approach in construction to allow for rapid construction of the wings before the opening of the college. Potter would later regret this choice of construction in for its drawbacks in comfort and aesthetics. Potter took on a number of assistants to help through the planning stages of the college. One of them, Thomas Goss, a colleague of Potter's from Grand Valley State, would exert an outsize influence on the guiding principles and organization of the college. From the beginning, the college made interdisciplinary education a priority and planned to accomplish much of its teaching through seminars, independent study, and experiential learning. Potter and Goss, in effect, charted a middle course between those on the Board of Trustees who favored a largely traditional institution and those on the other hand who favored a far more radical approach. Admissions and opening Of 3018 formal applications (2701 freshmen and 717 transfer students), Ramapo College accepted 1855 (1302 freshmen, or 57%, and 553 transfer students, or 77%). Of those admitted, 1186 left deposits with the school. Potter had planned for an enrollment of 800 students in the College's first year. Standards for admission set by the school were considerably relaxed during the course of recruitment. More than half of the students came from Bergen county, and of those, roughly two-thirds came from the more affluent northern expanse. Classes began September 22, 1971. At the time of the College's opening, five schools had established themselves. the School of Contemporary Arts combined communication arts and fine arts the School of Theoretical and Applied Science taught pure and applied sciences in a relatively disciplinary manner the School of International Studies (later School of Intercultural Studies) focused on international cultures and history, the School of American Studies emphasized literature and American history the School of Human Environment encompassed a variety of disciplinary and interdisciplinary programs predominantly in the social sciences Business and other professional programs did not yet exist as majors. The Institute of Management Science, the College name for the business program housed in the Division of Professional Institutes, had a few faculty teaching a few basic business courses and arranging for student field placements. Among the more distinctive features of Ramapo's undergraduate education, in addition to the persistent interdisciplinary organization, were the tutorial and the core of "Scopes and Methods" courses. The "tutorial" was in fact a series of courses, usually two credits, where faculty were