collaboration in the world scene. The basic sources or causes of conflict will be noted: economic, political, ideological and cultural. We will then consider the major restraints on the exercise of national power and examine the principal ways in which nations have sought to achieve the orderly resolution of conflicts and promote mutually helpful cooperation. These methods include hegemony and the balance of power as well as international law and organization. Part III will deal with the position and role of the United States in the present world system. We will note the emergence of the United States as a world power and examine the principal features of the U.S. approach to international relations: goals, methods and values. These are reflected in the current relations of the United States with other major power centers and with the so-called third world. The remaining portion of the course will be devoted to a discussion and analysis of one or two major international problems related to the physical environment. These might include, for example, the uses of the sea (fisheries, ocean pollution, exploitation of the sea bed, etc.) and the world energy situation. Obviously these topics can be dealt with only in a summary way. The collaboration of other members of the faculty may be sought in this connection. The conduct of the course will involve presentations by the instructor, and assigned and guided readings, with ample discussion based upon both the foregoing. Much of the illustrative material will relate to the Latin American area, but this will in no sense be an "area course". (Term I) Samuel Eliot joined the college in 1971. He earned his B.A. and M.A.T., in English, from Harvard. In 1974-75 he will offer one course. Principle of Isolation. Through consideration of selected works of literature and music, this course explores human isolation, the separation of people from nature, from society, and from themselves. Focusing both on isolation and on human perceptions of isolation, the course is also concerned with the role and function of art and the artist. The course meets approximately forty times during the winter and spring terms. There are several required papers and a final exam. Enrollment is limited to not more than ten students. Readings include Paradise Lost; Nostromo; The Mayor of Casterbridge; Moby Dick; Frankenstein; Manfred; and several others. Music includes works by Tchai- kovsky, Berlioz, Shostakovitch, and Foss. (Terms II and III). 25 He has taught How to Rite Good and Principle of Isolation, and was a member of Allied Whale. Daniel Kane joined the college in 1972. He earned his B.A. from Yale and his J.D. from Harvard Law School. In 1974-75 he will offer three courses. Landmark Cases in Environmental Law. Case studies of Mineral King, the Everglades, Storm King, Hell's Canyon, The Wilderness System, The St. John River and The National Environmental Policy Act will provide an introduction to the principles of environmental law and the nature of the judicial process. How it is that ethical, eco- logical, aesthetic, and economic issues are resolved into legal issues for decision will be explored in these actual controversies. Course materials will provide back- ground in the historical and ecological setting and pertinent environmental legislation in each case, following the controversy through its various stages at administrative and judicial levels to the present time. (Term I) Governmental Regulation of Human Effects on Natural Systems. Coordinated with the study of Human Effects on Natural Systems, this course will concurrently examine the principles of governmental and administrative regulation of land use and site location, water quality, air quality, noise, solid waste, endangered species and habitats, pesti- cides, etc. Sample legislation by state and local governments in these areas of con- cern will be analyzed drawing on Maine, particularly with respect to the regulation of land use: great ponds and wetlands control, subdivision control, zoning, and land use regulation in the "wildlands". Materials will also include court decisions elucidating problems and controversies in government regulation. The relationship of state and local government efforts in each area to federal legislation will be reviewed in the context of the "federal system". The course project will provide an introduction to the basics of legal research with preparation of a legal brief and oral argument before a panel of judges in a "moot court". The group will visit the Hancock County Law Library learning how to use the law reporter systems, annotated codes, treatises, encyclo- pedias, digests and other legal tools while researching and preparing the selected cases in environmental law. (Term II: Recommended prerequisite - "Landmark Cases in Environmental Law") Public Interest Law. This course will survey current topics in consumer protection and consumer law, reform of business and professional practices, and topics in civil rights. Course materials will include recent decisions of the United States Supreme Court, case studies by the Maine Public Interest Research Group, Bangor Combat, and Pine Tree Legal Assistance, reports from Ralph Nader's Center for the Study of Responsive Law, and readings in consumer protection and consumer law. Students are en- couraged to do field or research work on a current project of Maine PIRG and COA PIRG, Bangor Combat, or Pine Tree Legal Assistance. (Term III) He has taught Law, Government, and the Biosphere, Governmental Regulation of Human Effects on Natural Systems, Native Americans, Landmark Cases in Environ- mental Law, Crime and Society, Consumer Protection, Recent Decisions of the U.S. Supreme Court, and has been involved in two workshops: The Future of the Maine Coast and Wildlands. He will be available to direct independent study in quantum theory, consumer protection, and family law. 26 Steven Katona came to the college in 1972. He earned his B.A. and Ph.D., in Biology, from Harvard. In 1974-75 he will offer four courses. Diversity of Life. This course is a functional and evolutionary survey of the major forms of life on planet earth. Following a preliminary session on cell organization, the course will be organized into sequential segments on bacteria, fungi and plants; invertebrate animals; and vertebrate animals. Twice weekly class sessions will be presented in lecture format. At least 4 hours per week will be required for examination of specimens in the field or in the laboratory. Skills which will be acquired during the course are basic microscopy; collection, observation, identification and preservation of specimens from the field; and basic dissection technique. (Term I) Cell Structure and Function. This course is a consideration of the basic nature of the cell. It provides an introduction to cell ultrastructure, biochemistry and physiology and to the organization of cells into higher levels of integration: tissues, organs and organ systems. At least 5 hours of reading will be required to supplement the twice weekly lectures. One afternoon per week will be required for experimental work in the labora- tory. Laboratory work will be oriented toward the environmental implications of the course material. Skills which will be acquired during the course include microscopy, basic experimental technique (including enzyme assays, spectrophotometry, physio- logical preparations, and bioassays) and the preparation of laboratory reports. (Term II) Human Effects on Natural Systems. This course concentrates on the mechanisms by which the activities of humans have altered or threaten to alter the natural environment. Topics included are energy crisis, environmental problems of power generation; alter- native energy sources; pollution of water, air and soil; global environmental problems; noise and pollution; solid waste disposal; endangered species and habitats; introduced species, pesticides and alternative methods of pest control; and the ecology of modern warfare. Students are encouraged to pick topics of special interest for presen- tation class sessions. Additional topics can be substituted or added when timely. Optional field trips to local areas of particular environmental interest will be scheduled by the class to supplement the twice-weekly class meetings. (Term II) Marine Biology. This course is a seminar in which each student must present an entire class session on a chosen topic within the general area of marine biology. During the first part of the course, while student presentations are being planned, a series of informal lectures on marine habitats; chemistry and physics of seawater; phytoplank- ton; banthos; nekton; attached plants; primary producation; marine vertebrates; and energy flow in the sea will provide an overview of marine biology. During the second portion, student presentations will be given. Each student is responsible for prepara- tion of an up to date reading list on the chosen topic, for ordering films, for presenta- tion of the class session; and for preparation of a paper on some aspect of the topic. In addition to 2 class meetings per week, at least 4 hours per week will be required for reading, and one afternoon per week will be required for field trips to local intertidal areas, mud flats, salt marshes, and for work at sea. Special field trips will be organized for certified SCUBA divers. Skills to be acquired during the course include basic marine sampling techniques, contribution to the COA reference collections, and (as desired) basic field experimental techniques. In addition, techniques for using refer- ence literature will be developed. (Term III) Prerequisite: Diversity of Life or other suitable college preparation in biology. Class limited to 9 students. He has taught Ecology of Natural Systems, Human Effects on Natural Systems, Biology, Marine Biology, and has participated in Allied Whale. He will be available to direct independent study in plankton biology and whale biology. 27 Carl Ketchum became a member of the faculty in 1973. He earned his B.S. from Bates and his Ph.D., in Oceanography, from Massachusetts Institute of Technology. In 1974-75 he will offer four courses. Mathematics and Our World. Mathematics and physics are some of the tools we use to probe and increase our understanding of many world processes. This course will try to help you use the basic concepts of algebra, trigonometry, statistics and physics, when necessary, to increase your own understanding of a few natural processes such as ocean waves and population growth. The emphasis will be placed on developing an intuitive approach to the use of these concepts and as such a major part of the class might consist of working in small groups to analyze the problems, explore various solutions and teach other groups within the class. We will also discuss some aspects of the people who have worked in these areas and how they perceived the creative process operating in mathematics and science. The class will meet three times each week. (Term I) Ocean Waves: An Introduction to Calculus and Physics. Ocean waves bring to our shore constant messages from the sea. How can we learn to read these messages and understand the waves? The full theory of ocean waves is a real challenge to ad- vanced mathematicians; however, we can learn a great deal about calculus, physics and waves by trying to study some of the elementary processes of gravity waves. You will be introduced to some of the fascinating results of calculus and physics and at the same time learn about these waves that you can see here every day. I will expect you to have a solid understanding of algebra and trigonometry before you enter this study. This course will be set up similar to Mathematics and Our World and will meet three times each week. (Term II) The Physics and Mathematics of Basic Oceanographic and Atmospheric Processes. Given sufficient interest, this course will be offered as a continuation of Ocean Waves: An Introduction to Calculus and Physics. The content of the course will be determined by the members of the class and basically we will develop and apply the mathematics and physics necessary to understand the natural processes that occur in the at- mosphere and the oceans. (Term III) Planet Earth. In this course we will examine the general structure of our planet and some of the physical processes that shape it. Simply put, we will try to understand what makes our earth "tick". Our explorations will survey man's current concepts of the structure of the earth's interior, the earth's surface, sea floor spreading, continental drift, the physical properties of the atmosphere and the ocean, atmospheric and oceanic circulation and the processes that help produce our weather. The lecture- discussion sections will be augmented with a series of selected films, field observa- tions and extensive readings from several paperback texts. In addition a log of local sea state and weather observations will be maintained and discussed within the con- text of the course. (Term III) In the first term, Dr. Ketchum will direct a group independent study in advanced calculus and differential equations open to students who have had at least a year of calculus. He has previously offered Planet Earth, Physics, Mathematics, and Our Environment, and Energy Cycles in Natural Systems. He will direct independent study in meteorology, oceanography, and advanced mathematics. 28 Susan Lerner has taught at the college since 1973. She earned her B.A. from the University of Cincinnati. In 1974-75 she will offer two courses and a studio course. Perspectives on Women in the Arts. In this course we will attempt to come to an understanding of the particular nature and status of women in the arts. We will do this by sampling artifacts of modern history. Beginning with a 12th century psalter painting, we will move on to the early novels of Austen and Bronte, dwell on works by Chopin, Woolf, and Cassatt, and pull up short at the contemporary scene, having experienced art by women whose names are still (unfortunately) obscure. Our synthesis will hope- fully lead to the individual's reevaluation of women's place in the past, and point toward a future of expanded possibilities for the species. Open to not more than 10 men and women. Two meetings per week: one in the day, and one at night when a relaxed, more introspective atmosphere will be encouraged. Two papers, or equivalent re- quired, one research, one more open ended. (Term I) Dance Studio. This studio course is open to past students of dance and to those who wish to begin experimenting with this challenging and ecological activity. While our primary concern will be with learning basic Graham technique, we will spend much time improvising and discovering the communicative aspects of the art. Twice weekly. (Term I) Perspectives on Female Experience. In this course we will look at the way sex and age influence human lives and life styles, from the perspectives of anthropology and art. To set the stage for discussion, we will read novels and short stories by modern authors such as Joyce Carol Oates, Alix Kates Shulman, June Arnold, Ingrid Bengis, D. H. Lawrence, and a few autobiographical works including some of the life stories of African women collected by Iris Andreski. A bevy of questions will leap out of these writings: Why do women, men and children relate to each other as they do in our society? What kind of relationships are achieved in other societies which are organized differently? What does biology have to do with the relative position of women and men? What is the status of men and women in different ecological situations, their roles, their modes of expression, in art and literature? How has the relation between the sexes evolved over time? Ultimately, we will want to explore the shape of a society in which children of both sexes would develop their abilities to the fullest. To begin to answer these questions we will have to go beyond speculation to a serious approach to the issues. We will read and criticize some of the approaches found in Ernestine Friedl's Women and Men in Anthropological Perspective and Women, Culture and Society, by Michelle Rosaldo and Louise Lamphere. Gatherings will be held once a week during the evening, and will be open to all members of the community. She has previously offered Women in the Arts, Woman: Her Arts and Artifacts, and Dance. Ernest McMullen has taught at College of the Atlantic since 1972. He has studied at several institutions, including the Portland (Oregon) Museum School and Portland State University. In 1974-75 he will offer one course and one studio course. Ceramics. The course will emphasize the integration of the technical, aesthetic and social aspects of ceramics. In a society that offers everything ready-made, presenting us with few challenges, we have lost the self-reliance needed to affect our immediate surroundings. We accept what is proffered no matter how mediocre or ill designed, in the name of convenience, and in the process we are deprived of experiencing a meaningful relationship with our manmade environment. The study of ceramics offers 29 a way of making contact with the world around us, both natural and human-designed. (Studio course; all year) Ethnoceramics. We would like to bring together a group of people interested in explor- ing the relationships between technology, ideology, aesthetics and social relations by focusing on the development and function of ceramics in different societies from China to Mexico. Pottery sometimes provides the main evidence we have concerning the nature of ancient societies; through it we can get a glimpse of the way other peoples have related to their human and natural environments. There will probably be three films of potters in Nova Scotia, Japan, the Yucatan and Ghana and visits to collections. As things warm up in the spring we will be able to try out some of the traditional techniques and to experience their implications: hand-building and primitive wheel throwing; raku; sawdust, smoke, and brush-firing, for example. (Term III) He has taught Ceramics and has been involved in the Environmental Design and Alternative Energy Systems workshops. Frederick Olday joined the faculty in 1973. He earned his B.S. from Penn. State and his Ph.D., in Plant Science, from the University of Massachusetts. In 1974-75 he will offer four courses. Chemical Principles. This introductory course in chemistry is designed to give a stu- dent the firm conceptual background needed to make more effective decisions regard- ing chemical matters which will affect the quality of his life; in addition, it should extend his knowledge and understanding of the subject to the point where he will be ade- quately prepared to take more advanced courses in the subject if he so desires. Emphasis will be placed upon learning chemical principles, problem solving, and ac- quiring skills in laboratory manipulations. Topics to be covered include: atomic theory, chemical bonding, stoichiometry, periodic properties of elements, oxidation-reduction, quantum theory, electronic structure and chemical properties, the properties of car- bon, nuclear chemistry, energy and eutropy, chemical equilibrium, and rates and mechanisms of chemical reactions. There will be two class meetings and one laboratory per week. Weekly readings and problems will be assigned. No lectures will be given; instead, the class meetings will be devoted to discussion of theory and assigned problems. Student evaluations will be based upon completion of problem sets, class participation, lab reports, and a take-home final examination at the end of each term. (All year) Diversity of Life. (See Steven Katona's course descriptions.) Cell Structure and Function. (See Steven Katona's course descriptions.) Horticultural Principles. This introductory course in horticulture, might well be termed "applied botany", or "scientific gardening". The object of the course will be to impart a fundamental understanding of plant structure and function and how people have applied this knowledge in manipulating the plant and its environment to meet their biological and aesthetic needs. Topics to be considered include: classification of horticultural plants; plant structure; plant growth; plant development; controlling the plant environment; directing plant growth; biological competition; plant propagation; plant improvement; horticultural geography; horticultural crops - fruits, flowers, and vegetables; and, aesthetics of horticulture. There will be two class meetings and one laboratory per week. Classes will be devoted to discussion of assigned readings and results of greenhouse experiments; 29 a way of making contact with the world around us, both natural and human-designed. (Studio course; all year) Ethnoceramics. We would like to bring together a group of people interested in explor- ing the relationships between technology, ideology, aesthetics and social relations by focusing on the development and function of ceramics in different societies from China to Mexico. Pottery sometimes provides the main evidence we have concerning the nature of ancient societies; through it we can get a glimpse of the way other peoples have related to their human and natural environments. There will probably be three films of potters in Nova Scotia, Japan, the Yucatan and Ghana and visits to collections. As things warm up in the spring we will be able to try out some of the traditional techniques and to experience their implications: hand-building and primitive wheel throwing; raku; sawdust, smoke, and brush-firing, for example. (Term III) He has taught Ceramics and has been involved in the Environmental Design and Alternative Energy Systems workshops. Frederick Olday joined the faculty in 1973. He earned his B.S. from Penn. State and his Ph.D., in Plant Science, from the University of Massachusetts. In 1974-75 he will offer four courses. Chemical Principles. This introductory course in chemistry is designed to give a stu- dent the firm conceptual background needed to make more effective decisions regard- ing chemical matters which will affect the quality of his life; in addition, it should extend his knowledge and understanding of the subject to the point where he will be ade- quately prepared to take more advanced courses in the subject if he so desires. Emphasis will be placed upon learning chemical principles, problem solving, and ac- quiring skills in laboratory manipulations. Topics to be covered include: atomic theory, chemical bonding, stoichiometry, periodic properties of elements, oxidation-reduction, quantum theory, electronic structure and chemical properties, the properties of car- bon, nuclear chemistry, energy and eutropy, chemical equilibrium, and rates and mechanisms of chemical reactions. There will be two class meetings and one laboratory per week. Weekly readings and problems will be assigned. No lectures will be given; instead, the class meetings will be devoted to discussion of theory and assigned problems. Student evaluations will be based upon completion of problem sets, class participation, lab reports, and a take-home final examination at the end of each term. (All year) Diversity of Life. (See Steven Katona's course descriptions.) Cell Structure and Function. (See Steven Katona's course descriptions.) Horticultural Principles. This introductory course in horticulture, might well be termed "applied botany", or "scientific gardening". The object of the course will be to impart a fundamental understanding of plant structure and function and how people have applied this knowledge in manipulating the plant and its environment to meet their biological and aesthetic needs. Topics to be considered include: classification of horticultural plants; plant structure; plant growth; plant development; controlling the plant environment; directing plant growth; biological competition; plant propagation; plant improvement; horticultural geography; horticultural crops - fruits, flowers, and vegetables; and, aesthetics of horticulture. There will be two class meetings and one laboratory per week. Classes will be devoted to discussion of assigned readings and results of greenhouse experiments; 30 the laboratory will be concerned with greenhouse experiments dealing with such diverse topics as mineral nutrition, properties of soils, growth regulators, pesticides, biological control, plant propagation, and affects of photoperiod on flowering. (Term III) Dr. Olday has previously taught Biology, Human Effects on Natural Systems Laboratory, Plants and People, and has participated in the Landscape Design work- shop. He will be available to direct independent study in horticulture, landscape design, natural history, botany, natural photography, water pollution, and soil studies. William Russell joined the faculty in 1974. He earned his B.A. from the University of Pennsylvania and his MRP from the University of Michigan. In 1974-75 he will offer three courses. The Economic Determinants of Land Use. The course will explore the land use pat- terns on a nearby island whose use history has been documented back into the 18th century. In most respects, these patterns are similar to the land use history of the Maine Coast as a whole, ranging from agriculture through a development phase to the present preservationist orientation under the influence of its wealthy out-of-state owners. The basis for the economic behaviors evidenced by the island owners, past and present, can tell us a great deal about why the Maine coast developed as it did and what some of the possible futures are. The course will involve classroom work, field trips, some interviewing of recent owners, and guest speakers. There will be at least one research-type paper. (Term I) A Survey - Bar Harbor's Future. Bar Harbor is one of the best known tourist attrac- tions in the country. Its popularity inspires the interest of a host of developers ranging from the McDonalds chain to K.O.A. and Levitt type subdivisions. Each of these developments has the capacity to alter the character of the town in one or more ways, but this process is dimly perceived. This course will explore Bar Harbor's view of its own future using survey research methods. Participants will be involved in the design, administration, analysis and final report writing of the project. At best, this course will provide a document of use to the town of Bar Harbor as it attempts to determine its future; at least it will familiarize participants with the methodology of survey research, sampling statistics, and the problems associated with assessing attitudes. (Term II) Ornithology. Ornithology 1975 will have two components. During the formal part of the spring term, the course will look at birds from several points of view. Birds are bio- logical entities, but they impinge on humans in aesthetic and economic ways as well. An attempt will be made to integrate these various modes of thinking about birds. Each week will have a field trip whose function will be partly to illustrate topics that have been or will be discussed and partly to familiarize participants with the identifica- tion and natural history of the birds in the Mt. Desert area. The second section will commence in June, after the term ends. This will be a continuation of the Cormorant workshop, an effort to monitor the population levels and certain ecological parameters of the Double-crested Cormorant colonies in the two bays surrounding Mt. Desert. (Term III) Linda Swartz came to the college in 1972. She earned her B.A. from Vander- bilt and her M.A. from the University of Texas. In 1974-75 she will offer five courses. Conflict as an ecological problem: violence and nonviolence. "Unlike other issues that engage the political philosopher, conflict, in its essential meaning for mankind, has 31 rarely been dealt with in a systematic way. Violence and even nonviolence have indeed occupied the attention of men throughout the ages. And if only through indirection, conflict can be found to lie at the heart of many devices, conventions, and concepts that man has used to weave his web of governing controls. But when governments are challenged and conventions decay, when threats or fears triumph over reason in the counsels of men, then violent conflict emerges as regrettable proof that in all his history man has not found it possible to fashion alternatives to violence for the conduct of conflict." Joan V. Bondurant. The human race has been accused of being the most violent of all the species. I think it is important that we look at human violence and nonviolence as human charac- teristics, attempting to discover their bases, to analyze their functionality or dysfunc- tionality. Do war, riots, contact sports, serve necessary functions in human societies? What are the biological and social characteristics of our species: to what extent are we aggressive, territorial, rational or altruistic? Is the development of forms of institutional- ized violence related to the evolution of other aspects of culture such as religious institutions, governmental structures? This is an advanced course for those interested in these issues. We will meet twice a week for a total of four hours for discussion in order to develop a personal approach to conflict and conflict resolution. Readings will be taken from the works of Hannah Arendt, Paul Bohannon, Margaret Mead, Ashley Montagu, J. Krishnamurti, Lionel Tiger, Joan Bondurant, Erik Erikson, Anatol Rapoport. (Term I) Strategies for Social Change. At a practical level, the problems which concern Human Ecologists are ones which would not exist had we not been more successful at direct- ing non-human processes than at directing our own lives. It is popular to dismiss efforts at social reform as the impossible dreams of the disgruntled and idle visionary. In particular cases, the past offers some justification for this attitude. Unfortunately, we are not now facing a mere yearning for what seems better but a complex of dilem- mas the recognition of which has been forced upon us by brute fact. Society is indeed constantly changed by many factors, including our individual lives. Environmentalists are increasingly becoming aware that they cannot merely be opponents of social forces but must become proponents of alternative patterns for them. Yet very little attention is being given to examining the effectiveness of various means of achieving these alternatives and the ultimate role of our means in determining both the ends and the results of our actions. During the term the class will examine various modes of activity which tend to shape society and some of the ways in which they might translate into occupations and life styles for individuals: legislation, lobbying, counter-industry, revolution, propa- ganda, product design, artistic expression, etc. Readings will be supplemented by speakers whose lives exemplify the modes being discussed. (Term I) Perspectives on Female Experience. In this course we will look at the way sex and age influence human lives and life styles, from the perspectives of the anthropologist and the artist. To set the stage for discussion, we will read novels and short stories by modern authors such as Joyce Carol Oates, Alix Kates Shulman, June Arnold, Ingrid Bengis, D. H. Lawrence, and a few autobiographical works including some of the life stories of African women collected by Iris Andreski. A bevy of questions will leap out of these writings: Why do women, men and children relate to each other as they do in our culture? What kind of relationships are achieved in other societies which are organized differently? What does biology have to do with the relative position of women and men in society? What is the status of men and women in different eco- logical situations, their roles, their modes of expression, in art and literature? How has the relation between the sexes evolved over time? Ultimately, we will want to develop 32 the configuration of a society in which children of both sexes would develop their abilities to the fullest. To begin to answer these questions we will have to go beyond speculation to a serious approach to the issues. We will read and criticize some of the approaches found in Ernestine Friedl's Women and Men in Anthropological Perspective and Women, Culture and Society, by Michelle Rosaldo and Louise Lamphere. Gatherings will be held once a week during the evening. The Human Family. The family is one of the most ancient and basic of the human social institutions which influence the way people relate to one another. In this course we will investigate the biological and historical foundations of the human family, examining views about human sexuality and emotional needs, the incest taboo and the division of labor according to sex and age. Social and economic functions of the family in various societies will be explored through literature and personal accounts. Finally, we will look at the changes which the family is undergoing in our society and how they affect us and consider possible alternatives to current forms of family organization. Readings will include selections from the works of Margaret Mead, Friedrich Engels, R. D. Laing, Robin Fox, Eleanor Maccoby, Talcott Parsons, Arlene Skolnick and others. Local family counselors and staff from the Jackson Laboratory will help us in our explora- tions. (To be offered as a group independent study in Term III, given sufficient interest.) Ethnoceramics. (See Ernest McMullen's course descriptions.) She has previously offered Cultural Ecology, The Human Family, Native Amer- icans, Communication in Culture Through Language, Crime and Society, and has been a member of the Environmental Design and Alternative Energy Systems workshops. She will be available to direct independent study in French language or literature, linguistics, social implications of design, Ethnography of Middle America, and social structure and community. Susan R. Zell came to College of the Atlantic in 1974. She earned her B.A. and Ph.D., in Biology, from Case Western Reserve University. In 1974-75 she will assist Drs. Katona and Olday in Diversity of Life and Cell Structure and Function and will offer two courses. Functional Vertebrate Anatomy. Comparative morphology of organisms illustrates the ongoing evolutionary interaction between living forms and their environments. In this course, the anatomy of the vertebrate body will be studied from a functional and phylogenetic viewpoint. The role of natural selection in determining the dynamic rela- tionship between structure and function will be emphasized. During the two lectures and one afternoon of laboratory work per week, the following skills will be learned: dissecting and sketching techniques; familiarity with specific structures and their functions; selection and organization of reference materials for preparation of oral and written reports. Prerequisite - Diversity of Life or equivalent preparation. (Term II) Mammalian Physiology. Knowledge about the physiological integration of the body is crucial to an understanding of the effects of environmental pollution or alteration on an organism. This course examines the function, regulation and integration of organs and systems within the mammalian body. It includes topics specifically relevant to humans, such as aspects of the physiological bases of behavior, activity, endurance, disease and also factors important in specialized activities such as diving, flight, or space travel. Skills to be acquired during the two weekly lectures and one afternoon of laboratory work include familiarization with physiological techniques and preparation of lab reports using original data and primary literature sources. Prerequisites: Cell biology and (preferably) Functional Vertebrate Anatomy or equivalents. (Term III) STUDIO COURSES 33 As workshops involve concrete environmental problem-solving, studio courses involve the practice of concrete arts, crafts, and skills which broaden and expand the range of student expressiveness in Human Ecology. Two-dimensional Design. Caivano. See page 18 Ceramics. McMullen. See page 28 Three-dimensional Design. Caivano. See page 18 Dance. Lerner. See page 28 Spinning, Natural Dyeing and Weaving. Elizabeth Aitken. Students in this studio course will learn the crafts of carding, spinning and natural dyeing of wool and the techniques of weaving yarn to build fabric, and gain an understanding of an important aspect of daily colonial life and economy. The emphasis will be upon using natural materials and simple, often primitive, techniques, with a minimum of equipment. Beginning with raw fleece, we will use drop spindle and spinning wheel to prepare the fiber. Dye materials will be gathered on local field trips. Depending upon the interests of the group, we can construct several kinds of simple looms (tapestry, back- strap, inkle, Navajo, card) and learn to use them. The group will keep a running journal of its activities, culminating in a comprehensive "how to" manual, with description, illustration and materials sources, which can serve as a continuing resource. This course will meet two afternoons a week for 2-3 hours, with additional open studio time. (Term I) Academic Programs A student interested in organizing a course of study around one of the college's academic programs might first want to consult the following lists of courses. The lists, though incomplete, reflect the interdependence of all four programs. Social and Environmental Design and Planning: Introduction to Environmental Studies Planet Earth Humans in Nature: Value and the Individual Maine Coast Culture Ceramics Three-dimensional Design Conflict as an Ecological Problem Strategies for Social Change History of Modern Architecture and Planning Human Perspectives: Literature and Ecology Maine Coast Culture What is Natural Human Behavior: Great Views of Human Nature Conflict as an Ecological Problem Mammalian Physiology Principle of Isolation The Human Family Perspectives on Women in Society 34 Education and Communication: Diversity of Life Introduction to Environmental Studies Humans in Nature: Value and the Individual Literature and Ecology Humans in Nature: Elements of Social Order Two-dimensional Design Dance: Studio Environmental Sciences: Diversity of Life Environmental Law Human Effects on Natural Systems Ocean Waves: Introduction to Calculus and Physics Chemical Principles American Literature and the Environment Marine Biology Planet Earth Workshops proposed for the fall term, 1974, are: Wildlands During the Fall Term the Wildlands Workshop will focus upon "radical development economics" using resources of the unorganized towns of Hancock and Washington Counties and the public lots. In particular the workshop will study the possibility of a finished sphagnum moss products industry for Washington County. The elements of the workshop will include the following: field trips to peat mining operations; a survey of alternative peat reserves and sources in the wildlands of Washington County; a state of the art patent and literature search on the technology of peat mining and processing; a market study of peat products; the elements of entrepreneurship and small business enterprise. World Systems The workshop will concern itself with world trends in population, pollution, economic growth, resource depletion, social change, and other related factors with an urgent focus on determining what factors are affecting the world ecosystem in what ways. We will research world projections and their accuracy, try to assess their effects on policy-making, and discuss possible countermeasures which might ease worldwide ecological stress. The first term will be devoted to developing a "map" of the world system, as an aid to dividing up the work and integrating the data. We will read the prominent works available in the area and discuss them. Members will then find their own interest in the world structure and begin planning research into specific questions. By the end of the first term there will be a rough "master plan" of study, described by writings and graphics. 35 The short-range goal of the workshop is an educational one: how can a group gather and relate information concerning world systems in a meaningful way with limited resources? In the long term, we anticipate producing something of an Environ- mental Resource Center which would focus on large-scale systems and would allow for structural analysis of a sort that is notoriously unreliable for small populations like those of Mount Desert Island. In terms of heading off the impending global ecological crisis, we would hope to contribute through the education of individual members, through exchange participation with other monitoring groups, and perhaps eight or ten years out, begin producing more generally interesting results (if it's not too late.) Alternative Energy It is important that the experiments which have been begun be continued, in order that we may say something about the feasibility of using solar heating in this climate, and wind power on this site. Projects that we need to carry out this fall include: testing and evaluating the efficiency of a) Thomason collector, b) Savonius wind rotor; construc- tion of Trombe solar collector, and equipping for testing; testing of Davis house energy systems. The following 10-page Retrospective offers a variety of views on the college's first two years. 37 RETROSPECTIVE All of the foregoing "history" is true, but no one who has been here for part or College of the Atlantic began as a com- all of the past two years would agree that munity effort, sponsored and organized by it conveys all that occurred. It is too brief, and too dry; it deals with events and a group of concerned Mount Desert Island things, not with people. That problem ex- residents who wished to bring increased tends to this catalog, which must serve intellectual diversity, environmental aware- both as a description of the college as it ness, and economic stability to the island. is and as a projection of the college as it The college was incorporated in 1969; may be. the president, Edward Kaelber, was ap- Accordingly, we have put together a pointed in 1970. separate section of the catalog dealing During the summer of 1971 an experi- with things that have happened here in mental pilot program brought several the last two years, and with the people students and teachers to the college to who have made them happen. The past test and evaluate certain aspects of the tense offers an interesting perspective not proposed curriculum. Planning sessions only on what we have done but on what involving students, faculty members, and we say we are going to do. trustees became and still are an impor- This retrospective, too, is inevitably tant part of the college's development. incomplete. In choosing to talk about The college opened in September certain people and activities, we've had to 1972, with 32 students and 5 faculty choose not to talk about others. We se- members. Evaluations of the first year lected workshops because of their central reflected the intensity and enthusiasm place in the curriculum, and we spent two with which students and staff alike in- pages on design and alternative energy volved themselves in the growth of the because they represent truly interdis- college as a learning community. ciplinary areas in which theory and prac- In March 1973 the state legislature tice are inseparable. authorized the college to award the de- For the most part, the next 10 pages gree of Bachelor of Arts in Human Ecol- focus on people, on specific individuals, ogy, and the regional accrediting agency ideas, and activities. This reflects our granted the college correspondent status, conviction that the people here are the a necessary step on the road to full accreditation. college's single greatest resource; more than that, the people are the college. Enrollment at the beginning of the When we talk about "College of the At- college's second year was 55, with a lantic from 1972-74" we are talking about full-time faculty of seven supplemented the ideas and abilities, interests and by five part-time teachers. Purchase of frustrations shared to some degree by the shorefront campus, which had been all of us here. leased since 1969, led to the develop- This section, then, is often subjective ment of an initial campus master plan and personal. Parts of it were written by emphasizing environmental soundness many different people. It describes some and energy conservation. courses that have been taught here, In May 1974 degrees were awarded to rather than those that will be taught. By two graduating students at a commence- offering this picture of where we have ment ceremony marking the end of the been, we hope to create an impression college's second year of operation. of where we may be going. 38 Because many people recognize that full-time teacher at College of the Atlantic. the workshop idea is perhaps the most He came to the college from California, unique and potentially significant aspect of where he had been associated with the the curriculum, workshops have been a Environmental Studies program at San focus of attention since the college Jose State. The Wildlands Workshop opened (and before, as the 1971 summer is a direct outgrowth of his interest in and program centered around a workshop on concern for land use in Maine. the future of Bar Island). Their develop- "The Wildlands Workshop is a long term ment has stressed interdisciplinary prob- project studying land use planning, con- lem-orientation, and helped to minimize servation, and economic development of the traditional student-teacher roles. the unorganized townships of Hancock Primary objectives include working to- and Washington Counties. This unorgan- ward understanding the complexities of ized region comprising over 40 townships, specific environmental problems, and known historically as the Bingham Pur- providing a medium for interaction and chase and currently part of the "wild- synergism between perspectives and lands" of Maine, includes extensive paper disciplines. company holdings "managed" for wood Also of importance are group organi- fiber production, public lots, recreation zation, the establishment of priorities for areas including wild mountains, streams gathering and analyzing data, and develop- and lakes, natural landmarks and a variety ment of skills of communication and ad- of natural resources. The future of the vocacy. All workshops emphasize partici- "wildlands" is presently the subject of pation in group problem solving. concern of a spectrum of state agencies Workshops are a vital part of the col- including the Department of Conservation lege's problem-oriented curriculum. In and its Land Use Regulation Commission, them, students bring their knowledge to Bureau of Public Lands and Bureau of the practical world and try to bring them- Parks and Recreation, and the State selves and others into a more harmonious Planning Office and its Coastal Planning and ecological relationship with their Group. How the region will be planned and social and natural surroundings. regulated by these government agencies One workshop, Humans and the Great and managed by its owners is the focus Whales (described on the next page) of the workshop. has been in existence since September "The initial Spring Term effort includes 1972. Others, such as the Mount Desert extensive field trips and canoe trips al- Island Housing Study, have completed ready evoking a "sense of place" and their tasks and disbanded. The Strawberry developing a "meaningful relation" to the Hill Workshop evolved into the Environ- elements of the region so that members mental Design Workshop (which designed of the workshop will have "standing and renovated two rooms in the main to speak for the values" of these wild- building), which in turn gave way to a lands. As further elaborated by Supreme workshop on Alternative Energy Systems. Court Justice William O. Douglas, What follows are brief descriptions of those people who have frequented the three workshops, written by workshop place as to know its values and wonders participants. All three are expected to will be able to speak for the entire ecolog- continue in 1974-75. ical community." "But the long term concern of the Workshop will go beyond recreational/ preservational values to an attempt at genuine implementation of the "multiple Daniel Kane is an environmental lawyer, use" concept respecting and reflecting all a member of the Maine State Bar, and a the values of the region." Killer whale (Orcinus Orca), rubbed from a Tlingit Indian petroglyph, Wrangell Island, Alaska, in 1971, by Susan Lerner, and Steven Katona. Humans and the Great Whales changed resource and this year we have received its name to Allied Whale in the spring of over $10,000 in grant awards from the 1973. This description was prepared by National Science Foundation and the Rick Waters, a student who has been with National and Massachusetts Audubon the workshop since its inception. Rick has Society. spent approximately 32 of the past 48 "The projects for which these funds months as a seaman on two oceanograph- are allocated are 1) a whale watch pro- ic research vessels, "R/V Chain" for gram from a coast guard lighthouse 20 Woods Hole Oceanographic Institute miles off the coast, 2) a whale sighting and "R/V Thomas G. Thompson" for the network comprised of yachtspeople, University of Washington. For his last fisherpeople, and concerned individuals cruise (June to December, 1973, in the who spend time on or near the water, North Pacific, Gulf of Alaska, and Bering 3) the operation of a boat to run regular Sea), he received internship credit from sighting transects and operate cruises for College of the Atlantic. visiting scientists, 4) the making of whale "One year ago, Allied Whale was a identification film, and 5) the assembling foundering infant conservation and re- of a guide to whales on the coast of search organization composed of dedi- Maine. Other ongoing projects not cated whale fanatics. This year nothing covered by the grants include sponsoring has changed, except that we are starting the Maine State portion of a national to become recognized by long established boycott of all Japanese products until scientific organizations as serious fanatics Japan agrees to stop commercial whaling, with enough potential to warrant financial monitoring and investigating beached or backing. There is no subject pertaining to stranded marine mammals on the New whales which we consider unimportant; England coast, and increasing our refer- however, there are areas in which we ence files on cetaceans. We are trying to concentrate as a whole. Most of our ef- expand our bio-acoustic and photographic forts are long term projects to gather capabilities in order to improve our ability badly needed data on cetaceans in the to gather and compile valuable data. gulf of Maine. Implementation of these "One of the things that I like about projects requires dedication, time, and Allied Whale is that a lot of people from money. The dedication of the members of outside the college community are active Allied Whale is its own most valuable participants." 40 a learning space and the community lounge. In the spring of 1973 they helped to initiate the Alternative Energy Systems Workshop. "The Alternative Energy Systems Work- shop grew naturally out of interests at College of the Atlantic in design, physics, economics, and social change. Respond- ing to the "energy crisis" out of our dif- ferent backgrounds, we had come to see the need for developing an energy tech- nology based on non-depletable, non- polluting resources which would be avail- able to the average individual, freeing him from dependence on large "public" util- ities. Six students and three faculty mem- bers thus conceived the project of de- signing and constructing a series of solar collectors and windmills, to test their per- formance, on the cold but sunny and windy coast of Maine (44' 30' N). All of the test structures were relatively "low tech" solutions, using conventional and recycled materials and building tech- niques. The first 5 X 8 solar collector completed this spring involved a corrugat- ed aluminum collector and a water storage system; the second was a double plastic membrane in front of a vertical black- coated masonry slab. A Savonius rotor made from an oil drum was the first of the windmills to be installed on the edge of the campus overlooking Frenchman's Bay. Testing of the devices will continue this summer and next year. "Two consultants provided important assistance to us: Ben Wolfe of Windworks and Steven Selkowitz, Design Faculty, California Institute of the Arts. Most of the students also participated in the course on energy taught by Carl Ketchum here at College of the Atlantic. We have assem- bled a large bibliography which is avail- able in the Environmental Resource Center. "The workshop taught us a lot about Linda Swartz, an anthropologist, and energy systems and construction tech- Ernest McMullen, a ceramicist and de- niques but probably its most rewarding signer, first joined forces in the Strawberry aspect lay in learning to work together Hill Workshop, and were actively involved toward practical, small scale solutions to in the subsequent design and renovation of real problems." 41 dr. richard davis - norahdavis solar heated house bar harbor, maine design-emcmullen south The Davis House From the personal standpoint, we have sought for some years to build a home which possessed maximization of energy self-sufficiency and minimal environmental impact. At the same time, we felt it essential that the house be functionally efficient and aesthetically appealing. Finally we wanted to participate physically in the building process. We feel that Mr. McMullen's design and the chance to build it with our friends here offers an excellent answer. The ecological acceptability of the house is a function of meeting human dwelling needs and controlling environmental impact. The former vary, in this case being de- fined by the Davises. The latter have been met in three respects. Firstly, energy is conserved through reduction of demands in systems, doubling of normal insulation to cut heat loss, solar orientation to maximize winter heat gain, solar heating of both space and hot water, and minimization of the windward profile. Secondly, the ecologi- cal impact has been reduced both through the construction of a house which requires no excavation on a ledge site supporting few life forms, with an exterior visually inte- grated into its surroundings, and with heavy use of renewable resource materials. Finally, by circulating the household atmosphere through a greenhouse it can be biotecturally conditioned by the same plants which provide winter's fresh vegetables. 42 John March transferred to College of together as a college it seemed right that the Atlantic from Reed College in Portland, we begin by returning to the source of Oregon. that concern. Relations begun in the out- "In the summer of 1970 I attended the doors are of a particularly enduring kind National Outdoor Leadership School in and we welcomed this experience as a Wyoming. The love for wilderness which chance to explore new faces in a new led me eventually to College of the Atlan- place. tic began there in the Wind River Range. "Thirty-six people, numbering among During a year spent at Reed College I them old and new students and adminis- did research on the effects of strip mining tration and faculty members, met at the and made frequent day trips into the College on September 3, 1973, to take Columbia River gorge. Throughout this part in the first orientation. A happy con- time I continued my studies in literature fusion set in almost immediately. The fol- and nature photography. lowing day was given over to the distribu- "Leaving Reed in 1971 I spent a year tion of food and equipment. That afternoon working and traveling. This included more a truckload of canoes was driven north to time at NOLS and a trip in the North Cas- Rocky Lake, the orientation site which lay cades. In the fall of 1972 I entered Col- adjacent to the Moosehorn National Wild- lege of the Atlantic as a member of the life Refuge. They were joined the next charter class. With three others I took up day by the ragged, cheerful lot that had residence in a beautiful old Cape on the suffered a brutal noxious ride in the same island's western side. The experience of U-Haul truck. sharing a house with others was new and "The orientation was divided into three valuable. Not least among the benefits groups of twelve people. These groups was that I learned to cook. established different campsites on the "An interest in movies and a desire to lake but came together frequently for share this with others led me to initiate a seminars on lake succession, birds, first biweekly series of foreign and domestic aid, and other concerns. People also films. Fortnightly Films brought to the spent time hiking into the Wildlife Refuge, community works of Truffaut, Bergman, foraging, swimming, fishing and later mak- Renoir, Cocteau, and Chaplin among ing trips of two and three days to other others. connecting lakes. After five days the "I first took advantage of the opportunity orientation was resupplied. That evening for independent study in the preparation we all dined together on gloriously fresh of a small portfolio of black and white vegetables. Another five days found us photographs. This was followed by a study at the end of our stay, grateful for good with Elmer Beal of the development of the weather and for the chance to have met Western idea of love, with particular atten- one another in this way." tion to the traditions of Romance. "Hoping that the college might one day have an introductory outdoor experience comparable to those offered by Prescott and Earlham Colleges, I undertook the preliminary design for such a program with the help of Ed Kaelber. The Outdoor Orientation Program offered the following fall evolved from this study. "The Outdoor Orientation Program was designed to provide an introduction to and for the COA community. Because our shared concern for nature had brought us 44 Human Effects on Natural Systems qualifiable factor in our U. S. American societies' modern day existence, the HEONS was a course designed to give humanities are often neglected in study, the student an understanding of the com- effects and calculations. Hence, a great plexity of environmental problems, from deal of our problems today. Bill Carpenter both a sociological and biological perspec- and his humanities courses have turned tive. It was soon revealed that one could me on to many minds. not analyze the deleterious effects of a single environmental problem as biolog- Landmark Cases in Environmental Law: ical systems are so interdependent. Topics of discussion included pesticides, An Introduction to the Legal Process industrial and noise pollution, introduced This class was relevant in its direct and endangered species, etc. Readings dealing with environmental cases, yet were from a number of current publica- also provided a basic introduction to tions and students often led class meet- legal processes. The readers prepared for ings. Students were also allowed to deter- the class on famous cases such as Dis- mine how they were to be evaluated, ney's Mineral King Valley ski develop- whether by amount of class participation, ment, or the Storm King power plant study projects, or a take-home test. project on a scenic part of the Hudson River, had a variety of case history mate- Humanities Sequence - Fall, Winter rials in them, and were not restricted to legal documents alone. Perhaps the most Bill Carpenter and his humanities exciting thing about the course was Dan courses have turned me on to many Kane's philosophical treatment of legal things. Loren Eiseley and Walt Whitman. theory, which led us into discussions of Human's place and our efforts at verbal such things as human values, and how creation and communication as we ani- scenics and uniqueness can be quantified mals live on this Earth. Mental beauty and to be incorporated into Cost-Benefit analy- expression. Bill prompted and stimulated sis in order to make them more reflective intellectual discussions like I've never of values other than monetary ones. been a part of before and they did not stop when we left the classroom, whether it was inside or out. A human ecologist's Marine Biology is: view must be broader than any other's A reason to be up and awake by 8 field of study and writing has touched looking at the orange and red socks many of these disciplines and attempted tea and coffee to reach others. We explored contem- learning from SKK and each other porary American fiction with Faulkner, field trips for (clams and) specimens Dickey, Updike, Kesey, Pynchon, Wright, finally getting to understand and enjoy all and Lessing. I wrote two of the best those reprints papers that I've ever done and really becoming able to find all kinds of beasties enjoyed doing them. Discussions and and then "what the hell is this?" conversations in this class came from and joggling in jeeps and cars with wet-smelly included many viewpoints and produced dog jason and worms and mud and shivers some degrees of understanding, in both and books subject and personal matters. I've done feeling a little green on a shrimp boat my best work here with Bill Carpenter and finding out for yourself am feeling and getting to understand the humanities' essential place in human ecology. Human's communications and Principle of Isolation creations come thru in the humanities This course explored, through literature and, being an unquantifiable and often un- and music, the human condition of isola- 45 tion. We looked at how this isolation Bad Car: An Action Manual for Lemon affects relationships with others, with Owners; Dacey, How to Avoid Probate; Nature, and with God. Beginning with and case studies from Keeton and Shapo, Milton's Paradise Lost we explored Products and the Consumer: Deceptive Satan's separation from God and Heaven, Practices (Vol. 1) and Defective and and our own initial separation from God Dangerous Products (Vol. II). Discussion and Paradise. During this reading we of the material entered concerns of ethics, grappled with the concept of God and the sociology, economics, technology and seeming contradiction of His omnipotence legal analysis. Outside speakers were and omniscience in relation to Satan's lawyers from Pine Tree Legal Assistance and Adam's and Eve's behavior; "If God and the director of COMBAT, Maine's 'knows' what will happen why is it surpris- consumer action organization. Each stu- ing that Eve picked the apple", or "Is this dent was asked to locate any kind of not a better condition for people and God, consumer problem and research it. In that we must work so much more to be addition to the understanding of many accepted by Him?" aspects of consumer protection, partici- We went on from there to read Franken- pation in the seminar provided a great stein, Flowers for Algernon, The Mayor of deal of information valuable to any indi- Casterbridge, Victory, The Demolished vidual who must inevitably deal with these Man, Byron's Manfred in conjunction with unfortunate outgrowths of our free enter- Tchaikovsky's Manfred and Byron's prise system. Childe Harolde in conjunction with Berlioz piece of the same name. We also listened Biology to Shostakovitch, the Beatles, and the Moody Blues. I was in a perpetual state of frustration In class discussions were very engag- this year in Biology. The more I learned, ing and stimulating for me. I found myself the more I became aware of all that I doing some profound thinking. Because wanted to learn. Sometimes, I thought I the subject matter of isolation is not just would drop my other courses and spend intellectual but very emotional and per- all my time with Biology, but I never did. sonal I was engaged in the subject often The second term was the most exciting outside of class. The characters we read when we studied the physiology of the about always seemed more human when cell. So much has been discovered in they increased their fulfilling personal this area since the last Biology course I contact with others. My own percep- took, 6 years ago, and it would be over- tion of life shifted to include this new whelming when I realized we were dis- issue and I found myself constantly eval- cussing the structure and behavior of uating interactions around me on this level. individual molecules. I began to feel some Much of what we do is an attempt to of the limitations of our school's tiny size relieve our isolation from others. during this term. I was fascinated by the biochemistry I was learning, but there was Consumer Protection no chemist around to answer many of my questions. This course was an overview This public interest law seminar sur- course and this was why it was not pos- veyed topics from consumer fraud, credi- sible to go into many subjects in the depth tor's practices, deceptive trade practices I would have liked. However, it was CO- and advertising, dangerous products and herently presented and aroused my in- products liability, professional services terest in many areas; as an introductory and economic regulation. Readings includ- course it was excellent. ed Schrag, Counsel for the Deceived; Reben and West, Buyers Guide to the Law; Nader, et. al., What to Do With Your 46 Jill Tabbutt is a Maine native who was first 32) who had had some previous among the 13 students enrolled in the college experience before College of the college's 1971 summer program. After Atlantic. one term at Middlebury she joined the After completing a year of course work college in February, 1972, and was a and an internship in Acadia National Park member of the first entering class in she accepted a year's appointment at the September of that year. college as an admission officer, travelling Her internship began in March 1974. Of extensively on the east coast and sharing it she says: responsibility for the college's student "In seeking an internship, / had two recruitment program. basic criteria: one, the work would involve Her final project was entitled A Bill to people in conflict with their environment; Establish the Maine National Seacoast, and two, it would place me in a setting to provide for the establishment of an different from the rural Maine environment administrative council, and for other re- to which / am accustomed. My work with lated purposes. Peggy Dulany at STEP satisfies both "The United States is undergoing great those requirements and includes a de- change, and urbanization is rapidly de- manding and instructive relationship with vouring all of the proximate open space, my sponsors. particularly along the eastern seaboard. "STEP (Students to Employment Pro- The downeast section of Maine is in the gram) is part of the public school system unique position of reasonable accessibil- in Arlington, Massachusetts, and is de- ity to megalopolis while remaining rela- signed for students who, for one reason tively undisturbed. 40 million people are or another, have great difficulty adapting within an eight hour drive of the area, but to the public high school structure. Some the native population density is low, prin- are drop-outs; others are recommended cipally concentrated in a number of small to the program by their guidance coun- coastal towns. Thousands of Americans selors. There are about fifty students in from all states visit this area every year to STEP, two full-time teachers, one full- escape the tensions and pressures of time counselor, and several part-time urban life, and to enjoy the esthetic and teachers and counselors. STEP is housed recreational resources offered by this in the Arlington Youth Consultation unique natural area. However, the pristine Center, which provides extra staff as well qualities of the area are threatened by as facilities for the program. increased populational growth and by "I hope to gain from this work a better industrial, commercial, and residential understanding of the relationship of in- interests. The Congress therefore finds dividuals to environment, whether that and declares that the increasing develop- environment be society, nature, or other mental pressures on this area and the individuals, and of the way individuals rising demand for such undisturbed react to certain pressures from their sanctuaries require the preservation of the environment." area's values of national interest." Five other students undertook intern- Cathy Johnson was awarded her de- ships during 1973-74, with the Jackson gree from College of the Atlantic in Laboratory in Bar Harbor, the Nature December, 1973, and received her di- Conservancy on Deer Island, a printer in ploma at Commencement ceremonies in Concord, Mass., and the Portland, May, 1974. She plans to attend the Uni- Oregon, Zoo. versity of Maine Law School. Also receiving a degree at the May Catherine Johnson entered the college Commencement was William Ginn, now a in the fall of 1972 as a transfer student student at Harvard's Graduate School of from Yale, one of 14 students (out of the Design. 47 Cheli Johnson and Fred Olday came to the college in the fall of 1973, Cheli as a first-year student, Fred as a member of the faculty. As Secretary of the Maine Organic Farmers and Gardeners Association, Cheli attends bi-monthly board of directors meetings and is involved both in decision- making and in recording those decisions in the association's publications. On campus, she assists Fred Olday in the college's greenhouse and pursues an independent study project in the nutrient levels of the college's compost, which is made in a facility she helped to design. The composting bins, utility shed, and 27 X 40' greenhouse, all built during 1973-74, were planned and designed by Dr. Olday who, in addition to teaching courses in biology, ecology, and horti- culture, has assumed responsibility for landscaping parts of the campus and for the college garden. The garden, which occupies about 17,000 square feet of space near the greenhouse, is shared by faculty mem- bers, students, and members of the larger MDI community. Garden plots are allo- cated on the basis of interest, need, and available space, with each person paying a small use fee for fertilization and tilling. 48 Administration Edward G. Kaelber President Samuel A. Eliot Vice-President Liane N. Peach Secretary of the College Melville P. Cote Student Affairs Elmer Beal, Jr. Internships and Placement Lynn Dermott Librarian Trustees Dr. Seldon Bernstein Bar Harbor, Chairman Mr. Elmer Beal Southwest Harbor, Maine Mr. Robert Blum Lakeville, Connecticut Mr. Leslie C. Brewer Bar Harbor, Maine Mrs. Katherine Cutler Bangor, Maine Mr. John Dreier Southwest Harbor, Maine Dr. Rene Dubos New York, New York Miss Margaret Dulany Cambridge, Massachusetts Mr. Amos Eno Princeton, New Jersey Mr. Clark Fitzgerald Castine, Maine Mr. Thomas Gates New York, New York Rev. James M. Gower Northeast Harbor, Maine Mr. Curtis M. Hutchins Bangor, Maine Mr. Robert Kanzler, Jr. Detroit, Michigan Mr. Richard Lewis Hulls Cove, Maine Dr. Winthrop C. Libby Orono, Maine Dr. Leo Marx Amherst, Massachusetts Rev. Arthur C. McGiffert, Jr. Pretty Marsh, Maine Mr. Benjamin Neilson Philadelphia, Pennsylvania Mr. Robert Patterson Somesville, Maine Dr. Elizabeth Russell Bar Harbor, Maine Dr. Bodil Schmidt-Nielsen Bar Harbor, Maine The Hon. Edwin R. Smith Bar Harbor, Maine Mr. Donald B. Straus New York, New York Mr. Charles R. Tyson Philadelphia, Pennsylvania Accreditation College of the Atlantic is a Candidate for Accreditation with the New England Associa- tion of Schools and Colleges. Accreditation can be granted only after one regular class is graduated, in 1976. Design and Catalog Production by Graphics North Inc., Bangor, Maine Printed by Knowlton & McLeary Co., Farmington, Maine Photography by Ken Jacobs and Jonathan Gormley Catalog Text Material Recycled 100 offset Nonprofit Organization U.S. POSTAGE PAID Bar Harbor, Maine Permit No. 47 COLLEGE OF THE ATLANTIC / BAR HARBOR, MAINE 04609 (207) 288-5015