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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
8 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Gadfly, Vol. XXXIX Issue 11
Description
An account of the resource
Volume XXXIX, Issue 11 of The Gadfly. Special Issue: Croquet. Published April 14, 2018. (Misnumbered as Vol. XXXVIV, Issue 11).
Creator
An entity primarily responsible for making the resource
Anderson, Kira (Editor-in-Chief)
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Publisher
An entity responsible for making the resource available
St. John's College
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-04-14
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Vol. 39 Issue 11 April 14, 2018
Croquet
Gadfly
Student publication
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
8 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Gadfly, Vol. XXXIX Issue 09
Description
An account of the resource
Volume XXXIX, Issue 09 of The Gadfly. Published February 11, 2018. (Misnumbered as Vol. XXXIX, Issue 09).
Creator
An entity primarily responsible for making the resource
Anderson, Kira (Editor-in-Chief)
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Publisher
An entity responsible for making the resource available
St. John's College
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-02-11
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Vol. 39 Issue 09 February 11, 2018
Gadfly
Student publication
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
8 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Gadfly, Vol. XL Issue 02
Description
An account of the resource
Volume XL, Issue 02 of The Gadfly. Published September 18, 2018.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Publisher
An entity responsible for making the resource available
St. John's College
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-09-18
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
9.18.18 v. XL Issue 02
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
4 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Gadfly, Vol. XL Issue 01
Description
An account of the resource
Volume XL, Issue 01 of The Gadfly. Published September 4, 2018.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Publisher
An entity responsible for making the resource available
St. John's College
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-09-04
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
9.4.18 v. XL Issue 01
Gadfly
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Page numeration
Number of pages in the original item.
8 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Title
A name given to the resource
The Gadfly, Vol. XL, Issue 3
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-11-05
Description
An account of the resource
Volume XL, Issue 3 of The Gadfly. Published November 5, 2018.
Identifier
An unambiguous reference to the resource within a given context
Gadfly, Vol. XL, Issue 03, Nov. 8, 2018.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Publisher
An entity responsible for making the resource available
St. John's College
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Format
The file format, physical medium, or dimensions of the resource
pdf
Gadfly
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The Gadfly
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Page numeration
Number of pages in the original item.
8 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Title
A name given to the resource
The Gadfly, Vol. XL, Issue 4
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-12-07
Description
An account of the resource
Volume XL, Issue 4 of The Gadfly. Published December 7, 2018.
Identifier
An unambiguous reference to the resource within a given context
Gadfly, Vol. XL, Issue 04, Dec. 7, 2018.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Publisher
An entity responsible for making the resource available
St. John's College
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Format
The file format, physical medium, or dimensions of the resource
pdf
Gadfly
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The Gadfly
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Page numeration
Number of pages in the original item.
8 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Title
A name given to the resource
The Gadfly, Vol. XL, Issue 5 [The Badfly]
Date
A point or period of time associated with an event in the lifecycle of the resource
2018-12
Description
An account of the resource
Volume XL, Issue 5 of The Gadfly. Special Badfly Issue. Published December 2018.
Identifier
An unambiguous reference to the resource within a given context
Gadfly, Vol. XL, Issue 05 (Badfly), Dec. 2018.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Publisher
An entity responsible for making the resource available
St. John's College
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Format
The file format, physical medium, or dimensions of the resource
pdf
Gadfly
Student publication
The Gadfly
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Page numeration
Number of pages in the original item.
4 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Title
A name given to the resource
The Gadfly, Vol. XL, Issue 6
Date
A point or period of time associated with an event in the lifecycle of the resource
2019-01-29
Description
An account of the resource
Volume XL, Issue 6 of The Gadfly. Published January 29, 2019. (Misnumbered as Vol. XXXVV, Issue 06).
Identifier
An unambiguous reference to the resource within a given context
Gadfly, Vol. XL, Issue 06, Jan. 29, 2019.
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Publisher
An entity responsible for making the resource available
St. John's College
Language
A language of the resource
English
Type
The nature or genre of the resource
text
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Format
The file format, physical medium, or dimensions of the resource
pdf
Gadfly
Student publication
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PDF Text
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
thegadfly
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
8 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Gadfly, Vol. XL Issue 8
Description
An account of the resource
Volume XL, Issue 8 of The Gadfly. Published April 27, 2019.
Creator
An entity primarily responsible for making the resource
Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
Publisher
An entity responsible for making the resource available
St. John's College
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Annapolis, MD
Date
A point or period of time associated with an event in the lifecycle of the resource
2019-04-27
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Gadfly Vol XL Issue 08
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PDF Text
Text
GADFLY
Freshmen Souls • 02
On the Gadfly • 03
Civility & St. John's • 04
St. John’s College • 60 College Ave, Annapolis, MD 21401 • September 3, 2019 • Vol. XLI • Issue 01
�The Gadfly
02
The student newspaper
of St. John’s College
60 College Avenue
Annapolis, Maryland 21401
sjca.gadfly@gmail.com
Founded in 1980, the Gadfly is the student
newsmagazine distributed to over 600 students, faculty, and staff of the Annapolis
campus.
Opinions expressed within are the sole
responsibility of the author(s). The Gadfly reserves the right to accept, reject, and
edit submissions in any way necessary to
publish a professional, informative, and
thought-provoking newsmagazine.
Submissions sent to the Gadfly should either be in Micrsoft Word or JPEG format.
The deadline for submissions is the Friday
prior to publication.
The Gadfly meets every other Sunday at 7
PM in the BBC. We always need editors,
layout designers, illustrators, and organizers. Contact us at sjca.gadfly@gmail.com
for more information.
Staff
Athena Berreles-Luna • Co-Editor-inChief
Rose Pelham • Co-Editor-in-Chief
Lynn Christian • Cartoonist
Contributors
Kira Anderson
Harrison Health Center
Lynn Christian
Bryan Jacobsen
Rose Pelham
Hope Taglich
John Verdi
From the Editors:
Welcome back! Or, if you're a
freshman, simply welcome! Don't worry,
The Gadfly doesn't bite all the time. We
usually just nibble a little now and then.
After all, we do need a little bit of horse
blood to reproduce and lay our eggs. Please
enjoy these pages written by your fellow
polity members––the gadflies amoung you.
- The Gadfly
Freshman
,
Freshman Souls
This reprinted article first appeared in the Gadfly on September 2, 1982,
and appears annually in our first issue. Without a doubt our athletic director, Mr. Krueger, is willing to stand in for the first person voice used in this
article—and to answer any questions about our athletic program. -Ed.
Bryce Jacobsen
T
A '42
he reasons, both physical and metaphysical, why everyone ought to join in our sports
program are many. I list a few:
1. We have the best athletic program of any college in the country.
2. Exercise is good for the body...unless you sprain an ankle or something like that.
3. Most of us feel better, are more alert, and can get more work done if our bodies
are healthy and our souls are relaxed.
4. Friendly competition is one of the really fun things in life. It is good for your
soul.
5. Your circle of acquaintances will be greatly enlarged. This is good for the soul,
provided you can separate the wheat from the chaff.
6. You will learn to accept, and bear with, thousands of split-second decisions from
the officials, a few of which are wrong. This is very good for the soul.
7. Do you like to strive for, and achieve, specific goals? If so, consider our college
blazers. They are much sought after, and the pathway is clearly laid out. Striving
for goals is good for your soul.
8. It is probably true that the more pure fun occurs in the athletic program than in
any other area of the college. Fun is good for your soul.
9. If you get involved in team sports, and become a “good team player,” you have
realized that there are things in the universe that are more important than your
own ego. This is a great good for your soul.
10. The benefits of exercise and friendly competition, learned while one is young,
should be maintained for the rest of your life...i.e, they should become habitual.
For virtue, as the Philosopher said, is a habit.
11. You will get to know numerous alumni, tutors, and staff members who participate in the program. This is good for your soul, or ought to be...provided that
they are the proper sort of role models.
12. Our showers are the best at the college; always plenty of hot water.
13. Are you bothered by, or worried by, tobacco fumes in the air? Come to the gym.
The whole building is a nicotine-free zone.
14. If you perform some sort of heroic deed on the athletic field, your name will be
mentioned in our weekly column. Heroes are always acclaimed. But do not be
carried away by this. Remember that “the paths of glory lead but to the grave.”
15. A high percentage of our best students are active participants in our program.
16. Those who play, stay.
17. The gym is not particularly well-equipped, as gyms go. But it has washers and
dryers, and a coke machine...and I will explain to you, if you ask me, how you
can get yourself in tip-top physical shape, without any equipment at all.
18. You can sit in an old-time barber’s chair in my office...you can pump yourself up
and down, and adjust the slope high or low. Where else can you do that?
19. All work and no play makes Jack a dull boy.
20. It is better to light a candle than to curse the darkness.
So there you have it: twenty good reasons why you should participate in our athletic
program. If you are not convinced by all of this, come and talk to me. I can probably think
of some more good reasons. Or better yet, talk with the upperclassmen. They will tell you
all sorts of strange, interesting, and wondrous things. u
�The Gadfly
03
On the Gadfly
Rose Pelham
A’20
Dear Polity Members,
At the beginning of each academic year, we publish the
first issue of the Gadfly with the following excerpt from Plato’s
Apology on the cover:
I was attached to the city by the god––though it seems a ridiculous thing to say––as upon a great and noble horse which was
somewhat sluggish because of its size and needed to be stirred
up by some kind of gadfly. It is to fulfill some such function that
I believe the god has placed me in the city. I never cease to rouse
each and every one of you, to persuade and reproach you all day
long and everywhere I find myself in your company. (Apology
30e-31a)
The tradition serves two functions. The first is to introduce the
paper to anyone who is new to campus by explaining the origins of
our name. The second is to renew our commitment as a publication to live up to that name insofar as we are capable. It is this
latter purpose that is the more important, as it situates us within
a historic tradition of critical dissent. The tradition of challenging
authority and questioning the ideas taken for granted within public opinion (that is to say: of challenging δοχα) is something we
should regard as essential to living freely. Today, we typically think
of this as an element of freedom of the press, though, in truth, it
is much more fundamental. The expression of dissent or critical
social commentary is key both to social change (be it reform or
revolution) and the maintenance of an equitable society. It is a
principal means by which oppression and injustice may be challenged. Last, the way in which we go about it, drawing upon the
example Plato gives us of Socrates, makes the Gadfly an intrinsically Johnny institution.
The Gadfly is open to, and to a large extent relies upon,
articles submitted to us by members of the polity––readers like
you. We welcome the writing of anyone who wants to share news
and new ideas with the polity: anything from student journalism
and essays, to short stories and even poetry. There are relatively
few restrictions on what can be published in the paper. Naturally,
we will not publish hate speech, or articles that defame individuals.
We also require that articles be sent to us either as Word or Google
documents for ease of editing. That said, we publish the vast
majority of student and tutor submissions, and generally want to
facilitate the ability of polity members to share their ideas publicly.
The Gadfly changes every year with the changes of the
polity and the polity members who run the publication. Our readers have a substantial effect on our work as a publication, both
through the feedback we receive and the articles you submit. If
you want to change some aspect of the publication, the best way
to do so is to work with us on it. In that respect, we can always be
yours––our reader’s––the polity’s publication.
Sincerely,
Rose Pelham
Co-Editor-in-Chief
A’20 u
An Appeal to Freshman
Kira Anderson A’18
Freshman,
St. John’s has no guidebook. We have a handbook, yes, but that exists to tell you
what is or is not appropriate behavior in our polity. A guidebook, however, tells
you what things are of interest and how you may reach these interesting sites. St.
John’s has no guidebook, because truly everything here has a facet that will interest you. You may not yet know of your burning passion for improvisational acting
or of your fiery dedication to your intramural basketball team. What interests
you have now are limited to your experience outside of the college. Therefore, I
am here to encourage you as a senior who knows that she has not experienced
enough of the college in her three-going-on-four years; I address you as a student
and as a club leader myself, as a lab assistant, and as someone who wants to see
you succeed.
Coming to St. John’s is a transformatory experience. You will learn many things
here (and forget just as many perhaps), but I wish to impress upon you that this
is a place of change. When you graduate, diploma in one hand and champagne in
another, you will be a different person from the one who set foot at convocation
and received a copy of Euclid. Of course, you will be older, because time waits for
no one, but there will be a change of spirit as well. What you know and think you
know before St. John’s are merely stepping stones.
Thusly, I encourage you to take a full survey of what St. John’s has to offer, detailed
to you by someone who has in fact already started panicking about a life outside
of the Johnnie Bubble. I will present my solicitation in the form of a list, as pleases
me and the average reader. “Listicles,” though universally despised, should be
given the commendation of at least being succinct.
1. Join a club. In fact, join four or five, and when you realize you can’t balance
them all with your class work and your burgeoning friend group and need
for down-time away from people, drop your least favourite or least favourites.
2. Explore every building on campus (when they are open of course, not after
hours.) I have personally discovered many of my favourite hiding spots
by taking a Johnnie safari and trekking about for a while. Your dorm is
interesting, I’m sure, but I dare you to try to find the illusive Gadfly office or
determine the age of Temple Iglehart (the gym, for the uninitiated.)
3. Make friends with people who are different from yourself and your normal
group of friends. This may be self-explanatory, but often the best friendships
are forged in the celebration of differences.
4. Know your tutors. I did not have a meeting with a tutor of my own volition
until the summer after my junior, perhaps sophomore year, and I know
that now that was a mistake. I feared that tutors would think me stupid; I
thought that I didn’t deserve their time. I learned, however, that I could not
been more wrong. Tutors work at St. John’s because they love discussion and
teaching, and every tutor that I have asked to meet with has accepted the
offer with grace and kindness.
5. Know your administration and do not be afraid to speak up. This is a lesson
I learned only after much experience at the college, and I fear it may be the
most important that I relay to you. Know who you can report things to. Get
to know who the Title IX coordinator is. Get to know the assistant dean.
Meet our new President. Know your RA, and if you don’t feel comfortable
with an RA, make sure to get to know one of our several (FREE) school
counselors. If something occurs that you are uncomfortable with, report the
incidents as soon as possible. College is a time for learning, and that cannot
be done in an unsafe situation.
6. Enjoy yourself. You will hear from many upperclassman that freshman year
is the easiest year at St. John’s. It is, however, the hardest. Coursework is
different from anything you have experienced in highschool, and adjusting
will be tough. Balancing and managing one’s life is also incredibly difficult.
If someone belittles your problems with school work, saying that the year
is easy, feel free to spit back some sort of biting comment like “Did you feel
like being a freshman was easy when you were a freshman?” Or perhaps
ask in a nice manner. My biased concept of communication is already quite
evident.
Along with this article worthy of a mediocre buzzfeed link, I also extend something else to you: words by which to live perhaps. This quote is now on t-shirts,
and bags, and leather bracelets (which I will neither confirm nor deny that I own,)
but I feel that it is nonetheless relevant.
“Not all those who wander are lost,” JRR Tolkien reminds us. Freshman year is a
year to wander, to discover and adventure. Ask questions and look stupid sometimes. Everyone does, even if they pretend they don’t.
So, go out and wander, budding Johnnies. Try clubs and meet people and talk to
leadership figures. Go and pour forth much. u
�Civility and St. John's
John Verdi
Tutor
In any community, but
especially in a small one such as
ours, a concern for civility, broadly
conceived, ought from time to
time to occupy a prominent place
in thought and conversation. By
civility I mean not merely a kind of
public politeness (though I intend
this, too), but also all the ways of
twelve guidelines, principles or
rules of civility, of civil discourse
in particular. I think of these as
beginnings to what I hope will
become an extended public discussion of the forms civil behavior
can take at St. John’s. (In fact, I’ll
end these remarks with an opening
question.) There should also be op-
possible. The intrusion of authority
into a discussion separates at least
one member from the others, and
thereby threatens the commonality
of the enterprise.
being a citizen in something analogous to a civis or polis. Civility at
work is equivalent to good citizenship. Whether we think the College
community is succeeding or failing
in promoting civil behavior, it behooves us to reflect on exactly how
civility and its opposite manifest
themselves here. Our hope should
be that with heightened awareness
and dialogue about the very notion
of civility, we shall find ourselves
behaving in ways that further our
common endeavor, that is, our own
ongoing education in the liberal
arts. Much of what I’m about to
say will seem obvious, perhaps
even platitudinous; but sometimes
“the aspects of things that are most
important for us are hidden because
of their simplicity and familiarity.”
(Wittgenstein, Philosophical Investigations, 129)
portunity to investigate whether or
not civility is even all that important to our living together. I for
one think that it is, but the forms
it takes in practice may be perceived as varying widely, and some
discussion of these manifestations
could be enlightening.
conversation (at least usually!).
In this article I would like
to propose—with little comment—
3) Civil discourse shuns
reliance on authority as much as
1) Civil behavior is an essential component of good citizenship, and may even be equivalent
to it. Civil behavior is an acknowledgement that the concerns of others have a proper place alongside
my own.
2) Civil discourse is
bounded. Participants agree, either
explicitly or implicitly, to limit the
scope of what may be said in a discussion. This is most in evidence
in our classes.
4) Formal modes of address help maintain an attitude
of respect and dispassion in civil
5) Civil discourse requires
that we be prepared to put ourselves and our ideas at risk. In order for this to be possible community members must feel that they
and their ideas and their questions
will be taken seriously at all times.
6) In a genuine discussion participants attempt to find
the maximum amount of common
ground with one another. It is often
the case that the continuing of the
conversation takes precedence over
the drawing of conclusions, however tempting such closure may be.
7) Civil discourse requires
both sympathetic listening and
engaged speaking. The former,
which might also be called civil
listening, demands that we listen
with our ears, not our mouths.
That is, we listen to find what is
�best in what someone is saying;
we thereby acknowledge that the
other is someone like me. Engaged
speaking is carried on with broad
vision and with an eye on common
purposes.
8) Such civil discourse
opens up spaces for disagreements
to be aired without bringing the
conversation to a halt.
9) It demands that when we
disagree, we not become offensive,
cynical or silent.
10) To discuss civilly—and
perhaps to be civil in general—I
must be willing to place the goals
of the community above my own
comfort. For a student this might
mean speaking in class when he
or she would rather not. For all
community members it means not
insisting on being left alone when
by participating I can improve the
community, no matter how uncomfortable participation may be for
me.
11) Self-governance is
a mode of civility. At St. John’s
the faculty tries to govern itself in
many different ways. The Dean,
Assistant Dean and Associate Dean
for Graduate Programs are chosen
from the faculty itself, and they
serve for limited terms. At faculty
meetings we try to discuss all manner of College concerns, from the
Program and our teaching in it, to
the plans for the new dorm and the
place athletics has here. We try to
remain vigilant about not allowing
self-governance to erode, but we
often fail to achieve our ideal.
12) Civility, as it manifests
itself in discussion, requires that I
recognize the possibility that what
someone might say has the power
to change the way I see.
After this long introduction,
I can now ask my opening question: How goes it with civility at
St. John’s?
John Verdi, Tutor u
�What I Did Over the Summer
Hope Taglich
Over the summer, I worked
orexia.
A'21
eyes that flash when she gets excited
as an intern in the compliance reg-
My eating disorder began
ulation department for a regional
during the summer of 2013. I was
bones. She seemed blind to the fact.
home healthcare company in New
about to begin high school and
Through my observations of her,
York City. I scanned files. I called
had begun internalizing the idea of
I learned to associate femininity
patients and asked if their medical
What I Was Supposed to Be. I was
with self-loathing. To be a woman
equipment was delivered on time.
supposed to have twiggy arms and
is a sort of cardinal sin, one that
I was cursed out in five different
a flat stomach and a thigh gap and
must be atoned for through periods
languages (English, Mandarin,
to make myself small and inof-
of fasting, fad diets and relentless
Cantonese, Spanish, Russian and
fensive and palatable and hot. My
exercise. And so that is what I did.
French). I befriended my supervi-
mother never actively projected
sor, a wonderful woman named Jo-
her own insecurities onto me; I
high school, I swam every day for
selin. She was Dominican and from
never remember her calling me fat,
an hour and began calorie-counting
Long Island (we grew up a couple
really. I grew up hearing her voice
compulsively. I lost 20 pounds.
towns away from one another), as
her own feelings of disgust over her
Over the course of the year, I lost
well as a passionate Francophile.
body. I remember being nine years
about 10 more pounds. It was never
(She gave me a copy of Shari Ben-
old and joking that, at holidays
enough. My memories of high
stock’s Women of the Left Bank,
and family gatherings, the men
school are memories of standing
which I devoured). I stayed with
always talked about politics and the
in front of the mirror, pressing my
my grandparents, which was im-
women always talked about losing
legs and feet together to check the
mensely helpful as it spared me the
weight.
size of my thigh gap. I remember
agony of having to pay New York
rent and groceries. I performed at
her murmur, pinching anything she
one point, I was only eating about
poetry slams at the Bowery Po-
could pinch. Sometimes she would
700 calories a day.
etry Club. I read Don Quixote and
call me over.
Death in Venice. I started kickboxing. I began a brief romance with a
boy named Kwai, with whom I was
stuck on West 34th Street on one
midsummer night, during the city’s
largest power outage since 1977. I
cooked for the first time in my life
(grilled chicken with paprika and
pesto sauce, with some steamed
lentils).
I also recovered from an-
“Look at how fat I am.”
told me.
I would compliment her,
“I’m so fat,” I would hear
about something and great cheek-
The summer before I began
weighing myself every morning. At
“You look sick,” my mother
I would turn my face away
and she would respond with,
to hide my smile.
“You’re sweet.” My mother very
seldom says “Thank you,” when
came over and devoted much
someone compliments her. She
of their visit to urge me to gain
seems to think each compliment is
weight. “You’re losing your beauty,”
nothing more than an act of charity.
my grandfather said.
My mother is a beautiful woman.
She has honey-colored skin and
sense of pleasure. I felt beautiful the
rich hair and almond-shaped dark
more I limited myself. Self-loathing
Once my grandparents
That brought a rebellious
�brough a sense of catharsis for me.
Beauty, I felt, was a reward. I would
ment. After several weeks, I realized
became that one thing a day.
punish myself for existing by de-
I did have a problem. I didn’t know
creasing inch by inch of my surface
if I wanted to recover, though,
and the world did not implode. I
area. It was like cutting, except
because I was comfortable the way I
did gain weight. I don’t know how
that it would enable me to fit into a
was. I wasn’t happy, really, but I had
much I weigh now. I recently talked
size 2, and a size 2 was skinny, and
learned to dissociate pleasure from
to a friend who told me I looked
skinny was beautiful. I felt isolated
eating during that fateful summer
“plumper,” and for a second, it felt
at school, and it became a repose
of 2013, and I was afraid of the
like I could barely breathe. He was
for me. It was a source of self-as-
weight gain that would result from
a friend I had been open about
surance. Even if I was unpopular, I
recovery.
recovery with.
was worthy and beautiful. I became
more worthy and more beautiful
ing and feel instantly more deter-
said.
with each pound I lost. As I began
mined. I gradually began to stick to
to stress more and more about what
the meal plan that had been as-
a size 2 anymore, but my body is
was going on at home (which was a
signed to me. I was shocked at how
mine. My high school mantra was
lot), I restricted more and more.
much energy I had; I no longer had
a quote from Kate Moss—Nothing
It continued in college. I worked
midday energy crashes. I had been
out even when injured. I ate very,
struggling with depression over the
very little. I neurotically calorie-
previous year, and, with each pass-
counted.
ing day, began to feel endorphins
come creeping back. It reminded
tastes as good as skinny feels. Ms.
Moss’s principle is incorrect. Emilie
du Chatelet, the author of one of
the first modern self-help books,
On Happiness, states that in order
to be happy, one must be without
prejudice, passionate about various
arts and subjects, virtuous, healthy
and loving of oneself. In fact,
Chatelet states, “One of the great
secrets of happiness is to moderate
one’s desires and to love the things
already in one’s possession.” Moreover, in Descartes’s Meditations, the
essence of human self is reduced
to the purely intellectual: “I think,
therefore I am.” The human body
exists as a vehicle for the soul; the
soul is the key to the human person. It is the source of its ousia. My
body, therefore, does not define me.
Society might care what size jeans I
wear, but Descartes does not. u
Over the summer of 2019, I
Reluctantly, I started treat-
I didn’t wake up one morn-
began my first treatment program
me of an unthawing. I had crip-
(three days a week after work from
pling episodes of dysmorphia, but I
6 to 9, Saturday mornings from
stopped weighing myself. I began to
8:30 to 1:30). This was essentially
want to get better. It was a terrifying thing to want, because I could
not imagine myself without my
eating disorder. My skinniness had
been a cornerstone of my identity
since I was 14.
It is terrifying, but then you
just do it. And it sucks, because it’s
extremely stressful to eat three full
meals a day. I hadn’t had three full
meals a day in six years, and my
meal plan also required me to have
three snacks. However, a very wise
refrigerator magnet once told me
to do one thing a day that scares
the result of an intervention.
“I don’t have a problem,” I
told Alethia, my case manager at
the clinic, one afternoon in May.
Alethia is a trained professional;
she is not supposed to cast visible
judgement on patients. However, I
could tell that she smelled bullshit.
“Seriously, I don’t.”
She asked me to describe
my eating habits to her, and I told
her. It was apparent, then, that according to Alethia, I definitely had
a problem.
me, and being meal plan-compliant
I had three meals a day,
“It looks good on you,” he
And so it does. I am not
�The Gadfly
04
Is it Time to
QUIT?
The Harrison Health Center is
here for you. We offer 1:1
nicotine cessation services and
FREE nicotine patches, gum, and
lozenges.
Call the Health Center at
(410)626-2553 or email
healthcenter@sjc.edu to take the
first step toward a healthier you.
�
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<em>The Gadfly</em>
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Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
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thegadfly
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4 pages
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The Gadfly, Vol. XLI, Issue 01
Description
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Volume XLI, Issue 01 of The Gadfly. Published September 3, 2019.
Creator
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Berreles-Luna, Athena (Editor-in-Chief)
Pelham, Rose (Editor-in-Chief)
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St. John's College
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Annapolis, MD
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2019-09-03
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Gadfly Vol XLI Issue 01 09-03-2019
Gadfly
Student publication
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b55e3b53a71a230c68232ee5a688288b.pdf
20848ef762e13b8b7fe3d591cef0ebdc
PDF Text
Text
Photo by Rose Pelham
�The BAAAaaaaaaaaaaaaadfly
02
The Dreams of Drumpland
I began compiling other
people’s dreams in late 2019, as the
slide into the historical era we have just
exited was becoming inevitable due to
the discovery––by certain politicians––
that even things which are blatantly
true can be contested, if only one bands
together with enough fellow deniers of
reality. With this discovery, it became
possible to justify eliminating the ultimate check against the abuse of power,
by transforming a trial into a political
contest. Consequently, the only check
that remained was that of the following
election, which was to have its integrity
defended by an entirely depopulated
Federal Election Commission, and
utterly no protection against hacking to
speak of, since this, too, proved politically inconvenient. What necessarily
followed could be easily guessed at
by any careful observer of the times,
but nonetheless looked too much like
something out of dystopian fiction for
us to believe what we were seeing.
I compiled dreams until 2023,
when I had to flee the country. With
the recent collapse of the regime, I have
finally been able to publish my collection to be read in its country of origin,
where it should appear early next year.
The following is a set of dreams excerpted from The Dreams of Drumpfland in chronological order, which my
publisher, AK Press, hopes will stimulate interest in my book.
--
The dream of a conscripted
soldier:
I was in the conference room
[of the army base] and “the Miller” ––as
we called him––had come from the
WH to give a very important lecture. A
fellow private leaned over and said to
me: “I’m very shy, but could you ask for
me how many wives does he have?”
Incredulous and a little nervous, I repeated, “How many wives?”
“Yes, that’s the right question.”
At this point, “the Miller,”
carefully feeding wheat into the left ear
of a soldier, which was excreted as a
white powder from the right, overheard
us, and turned to address me, saying, “I
have twelve wives to protect against the
threat of replacement! Do you not have
twelve wives!?”
“I have no wives,” I said,
feeling the snickering gaze of the other
conscripts upon me, as if I alone were
ignorant of some essential fact.
To this he replied: “you are
supposed to have as many wives as
possible! Everyone knows we must be
able to out reproduce our enemies!
It is the destiny of our nation that we
emerge from the deep mines with the
largest population so we may conquer
the Earth!! If you don’t have enough
wives, I can’t guarantee you a place in
the mineshaft when the war comes!
Don’t you want us to out reproduce
our enemies!? DO YOU STAND BETWEEN US AND OUR NATIONAL
DESTINY!?”
At this point, I woke up, terrified I may have shouted in my sleep.
--
A college student’s nightmare:
I was about to take my final
exam, which would decide whether
or not I graduated. I was certain I was
ready for it.
After the customary anti-cheating precautions/rituals (including all manner of searches and warnings against even so much as using your
own watch or seeing with the aid of
your own, non-standard testing-center
issued, glasses) we were told that the
test would begin. But first, we each had
to swear allegiance to the flag, individually, to make sure we were loyal citizens.
One by one, each of my classmates pledged allegiance to the flag,
our leader’s twelve fertile wives, and the
great, heterosexual Marlon Bundo––but
when the proctor reached me, I couldn’t
speak. Gasping, she shouted: “WE
FOUND THE WITCH!”
The testing room was full of
security guards, who each immediately
pledged allegiance to our national trinity, lest they be suspected of my heresy.
I was then taken down the hall
to another room, sat down in a chair,
and given a test on my knowledge of alternative facts. The first question asked:
“which is truer: a) 2 + 2 = 4, or b) 1 + 1
+ 1 = 3?”
--
An office worker’s dream:
The desert militiamen wore nothing but
leather and red hats and drove around
in spiky dune buggies that kicked up
clouds of dust. I could hear them shouting “PEACE ON EARTH! PURTY OF
ESSENCE!” in the distance. It was their
purpose to guard the nationally important deep mineshafts from boarder
infiltration.
All along the way to the
mineshafts, I left bottles of water on the
trail behind me, so I could find my way
back by the spaces they were no longer
in once other people took them. It was
very important to leave bottles of water
on the trail, but I could not remember
why, until I was stopped and interrogated by a block of very cold salt. Then I
remembered and used the warm water
to dissolve the salt and run away.
But the militiamen saw me, for the salt
signaled my location to them in the
agony of its dissolution.
But just then, I caught sight
of my friends, who would help me
escape! (How did I know they were my
friends?!)
I was on the cusp of reaching
them when the militiamen in leather
and red hats caught me.
I was taken down into the
mineshafts to be interrogated. A strange
machine with many wires was attached
to my head, so they could see what
I was thinking. They saw that I was
dreaming, and that in my dream I was
being interrogated by them with just
this machine. They said that was good,
and that I could wake up now, but I
kept on dreaming, which they said was
bad, because I meant I was disobedient.
Then I woke up.
�20
The BaRdfly
largest
New report concludes Johnnies to be
TAM O’SHANTER,
ts
ha
er
pp
da
STAFF REPORTER
consumer of
The results are in – a new report by the
Annapolis Headgear Society concludes
that Johnnies form the core consumer
group for dapper hats. Local hat vendors
described a significant increase in sales
directly proportional to the tuition drop.
As one student noted, “less debt, more
hats.”
Economics aside, however, hat enthusiasts have described an almost spiritual
connection to the cranial attire of the
community.
brimless, felt cap worn in Illyria, Etruria,
Ancient Greece, Pannonia and surrounding
regions.
“Welcome to the only place on Earth where
nineteen year-olds know that,” sophomore
Ray Goolar-Guy said. “Also, I’ve stopped
keeping count of the fedoras.”
Both students and administrators remarked
that hats are at the core of the campus culture. “We really celebrate diversity,” director
Jess Sayin said. “There are pork pies, bowlers, berets, tricorns and even a coonskin or
two.”
“I saw someone walk around wearing
basketball shorts and a Greek helmet,”
This point of pride even holds significance
local hat historian Costard Coverage
in the playful competition between students
said. “I knew I had found home.” Dr. Cov- at St. John’s and the Naval Academy. “A miderage is the author of The Phenomenology of Cephalic Apparel, to be released
by Harvard University Press in Fall 2020.
“We’re intellectuals,” sophomore Prett
Enshis said. “What more is there to say?”
Enshis then launched into a ten minute
oration on the virtues of the pileus, a
Gadfly Publishes News
Article for Once
Spector Cockroach
FINALLY
Graduates!!!
Clad in top hat and festive scarf, Freshman Leo Brooks ponders the
epistemological meaning of Book 1 of Euclid’s Elements whilst smoking a
cigarette.
�Johnnies Anger Gods After Not Pouring Libations From Last Mint Pod On Campus
52
Tutor Spends Entire Class Defending Lifestyle as
Straussian
The BangFly
�The BOOMfly
00
This Actor Had Their Shirt On Wrong the Whole Play! Here Are 10 Other Mishaps You Missed in The
Shape of Things.
sks
Johnnie chairs to be dethroned by standing de
Students vying for a seat at the table
need not fret– soon there won’t be
any to covet. Citing budget cuts and
health concerns about sedentary
lifestyles, college administrators
have decided to do away with the
time-honored Johnnie chair in favor
of…nothing. Or rather, as the marketing team has begun to advertise
the substitution, ‘standing desks’.
Johnnie Air.”
The Student Committee on Instruction has scheduled a meeting to discuss possible uses for the repurposed
chair materials. According to several
students, there is a movement to
indulge the Annapolis Ghost Tour
employees by building a big bonfire
and dancing around it while singing
“Sicut Cervus.”
ASS PERCH,
STAFF REPORTER
“More likely, we’ll probably just save
the wood for a rainy day – or the next
time a dorm burns down,” administrator Sitzfleisch Holder said. “As
for the wicker, an underwater basket-weaving preceptorial could be in
the works.”
“It’s likely we’ll raise the tables to
standing height by stacking old
books from the library underneath
the legs,” financial aid advisor Penny
Cheep-Skeight said.
Proponents of the move to repurpose Johnnie chairs have also referred to Program readings.
“This is what joining the tradition
of questioning tradition looks like,”
freshman Angus T. Yoothe said. “It’s
been on my mind ever since we read
The Upright Posture in Lab.”
Even a few tutors have publicly endorsed the standing desks.
“I mean, Socrates said it first: ‘The
children now love luxury.’ ” Tutor
O’Kay Boomer said. “And what
screams luxury more than a curved
back chair carved from aged cherry
wood?”
Regardless of the widespread approval of the decision, it is clear that
removal of the Johnnie chairs will
have significant cultural impact.
“We’re brainstorming what to rename the student blog,” junior Ba
Tumzup said. “A current favorite is the
Students and the administration are in communication over how to repurpose wood from Johnnie
chairs. According to several students, there is a movement to indulge the Annapolis Ghost Tour
employees by building a big bonfire and dancing around it while singing “Sicut Cervus.”
�The Bastardfly
---
Johnnie Bubble Ruptured
After City of Annapolis Realizes It Exists
“Hey, is anyone reading this?”
“I didn’t know it would end like this”: Don
Rags as Leading Cause of Death at the End of
the Semester
Me
mb
er o
Exp
e
f
r
i
m
Clu
ent
b
al
It’s that time of year! The weather is
crisp, the chocolate is hot, and the
christmas carols mingle beautifully with
the sobs coming from Mellon.
CONTINUED ON PG. 24
Phi
lo
sop
Someone Played
hy
archon was spotted hurriedWhat’s New Pussy- This
ly shutting locking the doors of
McDowell on Saturday mid-party.
cat 10 Times at
Sources say that flashing green lights
and the heavy coat of fog were acnicely affected by the mellow
the Reality Event! tually
mellow tones of Tom Jones. In fact,
some people found that they wantArchons Have
ed to attend a reality party for the
first time. A member of the delegate
was overheard saying, “ FiPlaced the Party council
nally, the school’s money is going to
into Severe Lock- something fucking worthwhile”.
CONTINUED ON PG. 31
down
�The BoopboOp
1
Which Johnnie Aesthetic Are You?
All Johnnies fit into one of four categories. Take the quiz and find out which Johnnie you are. This is about as
accurate as the Myers-Briggs Test.
1.
Do you come to class?
a. In your pajamas 30 minutes late?
b. In your lace cravat 30 minutes early?
c. Drunk/High
d. Only if I have my Fjall-Raven Kanken on hand
2.
How do you meet people?
a. On the quad
b. During class
c. In the coffee shop at 3am
d. On Tumblr
3.
When do you cry?
a. After every tutorial.
b. Once in the middle of seminar
c. Twice coming down from ketamine
d. Watching 500 Days of Summer
4.
Which Book describes you most?
a. The Stranger by Albert Camus
b. The Bible
c. Fear and Loathing in Las Vegas by Hunter S. Thompson
d. Milk and Honey by Rupi Kaur
5.
Which Item describes you most?
a. Chipped black nail-polish
b. Chastity ring
c. My Custom Dab Rig
d. Polaroid camera
6.
Thoughts on a higher power?
a. God is dead
b. I teach Sunday School
c. I thought I saw God on a trip
d. I don’t know if there is one, but the closest I have is Jonathan Van Ness
If you got...
1.
mostly A’s, you’re ~edgy~ as heck
2.
mostly B’s, you probably know how to waltz and you came to St. John’s because of the
sophomore reading list
3.
mostly C’s, congratulations we’ll be seeing you on Paca-quad!
4.
mostly D’s, your VSCO feed is excellent, and you probably own too many
plants
�The BAaAAaa
://
Prospies Accept Offer of Admission under Assumption that
Great Books Program Refers to YA
Novels
SCI Forums
Start Servin
g Alcohol
in Bid to Inc
rease Attend
a
nce
The meeting last Wednesday got heated when one student (two Natty Bo’s
in, started yelling at the Committee members about how “We Shouldn’t read
Plato! We Shouln’t READ PLATO! WE SHOULD NOT READ---”
ra,
u
c
s
b
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e
m
a
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uilds
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Student in O
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h
t
o
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k
o
Immediately Lo
CONTINUED ON PG. 4
“Well, I just wanted to see if I could see the Forms as Plato talked about them,” said the student. “I
guess the universe just wanted to punish my hubris”. Keep an eye out for this bandaged student, and
try to help out your fellow egotistical johnnie! CONTINUED ON PG. 209
DID YOU FIND THE SECRET MESSAGE? HERE’S
A HINT:KEEP AN EYE ON ALL THE CAPITAL
LETTERS IN THIS ISSUE! THE FIRST PERSON
TO FIND THE MESSAGE WILL WIN A PRIZE.
SEND THE COMPLETED MESSAGE THRU
CAMPUS MAIL TO THE ONE OF THE EDITORS
TO CLAIM YOUR SPECIAL PRESSENT!
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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<em>The Gadfly</em>
Description
An account of the resource
Founded in 1980, <em>The </em><em>Gadfly</em> is a weekly student publication distributed to over 600 students, faculty, and staff of the Annapolis campus.<br /><br />Click on <strong><a title="The Gadfly" href="https://digitalarchives.sjc.edu/items/browse?collection=16&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in the <em>The Gadfly</em> Collection</a></strong> to view and sort all items in the collection.
Contributor
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St. John's College Greenfield Library
Identifier
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thegadfly
Text
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pdf
Page numeration
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8 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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The Gadfly, December 2019 [The Badfly]
Description
An account of the resource
December 2019 issue of The Gadfly. Special issue: The Badfly.
Creator
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Page, Lysithia (Editor-in-Chief)
Berreles-Luna, Athena (Editor-in-Chief)
Publisher
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St. John's College
Coverage
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Annapolis, MD
Date
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2019-12
Rights
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St. John's College owns the rights to this publication.
Type
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text
Format
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pdf
Subject
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College students--United States--Conduct of life
Language
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English
Identifier
An unambiguous reference to the resource within a given context
Gadfly Winter 2019 Badfly
Gadfly
Student publication
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