2
20
5444
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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/.
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St. John's College Lecture Recordings—Santa Fe
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St. John's College Meem Library
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Santa Fe, NM
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wav
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00:56:13
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"Tel us som moral thing" : moral certainty and the art of story in Chaucer's Canterbury Tales
Description
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Audio recording of a lecture given on September 27, 2019 by Maggie Evans McGuinness as part of the Dean's Lecture and Concert Series.
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McGuinness, Meagan E.
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St. John's College
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Santa Fe, NM
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2019-09-27
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Meem Library has been given permission to make this item available online.
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sound
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mp3
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Chaucer, Geoffrey, -1400. Canterbury tales
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English
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SF_McGuinnessM_Tel_us_som_moral_thing_Moral_Certainty_and_the_Art_of_Story_in_Chaucers_Canterbury_Tales_2019-09-27
Friday night lecture
-
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St. John's College Lecture Recordings—Santa Fe
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St. John's College Meem Library
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Santa Fe, NM
Sound
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wav
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01:15:22
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"The greatest thing in the world is to know how to belong to oneself" : Reflecting with Montaigne on liberation of the intellect and education in times of crisis
Description
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Audio recording of a lecture given by J. Walter Sterling on September 11, 2020 as part of the Dean's Lecture and Concert Series. Dean Sterling provided this description of his lecture: "The lecture will blend reflections on education in times of crisis, including a discussion of the founding of the St. John’s Program, with an examination of Montaigne’s understanding of education and its ends. Montaigne, who lived through plague and civil war, is one of the few authors who can stake a claim to have forged the modern individual. His response to the crises of his times was to cultivate a new literary form, the 'essay,' devoted to a new topic, 'myself,' and to send out a renewed or radicalized call for freedom of thought, independent judgment, and self-possession."
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Sterling, J. Walter
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St. John's College
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Santa Fe, NM
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2020-09-11
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Meem Library has been given permission to make this item available online.
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sound
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mp3
Subject
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Montaigne, Michel de, 1533-1592
Language
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English
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SF_SterlingW_Reflecting_with_Montaigne_on_Liberation_of_the_Intellect_and Education_in_Times_of_Crisis_2020-09-11.mp3
Deans
Friday night lecture
-
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5eb1a2c213cd8165190a71ba31423016
Dublin Core
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Description
An account of the resource
Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>. <br /><br />Click on <strong><a title="Formal Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=5">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://anchor.fm/greenfieldlibrary" title="Anchor.fm">Anchor.fm</a>, <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a>, <a href="https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84Yzk5MzdhYy9wb2RjYXN0L3Jzcw" title="Google Podcasts">Google Podcasts</a>, or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe.
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St. John's College Greenfield Library
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St. John's College Formal Lecture Series—Annapolis
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formallectureseriesannapolis
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Zoom video conference
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01:05:32
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"The greatest thing in the world is to know how to belong to oneself": Reflecting with Montaigne on Liberation of the Intellect and on Education in Times of Crisis
Description
An account of the resource
Video recording of a lecture delivered by Walter Sterling, Santa Fe tutor on February 5, 2021 as part of the Formal Lecture Series.
Mr. Sterling describes his lecture: "The lecture will blend reflections on education in times of crisis, including a discussion of the founding of the St. John’s Program, with an examination of Montaigne’s understanding of education and its ends. Montaigne, who lived through plague and civil war, is one of the few authors who can stake a claim to give birth to the modern individual. His response to the crises of his times was to cultivate a new literary form, the 'essay,' devoted to a new topic, 'myself,' and to send out a renewed or radicalized call for freedom of thought, independent judgment, and self-possession."
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Sterling, J. Walter
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St. John's College
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Annapolis, MD
Date
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2021-02-05
Rights
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A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online."
Type
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moving image
Format
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mp4
Subject
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Montaigne, Michel de, 1533-1592
Education--United States--Philosophy
Contributor
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Macfarland, Joseph C.
Relation
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<a href="https://digitalarchives.sjc.edu/items/show/7486" title="Audio">Audio</a>
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English
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Sterling_Walter_2021-02-05
Friday night lecture
Tutors
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/44af01d084367af610bcc50f07358648.mp3
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Dublin Core
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Description
An account of the resource
Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>. <br /><br />Click on <strong><a title="Formal Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=5">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://anchor.fm/greenfieldlibrary" title="Anchor.fm">Anchor.fm</a>, <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a>, <a href="https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84Yzk5MzdhYy9wb2RjYXN0L3Jzcw" title="Google Podcasts">Google Podcasts</a>, or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe.
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St. John's College Greenfield Library
Title
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St. John's College Formal Lecture Series—Annapolis
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formallectureseriesannapolis
Sound
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Original Format
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Zoom video conference
Duration
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01:05:32
Dublin Core
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Title
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"The greatest thing in the world is to know how to belong to oneself": Reflecting with Montaigne on Liberation of the Intellect and on Education in Times of Crisis
Description
An account of the resource
Audio track from the video recording of a lecture delivered by Walter Sterling, Santa Fe tutor on February 5, 2021 as part of the Formal Lecture Series.
Mr. Sterling describes his lecture: "The lecture will blend reflections on education in times of crisis, including a discussion of the founding of the St. John’s Program, with an examination of Montaigne’s understanding of education and its ends. Montaigne, who lived through plague and civil war, is one of the few authors who can stake a claim to give birth to the modern individual. His response to the crises of his times was to cultivate a new literary form, the 'essay,' devoted to a new topic, 'myself,' and to send out a renewed or radicalized call for freedom of thought, independent judgment, and self-possession."
Creator
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Sterling, J. Walter
Publisher
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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
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2021-02-05
Rights
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A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online."
Type
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sound
Format
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mp3
Subject
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Montaigne, Michel de, 1533-1592
Education--United States--Philosophy
Contributor
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Macfarland, Joseph C.
Relation
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<a href="https://digitalarchives.sjc.edu/items/show/7485" title="Video">Video</a>
Language
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English
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Sterling_Walter_2021-02-05audio
Friday night lecture
Tutors
-
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lec Petrich 2018-11-03.pdf
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Description
An account of the resource
Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>. <br /><br />Click on <strong><a title="Formal Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=5">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://anchor.fm/greenfieldlibrary" title="Anchor.fm">Anchor.fm</a>, <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a>, <a href="https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84Yzk5MzdhYy9wb2RjYXN0L3Jzcw" title="Google Podcasts">Google Podcasts</a>, or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe.
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St. John's College Greenfield Library
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St. John's College Formal Lecture Series—Annapolis
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formallectureseriesannapolis
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paper
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24 pages
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"The Student," by Anton Chekhov: A Story Told and Glanced At
Description
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Typescript of a lecture delivered on November 3, 2017, by Louis Petrich as part of the Formal Lecture Series.
Creator
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Petrich, Louis
Publisher
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St. John's College
Coverage
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Annapolis, MD
Date
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2017-11-03
Rights
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A signed permission form has been received stating, "I hereby grant St. John's College permission make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make typescript copies of my lecture available for circulation and archival preservation at the St. John's College Greenfield Library. Make typescript copies of my lecture available online."
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text
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pdf
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Reprinted from the St. John's Review, 59.1-2 (2017-2018).
Language
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English
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lec Petrich 2018-11-03
Friday night lecture
Tutors
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c841210c754da165fe6e7ce8bf12babd.mp3
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Dublin Core
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Title
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St. John's College Lecture Recordings—Santa Fe
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St. John's College Meem Library
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Santa Fe, NM
Sound
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Original Format
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mp3
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00:40:33
Dublin Core
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Title
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"The tutor and the feeder of my riots" : the problem of friendship in Shakespeare's treatment of Falstaff and Prince Hal
Creator
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Sterling, J. Walter
Publisher
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St. John's College
Coverage
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Santa Fe, NM
Date
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2017-07-19
Description
An account of the resource
Audio recording of a lecture given on July 19, 2017 by J. Walter Sterling as part of the Graduate Institute Summer Lecture Series.
Rights
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Meem Library has been given permission to make this item available online.
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sound
Format
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mp3
Subject
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Shakespeare, William, 1564-1616--Criticism and interpretation
Shakespeare, William, 1564-1616--Characters
Friendship in literature
Language
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English
Graduate Institute
Summer lecture series
Tutors
-
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PDF Text
Text
“We Shall Be Monsters”: Frankenstein and the Ugliness of Enlightenment
[F]or a person who is altogether ugly in appearance,
or of poor birth, or solitary and childless cannot
really be characterized as happy.
Aristotle, Nicomachean Ethics, 1099b1-5.
I hate books.
Rousseau, Emile, CW 13:331.
�Two hundred years ago, in January 1818, the first edition of Mary Shelley’s Frankenstein was
published anonymously in London [F 311, 334].1 Over the next two centuries Shelley’s
“hideous progeny” [F 173] grew to mythic size, siring offspring in film and print, birthing the
science fiction genre, and updating the story of Prometheus, which cautions us about the dangers
of science and technology, of ambitious philanthropy, and of ‘playing god.’
Here is a sketch of Shelley’s story. A young chemistry student named Victor
Frankenstein makes and animates a monster.2 Horrified by his work, he abandons it, and the
monster flees. A few months later, Frankenstein is called home by the murder of his youngest
brother. He returns to see a household servant accused, tried, condemned, and executed for the
crime; but he suspects that the monster is the real murderer. During a hike in the Alps, his
suspicion is confirmed: the monster confronts him, tells his story, and demands that Frankenstein
build him a companion.
To Frankenstein the monster’s demand at first seems just, despite his crime.
Frankenstein travels to England to do research and gather his materials. After several months, he
nearly completes an artificial woman; but at the last moment he tears his work to pieces, fearing
she will birth a species of monsters to war on humanity. Seeing this betrayal, the monster vows
revenge and departs, leaving Frankenstein to return home. During his return he discovers that
his friend Henry Clerval has also been murdered; he is accused of the crime and tried, but
acquitted. Home at last, Frankenstein prepares to marry his childhood companion Elizabeth
Lavenza, promising to share with her his dreadful secret once they are wed. The night of his
wedding, he sends Elizabeth away in order to confront and fight the monster. But he has
misunderstood the monster’s vow: he hears two terrible screams, and Elizabeth is dead.
Frankenstein vows revenge, and pursues the monster north.
1
�Victor Frankenstein tells this story to an explorer named Robert Walton, whom he meets
on the ice of the Arctic Ocean. Walton records the details, reporting some of them in letters to
his sister in London. Though Frankenstein is close to catching the monster when Walton finds
him, he is also near death. He is too weak to continue his pursuit, and once he has told his story
he dies on Walton’s ship. Soon afterward, Walton finds the monster crouching over
Frankenstein’s corpse. They speak briefly, then the monster exits the ship and disappears.
Walton sails for London, bringing the story of Frankenstein and his monster back to society.
Many monsters have been assembled from the materials Frankenstein furnishes. Mine is
animated by what strikes me as Mary Shelley’s chief question in the novel: is enlightenment
good? This monster’s homogeneous parts are ugliness, solitude, reading, science, ambition,
philanthropy, beauty, family, and nature. To learn how to mix these materials, I will trace the
four enlightenments depicted in Shelley’s novel: those of the monster, of Frankenstein, of
Walton, and of Shelley herself. These enlightenments make up the four proper parts of this
lecture, parts neither proportionate in size, nor ordered as in the novel. I mean to build this
monster from the inside out.
Part One: The Enlightenment of the Monster
Enlightenment makes the monster a monster. So he tells Frankenstein on the alpine sea
of ice. Abandoned by his maker, lacking other guidance, he is at first shaped only by his
confused sensations. When he sees light, he closes his eyes; when he sees darkness, he feels
pain, and opens his eyes again. When he wakes in Frankenstein’s apartment, he feels cold, and
grabs some clothes to cover himself. When he feels hot, he hides in a forest. Then there is
hunger, which leads to berries, thirst, which leads to a stream, and fatigue, which leads to sleep.
2
�At night, the dark and cold return, and he weeps in pain. But then he sees moonlight, feels
pleasure, and wonders. All this happens mechanically in response to sensations. The monster’s
mind is empty of distinct ideas [F 68].
But soon, distinct ideas follow his distinct sensations. The monster finds a fire that some
travelers have abandoned. Its warmth is pleasant, but it burns when he touches it [compare CW
2: 12 note *]. He learns to feed the fire, to fan it to life, and to cook nuts and roots over it [F 69].
But food is scarce, so he must abandon his fire to forage. This brings him to a shepherd’s hut.
The shepherd, seeing the monster, shrieks and flees, leaving behind his breakfast and another
fire. The monster remembers this hut as a kind of paradise;3 but hunger forces him to leave it
too. He comes to a village, where signs of food draw him into a cottage. The terrified villagers
assemble to repel him with a hail of missiles [F 70].
Now the monster suffers the first of three accidents. He hides in a hovel, improving it so
that it shelters and conceals him, like the shepherd’s hut. But this hovel happens to adjoin an
inhabited cottage. This guarantees the monster a source of food and water; but it also allows him
to observe the cottagers unseen [F 71-72]: a blind old man, a young man, and a young girl. They
seem kind, sad, and poor, and their relations give him “sensations of a peculiar and overpowering
nature… a mixture of pain and pleasure, such as I had never before experienced, either from
hunger or cold, warmth or food” [F 72]. This experience of beauty stops the monster from
stealing their food; instead, he gathers wood for them while they sleep. He becomes an invisible
family member. Noticing his benefactions, they call him “wonderful,” and “a good spirit” [F 77;
compare 65].
The monster also listens to his cottagers, and learns that they can communicate pleasure
and pain through speech. Observing with care, he begins to acquire this “godlike science”: the
3
�old man is “father,” the young girl “Agatha” or “sister,” and the young man “son,” “brother,” or
“Felix” [F 75]. But he also contrasts “the perfect forms” of his cottagers, “their grace, beauty,
and delicate complexions,” with his own ugliness, which he first sees in a pool of water.
Terrified by his own looks, the monster begins to call himself ‘monster’ [F 76].4
This, the monster tells Frankenstein, is the less moving part of his story, explaining how
he became what he once was [F 77] – namely, good. His survival and flourishing do not require
him to harm others: he is a vegetarian who will not steal food from those worse off [F 99].5 He
admires beauty and benevolence, wants to imitate them, and wants to be admired in return. The
more moving part of his story, which tells how he became what he now is [F 77], begins when
he learns how to read.
One day, a beautiful woman comes to the cottage. The monster hears that her name is
Safie, a form of Sophie. At the very middle of the novel, then, Sophie comes to the abode of
Felix and Agatha, that is, wisdom comes to the happy and the good. This moment is the peak of
the monster’s life. Since Safie can neither speak nor write the cottagers’ language, Felix teaches
her, and the monster listens in. He boasts to Frankenstein that he improved more rapidly than
she did: he is a quicker study than wisdom herself [F 79]. Felix’s lessons are readings from a
book of history, Volney’s Ruins of Empires,6 followed by explanations. The monster wonders at
the many stories of murder, and at humankind’s need for laws and governments. Vice and
bloodshed disgust him, and when he hears of the fate of the native Americans, he feels sorrow [F
80]. He learns about “the strange system of human society” [F 80], based on property, social
standing, and inequality. He learns about male and female, about the birth and growth of
children, and about family. Since Felix and Agatha are brother and sister, and the old man is
their father, it takes Safie’s arrival to teach the monster about sex.7
4
�These lessons make the monster reflect. He lacks both social rank and riches, the only
possessions human beings esteem. He admires beauty, but he is “hideously deformed and
loathsome” [F 80]. He may not even be human; he has yet to see anyone like him. He has no
family, and remembers nothing of his previous life. “I can not describe to you the agony that
these reflections inflicted on me,” he says. “I tried to dispel them, but sorrow only increased
with knowledge,” and knowledge “clings to the mind… like lichen on a rock” [F 81]. He wishes
he could shake off thought and feeling, and return to his life of sensations in the woods. But he
knows only death can release him from his sorrow: a fate he fears and does not understand.
Now a second accident befalls the monster.8 While seeking food and wood in the forest,
he finds copies of Milton’s Paradise Lost, the first volume of Plutarch’s Lives, and Goethe’s
Sorrows of Werther, all in the language he can read. He studies these books, taking each for a
“true history” [F 87]. Reading Goethe, he judges Werther a divine being with a deep and honest
character, wonders at his suicide for love, weeps at his death, and shares his opinions without
understanding his fate.9 This book throws the monster into “despondency and gloom” [F 86],
and renews his sorrowful reflections.10 Reading Plutarch, he finds “the histories of the first
founders of the ancient republics,” and learns “high thoughts,” and “to admire and love the
heroes of past ages” [F 86]. He prefers the peaceful lawgivers Numa, Solon, and Lycurgus to the
violent founders Romulus and Theseus, but only by accident. Had he first observed humanity in
the form of a young soldier, rather than of his cottagers, the monster tells Frankenstein, “I should
have been imbued with different sensations” [F 87].11 But reading Paradise Lost moves the
monster most strongly, because it depicts situations similar to his own. Like Adam, the monster
sees himself “apparently united by no link to any other being in existence” [F 87]; though unlike
Adam, “no Eve soothed my sorrows, or shared my thoughts” [F 88]. Like Satan, he envies the
5
�happiness of his cottagers [F 87]. About Eve’s fall, the situation that most resembles his own,
the monster is silent.
The monster also deciphers the journal pages he finds in a pocket of the clothes he
grabbed from Frankenstein’s apartment [F 87; compare 68]. They detail his “accursed origin,”
the “disgusting circumstances” that made his “odious and loathsome person” [F 88].
Frankenstein’s notes also make the monster think of Adam and Satan. “God in pity made man
beautiful and alluring, after his own image,” he tells his maker, “but my form is a filthy type of
your’s, more horrid from its very resemblance. Satan had his companions, fellow-devils, to
admire and encourage him; but I am solitary and detested” [F 88].
Having tasted, through his reading, from the tree of knowledge, the monster quickly falls.
He wants to become a visible member of his cottagers’ family, so he decides to reveal himself to
them [F 85]. Since his “unnatural hideousness” causes the horror he inspires, while his voice,
“although harsh, [has] nothing terrible in it” [F 89; compare 69],12 he plans to address himself
first to the blind old man. He hopes the old man will defend him to the other cottagers, convey
his admiration for them, and provoke their compassion, despite his looks [F 88]. When the old
man is alone, the monster knocks, enters, and speaks with him. He argues sincerely that he is a
victim of injustice, and throws himself on the old man’s mercy, just as the cottagers come home.
Seeing the monster, Agatha faints, Safie flees, Felix attacks, and the monster retreats to his hovel
[F 91]. This reception makes the monster rage and despair. He declares “everlasting war against
the human species, and, more than all, against him who had formed me, and sent me forth to this
insupportable misery” [F 92]. To open hostilities he burns the cottagers’ home, and sets off to
find Frankenstein, to demand pity and justice [F 94].13
6
�Now the monster suffers a third accident. Arriving in Frankenstein’s home town, and
pondering how to address his creator, he meets a small child. He thinks, “this little creature [is]
unprejudiced, and [has] lived too short a time to have imbibed a horror of deformity” [F 96]. If
he can educate the child to be his friend, he will not be alone. He seizes the child, who screams,
calls him “monster,” and threatens punishment from his father, “Monsieur Frankenstein” [F 9697]. Hearing the name of his maker, the monster makes the child his first victim. He grasps his
throat, and William Frankenstein is dead. When the monster finds a locket on William’s body,
he slips it unseen into the pocket of a nearby girl [F 97]. Soon enough this girl, Justine Moritz, is
executed for the murder of Frankenstein’s brother [F 44-58].14
This concludes the more moving part of the monster’s story. Here he first refers to his
own “malignity” [F 97]. These murders, he thinks, have completed his fall from goodness to
wickedness. But while the hated name ‘Frankenstein’ provokes him to murder, he continues to
hope for his maker’s pity and justice. The monster’s mere thought of Frankenstein is not enough
to explain William’s murder. A contributing cause must be William’s revulsion at the monster’s
ugliness, which shows the monster that the horror he inspires is not learned, but natural.15 And
while the monster claims that “the lessons of Felix, and the sanguinary laws of man” [F 97]
taught him how to frame Justine Moritz, the portrait of Frankenstein’s beautiful mother inside the
locket teaches us why he frames her. He is ugly; the smiles of beautiful women are not for him.
He is by nature cut off from human society.
Concluding his story, the monster thus demands of Frankenstein, “create a female for
me” [F 98]. He insists it is Frankenstein’s duty to comply, since a creator has a duty to make his
creation happy; if Frankenstein does not comply, he will slaughter the rest of his family, as well
as “thousands of others” [F 66].16 Frankenstein’s choice, he says, will determine whether he
7
�remains wicked, or returns to his original goodness [F 66]. He sees these possibilities in terms of
Paradise Lost: “I ought to be thy Adam, but I am rather the fallen angel, whom thou drivest from
joy for no misdeed” [F 66]. Despite his fall, he is silent again about the resemblance of his story
to Eve’s. He can be Adam or Satan; he sees no third possibility.17
Frankenstein agrees with the monster about his duty [F 67].18 But if he makes a female
monster, he worries, “their joint wickedness might desolate the world” [F 98]. To reassure him,
the monster promises he and his mate will quit human society. “It is true, we shall be monsters,
cut off from all the world,” he says, “but on that account we shall be more attached to one
another” [F 99].19 His words move Frankenstein to compassion, and he consents to make the
monster a companion. He believes the monster’s claim that his wickedness is due only to his
solitude [F 100].20 For his part, the monster does not touch Frankenstein’s family again until
Frankenstein changes his mind, and destroys his second creation [F 115-116].21 Then the
monster vows revenge, resumes killing, and drags Frankenstein to his death [F 152-154].
He kills because he is wicked, the monster claims; he is wicked because he is alone;22 and
he is alone because Frankenstein did not make him a companion. But he is also alone because he
is ugly. Can a companion be made for him? Human beings naturally find him ugly [F 98], he
thinks; he even finds himself ugly [F 76]. As Frankenstein realizes later, even a companion
created for the monster will likely find him ugly [F 114];23 and worse, soon we will see that such
a companion will likely also be ugly.24 The monster’s hope for a companion is due to seeing
himself as Adam in Paradise Lost, just as his later pursuit of revenge is due to seeing himself as
Satan.25 His reading has hidden other possibilities, and this will ruin his life. The monster is
alone, and must be alone, not by Frankenstein’s choice, but simply because he is ugly.26 But
why is he ugly?
8
�Part Two: The Enlightenment of Victor Frankenstein
Enlightenment also makes Frankenstein a monster. So he tells Walton aboard ship on the
sea of ice. “No youth could have passed more happily than mine” [F 20], he says. His parents
are tender, his father as indulgent and as little dictatorial as possible [F 19, 105]. Yet his family
is strangely constituted. Victor’s mother Caroline is the daughter of a friend of his father
Alphonse [F 19]. Caroline marries him after her father’s early death, so she is much younger
than her husband. Victor is the eldest of his brothers: he is an only child until age six [F 19],
when his brother Ernest is born. When Victor turns seventeen, his youngest brother William is
still an infant [F 24]. Elizabeth Lavenza, Victor’s cousin, is the only child close to his age. She
joined the family when Victor was four, because her mother – Alphonse’s sister – had died, and
her father had remarried. Victor and Elizabeth grow up together, first as playmates, then as
friends. His mother Caroline intends them to marry [F 19]. Victor’s practice of calling his
family his ‘friends’ perhaps results from the differences in age this accidental family embraces
[F 147].27
Alphonse Frankenstein is old, and has put politics before family [F 18]. But now that his
family is started, he has retired, to direct his children’s education [F 19, 24]. He is thus the cause
of the first accident to befall Victor. One rainy day, the thirteen year-old Victor finds a volume
of Cornelius Agrippa, a sixteenth-century writer on alchemy and other subjects.28 The theory of
chemistry and the other “wonderful facts” he finds in its pages dazzle him. But when tells his
father, Alphonse replies, “Ah! Cornelius Agrippa! My dear Victor, do not waste your time upon
this; it is sad trash” [F 21]. Had his father instead explained patiently how Agrippa’s system had
been refuted and replaced by a more rational and powerful modern chemistry, Victor thinks, he
9
�would have thrown the book aside. Finding his father’s judgment to be ignorant, he instead
acquires and reads Agrippa’s complete works, followed by those of Paracelsus and Albertus
Magnus [F 22].29
As Victor tells it, his father’s carelessness gave his ideas “the fatal impulse that led to my
ruin” and made natural philosophy “the genius that has regulated my fate” [F 21]. The projects
of these authors – raising ghosts and devils, and finding the elixir of life [F 22] – become his
projects, and emulation combines with “bright visions of extensive usefulness” [F 21] to power
his studies. Books like Agrippa’s appeal to him not only because they teach that materials have
occult properties, but also because their teachings are esoteric, “treasures known to few besides
myself” [F 22]. Their projects are private, but Victor’s successes will be public: “what glory
would attend the discovery,” he fantasizes, “if I could banish disease from the human frame, and
render man invulnerable to any but a violent death!” [F 22].
Later events loosen Victor’s attachment to his alchemical writers. He studies distillation,
steam, the air-pump, and electricity, and his alchemical writers lose credit with him for their
ignorance of these phenomena [F 22-23]. His father sends him to lectures on natural philosophy
at the local school, but a second accident keeps Victor from all but the last few, and from
understanding even these [F 23]. Victor’s home schooling ends with him disgusted with natural
philosophy, and occupied instead with mathematics, German, and Greek [F 23].30 He does not
learn a modern chemical system to replace that of his alchemical writers. Then, when he is about
to leave for university at age seventeen, Victor’s mother Caroline dies from a scarlet fever
contracted from Elizabeth [F 24-25].31 Losing his mother to death, “that most irreparable evil”
[F 25], likely returned his thoughts to the alchemical pursuit of immortality.
10
�A final accident befalls Victor when he arrives at the University of Ingolstadt.32 Away
from his family, alone in a “solitary apartment,” unable to make new friends, he pursues his
ardent desire for knowledge [F 26]. He makes only two new acquaintances outside his
childhood circle: Professors Krempe and Waldman.33 When Victor meets Krempe, and
confesses his interest in alchemy, Krempe calls his reading “nonsense,” and says he must begin
his studies anew, since “these fancies… are a thousand years old” [F 26].34 He fails to interest
Victor in modern natural philosophy, however, because he says it means to annihilate the
alchemists’ visions of immortality and power – the very visions that interest Victor [F 27]. But
when Victor meets Waldman, he shows no contempt for Agrippa, and defends the alchemists as
the founders of modern philosophy. Charmed, Victor heeds Waldman’s argument that modern
science has traded the miraculous visions of alchemy for the “new and almost unlimited powers”
promised by scientists like Harvey and Boyle [F 27-28]. Waldman defeats Victor’s prejudice
against modern chemistry, and Victor decides to study under Waldman and Krempe [F 28], The
day he met these professors, Victor tells Walton, “decided my future destiny,” since “natural
philosophy, and particularly chemistry… became nearly my sole occupation” [F 29]. It did not
hurt, Victor adds, that Waldman had a benevolent aspect and sweet voice, since it was also
Krempe’s “repulsive countenance” that deterred Victor from taking his advice [F 29 and 27].
Victor’s sensitivity to beauty has terrible consequences when, at age nineteen [F 19] – nearly
Mary Shelley’s age when she begins to write Frankenstein35 – he begins to build his monster.
The desire to end disease interests Victor in the principle of life, and in physiology,
anatomy, and the causes of decay. An “almost supernatural enthusiasm” [F 30] drives his
solitary studies, which require dissections and vivisections [F 32]. His enthusiasm is almost
supernatural because his father was careful to keep supernatural horrors from entering the young
11
�Victor’s mind [F 30]. He is not averse to his work because he fears divine punishment. Instead,
his aversion is natural: he finds his continual occupation with dead things to be ugly. But at last,
after “examining and analyzing all the minutiæ of causation” involved in death and birth, he is
suddenly enlightened [F 30].36 He finds a secret reserved for him alone: “the cause of generation
and life,” which gives him the power of “bestowing animation upon lifeless matter” [F 30 and
32].37
Since his newfound power is general – he could animate a worm or a human being –
Victor must decide how to use it. He resolves to animate a being like himself. Even if the result
of his first try is not perfect, he reasons, like any other invention it could be the basis for future
improvements [F 31]. The only constraint on his choice is practical: since working on minute
parts will slow him down, he further resolves “to make the being of a gigantic stature; that is to
say, about eight feet in height, and proportionably large” [F 31 and 32; see also 13 and 65]. The
reasons for his haste are not clear. Perhaps he fears that another will animate a lifeless being
before he does – though the novel gives us no evidence that others are pursuing his project. To
gather materials, Victor frequents “charnel houses,” the “dissecting room,” and the “slaughterhouse” [F 32]. If he succeeds in animating his lifeless construct, he hopes that he might learn
how to reanimate the dead – something as yet he cannot do [F 32].
Despite later depictions, this construct cannot be an assembly of corpse parts animated by
electricity.38 No human corpse could furnish proper parts – hands, feet, heart – proportionate to
an eight-foot humanoid. If Victor cannot reanimate a dead human being, furthermore, he likely
also cannot reanimate their proper parts. It is more likely that the monster is built out of
homogeneous parts – bone, muscle, skin – harvested from human and animal corpses – hence the
need to visit the slaughter-house – and shaped into proper parts proportionate to the whole. The
12
�monster later tells Victor, “thou hast made me more powerful than thyself; my height is superior
to thine; my joints more supple” [F 66]. When he compares himself to humans, the monster
judges, “I was more agile than they, and could subsist on coarser diet; I bore the extremes of heat
and cold with less injury to my frame; my stature far exceeded their’s” [F 80; see also 89]. So
Victor fails to make a being like himself; instead, he makes a being in many ways better than
himself. He also intends this being to reproduce. Anticipating the completion of his project, he
exults: “[a] new species would bless me as its creator and source; many happy and excellent
natures would owe their being to me. No father could claim the gratitude of his child so
completely as I should deserve their’s” [F 32].39 Either Victor already plans to make his being a
female companion, or he intends it to reproduce with human females. This mention of the
gratitude he expects from his creations is the only thought he reports about their mental lives.40
Victor’s concern with beauty extends to his creation. “His limbs were in proportion,” he
tells Walton, “and I had selected his features as beautiful” [F 34]. But as soon as he animates his
being, his enthusiasm for his project dissipates, and he sees the monster as horribly ugly. Victor
catalogs his “dull yellow eye,” “watery [and] clouded,” “his shriveled complexion, and straight
black lips,” and his “yellow skin [that] scarcely covered the work of muscles and arteries
beneath” [F 34; see also 126].41 The problem is not just that Victor failed to harvest enough
skin. The monster is ugly especially because of the contrast his ugly parts make with others that
on their own are beautiful: his “hair… of a lustrous black, and flowing; his teeth of a pearly
whiteness” [F 34]. He is so ugly that, “unable to endure [his] aspect” [F 34], Victor abandons
him almost at first sight. “I had gazed upon him while unfinished,” Victor tells Walton; “he was
ugly then; but when those muscles and joints were rendered capable of motion, it became a thing
such as even Dante could not have conceived” [F 35; see also 48]. Perhaps Victor hoped that
13
�motion would beautify his monster’s matter, making a ‘he’ out of an ‘it,’ rather than the reverse.
Only after seeing him move does Victor first call his work ‘monster’ [F 35].
The monster’s unintended ugliness is an image of Victor’s enlightenment. His
combination of marvelous alchemical projects and powerful modern techniques is stitched
together with the hope that form and matter can be separated from one another, and so too beauty
and life, and ugliness and death. He hopes to shape the ugly leavings of charnel houses,
dissecting rooms, and slaughter-houses into a beautiful living being. But this hope is suggested
by a truth of metabolism: by eating we make ourselves out of dead materials. Frankenstein’s
accidental reading makes for an accidental enlightenment, which makes an ugly monster, which
will ruin Frankenstein’s life.
Once the monster begins to move, Frankenstein begins to fall. He soon flees his
laboratory. When he collects himself enough to return, the monster is gone [F 35 and 37].42 He
does not see the monster again until he returns home after his brother William’s murder [F 48];
he does not speak with the monster until they are alone together later on the Alpine sea of ice [F
65]. Then, Frankenstein tries to kill his monster, presuming him guilty of William’s murder [F
65-66 and 60].43 But the monster persuades Frankenstein to hear his story, and to make him a
female companion.
This new project does not rekindle Frankenstein’s “almost supernatural enthusiasm” [F
30]. Instead, he is possessed by “a kind of insanity” that shows him “continually about me a
multitude of filthy animals inflicting on me incessant torture” [F 101], as if he were undergoing,
rather than conducting, his vivisections.44 Collecting his materials, he tells Walton, “was to me
like the torture of single drops of water continually falling on the head” [F 109]. Constructing
the female monster is a “horrible and irksome task,” a “filthy process.” “During my first
14
�experiment, a kind of enthusiastic frenzy had blinded me to the horror of my employment,” he
reports; “my mind was intently fixed on the sequel of my labour, and my eyes were shut to the
horror of my proceedings. But now I went to it in cold blood, and my heart often sickened at the
work of my hands” [F 113].45
Qualms about his promise accompany Frankenstein’s disgust. It is “probable,” he thinks,
that a female monster will think and reason; but what will be her character? If the male monster
became wicked, a female one “might become ten thousand times more malignant than her mate,
and delight, for its own sake, in murder and wretchedness” [F 114] – something, he implies, the
male monster does not do. While the male monster swore to quit human society, a female one
might not keep a promise made before her creation [F 114].46 Even if she is good, a female
monster might not provide the male the companionship he seeks. Frankenstein assumes she will
turn out ugly; so the male monster might find his own ugliness more abhorrent in female form,
while the female might turn from him in disgust to the superior beauty of man.47 This fresh
insult to the male monster might return him to human society [F 114]. But if the monsters can
stand one another, their intercourse will quickly produce children; thus “a race of devils would
be propagated upon the earth, who might make the very existence of the species of man a
condition precarious and full of terror” [F 114]. Without knowing exactly how his monsters
reproduce,48 we cannot know whether Frankenstein imagines a species terrifying for its ugliness,
or its superiority, or both.
This last reflection shows Frankenstein the wickedness of his promise. Earlier he had
dreamed of the blessings of mankind and of a new species [F 32]; now, he tells Walton, “I
shuddered to think that future ages might curse me as their pest, whose selfishness had not
hesitated to buy its own peace at the price perhaps of the existence of the whole human race” [F
15
�114-115 and 118]. Overcome by disgust and doubt, Frankenstein looks up from his gore-strewn
workbench to see the monster watching him. The monster grins. Frankenstein sees in this only
“malice and treachery,” and tears the female monster to pieces [F 115; compare 35].
Once his Eve is destroyed, for the monster only the path of Satan remains. “I shall be
with you on your wedding-night,” he swears [F 116], and departs. Hearing this, Frankenstein
also thinks of Adam and Eve: “the apple was already eaten, and the angel’s arm bared to drive
me from all hope” [F 131]. He expects to be banished from the paradise of marriage and family
on the eve of his wedding to Elizabeth Lavenza; he expects to die then by the monster’s hand.
Instead, the monster first kills his friend Henry Clerval, then, on the wedding-night in question,
Elizabeth herself. Soon after, Alphonse Frankenstein dies from sorrow [F 137]. Now
Frankenstein too compares himself to Satan, “the archangel who aspired to omnipotence” [F
147]. The monster’s reading has possessed Frankenstein as well. Revenge, he tells Walton,
became “the devouring and only passion of my soul” [F 139]. Urged on by the monster,
Frankenstein pursues him across Europe and north to the arctic sea of ice,49 where Robert Walton
first meets the monster and his shadow.
Part Three: The Enlightenment of Robert Walton
Enlightenment nearly makes Robert Walton a monster. After an accident kills his father
while Walton is still a child, his uncle raises him. By neglecting his education, this uncle leaves
Walton free for solitary readings of tales of discovery, the only books in his uncle’s library.
Young Walton loves above all tales of voyages to the Pacific over the North Pole. He reads
them day and night. Poetry distracts him briefly from his youthful dreams of discovery, but then
a second accident – inheriting a cousin’s fortune – returns him to his projects of exploration, and
16
�equips him to pursue them [F 8]. Walton does not say whether this second accident was his
cousin’s death. But death shapes his family and his education, as it did Frankenstein’s.
Walton writes all this in letters to his sister, where he calls his self-education an evil.
“Now I am twenty-eight, and in reality more illiterate than many schoolboys of fifteen,” he
laments. “It is true that I have thought more, and that my day dreams are more extended and
magnificent; but they want (as the painters call it) keeping,” or proportion [F 10]. Walton’s
circumstances, like Frankenstein’s, have made him an imaginative and extravagant projector.
But while Frankenstein had Clerval to regulate his mind, failed to confide in him, and lost him to
his monster, Walton lacks such a friend, and feels this lack acutely [F 10 and 16].50
To Walton, the North Pole is “the region of beauty and delight” where “the sun is forever
visible” [F 7] – a land of both literal and figurative enlightenment. “What may not be expected
in a country of eternal light?” [F 7], he wonders: certainly new discoveries in geography and
physics. “[Y]ou cannot contest the inestimable benefit which I shall confer on all mankind to the
last generation,” he writes his sister, “by discovering a passage near the pole to those countries,
to reach which at present so many months are requisite; or by ascertaining the secret of the
magnet, which, if at all possible, can only be effected by an undertaking such as mine” [F 8]. To
these philanthropic ambitions Walton adds a personal one: to be the first human to reach the
pole. “I shall satiate my ardent curiosity with the sight of a part of the world never before
visited, and may tread a land never before imprinted by the foot of man” [F 7]. Walton’s public
and private motives recall the combination that moved Frankenstein to pursue the principle of
life.51
To pursue his project, Walton learns seamanship by day; by night, he studies
mathematics, medicine, and the physical sciences of naval use. He inures his body to hardship.52
17
�Then he travels to northern Russia, to a city named Archangel – he too is living in Paradise Lost
– where he hires a ship, assembles a crew, and sails north into the sea of ice [F 8]. He reassures
his sister by letter: “you know me sufficiently to confide in my prudence and considerateness
wherever the safety of others is committed to my care” [F 11]. “I will not rashly encounter
danger,” Walton promises; “I will be cool, persevering, and prudent” [F 12]. Despite his
promise, many of his men will die [F 149].
Walton is also ready to risk his own life. His sister will be happy, even if he dies in the
north, because she has a husband and “lovely children” [F 148]. Walton himself does not want a
family, but a friend. With no one to share his joy at success, to temper his dejection at failure, to
amend his faults, to supply proportion to his projects, when a third accident crosses his path with
the monster’s and Frankenstein’s, and he takes the latter aboard, he is eager to regard
Frankenstein as a friend. As Walton tells his sister, “I have found a man who, before his spirit
had been broken by misery, I should have been happy to have possessed as the brother of my
heart” [F 15].
Though Frankenstein approves of Walton’s desire, he declines to reciprocate, explaining,
“I have lost every thing, and cannot begin life anew” [F 16; see also 147]. Yet Frankenstein does
call Walton “my friend” [F 17], he helps him by suggesting useful improvements to his plan, and
he rallies his sailors when their fear of death makes them demand that Walton sail for home [F
149].53 But the chief help he gives Walton is to tell his story. “You seek for knowledge and
wisdom, as I once did,” he says, “and I ardently hope that the gratification of your wishes may
not be a serpent to sting you, as mine has been” [F 17]. His story will provide Walton “a view of
nature, which may enlarge your faculties and understanding,” concerning “powers and
occurrences, such as you have been accustomed to believe impossible” [F 17].54 When Walton
18
�presses Frankenstein to share the secret of the monster’s animation, Frankenstein rebuffs Walton
for his “senseless curiosity.”55 “[L]earn my miseries,” Frankenstein tells him, “and do not seek
to increase your own” [F 146]. His tale completed, Frankenstein corrects and augments
Walton’s notes, especially of his conversations with the monster, and shows him Felix and
Safie’s letters, received from the hand of the monster himself [F 146; see also 83].56
Perhaps Frankenstein’s final hope is to win glory and benefit mankind by making his
story public. But the meaning of his story is ambiguous. Walton, for example, does not learn
from him to give up on enlightenment, perhaps because of Frankenstein’s conclusion. “During
these last days,” he says, “I have been occupied in examining my past conduct; nor do I find it
blameable” [F 151]. He does implore Walton to “[s]eek happiness in tranquility, and avoid
ambition, even… the apparently innocent one of distinguishing yourself in science and
discoveries” [F 152]. But then he recants: “[y]et why do I say this? I have myself been blasted
in these hopes, yet another may succeed” [F 151].
‘Succeed’ is Victor’s last word, one worthy of his name. His last request is that Walton
catch and kill the monster, though he does not insist that Walton do so at the cost of his ship and
crew. But Walton turns home. So did Victor succeed or fail? Even after hearing Frankenstein’s
story, Walton tells his sister, “I had rather die, than return shamefully, – my purpose unfulfilled”
[F 150]. Frankenstein’s last words do not change his mind. Instead, his crew compels Walton to
return.57 Nor does he fulfill Frankenstein’s last request, though he has his chance when the
monster boards his ship to see Frankenstein’s corpse. “Never did I behold a vision so horrible as
his face, of such loathsome, yet appalling hideousness” [F 152], Walton writes his sister; but
despite the monster’s ugliness Walton listens to him, and seems persuaded by his promise: “I
shall… seek the most northern extremity of the globe; I shall collect my funeral pile, and
19
�consume to ashes this miserable frame, that its remains may afford no light to any curious and
unhallowed wretch, who would create such another as I have been” [F 155]. The monster means
to extinguish his light at the pole, by becoming a light at the pole. Not the monster’s ugliness but
Frankenstein’s corpse angers Walton [F 154]. He lets the monster escape without trying to kill
him [F 156]. Walton does not kill the monster, nor does he kill himself and his crew in his quest
for the pole. But only the rebellion of his crew spares him the latter.58 Maybe the monster finds
the pole in his place.
Part Four: The Enlightenment of Mary Shelley
Did enlightenment make Mary Shelley a monster? She pursued it with a vengeance. As
the daughter of two famous writers, Mary Wollstonecraft and William Godwin, and the lover and
later wife of a third, Percy Shelley, she set herself an intense program of reading and writing,
beginning at age seventeen, if not earlier. Starting with biographies, novels, and her parents’
books, later adding history and philosophy, she recorded each book she and Percy read, day by
day and year by year, in her journal. Thirty-six books in the latter half of 1814, seventy-four in
1815, sixty-five in 1816, seventy-one in 1817 – all told she read well more than two hundred
books in her late teens and early twenties, in the four years preceding the publication of
Frankenstein.59 She read the Iliad, the Bible, the Aeneid, Plutarch’s Lives, Tacitus’ Annals, the
Canterbury Tales, Shakespeare’s plays, Don Quixote, Paradise Lost – twice – and Gulliver’s
Travels [J 48-49, 73, and 89-90]. Here is a typical journal entry, from Saturday, November 17,
1816: “Draw, write; read Locke and Curtius. [Percy] Shelley reads Plutarch and Locke; he reads
“Paradise Lost” aloud in the evening. I work” [J 68]. At this point Mary’s second child is
eleven months old [F 333].
20
�Shelley herself tells us that Frankenstein is a warning about the dangers posed by science
and technology, ambitious philanthropy, and especially ‘playing god.’ In her preface to the third,
1831 edition of the novel, she writes of Frankenstein’s success in animating his monster,
“supremely frightful would be the effect of any human endeavor to mock the stupendous
mechanism of the Creator of the world” [F 172]. But in the first, 1818 edition, the supremely
frightful thing is the monster’s ugliness. Perhaps marking this shift in emphasis, the frontispiece
of the 1831 edition depicts a monster who, though goggling at his reflection in a mirror, looks
positively beautiful. No character in the novel means to ‘play god,’ nor displays a lasting
concern with doing so. Frankenstein and his monster mostly see themselves as Adam or as
Satan. Theological claims that god’s providence is better than man’s, or that imitating his
providence is hubris or sin, are notably absent.
Instead, Frankenstein is more secular, personal, even autobiographical than Shelley’s
1831 preface suggests. Its foreground concerns are with the monster’s ugliness, the perils of
solitary reading, the mundane risks of philanthropic ambition, the loss of the family, and the
meaning of nature. The novel is a Paradise Lost without God, a Prometheus Bound without
Zeus. The monster, Frankenstein, and Walton are all shadows of Shelley herself,60 and they
repeat the novel’s fundamental question: is enlightenment good, or does it make us ugly
monsters, cut off from family and nature?
We have plenty of evidence that Shelley finds enlightenment to be costly. Take the
monster: he is attracted to family life and sensitive to the beauties of nature, but his extreme
ugliness cuts him off from both [F 77]. Were it not for his enlightenment, especially by
Paradise Lost, he might have seen a possibility for his life other than retirement with a mate, or
war with his maker. Solitary contemplation, masked social activity in person or in writing,61 and
21
�scientific inquiry do not occur to him. He does not consider a life of exploration, though his
build would suit him, more than any other reasoning being, to such a life. Though he may be
smarter than his maker, he does not build a wife or a child for himself. Take Frankenstein: he is
also attracted to and suited to family and nature. But his enlightenment, at the hands of the
alchemists and the modern chemists, makes him an ugly monster, and cuts him off from family
and nature [F 43-44], before dragging him to death across the sea of ice. And take Walton: he
longs for and is suited to friendship, if not to family, but his enlightenment through books about
voyages of discovery has sent him and his crew to risk their lives at the edge of the world. These
three neglect the rule Frankenstein proposes to Walton: if your study “has the tendency to
weaken your affections, and to destroy your taste for those simple pleasures in which no alloy
can possibly mix, then that study is certainly unlawful, that is to say, not befitting the human
mind” [F 33].62 Percy Shelley, writing as the anonymous author, endorses this rule in his
preface, claiming that the chief concern of the novel is “limited to the avoiding [sic] the
enervating effects of the novels of the present day,63 and to the exhibition of the amiableness of
domestic affection, and the excellence of universal virtue” [F 5-6]. At the book’s center is a
family of the good, the happy, and the wise – but the monster scares them away and burns down
their home.
Still, we have Frankenstein’s first name, Victor, and his last words, “another may
succeed” [F 152]; we have Walton, the audience of the story we are reading, who is deflected
from the pole not by Frankenstein’s tale, nor by Frankenstein’s death, nor by his own interview
with the monster, but by the near-mutiny of his sailors. Perhaps had he and his sailors all been
monsters, he would have succeeded. Perhaps these details indicate that Shelley herself doubted
“the amiableness of domestic affection, and the excellence of universal virtue.” Perhaps
22
�enlightenment shows us the truth about the family and nature, by showing us the extent to which
death and chance, not life and providence, makes our families, nature, and us. Perhaps
enlightenment reveals our world not as an amiable home, but as monstrous.64 When
Frankenstein, hiking alone in the Alps, considers the “awful majesty” of the mountains, the
“wonderful and stupendous scene” of the “sea, or rather the vast river of ice,” he calls out to the
“[w]andering spirits” of the place. The spirit that answers his call is the monster [F 65 and 77].
Another lie Percy Shelly tells in his preface is, “[t]he opinions which naturally spring
from the character and situation of the hero are by no means to be conceived as existing always
in my own conviction; nor is any inference to be drawn from the following pages as prejudicing
any philosophical doctrine of whatever kind” [F 6]. He, and perhaps Shelley herself, could fear
a reader’s inference of prejudice against the theological doctrine of Milton, given the damage
Paradise Lost does to Frankenstein, and above all to his monster. But a philosophical doctrine is
also being judged throughout the novel, even though its author’s name is not mentioned.
Consider: Victor Frankenstein is a Genevan who makes a “man born big and strong” [CW 13:
162, see also 189-190], but fails to educate him adequately. This being is born into a state of
nature, and perfected by circumstances; he claims that he was naturally good, but society has
made him wicked; he begins life as a savage, is mistaken for a savage [F 13], and wishes to end
his life living as a savage with his mate in South America [F 99]. Consider further: in Shelley’s
time, the park outside Geneva where the monster murders William and frames Justine featured
an obelisk dedicated to Jean-Jacques Rousseau, before which the Genevans murdered their
magistrates during the Revolution.65 Rousseau depicts himself as a modern Prometheus in the
Discourse on the Sciences and the Arts, the first public writing of his philosophic career [CW 2:
2 and 179]. In Emile, his best and most important work [CW 5: 480], he mentions “another
23
�Prometheus” who had made a tiny man “by the science of alchemy” [CW 13: 436 note *].66
Rousseau claims in his Confessions to have abandoned five children to a foundling hospital [CW
5: 289, 299-301, 551-552], where they likely died. Later in life, when Shelley writes an
encyclopedia article on Rousseau, she returns repeatedly to the subject of these children [F
545].67 But the monster claims five victims before Frankenstein himself: William, Justine
Moritz, Henry Clerval, Elizabeth Lavenza, and Alphonse Frankenstein. The amiableness of
domestic affection, the excellence of universal virtue, and the beauty of nature are themes of
Rousseau’s novel Julie, or the New Héloïse. Lastly, among the more than two hundred books
that Mary Shelley read in the four years before Frankenstein was published are Rousseau’s
Confessions, Emile, Julie, and The Reveries of the Solitary Walker – and she read all but the last
of these twice [J 47-49, 55, 64, 72-73, 85-86, 89-90].68
Frankenstein is thus a meditation on the doctrine of the modern philosopher who
launched his career by questioning the goodness of enlightenment. Rousseau defended the
amiableness of domestic affection, but abandoned his children. He lauded the excellence of
universal virtue, but sparked the Revolution. “I have seen these contradictions,” Rousseau writes
about his claims in the Discourse on the Sciences and the Arts, “and they have not rebuffed me”
[CW 2: 4]. Nor is Mary Shelley rebuffed. The ambiguities of her “hideous progeny” suggest she
is willing to pay the price of enlightenment. She pronounces her judgment in the voice of
Frankenstein’s creation: “[w]e shall be monsters.”
Jeff J.S. Black
Annapolis, Maryland
February 23, 2018
24
�Leftover Materials
This lecture is dedicated to my father, Paul David Black. It was delivered on his birthday, March 2, 2018, at St.
John’s College in Santa Fe, New Mexico. Thanks to Michael W. Grenke for the invitation to give this lecture.
Thanks to the members of the 2016-2017 Mellon Study Group on Digital Technology for a galvanizing first
discussion of the themes of Frankenstein. Thanks to Lise van Boxel and Brian Wilson, founding members of the
Combat & Classics podcast team, for an animating discussion of the ideas in the lecture. Thanks to my sister,
Katherine Melissa Watson, for her helpful comments on an earlier draft.
The engraving on the lecture’s cover page is Theodore von Holst’s, and was the frontispiece to the 1831 edition of
Frankenstein. See https://commons.wikimedia.org/wiki/File:Frontispiece_to_Frankenstein_1831.jpg. Retrieved on
February 15, 2018.
1
Citations in the text of this lecture follow these conventions: CW refers to volume and page numbers in JeanJacques Rousseau, The Collected Writings of Rousseau. Edited by Christopher Kelly and Roger D. Masters.
Thirteen Volumes. (Hanover, NH: University Press of New England, 1990-2010). F refers to page numbers in
Mary Shelley, Frankenstein. Edited by J. Paul Hunter. (New York: W.W. Norton & Company, 1996), which
contains the 1818 text. FN refers to part and page numbers in Mary Wollstonecraft Shelley, The Frankenstein
Notebooks. Volume IX of Shelley’s Manuscripts, Two Parts. Edited by Charles E. Robinson. (New York: Garland
Publishing, Inc., 1996). J refers to page numbers in Mary Shelley, Mary Shelley’s Journal. Edited by Frederick L.
Jones. (Norman, OK: University of Oklahoma Press, 1947). L refers to volume and page numbers in Mary Shelley,
The Letters of Mary Wollstonecraft Shelley. Edited by Betty T. Bennett. Three Volumes. (Baltimore, MD: The
Johns Hopkins University Press, 1980). PL refers to book and line numbers of Paradise Lost, in the edition John
Milton, Paradise Lost. Second Edition. Edited by Scott Elledge. (New York: W.W. Norton & Company, 1993).
2
In calling Frankenstein’s product a ‘monster,’ I am following both Frankenstein’s practice and the monster’s own.
They each give reasons for using this term. They mean by it something so unprecedented in its deformity as to serve
as a warning.
3
He says, “it presented to me then as exquisite and divine a retreat as Pandæmonium appeared to the dæmons of hell
after their sufferings in the lake of fire” [F 70; see PL 1:710-730].
4
“At first I started back, unable to believe that it was indeed I who was reflected in the mirror; and when I became
fully convinced that I was in reality the monster that I am, I was filled with the bitterest sensations of despondence
and mortification” [F 76].
5
The monster does taste the offal left behind by the travelers who abandoned their fire, finding it “much more
savoury than the berries I gathered from the trees” [F 69]. But he apparently does not begin eating meat because of
this experience. In the only case where he kills for food, he does so to feed Frankenstein [F 142]. See also Marilyn
Butler, “Frankenstein and Radical Science” [F 311]. Since the monster was not born and did not grow, it is not
entirely clear why he needs to eat. But Rousseau would endorse his vegetarianism [CW 13: 184-186 and 297-299],
which might be obscurely connected with his construction: since he is made out of dead flesh, perhaps he does not
want to add to his substance by consuming dead flesh.
6
Constantin François Chasseboeuf, Comte de Volney, Les Ruines, ou Meditations sur les Revolutions des Empires,
1791. Published in English as Constantin-François Chasseboeuf, Marquis de Volney, The Ruins: or a Survey of the
Revolutions of Empires. Third Edition. London: J. Johnson, 1796. It is available in the Liberty Fund’s Online
Library of Liberty at http://oll.libertyfund.org/title/1706. Retrieved on February 2, 2018. There is no record in her
journal of Mary Shelley having read this work.
7
The connection between sex and a woman named Sophie is a theme of Book Five of Rousseau’s Emile.
25
�8
Prior to relating this accident, the monster tells Frankenstein the history of his cottagers, which “could not fail to
impress itself deeply” on his mind [F 81]. This is so much that case that the monster makes copies of letters Safie
exchanged with Felix, letters which testify to the truth of their story, in order to offer them to Frankenstein to “prove
the truth of my tale” [F 83]. Yet it is not clear what the monster learns from the history of the cottagers that is
different from what he learns from Safie and Felix’s readings and discussion of Volney. Perhaps the former history
teaches the same lessons as the latter, but is more striking because the monster can see the participants in the flesh.
9
When suicide later occurs to the monster as an alternative to demanding a mate from Frankenstein or taking
revenge on him, he rules it out, claiming that life is dear to him, despite his misery [F 66]. Yet once it is clear he
will not have a companion, and once Frankenstein is dead, the monster claims that he will commit suicide [F 155].
10
One new element appears in these reflections after reading Werther: the monster tries to infer his origin and
purpose from his physical constitution. “My person was hideous,” he reflects, “and my stature gigantic: what did
this mean? Who was I? What was I? Whence did I come? What was my destination? These questions continually
recurred, but I was unable to solve them” [F 86]. So far as I can tell, the monster makes no progress in this new line
of inquiry. It seems that his other readings closed off this line of thinking for him.
11
Here we see the damage done by Frankenstein’s abandonment of the monster. Had he overcome his disgust and
stayed to educate his product, Frankenstein might have imbued the monster with scientific and philanthropic
ambitions.
12
This contrast is the basis of the only joke I have found in Frankenstein. When the monster confronts Victor
Frankenstein to tell his story, he repeatedly demands that Frankenstein listen to him [F 66-67], likely because he
knows that his speech is more attractive than his looks. Frankenstein responds, “relieve me from the sight of your
detested form” [F 67]. “Thus I relieve thee, my creator,” the monster intones, while placing his massive hands in
front of Frankenstein’s eyes. Enraged, Frankenstein flings them away. This was not the time for a joke.
13
The monster’s halfheartedness in seeking revenge is suggested by several details. He tells Frankenstein he could
have torn Felix “limb from limb, as the lion rends the antelope” [F 91], or destroyed the cottage and the cottagers,
glutting himself “with their shrieks and misery” [F 92] – but he does neither of these things, though he could have.
In addition, consider this episode that occurs on the road to Geneva. On an especially fine spring day, he sees a
young girl fall in a river, and leaps in to save her from drowning. He is trying to revive her when one of the locals
approaches him and snatches the child away. When the monster tries to follow, the man shoots him with his gun [F
95]. This bald ingratitude makes the monster renew his vow of “eternal hatred and vengeance to all mankind” [F
96], but even this renewed vow does not prevent the monster from imagining that he might befriend William
Frankenstein when he first encounters him in Geneva.
14
The story of Justine Moritz’s fate includes an anticipation of the question the monster means his story to answer.
Ernest Frankenstein, the elder of Victor’s two younger brothers, asks “who would credit that Justine Moritz, who
was so amiable, and fond of all the family, could all at once become so extremely wicked?” [F 50; see also 54-55].
No one should credit such a miraculous change, though, since Justine is not guilty of the murder for which she is
accused. But Justine is beautiful [F 52]. The monster, who is ugly, is guilty of the murder; the question becomes
how he, being benevolent and fond of all his cottagers, could become so extremely wicked. Reflecting on Justine
Moritz’s execution, Elizabeth Lavenza says, “men appear to me as monsters thirsting for each other’s blood” [F 61].
15
In the immediate sequel the monster asserts to Frankenstein that “the human senses are insurmountable barriers”
to any sort of union between the monster and a human being [F 98].
16
In the end Frankenstein does not comply, and the monster only kills members of his family. So it seems that his
threat to kill “thousands of others” was a bluff or an exaggeration.
17
“I was benevolent and good; misery made me a fiend. Make me happy, and I shall again be virtuous” [F 66].
18
Frankenstein asks, “did I not, as his maker, owe him all the portion of happiness that it was in my power to
bestow?” [F 99]. We might wonder, since some of us are makers of children, to what extent this rhetorical question
should be answered in the affirmative.
26
�19
“Our lives will not be happy,” the monster continues, “but they will be harmless, and free from the misery I now
feel” [F 99]. If the monster is not content with harmlessness, and seeks happiness as well, then he will be drawn
back to human society.
20
Shelley would have been familiar with the argument that links solitude with wickedness through the dispute
between Rousseau and Diderot communicated by a footnote in Emile. Against this link, Rousseau writes,
The precept of never hurting another carries with it that of being attached to human society as little
as possible, for in the social state the good of one necessarily constitutes the harm of another. This
relation is in the essence of the thing, and nothing can change it. On the basis of this principle, let
one investigate who is the better: the social man or the solitary man. An illustrious author
[Diderot] says it is only the wicked man who is alone. I say that it is only the good man who is
alone. If this proposition is less sententious, it is truer and better reasoned than the former one. If
the wicked man were alone, what harm would he do? It is in society that he sets up his devices for
hurting others [CW 13:240 note *].
21
Seeing Frankenstein destroy the inanimate body of his companion, the monster says, “You can blast my other
passions; but revenge remains – revenge, henceforth dearer than light or food!” [F 116].
22
“My vices are the children of a forced solitude that I abhor; and my virtues will necessarily arise when I live in
communion with an equal. I shall feel the affections of a sensitive being, and become linked to the chain of
existence and events, from which I am now excluded” [F 100].
23
The two monsters “might even hate each other,” Frankenstein muses; “the creature who already lived loathed his
own deformity, and might he not conceive a greater abhorrence for it when it came before his eyes in the female
form? She also might turn with disgust from him to the superior beauty of man; she might quit him, and he be again
alone, exasperated by the fresh provocation of being deserted by one of his own species” [F 114].
24
Indeed, the monster demands that his mate be “as hideous as myself” because “once as deformed and horrible as
myself would not deny herself to me. My companion must be of the same species, and have the same defects” [F
99, 97]. He gives no other indication of why he thinks the effects of his own ugliness can be overcome. His thought
seems to be either that two solitary and isolated members of the same species will feel compelled to unite [F see 99],
despite their ugliness, or that because his mate will have been created particularly for him, they will be connected in
a way that overcomes the effects of their ugliness. The former thought seems naïve, while the latter thought depends
on the monster’s identification with Adam.
25
After the monster recounts his failed attempt to reveal himself to his cottagers, he says, “I, like the arch fiend, bore
a hell within me” [F 92]. See PL 4:73-75.
26
To be ugly is to have bad looks, to be dis-specied, without species. See Plato, Sophist, 228a.
27
One wonders whether it is the difference in age between Alphonse and Caroline Frankenstein, and the youthful
acquaintance of Victor Frankenstein and Elizabeth Lavenza, that explains how unerotic these relationships are – or
whether this simply should be attributed to authorial discretion. The lack of eros between these partners might also
contribute to Victor Frankenstein’s easy elision between his family and his friends. The reason for this elision is
that friends who are not family cannot be true friends. “Even where the affections are not moved by any superior
excellence, the companions of our childhood always possess a certain power over our minds, which hardly any later
friend can obtain,” Victor explains. “They know our infantine dispositions, which, however they may be afterwards
modified, are never eradicated; and they can judge of our actions with more certain conclusions as to the integrity of
our motives. A sister or a brother can never, unless indeed such symptoms have been shown early, suspect the other
of fraud or false dealing, when another friend, however strongly he may be attached, may, in spite of himselF be
invaded with suspicion” [F 147]. Alphonse Frankenstein delicately mentions his romantic coolness to Victor when
the latter postpones his marriage to Elizabeth Lavenza: “You, perhaps, regard her as your sister, without any wish
that she might become your wife” [F 104]. Elizabeth sees no difficulty in this arrangement: “our union has been the
favorite plan of your parents ever since our infancy. We were told this while young, and taught to look forward to it
as an event that would certainly take place” [F 130]. The coolness of the connection between Victor and Elizabeth
might explain why Victor does not realize that the monster’s threat, “I shall be with you on your wedding-night,” is
27
�directed against Elizabeth, rather than against himself – as his reply, “before you sign my death-warrant, be sure you
are yourself safe” [F 116] indicates. Victor seems to lack self-knowledge when he later says, “if for one instant I
had thought what might be the hellish intention of my fiendish adversary, I would rather have banished myself for
ever from my native country, and wandered a friendless outcast over the earth, than have consented to this miserable
marriage. But, as if possessed of magic powers, the monster had blinded me to his real intentions” [F 133].
28
The editors of the Norton Critical Edition of Frankenstein supply here “Heinrich Cornelius Agrippa (1486-1535),
German physician, author of De Occulta Philosophia (1531), and reputed magician” [F 21 note 6]. The Stanford
Encyclopedia of Philosophy adds that Three Books on Occult Philosophy (1510 and, reworked and enlarged, 1533)
is “a comprehensive treatise on magic and occult arts,” and that Agrippa was also known for On the Uncertainty and
Vanity of the Arts and Sciences: An Invective Declamation, “a rigorous refutation of all products of human reason.”
See https://plato.stanford.edu/entries/agrippa-nettesheim. Retrieved on February 2, 2018. Is it a coincidence that
Agrippa’s other major work resembles, in its title at least, the Discourse on the Sciences and the Arts? Is Agrippa a
stand-in for Rousseau?
29
Paracelsus (1493-1541) was, according to the Encyclopedia Britannica, a German-Swiss physician and alchemist
who established the role of chemistry in medicine. See https://www.britannica.com/biography/Paracelsus.
Retrieved on February 4, 2018. Consider also CW 13: 436-437. According to the same source, Albertus Magnus
was a teacher of Thomas Aquinas and a proponent of Aristotle who established the legitimacy of the study of nature
for Christians. See https://www.britannica.com/biography/Saint-Albertus-Magnus. Retrieved on February 4, 2018.
30
Though his disgust is not so great as to prevent him from studying Pliny and Buffon at this point [F 23]. Victor
also learned Latin and English when he was much younger [F 20].
31
Louis Pasteur did not succeed in spreading the germ theory of disease until the 1870’s. Frankenstein is set
sometime in the eighteenth century. See https://www.britannica.com/biography/Louis-Pasteur/Vaccinedevelopment. Retrieved on February 16, 2018.
32
Shelley may have chosen Ingolstadt for Victor Frankenstein’s education because the secret society of the
Illuminati was founded at this university in 1776 [F 24 n 1].
33
This childhood circle includes Victor’s friend, Henry Clerval [F 21], who later studies with him at Ingolstadt [F
36], and ends by being murdered by the monster [F 122]. There is not enough time in this lecture to treat Clerval in
detail, let alone Elizabeth Lavenza, Victor’s other companion from childhood [F 26]. But it is worth nothing that,
even though Shelley presents Clerval’s favored subjects as a kind of antithesis and antidote to Victor’s reading [F
44] – Clerval recalls Victor to his friends, his family, and his love of nature [F 43-44] – Victor is quite familiar with
the kind of works Clerval reads [F 15-16, 31, 35-36, 101, 107-108, 143, 146-147], and this familiarity on its own is
not enough to deflect him from his path.
34
Krempe seems to be tracing the projects of the alchemists back to the eighth century, whereas the writings he is
criticizing date from the thirteenth and sixteenth centuries. It’s not clear to me why he does this.
35
Mary Shelley was born on 30 August 1797, and began writing Frankenstein sometime in June 1816 [FN lxxvi and
lxxviii].
36
Compare Rousseau’s account of his sudden illumination on the road to Vincennes in the second of his Letters to
Malesherbes [CW 5: 575-576].
37
Almost immediately, Frankenstein tells Walton, he forgot the steps that showed him the cause, but retained the
power [F 31]. It is puzzling that Frankenstein does not use this detail as an excuse when Walton asks him later for
the secret of the monster’s animation [F 146].
38
Shelley’s claim that Frankenstein uses his “instruments of life” to “infuse a spark of being” into the monster [F
34] may be metaphorical, since there is no other reference to electricity in the account of the monster’s animation.
39
The mention of the gratitude due to a father in this passage could give the impression that Victor intends to
supplant the role of the mother in generation, and to claim the gratitude that is her due. While there is something to
28
�this reading, I am more struck by the contrast between the mention of the father in this sentence and the mention of
the creator in the previous sentence. To say nothing about the pagan gods, the Hebrew one has already twice
supplanted the role of the mother in generation. Most striking, however, are the reflections Victor’s exultation
encourages about gratitude. Compare Rousseau’s reflections on gratitude in Book IV of Emile [CW 13: 387-388].
40
Victor later admits to himself that he “thoughtlessly” bestowed life on the monster [F 60].
41
The lack of skin also argues for the theory that the monster is not an assemblage of proper parts, taken from
corpses. Each of these parts would have had skin of its own, and more than enough, had they been harvested as
wholes.
42
As he sleeps after animating the monster, but before his flight, Victor has a horrible dream:
I thought I saw Elizabeth, in the bloom of health, walking in the streets of Ingolstadt. Delighted
and surprised, I embraced her; but as I imprinted the first kiss on her lips, they became livid with
the hue of death; her features appeared to change, and I thought that I held the corpse of my dead
mother in my arms; a shroud enveloped her form, and I saw the grave-worms crawling in the folds
of the flannel [F 34].
Not only does this dream depict the thought that we are all made of dead materials, and so in a sense dead things, but
it connects this interpretation of metabolism and growth with sex and generation.
43
Frankenstein infers the monster’s guilt directly from his ugliness. Seeing a figure in the trees, he says, “its
gigantic stature, and the deformity of its aspect, more hideous than belongs to humanity, instantly informed me that
it was the wretch, the filthy dæmon to whom I had given life. Could he be,” Frankenstein asks, “the murderer of my
brother? No sooner did that idea cross my imagination, than I became convinced of its truth… […] Nothing in
human shape could have destroyed that fair child. […] The mere presence of the idea,” he concludes, “was an
irresistible proof of the fact” [F 48].
44
Frankenstein realizes that he cannot create a female monster without “again devoting several months to profound
study and laborious disquisition” [F 103]. In particular, “I had heard of some discoveries having been made by an
English philosopher, the knowledge of which was material to my success” [F 103]. Since it is hard to imagine that
Frankenstein needs additional anatomical information, which he acquires in any case through direct
experimentation, this comment might indicate that he has, reasonably, started to think about the moral formation of a
female monster. Perhaps the English philosopher Frankenstein has in mind is Mary Wollstonecraft, author of
Thoughts on the Education of Daughters and A Vindication of the Rights of Woman, and Mary Shelley’s mother.
This would also explain why he puts such weight on the uncertain character of a female monster in his ultimate
decision to destroy his second creation. However this may be, Frankenstein’s need for additional study is another
indication that he might not have planned from the beginning to make a female monster, perhaps because he
intended his monster to interbreed with human women.
45
Even cleaning up the aftermath of his interrupted work is sickening to Frankenstein. “The remains of the halffinished creature, whom I had destroyed, lay scattered on the floor, and I almost felt as if I had mangled the living
flesh of a human being” [F 118].
46
Frankenstein thus anticipates a problem that arises in Paradise Lost: Adam is prohibited from eating from the tree
of knowledge before Eve is created. She does not hear the prohibition directly, but from Adam; this inclines her less
to obey it. See PL 8:323-333 and 9:758-760. We will soon see that Frankenstein too seems to have read Milton’s
epic poem [F 131 and 147]. He does not voice, but presumably could have anticipated, a similar but greater
problem regarding the monsters’ offspring, whom the monster has said nothing to bind.
47
Perhaps this also indicates that, if Frankenstein makes his monsters capable of reproduction with one another, he
also makes them capable of reproduction with human beings.
48
Frankenstein’s fears are another indication that he does not manufacture his monsters from the proper parts of
corpses. If they were assemblages of corpse parts, would not their offspring be human?
29
�49
The monster encourages Frankenstein to pursue him in order to draw out his revenge. As Frankenstein tells it,
“sometimes he himselF who feared that if I lost all trace I should despair and die, often left some mark to guide me”
[F 141]. Oddly, Victor adds, “yet still a spirit of good followed and directed my steps, and, when I most murmured,
would suddenly extricate me from seemingly insurmountable difficulties. Sometimes, when nature overcome by
hunger, sunk under exhaustion, a repast was prepared for me in the desert, that restored and inspirited me… I may
not doubt that it was set there by the spirits that I had invoked to aid me” [F 141]. Since the monster occasionally
leaves food for Frankenstein [F 142], it seems likely that he is also responsible for the activities of Frankenstein’s
‘spirits of good.’ Frankenstein’s meeting with the monster on the alpine glacier is preceded by his invocation of
“Wandering spirits” [F 65].
50
As Walton tells his sister, “I greatly need a friend who would have sense enough not to despise me as romantic,
and affection enough for me to endeavor to regulate my mind” [F 10]. Later, he adds that his desire for friendship is
“one want I have never yet been able to satisfy, and the absence of the object of which I now feel as a most severe
evil” [F 10; see also 16],
51
Walton asks his sister: “do I not deserve to accomplish some great purpose. My life might have been passed in
ease and luxury; but I preferred glory to every enticement that wealth placed in my path” [F 9].
52
Frankenstein also claims to have superior physical endurance: “I had ever inured myself to rain, moisture, and
cold” [F 63]. But there is some reason to doubt this: he is forever swooning, for example, or struggling with
madness [F 37 and 122]. In his superior endurance Walton more resembles the monster; the same resemblance can
be found in their respective longings for a companion. Walton may be a chimera of Frankenstein and his monster.
53
“Are you then so easily turned from your design? Did you not call this a glorious expedition?” Frankenstein asks
them. “You were hereafter to be hailed as the benefactors of your species; your name adored, as belonging to brave
men who encountered death for honour and the benefit of mankind. […] Oh, be men, or be more than men” [F
149]. Frankenstein himself has encountered death for glory and the benefit of mankind; he has been a man and
made more than a man; and he has suffered greatly for it. It is striking that he is willing to repeat an appeal that has
cost him so much to heed.
54
If the monster is the gratification of Frankenstein’s wishes, then by calling him a “serpent” here Frankenstein
anticipates the later moment when, certain he will not receive a mate from Frankenstein, the monster compares
himself to a “snake” [F 116]. The image is Biblical, if it is not once again from Paradise Lost.
55
This is odd, since in his story Frankenstein claims to forget “all the steps” that “progressively led” to his
discovery, and to be left with “only the result” [F 31]. He clearly thinks he can continue to animate dead matter,
since otherwise he would have begged his incapacity in reply to the monster’s demand for a mate. But can he teach
this power to others?
56
Walton says, “the letters of Felix and Safie, which he shewed me, and the apparition of the monster, seen from our
ship, brought to me a greater conviction of the truth of his narrative than his asseverations, however earnest and
connected” [F 146].
57
Nor can we say he is secretly relieved by their compulsion. He writes to his sister, “The die is cast; I have
consented to return, if we are not destroyed. Thus are my hopes blasted by cowardice and indecision; I come back
ignorant and disappointed. It requires more philosophy than I possess, to bear this injustice with patience” [F 150].
58
In an early letter to his sister Walton considers the possibility that he might find a friend among his crew. “My
lieutenant,” he writes, “is a man of wonderful courage and enterprise; he is madly desirous of glory. He is an
Englishman, and in the midst of national and professional prejudices, unsoftened by cultivation, retains some of the
noblest endowments of humanity” [F 10]. Walton also tells his sister a lengthy story about the heroic generosity of
his master, but adds, “he has passed all his life on board a vessel, and has scarcely an idea beyond the rope and the
shroud” [F 11]. Walton concludes, “I shall certainly find no friend on the wide ocean, nor even here in Archangel,
among merchants and seamen” [F 10]. His crew is thus composed not of family nor of friends, but of associates
made necessary by Walton’s inability to reach the pole alone.
30
�59
Since Shelley read a few of these books twice during this period, and since she sometimes gives several works a
single entry in her journal – for example, “Shakespeare’s Plays” – this is only a rough count [J 32-33, 47-49, 71-73,
88-90].
60
The defect mentioned by at least one modern critic, that the novel’s three major characters all sound the same, is
thus not a bug but a feature, an indication that they are repetitions of the same person. See Germaine Greer, “Yes,
Frankenstein really was written by Mary Shelley. It’s obvious – because the book is so bad,” The Guardian. April
9, 2007. See https://www.theguardian.com/world/2007/apr/09/gender.books. Retrieved on February 4, 2018. Greer
complains, “There are three narrators: Thomas Walton, Victor Frankenstein and the monster himself. The three of
them, including the inarticulate monster, speak in paragraphs, with the same tendency to proliferating parallel
clauses and phrases and the occasional theatrical ejaculation.” It’s not clear why Greer thinks that the monster is, or
should be, inarticulate.
61
“It seems that all great things,” Nietzsche tells us in Beyond Good and Evil, “in order to inscribe themselves with
eternal demands upon the heart of humanity, must first stalk the earth as colossal and fear-inducing masks” [Preface,
see also Sections 25 and 40]. See Friedrich Nietzsche, Beyond Good and Evil / On The Genealogy of Morality.
Translated, with an Afterword, by Adrian Del Caro. (Stanford, CA: Stanford University Press, 2014). Even if the
fear and disgust the monster inspires are natural rather than learned, it does not follow that his ugliness expresses the
truth about his interior, nor that his ugliness is a disability. Since the monster’s vengeful path is ultimately due to his
accidental reading, since he was born good but was made wicked by society, Shelley can refer to Frankenstein in
one of her letters as “a book in favor defence of Polypheme” [L I: 91].
62
“If this rule were always observed,” Frankenstein continues, “if no man allowed any pursuit whatsoever to
interfere with the tranquility of his domestic affections, Greece had not been enslaved; Caesar would have spared his
country; America would have been discovered more gradually; and the empires of Mexico and Peru had not been
destroyed” [F, 33].
63
Rousseau discusses the arguments for and against novels in the dialogue that serves as the Second Preface of Julie
[CW 6: 7-22].
64
In the Critique of Judgment, Kant asks us to
consider bold, overhanging and, as it were, threatening rocks, thunderclouds piling high up in the
sky and moving about accompanied by lightning and thunderclaps, volcanoes with all their
destructive power, hurricanes with all the devastation they leave behind, the boundless ocean
heaved up, the high waterfall of a mighty river, and so on. Compared to the might of any of these,
our ability to resist becomes an insignificant trifle. Yet the sight of them becomes all the more
attractive the more fearful it is, provided we are in a safe place. And we like to call these objects
sublime because they raise the soul’s fortitude above its usual middle range and allow us to
discover in ourselves an ability to resist which is of a quite different kind, and which gives us the
courage [to believe] that we could be a match for nature’s seeming omnipotence [Ak. 261].
Note that the ability and the courage Kant mentions in this passage are not dependent on our safety from nature.
Immanuel Kant, Critique of Judgment. Translated, with an Introduction, by Werner S. Pluhar. (Indianapolis, IN:
Hackett Publishing Company, 1987), 120.
65
In a letter to Fanny Imlay, Mary Shelley describes the promenade of Plainpalais, outside of Geneva:
Here a small obelisk is erected to the glory of Rousseau, and here (such is the mutability of human
life) the magistrates, the successors of those who exiled him from his native country, were shot by
the populace during that revolution, which his writings mainly contributed to mature, and which,
notwithstanding the temporary bloodshed and injustice with which it was polluted, has produced
enduring benefits to mankind, which all the chicanery of statesmen, nor even the great conspiracy
of kings, can entirely render vain [F 174 or L I: 20].
66
“Would anyone believe, if he did not have the proof,” Rousseau writes in the Profession of Faith of the Savoyard
Vicar,
31
�that human foolishness could have been brought to this point? Amatus Lusitanus affirmed that he
had seen a little man an inch long, closed up in a bottle, whom Julius Camillus, like another
Prometheus, had made by the science of alchemy. Paracelsus, De natura rerum, teaches the way
to produce these little men and maintains that the pygmies, the fauns, the satyrs, and the nymphs
were engendered by chemistry, Indeed, I do not see anything that further remains to be done to
establish the possibility of these facts, other than to advance that organic matter resists the heat of
fire and that its molecules can be preserved alive in a reverberatory furnace “ [CW 13:436-437
note *].
What would Rousseau have his Vicar say if the alleged generation did not require the use of fire?
67
For more on Shelley’s concern with this matter, see James O’Rourke, “‘Nothing More Unnatural’: Mary Shelley’s
Revision of Rousseau,” in ELH. Volume 56, Number 3. (Autumn, 1989), reprinted in in F, 543-569. O’Rourke
quotes from Shelley’s 1838 encyclopedia essay on Rousseau:
Our first duty is to render those to whom we give birth, wise, virtuous, and happy, as far as in us
lies. Rousseau failed in this, – can we wonder that his after course was replete with sorrow? The
distortion of intellect that blinded him to the first duties of life, we are inclined to believe to be
allied to that vein of insanity, that made him an example among men for self-inflicted sufferings
[F, 547].
68
It is difficult to be sure exactly what Shelley read of Rousseau in the years before the publication of Frankenstein,
mostly because she does not name Rousseau’s works consistently in her journal. In 1815 she records reading
Rousseau’s Confessions, Emile, and Nouvelle Heloise [J, 47-49]. In 1816 she adds Rousseau’s Reveries, over four
days in late July and early August [J, 55]. She was writing Frankenstein at this point, having begun in June [F,
333]. She also reads something she calls the “Letters of Emile” over two days in September 1816 [J, 64]: could this
refer to Emile and Sophie? In the summary of her reading for that year, she repeats these titles, listing the Reveries
and the “Letters of Emile” [J, 72-73]. Shelley turned to correcting and transcribing Frankenstein in April, May, and
October 1817 [J, 78-79, 85]. Over six days in late June and early July 1817, she records re-reading Rousseau’s
Julie, having completed Frankenstein in May that year [F, 334]. She re-reads the Confessions over three days in
October 1817, followed by three days on something she calls “Rousseau’s Letters” – perhaps those referred to in the
Confessions, which would have included the April 20, 1751 letter to Mme. de Francueil where Rousseau discusses
his treatment of his children [CW 5: 551-552; J, 85-86]. She lists the Nouvelle Heloise and “Confessions et Lettres
de Rousseau” in her reading for 1817 [J, 89-90].
32
�
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St. John's College Lecture Transcripts—Santa Fe
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St. John's College Meem Library
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Santa Fe, NM
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An account of the resource
Items in this collection are part of a series of lectures given every year at St. John's College at the Santa Fe, NM campus.
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paper
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33 pages
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"We shall be monsters" : Frankenstein and the ugliness of enlightenment
Description
An account of the resource
Transcript of a lecture given on March 2, 2018 by Jeff J.S. Black as part of the Dean's Lecture and Concert Series.
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Black, Jeff J. S., 1970-
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St. John's College
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Santa Fe, NM
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2018-03-02
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text
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pdf
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English
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24004715
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<a href="http://digitalarchives.sjc.edu/items/show/3733">Sound recording</a>
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Shelley, Mary Wollstonecraft, 1797-1851. Frankenstein
Deans
Friday night lecture
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St. John's College Lecture Recordings—Santa Fe
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01:00:12
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"We shall be monsters" : Frankenstein and the ugliness of enlightenment
Description
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Audio recording of a lecture given on March 2, 2018 by Jeff Black as part of the Dean's Lecture and Concert Series.
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Black, Jeff J. S., 1970-
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St. John's College
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Santa Fe, NM
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2018-03-02
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sound
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mp3
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Shelley, Mary Wollstonecraft, 1797-1851. Frankenstein
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English
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20014431
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<a href="http://digitalarchives.sjc.edu/items/show/3693">Transcript</a>
Deans
Friday night lecture
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https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ff57fa84fe678410fe660cc19fa0bedd.mp4
259b96598b6c421095a234b581a26987
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Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>. <br /><br />Click on <strong><a title="Formal Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=5">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://anchor.fm/greenfieldlibrary" title="Anchor.fm">Anchor.fm</a>, <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a>, <a href="https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84Yzk5MzdhYy9wb2RjYXN0L3Jzcw" title="Google Podcasts">Google Podcasts</a>, or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe.
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St. John's College Greenfield Library
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St. John's College Formal Lecture Series—Annapolis
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formallectureseriesannapolis
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00:50:36
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"We the Heroes" or "We the People?" Leadership in the Homeric Epic
Description
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Video recording of a lecture delivered on September 24, 2021, by Johannes Haubold as part of the Formal Lecture Series.
Dr. Haubold is a Professor of Classics at Princeton University.
Dr. Haubold describes his lecture: "This lecture investigates some fundamental problems of leadership as they emerge from the Homeric epics. It asks what happens when heroic leaders (Achilles, Agamemnon, Hector, Odysseus) ignore the needs of their people and end up failing them, despite their duty of care (a scenario expressed by recurring formulas in which leaders, as ‘shepherds of the people’, repeatedly and catastrophically ‘destroy the people’). The paper moreover asks whether ancient audiences in specific settings, most importantly the ancient Athenian festival of the Panathenaea, identified with epic leaders or their people.”
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Haubold, Johannes
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St. John's College
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Annapolis, MD
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2021-09-24
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A signed permission form has been received stating: "I hereby grant St. John's College permission to: Make an audiovisual recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audiovisual recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a typescript of my lecture available online."
Type
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text
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mp4
Subject
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Leadership in literature
Homer--Characters--Odysseus.
Epic poetry, Greek -- History and criticism.
Panathenaia
Homer--Characters--Achilles
Homer--Characters--Agamemnon
Homer--Characters--Hector
Homer--Iliad
Homer--Odyssey
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English
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Haubold_Johannes_2021-09-24acccess
Friday night lecture
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St. John's College Lecture Recordings—Santa Fe
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Santa Fe, NM
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wav
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01:01:53
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"Weak" thought and its philosophical implications : an introduction to Gianni Vattimo
Description
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Audio recording of a lecture given on April 19, 2019 by Jay Smith as part of the Dean's Lecture and Concert Series.
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Smith, Jay
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St. John's College
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Santa Fe, NM
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2019-04-19
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sound
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mp3
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Vattimo, Gianni, 1936-
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English
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Smith, 04-19
Friday night lecture
-
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35900ec8a1f75c6d062c2b453fea6a09
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St. John's College Lecture Recordings—Santa Fe
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St. John's College Meem Library
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Santa Fe, NM
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m4a
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01:26:51
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“‘Justice,’ or ‘Just’ Speech?: How Philosophy Conceives its Limit, from Plato through Kant, Hegel, and Arendt
Description
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Audio recording of a lecture given by Claudia Brodsky on April 28, 2023 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "The aim of this paper is to demonstrate that, of all the abstract ideas that actively orient, ground (or upend) the practical lives and histories of human beings, the inherently relational notion of “justice” is perhaps the most difficult to define. “Justice” names a relation of equivalence between two otherwise unrelated actions or things. Necessarily comparing -- “weighing” or “taking the measure” – of one “side” of a relation it has itself to invent, the identity of “justice” remains two-sided or equivocal in more than one literal sense. As first demonstrated in Plato’s Republic, any attempt to define the identity of “justice” – most important of all “Ideas” according to the inventor of these, and with them, philosophy itself -- must engage not only separate identities but distinct semantic fields: the ideational or theoretical and the concrete or practical. The thesis of this paper is that, in posing the question of the definition of “justice,” Socrates not only opens up the semantic division within language between the abstract and the concrete, but transforms a dialectical dialogue that might have instead come to be entitled Δικαίoσύνη into the hypothetical account of a mechanically synched (or “ad-justed”) state. There will also be brief related discussions of Kant, Schiller, Hegel, Arendt and J. L. Austin."
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Brodsky, Claudia, 1955-
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St. John's College
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Santa Fe, NM
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2023-04-28
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sound
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mp3
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Justice
Plato. Republic
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English
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SF_BrodskyC_Justice_Or_Just_Speech_2023-04-28
Friday night lecture
Worrell lecture
-
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61b1de35add0f4a809aa04152c184c62
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St. John's College Lecture Recordings—Santa Fe
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St. John's College Meem Library
Coverage
The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant
Santa Fe, NM
Sound
A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
m4a
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
00:49:52
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
“Freedom of the Intellect is a Sacred Thing”: A Brief Exploration of Freedom, Liberal Education, and the St. John’s Program.
Description
An account of the resource
Audio recording of a lecture given by Dean J. Walter Sterling on August 26, 2021 as part of the Dean's Lecture & Concert Series. The Dean's Office has provided this description of the event: "Mr. Sterling will explore the contested idea of freedom that underlies any authentic liberal education, including the St. John’s Program of Instruction. He will argue that the difficulty of specifying the end of such an education reinforces, rather than undermines, the necessity of undertaking with courage the attempt to free one’s mind. He will briefly discuss the role of books in such an attempt."
Creator
An entity primarily responsible for making the resource
Sterling, J. Walter
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
Santa Fe, NM
Date
A point or period of time associated with an event in the lifecycle of the resource
2022-08-26
Rights
Information about rights held in and over the resource
Meem Library has been given permission to make this item available online.
Type
The nature or genre of the resource
sound
Format
The file format, physical medium, or dimensions of the resource
mp3
Subject
The topic of the resource
Freedom
Liberal Arts Education
St. John's Program
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
SF_SterlingW_Freedom_of_the_Intellect_is_a_Sacred_Thing_2022-08-26
Deans
Friday night lecture
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c6fa3e8b2031cd1e238705530e5de6e.jpg
39c752b61f941ce25b37220603cf7bed
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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
13 x 9 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-1815
Title
A name given to the resource
[Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland
Description
An account of the resource
1 photographic print : color
Creator
An entity primarily responsible for making the resource
Unknown
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6f968c01363bbc45dc59904b5a3508ba.jpg
0c1efe956591babeaa609f8ec7d7fd7f
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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
13 x 9 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-1816
Title
A name given to the resource
[Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland
Description
An account of the resource
1 photographic print : color
Creator
An entity primarily responsible for making the resource
Unknown
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/79da14194d97d15b1fb43c7265f18795.jpg
b86e2666d140623b72a84101d4f56ef0
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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
13 x 9 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-1817
Title
A name given to the resource
[Board of Visitors and Governors] Meeting in the King William Room, Annapolis, Maryland
Description
An account of the resource
1 photographic print : color
Creator
An entity primarily responsible for making the resource
Unknown
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f8e6759794eca33612b42a8358cc12b0.pdf
8fbed90a334e3d2d23fe37fd24643c43
PDF Text
Text
G A T A L 0 8- U E
—OF—
GOLLEQE,'-^'
ANNAPOLIS, MARYLAND.
— Foil THE—
yE£H 1290—-1 s91.
—AND—
^roB^jcctus for 1891-^92.
ANNAPOLIS :
MAKYLAND KEPUBLICAN STEAM PRESS.
��BOARD OF VISITORS AND GOVERNORS
Fresiclent.
{Kx-Offieio.)
His Excel lenc y E. E. JACKSON,
The Governor of Maryland.
Annapolis, Md.
{Under the Charter elected annually,)}
FRANK H. STOCKETT,
1891.
Wedn
esda
y,
Sept . 16,
We d n e s d a y , De o .
23,
Annapolis, Md.
■>
I Opening of Session and Examination
j of Candidates fdr Adinission.
Commencement of Christmas Vacation.
Secretary.
1892.
Tu e s d a y , Ja n . 5,
Fr
id a y ',
Apr
il
Mo n d a y , Apr
il
16,
18,
Su n d a y , Ju n e , 26,
Mo n d a y , Ju n e 27,
Tu e s d a y , Ju n e 28,
AVe d n e s d a y , Ju n e 29,
Th u r
sd a y,
Ju n e 30,
Resumption of College Exercises.
Good Fridaj'.
. ,
.
.
Easter Monda)’.
Baccalaureate Sermon.
Anniversary of the Philokalian Society..
Anniversary of the Philomathean Society.
• .
Address before the Alumni.
Commencement Pay.
RICHARD H. GREEN, M. D.,
Annapolis, Md.
(Ex-Officio.)
ROBERT F. BRATTAN,
President of the Senate,
Hon .
Somerset, Md.
Hon . JOHNHUBNER,
Speaker of the House of Delegates,
Baltimore Co., Md.
Hon . RICHARD H. ALVEY,
Chief Judge Court of Appeals,
Hagrorstown, Md.
J. M. ROBINSON,
Judge Court of Appeals,
Hon .
Oon'reville, Md.
11 ON. DAVID FOWLER,
Judge Court of Appeals,
Towsor, Md.
{Ex-Officio.)
JAMES McSHERRY,.
Judge Court of Appeals,.
Hon .
Frederick, Md
JOHN P. BRISCOE..
Judge Court of Appeals,,
Hon .
i’rinee Frederick, Md.
OLIVER MILLER',
Judge Court of Appeals,
Hon .
Annapolis, Md.
L. T. H. IRVING,
Judge Court of Appeals,
Hon .
Princess Anne, Md.
W. SHEPARD BRYAN,
Judge Court of Appeals,
ItoN.
Bal'iniure, M I.
�p.,e,_CULTY
BOARD OF VISITORS AND GOVERNORS
l
Jli~ott
City, Md.
HoN. NICHOLAS BREWER,
Annapolis, M<l.
DANIEL M. HENRY,
• ambridge, Md.
DA~IJ<~L
M. THOMAS,
RaltirnorP, Md.
SPRIGG HARWOOD,
Annapolis. )'Jd.
<JD~~OHN'S COLLEGE.~~
.T. SHAAFF STOCKETT,
THOMAS FELL, A. M., PH. D., LL. D.,
WILLIAM G. RIDOUT, M. D,.
Annapolis, Md.
J. W. CAIN, A. B.,
LGraduate of Yale College.]
Professor of English and English Literature.
GEORGE WELLS, M. D.,
Annapolis, Md.
[Graduate of Michigan University.]
'Professor of Natural Philosophy, Astronomy, Chemistry, Zoology and Botany
and Lecturer on Mineralogy and Geology.
Baltimore, M'i.
RICHARD l\L VENABLE,
WILLIAM HARWOOD,
REV. JULIUS M. DASHIELL, D. D.,
Professor of the Greek and Latin Languages.
Annapolis, Md.
HoN. HENR.Y
J. R.
p. HARLAN,
l"altimore, Md.
D. IL\RLAN, M. D., U. 8. N.,
RICHARD M. CHASE,
PHILEMON H. TUCK.
WILLIAM R. HAYWARD, M. D.,
Churchville, Md.
··.1:
C. O. TOWNSEND, B. S ..
T. BARTON BRUNE, M. D.
Annapolis, Md.
BaltimorP, Md.
PRESIDENT.
Lecturer on Metaphysics, Moral Philosophy ana Evidences of Christianity.
Annapolis, Md.
Elkton, Md.
Princess Anne, Md.
/ "7'
A:mapolis, Mil.
HoN. JOHN S. WIRT,
HENRY PAGE,
qc,'°'
HoN. J. WIRT RANDALL,
.r .urns MUNROE,
Baltimore, Md,
__
-OF-
[Col\TINt:ED.)
JA:IIES MACKCBIN,
,,,,,
u. s. N.,
WILMER, ASSISTANT ENGINEER
Professor of Mechal)Jcal Engineering.
JOHN L. CHEW, A. B.,
Professor of Higher Mathematics.
Annapolis, Md.
ROBERT B. NOBLE, U.S. A.,
Professor of Military Science and Tactics, e.nd Lecturer on International and Constitutional Law.
·
Cambridge, Md.
HENRl
Treasurer for the Board..
Profess~-r
.JAMES W. CAIN,
MARfO~,
of Modern Languages .
THOS. H. HICKS, A. B.,
.. Annapoli~. Md.
As;istant Professor in Latin, Mathematics and English.
J. W. 9AIN, A. B.,
Superintendent of the Preparatory Department.
EDWIN D. PUSK1, A. B.,
Instructor in the Preparatory Department.
M. TILGHMAN JOHNSTON, A. B.,
Instructor in the Preparat~ry Depa.rlment.
CHAS. T. WHITTIER, A. B.,
[Graduate of Williams Coilege.]
Special Instructor in the Prep ·ratory Department for Naval Cadets .
•(:1
·~·
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Circular of St. John's College.
Ofrcnlar n+'
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n ll e.qe.
~ St. J<
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SOPH,OMORE CLASS
'.'il"A~!ES.
11 RESIDENCES .
7
./ .J.urns P. BIAYS .......... Mech. Engineering Course .. Annapolis, Md.
v·J. LAWRE':<!CE CHRISTIAN ... Classical Course ............ Annapolir1, Md.
/CHARLES E. DRYDEN ...... Classical Course ............ Snow Hill, Md.
v' J.
..
How AHD Hrss .......... Latin Scientific Course ...... Baltimore, Md .
./ J. H. R. .TAMAR .......... Latin Scientific Course ......... Elkton, Md.
v R. DuxJ3AR LnEs .... ., .... Select Course ............... Obligation, Md .
./PETER H. 1\f.\GRUDER ...... Mechanical Engineering .... Annapolis, Md.
During tb.c '\·ear x890-9I.
SENIOR
CLA~S.
NAMES.
,/
,
RESIDENCES.
FRANCIS
E. DANIELS · · · · · ·Cl ass1ca
' . l course' ............. Annapolis, Md.
./
DOUGLAS F. DUVAL .. · ..... scien
. t'fi
1 c course ............. Annapolis Md.
..;v'W. OsCAR HURST .......... Classical Course · · · · · · · ··· · · · · ··v·1enna 'Md
,
WILLIAM H. PHILLIPS .... Latin Sc_ientific Course ..... Crownsville,,Md.
o/ GEORGE M R
.,
.
• EGIKTER
..... Classical
Course · · ···· .... · · ·· · · ·L ew.,s,
- , D e.
l.
/
J. SEELEY SMITH .......... Scientific Course ...... ···· ... B a lt'1more M d
v 0 SBORNE ,I · YELLO"'T
. 'fi c Cou,.se
.
,
.
· · · · · · ·L a t'1n scienh
·'T'owson, Md .
- ' .....
• ...•
SENIORs~-7.
•
JUNIOR CLA.SS.
NAMES.
./
R~:SIDE1'CES.
Lou Is T. CLARK .......... Class:cal Course
C l
b. Md
,/A. LACEY E
.
,
· · · · · · · · · · · · · 0 um ia,
.
,/
wnw. · ·······.ClassicalCourse ........... New York, N. Y.
Md
v' J.
G BASIL Grnso!'il' · · · ·······LatinScientific C01u~se
·
• · · · · · · · . . oa 1-l
~ ey •
. EORGE R. A. Hrss ........ Cla8sieal Course
B lt'
, l\ .
./ c EDGAR K
.,
' · · · · · · · · · · · · a 1more, fd.
·
Course
'ALLAN
S M ELLER.· · · · · · · ·Clar;sical
'
.
. . . . . . . . . . . c un• b er1an d , l\1d.
./ NoAB E.· 0 AR
• TIN· · .· · · · · · ·Classical
. . . Course
. ' . . . . . . . . . . . . . . E as t on, l\""d
'J. •
FFUTT ......... Latin ~.c1entdic Course .. ·...... Granite, Md .
./ MAR~BALL
F · OLIVER · · · · · L a t'111 ..:c1cnt1
R.
'fi c C.oursc ...... Annapolis Md
v G. B. PEARSON · · · · · · · · · · · ·Me ch . E,ngmecrrng
.
.
Course. Greensboro' Md ·
v HARor·D ('"· RrnG ELY······
,
R
·
·
..:c1ent1fic Course
·
A
. -' M ·
JGoirn
T.
,
.
· · · · · · · · · · · nnapo1is, , l1.
ON 1 LL· · · • · . - .•...• Classical Couroa
M anon,
·
/
'"" .............. ··
l\fcl.
C\_Eo. J. "'\V_\TKixs ········.ClassicalCourse
A
. M
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.I M CLYDE \Y , ,
.
· · · · · · · · · · · · nnapo is, l cl.
·
rn1. · · · · · · .... Classical CourRe
·
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/
• · · · · · · · · · · · ·Obl'1gat10n
l\Id
J OIIN I. y ELLCTT, JR ...... Classical Course · · · ·· · ........ 'T owson,' Md..
,1.
Jnxr1ons-H.
,/W. SPE~C'ER MURRAY ...... Latin Scientific Course ...... Annapolis,'.Md.
v.J. J. l\kRPllY ......_...... Latin Scientific Course ...... Hudson, N. Y.
/H. C. NonmR ............. Latin Scientific Course ....... Ingleside, Md.
./(l-oRDON P. PMN'l' . . . . . • • . Scientific Course ............ Baltimore, Md.
'/ RonERT PENIXGTO:"' ....... Mech. Engineering Course .... Seaford, Del.
.,,. B~;;o;-.r. Hoo1mousE ......... Latin Scientific Course ... Washington, D. C .
v'H UGH R Rr.LEY ........... Classical Course ............ Annapolis, Md .
•
/w. F. Honcrnm; ........... Mech. EngineeringCourse .. Annapolis, Md .
v
W-:'ScoTT Scm.EY ......... Classical Course ............... NorfoJ,k, Ya.
GEO. T. SouTHGATE ....... Mech. E~.gineermg Course .. Annapolis, Md.
./VICTOR M. ToRDEUT ...... Classical Course ............... Elkton, l\Id,
/ GEo. P. WAGER .......... Mech. ELgineering Course. Millersville, Md.
.,,·s. 1\1. \\' AGA~JAN. _........ Classical Course ......... Beaver Creek, Md.
.i.JNo. H. "'\VALL1m .......... Classical Course.: ........... Salisbury, Md.
v
EDWARD 1\1. ·waARTON .... Latin Scientific Course ........ Stockton, ~Id .
,; EoG.\P. UoTT "V llITE ....... Classical Course ............ Poolesville, Md.
;·wr:LrLur H. WILHEL~r .... Classical Course .......... Beckleyville, Md.
SoPHO>IOREs-24.
•1
FRESHIVlAN CLASS.,
't
I
I
1
RESIDENCES.
v Eo1o~n Bowrn .......... Classical Course ... Annapolis Junction, Md.
/ Emrn8T R. CnAPSTER ...... Classical Course ........ ·...... Florence, Md.
./ HAnVEY J_,, Coo PER ........ Classical Course.: .. : .... : ..... Denton, l\'[d:
..-·HARVEY DERN ............ Classical Course ......... Union Bridge, Md.
/GEOIWE D. DESHIELDS ..... Mech.Engineering Course. Cumberland, Md.
./RICHARD H. HAI.LEY ..... ,Scientific Course ..... : ..... Pomonkey, M<l.
·vRonER'l' B. HAYS .......... Latm Scientific Course ....... Goshen, N. J.
./ RAL;H W. H UGIIES ....... Classical Course ............... Elkton, 'If cl.
.,·· EcGE~i~ 'V. lGLER'!\RT ..... L~ltin Scientific CoursP. ...... Annapolis, Md.
V E. B1m1rn1,EY IGLEHART ... Classical Course ............ Annapolis, Md.
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8
Circular ofvkt. John' 8 College.
(' TH0.3. E. LATHIER'· · · · · · · · Cl ass1ca
. 1 cnurse .
H ER~IAN Owfr '
:
: . . . . . . . . . . . . B a It·im ore, Md.
'..(
NGs .......... Mech. Engmeermg Course .. "\Vest River Md
. E. "WALTER PARLETT · · · · · · M ech · E ng111eer111g
.
.
'
,/ B
Course ... Annapolis Md
/ URTON PROCTOR ........... Classical Course
B 1 . '
•
,.,.. NAPOLEON B
.
.. .. · · .... · .. ·.. e air, Md.
· · REGISTER· · · ·Classical CourR ,,
L
tiARTHl"R M
R
.
~· · · · · · · · · · ... · · · ewes, Del..
V'-c;.
. uss ......... Mech. Engineering Course. Annapolis, Md.
EO. R. STEPHENS·······.Classical Course
L
,
ti H
·
· · · · · · · · · · · · · · · · aure1 Md
OitACE
L
TILGHMAN
L
t' s .
..
.
,;•
·
...... am cientificUourse ........ Norfolk ' -V .
.T.
THmrrso)[
Cl
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' a.
./ C
·
· .. · .. ·.... ass1cal Conrse .............. Vienna Md
I.AilEN('E R. IV11" S')N
Cl ass1ca
. 1 course ...............
'
1 • • • • • •
Dover ' Del .
_,/ARTHUR D. ·wn.LATID...... Classiclh Course · .... · · .. .. B roa d R un,' Mr.I..
Circular of Et. John's Col"ege
I/
DEGREES CON;1 E~atD UD CERT!F!CATES or DISTINCTION AWAaDED.
Oo:rn:rne:nce:rne:nt :Day, :rune ::26, 1890.
,V..
FRESHUEN-21.
GRADlT .\'rE OEGKEES.
/
I
BAC~ELDR
EUGENE l\I. HAYS,
OF ARTS.
v"CHAS. C. MARBURY,
Croom, Md.
Goshen, "N. J.
v'\v ...\.
VJOHN T. TRUIT'C.
HITCHCOCK,
Pittsville, Md.
llnlt1more, Md.
BACHELOR CF SCIENCE.
lf"JOHN S. NEW1\1AN.
/A. K. :.'\IcGRA W,
Sliarpsburg, Md.
Woodsboro, Md.
BACHELOR OF LETTrns.
./ J. A. NYDEGGER,
-' .T. FRED. ADAMS,
Ki•11,.to~. Mrl.
1
Oakland, Md.
B. VEHNON CISSEL,
/T. ROSS PAYNE,
Black Horse, Mu.
/JESSE H. RAMSBURG
Hi:;-hlan•J, Md.
/EUGE~E W. HEYDE,
Raltimor~.
Fr~deriC',
Md.
Md.
/M. T. JOHNSTON.
/1\1. B. FREEMAN,
Easton. MrJ.
llr.1 anrown, Md.
DOC TOR OF DIVINITY·
REL THEODORE C. GAMBRALL,
REv. R.H. WILLIAMS,
Mary)and.
Annapolis, Md.
DDllTDff a; LAW)
HoN. JAMES WILTON BHOOKS,
New Yor!<.
MAHiR OF ART$.
____,..,, ,,,,_____
LEIGHTON PARKS,
l1ostou, Ma's.
EDWARD J. CLARKE,
Washington Col'ege, Md.
CERTIF/C4TE OF PROFICIENCY
IN ADVANCO:I> CHEMISTRY.
JAMES A. NYDEGGER,
<..:HA.R;,ES C. MARBURY,
JOHNS. NEWMAN,
JAMES F. ADA.MS.
- IN Ll\TI/~, G~~~K, ENGl..!SH, FRENCH, GERMA'll.
WALTERS. PHILLIPS.
11
I
I
HONORA.RY DEGREES
·REY.
''I
1:
11
�Circular of St. John's Ool'e,qe.
9ERTIFIOATES OF DIST/NOTION IN Ill l TU!J/ES.
FJR:·T GRADE.
SENlOR CJ.MS.
I
A. K. McGRAW, (1st honor,)
JAMES A. NYDEGGER,
.J. T. TRUITT, (2nd honor,)
M. T. JOHNSTON,
T. ROSS PAYNE.
Ji:NIOR CLASS.
GEORGE M. REGISTER.
.JOH.N I. YELLOTT,
SOPHOMORE C'LASS.
LOUIS T. CLARK,
M. F. OLIVER.
FnEsHMAN CLASR.
C E. DRYDEN.
STAR-SECOND GRADE.
JUXlOR CLARS.
E. F. DANIELS ..
.J. ,BASIL GIBSON,
Sol'HOMORE CLAss.
C HARRISON.
FRESHJIIAN C'LASS.
J.P. BIAYS.
SEKIOR CLASS.
JUNIOR CLASS.
OSBORNE I. YELLOTT.
SOPHOMORE CLASS.
WM. BOWIE.
FRESHMAN C'LASS.
.J. LAWRENCE CHRISTIAN,
YICTOR 1\1. TORBERT.
E. M. HAYS .............. French, Military Science r.md Tact:cs.
•
W. A. HITCHCOCK ...... Law.
E. w. HEYDE ............ German, Military Science and Tactics.
l\1 T JOHNSTON ........ Latin, Psycholoiry,. German, Law, Military
· ·
Science and Tactics.
K :!\kGRAW ... : ..... PRychology, GPrman, F.r~nch, M,a.thematics.
A.
·
Chemistry, Law, M1htary 8c1ence and
Tactics.
'>Tfi
NTEV'MAN
......
Al1Yaneec1
MiliI
J OI c' ~· ~ ,.,
., .Chemistry,
1 T G~rman,Law,
t
tary 8c1ence anc ac 1cs .
JAMES A. ~YDEGGER. Latin, P~J'.cholo~)'., AdvancPcl C)Jemistry,
Law, M1 litary 8cienee and Tactics.
T ROSS PAYNE .... : .... Latin, Psychology, ~?tany, qhemistry,
·
Astronomy, Law, l\'bhtary Science and
T~i.ct.ics.
JESSE H. RAMSBURG ... Psycholoµy, Botany and Law.
JOHN T 'rRUITT ........ Latin, Psychology, G~mnan, .Bot an Y
·
Astronomy, Law, Military Science and
Tactics.W. S. PHILLIPS ........... German, Astronomy,°L~w.
JUNJOR CLASS.
JOHN" S. NEWMAN,
EUGENE W. HEYDE,
CHARLES C. MARBURY,
JESSE H. RAMSBURG
B. V. CISSEL,
E. M. HAYS,
J. F. ADAMS.
E. M. P lRROTT,
11
G M REGISTER ......... Latin, Greek, Gerff.an, F.rench, ~ogic
· · .·
·
and Political Economy.Phys1cs,Chemistry.
!'>ECOND GRADE,
W. 0. HURST,
Circu,lar of St. blin' s College
H. C. NORRIS,
EDW'D M. WHARTON.
HONORABLE MFNT/ON.
F'01· all Students who hnve 1·ecei~ed not le.,s them, 4.5 in any one st·udy fo1·
the yecw irnd have not failed in cmy one.
8Exion Cr.Ass .
.J. FRED. ADAMS ....... Psychology, Military Sc:ence and Tactics.
J3. VEHNON CfoSEL ..... German, Botan~', Astronomy, Law, Mil:-
.
tary Science and Tactics.
M. B. FREEMAN ........ Frenci,.
W. O. HURST ............ Latin, French.
F: E. DANIELS ........... Greek, German, French, Chemistry, Astronomy.
o. I. YELLOTT ......... Geometrv, German, Political J<:conomy.
SOPHOMORE CLAS~.
11
'i
I:
Ii
JOHN I. YELLOTT ...... Latin, Gree!~, Ge;man, French, English,
Mathematics, History.
LOUIS T. CLARKE ....... Lati~1. Greek, French, Germ.an, English,
History.
W::\1. BOWIE ............. Mathematics, Drawing, Physics, German .
.J. BASIL GIBSC'~- ....... Latin, German, French,Mathematicb.
c. HARRISON ............ FrC'nch, German, Physics, Chemistr'"
1VI. F. OLI\'ER ............ Latin, French, German, English, Physics.
.E. i\'l. PARROTT .......... Chemistry.
FllE~HMAN" CLASS.
J.P. Bl A YS .............. Frrnch,. English, Botany, Sl;opwork and
.
Drawrng.
J. L. CHRISTIAN ......... Latin, French.
c E DR.YDEN ........... Latin, Greek, French, English, l\fothema. ·
tics, History.
H. C NOR HIS ............ Freneh, English, 1\latl•\ mnt'C's.
Ii
I'\
,1,
�--1
II'
:I
III '
I
Circular of St. John's College.
12
Circ'Ular of Et. John's College.
13
11
PROSPECTUS
VICTuR TORBERT ..•... French, English.
E. l\:I. WHARTON ......... French, Latin.
Nwnes of Students wlio 1·eceivecl no clemei·its clu1·ing the enti-re year.
JOHNS. NEvVMAN,
F. E. DANIELS,
SENIOR CLASS.
JOHN T. 'l'RUITT.
JUNIOR CLASS.
GEO; M.
FRESHMAN CLASS.
C. E. DRYDEN.
REGISTER~
Students who !incl no clenie1·its at the close of Session 1is follows:
J. F. ADAlVIS,
E. \\'. HEYDE,
J. A. NYDEGGER.
Wi\I. BOWIE
N OFFUTT , ,
G. TULL.
,T. l. YELLOTT,
.T. P. BIA YS,
J.B. JOYCE,
I
Ii
I
OF THE
SENIOR CLASS.
M. B. FREEMAN,
A. K. McGRAW,
J. H. RAMSBURG.
SOPHOMORE CLASS.
L. T. CLARK,
W. F. ROG.ERS.
G. J. WATKINS,
C. E. KELLER
P. H. MAGRUDEH.
FRESHMAN CLASS.
.T. L. CHRISTIAN
IL C. NORRIS.
----------
f!istol"y, Location and Recess:
The charter of St. John's College was granted in 1184, and the
institution opened in 1789. But und.er anotb-er form and name it had
been doing its work during nearly a hundred previous years, and is,
therefore, one of the oldest Colleges in the country. At the City of
St. Mary's, then the capital of Maryland, as early as 1071, the Upper
House of the General Assembly passed an Act "for founding and
erecting ·a school or college for the education of youth in learning and
virtue." This was followed by the Act of 1696, establishing K1NG
W1LLIAM's ScHOOL, which was opened in 1701. Here were educated
some of the most distinguished sons of Maryland-physicians, lawyers, statesmen, clergymen-and pre-eminent among the brilliant
number was Willliam Pinkney, whose learning and eloquence have a
national fame. KING W1Lr,1AM's SCHOOL was, in 1784, merged into St.
John's College, which has thus been connected with the State of
Maryland from the early times of colonial history. Francis Scott
Key, author of our favorite national ode, and Reverdy Johnson, distinguished as a lawyer and a statesman, are an'ong its ~lumni, and
many others, scarcely less eminent, could 1Je mentioned.
The college is pleasantly situat.en at Annapolis, on the banks of the
Severn River, a few miles from the Chesapeake bay. Nothing in the
country surpasses the picturesque beauty of its situation. The college
green is spacious, amply shaded, and most attractive to the eye, while
the campus, in the re<tr, is adITTirably adapted for sports. Bordering
the grounds, "College Creek," a branch of the Se\ ern, affords every
facility for sw:mming and boating. Indeed, the situation combines
every advantage. desirable for a college. The buildings are large,
commodious, and well adapted for purposes of both classical and
technical education, and could accommodate two hundred students.
Annapolis has Railroad communication with Baltimore and ·washington Sl·veral times a day, daily steamboat connection with the
former <'ity, and telegraphic c.onnection with eyery part of the country.
CCU.RSES
OF f.'IUDY.
Th;i Preparatory Department of th,e: College hafr tlirC'e classl's, 1entitled first,· se.cond and third, acconlii1g,_to ·grallc of studies. :'Stn1.le11ts
''
1.,!
�14
Circular of St. John's College.
Circular o/ St. Jolzn' s College
of the F~rst Preparatory .Class, who pass a satisfactory examination
are qu'Lhfied for a~mission into the Freshman Class of the college.
For scheme for studies see page 20. The Collegiate Department embraces f?ur groups of studies for undergraduates each occupyins four
years, viz:
1. The Classical and the Latin-Scientific, which both lead to the
degree of Bachelor of Arts; 2. The Scientific and 1\fechanical'EnEngineering course, which lead to the degree of Bachelor of Science.
The scheme of study in the different groups, arran""ed, for the
sake of' comparison, in. parallel columns, will be found 0 on pages 20
and 21. In orde7 to obtain one of the aboYe-mentioned d.egrees, a
student must have completed satisfactorily the course as herein laid
d~wn , but for such as may not b!=l studying for a degree, select courses.
will be arranged acccrding to the option of the parents or guardians
subje~t to t~e approvtll of ~he Faculty. On the suecessful completio~
of suc.1 special courses certificates will be given.
Post-graduate courses are arrnnged for those graduates who wish to
become candidates for the Master's Degree.
,.
TIM~
A~D
TEt.MS
OF ADMISSION.
'Ille regular examrnat10ns for admission into the College or the Preparatory Department are held on the third "\Vednesllay and followinO'
Thursday of September nf each year, and candidates for admissioi~
are requested to be present, if possible, on those days. Testimonials
of good moral chara~ter must be furnished by each applicant, those of
fonner teachers bemg preferred, and, if from another college, he
must present a certificate of honorable discharge.
Callllidates for the degree of Bachelor of Arts, to obtain admission
to the Freshm_an Class, muqt, unless they have passed through the
~egular cou:"Se 111 the Preparatory Department, sustain an examination
111 the following studies :
JT~t~lish /~alm~r aGnd Composition, (:ncluding PunctuiitionJ: U. s Hishry.
ry o n.r a " ; eo!!'raphy; .Physical neography; PhvsiolO!lV; A~ithmeti:
f-11\"ebrJ' thJol!-"P Quadratic Eqnations. e•pecia\lv Factorlnl!" and Fraction• · HaJ'
ey s,. oo wm s, or. Kuhner'• ,Greek Grammar: Xenophon's Anabasi 8' (o, ·
book\ Ha"kness, q1ldersleeve s, Ol" Allen and Greenough's Latin Gra~mare
~~S:sr~[~~em~ennet1.adr)!eLs.,t(fourdbt;iriksl; .9vid, (1:\[.teen hundred lines); Virgil, (two·
, a man Ureek uomp >Sit10n.
Can_did~tes for the degree of Bachelor of Science must pass the same
exanunat10n, except in Greek, for which they may substitute elements of Physical Science.
Candidates for admis ..;ion to any higher class must be examined in
all the previous studies of the class they enter.
·
The course of study in the Classics and Mathematics in the Prepara:..
tory and _lower Collegiate classes has been arranged in accordance with
the reqmrements of the examination for matriculation in the Johns
Hopkins Universitv.
~student who rn:1y have arlvance1l through the Sophomore Class is.
en.t1tleJ to mitricu.late at Joltns Hopkins University witl10ut undergomg any e 'Camination. He is also pennitte1l to enter the second year's
course at the Univ~rsity if he can pass satiefaetorily a test examination .
•
15
DEGREES.
The following academic de11:rees are conferred by the College :
1. The· degree of Bachel01· of .Arts, conferred after the satisfactory
completion of the Classical course.
2. The degree of Bachelo1· of .Arts, conferred in like manner upon
graduates in the Latin Scientific course.
3. The degree of Bachelor of Science, upon graduates in the Scientifie
course a111l upon graduates in the course of Mechanical Engineerin~.,
4. The M.1.ste1" s degree (whether of Arts, Letters or Science), conferred
after the completion of a Post-Grad.uate course, and upon the recom-·
mendation of the Faculty.
Candidates for this.degree are required to select at least two of the
departments of study specified in this catalogue, and under the direction of the professors of these departments to pursue their studies
for the two years of the Post-Graduate course, submitting to them
such essays, o:· undergoing such oral or written examinations, as may
be required to test their qualifications for this degree.
Any graduate of the College who shall have been admitted a member of one of the learned professions, or who shall have obtained a
diploma from any Law, Medical, The()logical, or Scientific School, shall
he entitled to the Master's degree three years after his graduation.
The de"ree of Master is not conferred in cou1·se, but only on evidence
of profi~iency ih advanced studies, as above indicated. '
REGULll.TIONS FOR ACADEMICAL COSTUM2S.
All candidates for degrees are required to wear, on Commencement
Day, a b!tick silk or stuff gown of the shape and pattern adopted by
the BoarJ of Visitrirs, also an academical cap of the u<;ual pattern.
Graduates are also entitled to wear hooJs of the following de scription:
B. A.-A hood of black stuff, linecl with black silk, edged on the
insitle with a narrow border of orange silk.
B. Sc.-A hood, as above, edged on the inside with cardinal silk.
B. L.-A hood, as above, ecl.ged on the inside with pale yellow silk.
M. A.-.\. ho3:l of black silk with a full lining of orange silk.
PH. D.-A hood of scarlet cloth with a full lining of pale yellow silk.
LL. D.-A hond of scarlet cloth with a full lining of cardinal silk.
D. D.-A hoocl of scarlet cloth with a full lining of white silk.
1··
Ii,,
!
�(ircu.Zar of
16
~'t.
John's Oollege.
Circitlar of St. Jvl1n's College.
Course of Instruction
·'Ol:'HOMORE
-4
4
FRES HilI.-lN t'LASS,
FIRST TERM.
5
5
·5
GREEK.-Anabasis, one book.
LATIN.-Virgil's .1.Eneid, continued; Cicero's Select Orations: Roman Antiquities and Mythology,
Allen's Latin Prose Composition.
1\L\THEMA'rrcs,-ALGEBRA.-Quadratic E q u at i o n s,
1'heory of Exponents, Radical Expressions ,
Theor.v and practice of Logarithms ; Ratio,
Variation, 8eries, Binomial Theorem, Exponential Theorem, Problems.
H1sTORY.-Grecian History, [Smith's Smaller History
of Greece. J ,
EsGL1sn.-Elements of English Composition, Original
Essays and Declamation.
:".crnNrn.-Zooloiry.
FRENcu:-Bocher'sFrench Grammar, Oral and Wr'tten
Exercises.
rSHOP 'VoRK. General care of boilers and engines ;
Bench work for filing and chipping; .Black1·
smith's shop for welding, boiler making, and
~
general work ; Lathe work and drilling for
both iron and wood work.
MECHANICAL DRAWING. Including· Architectural and
l
Machine.
I
SECOND TERM.
4
5
5
2
3
5
::I
GREEK.-Anabasis, [3 books]; Greek Gramma1 and
Composition.
LA'l'IN.-Livy, Odes of Horace, Latin Composition.
MATHEMATlCs.-Plane Geometry, Wentworth, Chauvenet.
HisTOR1.- Roman History, [Smith's Smaller History of
Rome.l
.
ENGLISH.-Lounsbury's History of the English Language ; Original Essays.
ScrnNCE.-Botany, [C:::ray's new Lr~ssons and Manual.]
F.RENCH GRA:l-IMAR.-KeetPl's French Reader; Exercises in Accidence, Y erbs and 8yntax.
Sm;r 'V ORK.-General care of boilerR and Engi111•s ;
Bench "·ork for filing an1l chipping; Blad;,smith shop for wt'lding, hoilt>r making, and
general work ; Lathe \York and 1lrilling for
both iron and wood work.
::\Ir:cHASICAr, DnA1nsG.-Including ..\rchitectural and.
r
I
~
I
I,
.
~fachine.
CL.~S.S.
FIRST T.!:RM,
FOR
4
17
.,,
•)
-ii
-3
5
GnEEK.-Homer, Reading at sight.
L l.TIN.-Hora~e's Epodes and Satires, Cicero (De Senectute,) Latin Prose Composition.
MATHElL\TIC3.-'3olid an·l Spherical Geometry, Wentworth and Chauvenet.
HrsTORY.-:!\fyers' Ancient History.
ENGLISH.-Study of Rhetoric, St11dy of Shakespeare;
Original Essays.
ScrnNCE.-Ganot's Physics, (Atkinson's Edition); Mechanics, Hydrostatics, Hydrodynamics, Pneumatics and Sound.
FRENCH GRAi.IHIAR AND ExERCISEs.-Keetel's French
Reader, Conversational Exercises.
GERMAN.-Grimm'.s Hausmrerchen, 'Vhitney's Grammar.
rsHoP WoRK.-General care of boilers and en1dnes;
Bench work for filing and chipping; Blacksmith shop for welding, boiler making and
-{
general work. Lathe work and drilling for
both iron and wood work.
MECHANICAL DRAIVING.-Including Architectural and
l
Machine.
I
I
~tSECOND
-4
-4
4
3
2
5
2
3
-5
TERM,
GREEK.-Homer, Herodotus; Reading at sight.
LATIN.-Horace's Epistles, Terence (Andria), Cicero
De Officiis; Latin Composition.
MATHE:l-!ATIC.>.-Wantworth's Plane and Spherical Trigonometry, with Practical Examples in Surveying
and Navigation.
HrsTORY.-Myers' Medireval and Modern History.
ENGLISH.-Trench on w·ords; Specimens of early English Authors, Original Essays.
ScrnNCE.-Ganot's 'Physics, (Atkinson's ·Edition); Heat
and Light.
FRENCH.-Grammar ; French Plays,, (D. C. Heath & Co.);
Original Compositi'ons.
GERMAN.-Grimm's Hausmoorchen, Whitney's Grammar.
rSHOP 'VORK.-General care of boilers and engines ;
Bench work for filing and chipping; Blacksmith shop for welding, boiler making and
-{
general work; Lathe work and drilling for
both iron and wood work.
MECHANICAL DRAWING.-Including Architectural. and
I
Machine. ·
I
I
2
�iI
II
18
Ci1 cular ·of St. Jolui's College.
Circular of St. John's Collf;ge.
JUNlOR CL..tl.SS.
SENIOR
FIRS·I' TERM,
4
GREE.re-Apology, Crito; Medea; Reading at siglit ;
Lectures in Greek Literature.
LATIN.-Tacitus (Germania and Agricola); Catullus;
Latin Com position.
3
4
MATHEMATICs.-Todhunter's Analytical Geometry.
ENGLISH.-Study of Political Economy ; Study of Shak ... speare, Spenser and Bacon ; Elocution.
ScrnNCE.--Ganot's Physics (Atkinson's Edition); Electricity.
6
4
2
FRENCH.-Standard Authors, Classic Poets, Original
Composition.
3
GEmrAN.--vVilliam Tell; Lectures on German Literature and History.
(SHOP ·woRK.--,.General care of boilers and engines~
Bench work for filing and chipping ; Blacksmith shop for welding, boiler making and
-~
general work. Lathe work and drillin" foF
both iron and wood work.
"'
D.RAWIKG.-Mechanical; Linear Perspective; Isometri1
cal and Free Hand.
I
5
I
SECOND TERM,
4
GREEK.-Medea; Philippfrs of Demosthenes ; Reading
at i;ight; Lectures on Greek Literature anti
Greek Art.
,-,"
LATI1'.-Plautus (Captivi); Tacitus (Histories); Composition.
6
EKGLISH.-Logic; History of Eng. Literature, Elocutio~.
l\L~THEMATH"s.-Rice and Johns(n's Differential Calculus ; Curve Tracing.
Scrnl'CE.-Chemistry.
4
2
I
FRENCH.-Racine's Athalie ; Moliere's Le Bourgeois Gentilhomme; Original Compositions and Conversational Exercises ; Lectures.
GERMflN.-Herrman and Dorothea; Lectures on German Literature.
3
5
(SHOP IVoRK.-General care of boilers and engines ·
Be~1ch work for tiling and chipping; Black~
.II
smith shop for welding, hoiler makin" and
1
general work. Lathe work and drilli;g for
both iron and wood work.
DuA\YING.-iHechanical, Linear Perspective, Isometril
cal and Free Hanel.
I
19
CLA.~S.
FIRST TERM,
3
LATIN.-Tacitus (Annals), Juvenal, Composition.
3
MATJIEMATrcs.-Rice and Johnson's Integral Calculus.
ENGLISH.-International Law ; Original Essays.
EVIDENCES OF CHRlSTIANITY.-Lectures on Evidences of
Christia'nity ; Fisher's Grounds of Theistic
Belief.
ScIENCE.-Chemistry ; (Prescott's Qualitative Analysis) ;.
Reactions and Analysis of known material.
AsTR:>NOMY.-Young's General Astronomy.
GERMAN.-Maid of Orleans; Lectures on German Literature ; History.
SHOP WORK.-Lectures from "Rankine's Steam Engine"
"Wilson on Boilers." Strength of materials.
and Mechanical Instruction of Goodeve.
DRAWING.-Lectures; Designing Machinery.
MILITARY SCIENCE AND TACTICS.-Lectnres.
ELOCUT:ON AND DECLAMATION.
z
3
10
1
3
3
z
z
1
SECOND TERM,
3
3
3
3
10
1
3
3
2
z
1
LATIN.-Persius; Quintilian; Lucretius; Latin: Composition.
MATHElfATrcs.-Goodeve's Mechanics.
ENGLISH.-Constitutional Law; Original.Essays.
CHRISTIAN ETmcs.-Psychology ; Lectures.
ScrnNcE.-Chemistry ; (Prescott's Qualitative Analysis);
Analysis of unknown material ; Metals ; Lecturei:i on Organic Chemistry.
AsTRONOMY.-Young's General Astronomy.
GERMAN.-Faust, 1st Part; Lectures on German Litera-ture ; History.
SHOP WoRK.-General care of boilers and engines ;
Bench work for filing and chipping ; Blacksmith shop for welding, boiler making and
general work. Lathe work and drilling fo:i:both iron and wood work.
DRAWING.-Lectures; Designing Machinery.
MILITARY SCIENCE AND TACTICS.-LectureS-.
ELOCUTIO.N' AND DECLAMATION.
�~
COLLEGIATE COURSES--Arranged by Years and Terms.
·-
~~1
... .,
""''
LEADING 'l'lJ DEGl:tElil OF BACHELOR OF ARTS:
CLASSICAL COURSE.
.ci
-~
~
~~
0 ...
...
~
,~
English.
Latin.
Mathematics.
History.
French.
.4
5
5
3
3
~ E Greek.
Latin.
"'"' ... Mathematics.
5
English.
ll
• I;.. Latm.
~ ~ Mathematics.
~ ~ History.
I><~ French,
~ German,
~
English.
4
4
4
3
English.
Latin.
5 Mathematics.
3 History.
3 I French.
4
~
History.
p: '<:!-
p.IJI!"
i;::
~'rench.
I
Gre~k.
~~ Greek.
c ..t Latin.
~ "" Mathematics.
c ~ History.
r.. c French,
~ German.
English.
LATIN-SCIENTIFIC COURSE.
p::-.,_
Greek.
Latin.
Mathematics.
History.
French.
0:
I><
I'.!)
0
_ _ _ _._ _ _ ..:,:_ _ _ _ _ ..o._..__--
-
g<;
::c:
-
2
English. ,
Science.
Mathemati<-s.
History.
French.
5
;,
3
a
5
4
4
lCNGTNEErtlSG
COUHS!l.
MECHA_NICAT~
2
5
;,
2
3
2
3
--
2
Science.
English.Mathematics.
French.
German.
5
4
4
3
2
3
2
5
Q
4
2
3
~
""l
~
'""'
"'
i;:::i
""'
""l
Shop Work and Drawing.
f'cience.
E11glish.
Mathematics.
History.
French .
a
3
c~"'
P::
~cience.
3
5
5
5
3
4
3
",_ "
English.
Mathematics.
History.
French.
--
Eng-lish.
Mathematics.
History.
French.
German.
~
~~
Shop Work and Drawing.
3
3
i Science.
a
Science.
Latin.
Mathematics.
History.
French.
German.
English.
2
3
En!l"lish.
Scidnce.
Mathematics.
History.
l<'1·ench.
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3
3
Science.
Latin.
Mathematics.
History.
l<'renoh.
German.
1'nglish.
4
4
4
3
SCIENTIFIC COURSE.
5
5
.
2
3
2
LE.\ DING TO DEGRE:<: OF BAC.lH;T,Olt OF SCIENCE*
Science.
English.
Mathematics.
Shop-work and Drawing.
French.
German.
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English.
Mathematics.
Frnnch.
German.
5
2
4
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3
*B. S. hlective Studies-Sophomore Year-one required-Histrir.r 3; Chemistry 5; Shopwcrk and Drawing 5.
.
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COLLEGIATE
COURSES-Co=tir-ued..
LEADING TO DEGREE OF BACHELOR OF ARr'a.
...
REQUIRED STUDIES.
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EL~C'UVE STUDIES.*
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Political Economy.
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:xll~ .~ Jj1locution.
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F.nglish.
Political Economy.
..,,'<:I Germau.
Eloc·ition.
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Astronomy.
Law.
Ethic"s.
Military Science.
El3cuLion .
REQUIRED STUDIES.
'3-reel<.
Physics
Chemistry
ilfa them..tics.
French.
4
4
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Flectrici ty.
~1 a thematics.
5
4
4
1
F.locutioo.
4
German.
2
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2
3
a
1
12
3
1
I
I
Greek.
Physic•.
Uhemistry.
Mathematics.
French.
Greek.
J,af.in.
Gorman.
~'reneh.
Chemistry.
Advanced Chemistry.
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Political Economv
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History.
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Political Economy.
General Chemistry.
·French.
Shop-work and Drawing.
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3
5
2
5
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5
4
2
r11emist.n·.
Mathemaiics.
P.Jocu•ion.
German.
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Chemistry.
3 Astronomy.
3
2
5
5
2
1
ELECTIVE STl"T:'IES
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4
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3
5
1
2
1
3
1
Law.
Military Science.
Ethics.
Elocution.
E;nglish.
Logic.
General Chemistry.
French.
Shop-work and Drawing.
Mathematics.
German.
Advaneed Chemistry.
8hop-work and nrawing.
AdvRnced l'oiiticai Economy.
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2
3
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2
5
4
2
5
5
2
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~B. 4. Elective Studies-Junior Year-8 to llhours required per week.J-l*B.s-:-mectiTl);<\tudies·-~Tunior--ve"1·=-fstTirm-8 hours reqllired;
6eI1ior Year-12to15 "
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2nd Term-7 hours, SeI1ior Year-12 to 15 hours required •
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�Oircitlar of St. Jolin' s College.
REMARKS O.N CO!JKSES.
.
It is to be seen that in the classical course, the study of Mathematics
is discontinued after the :first term of the J"unior year, at which point
the study of the sciences begins. The classical student will thus devote some time to scientific study, the particular branches being elective. Also, the student of the Latin Scientific Course, taking no
Greek at all, and discontinuing Mathematics at the end of the Junior
year, enjoys a fuller course of English, and begins the study of science
-earlier than the classical student. In the Scientific and Mechanical
Engineering course, in which neither Latin nor Greek is requtred,
{except the Latin required for admission,) four y<>ars are given to
.Zoology, Botany, Physics, Chemistry, and to Mathematic3. Also, in
the Scientific course, four years are given to the study of English. A
full course in both French and German is required for every degree.
No student will be permitted to discontinue any study, except at the
dose of the term, and then only at the wi·itten request of his parent or
guardian.
.
Students pursuing a select course may enter any class for which
they are fitted, the number of their studies being subject to the direc
tion of the Faculty.
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Bepa11tmen ts.-~-
The course of instruction embraces the following departments :
I. Mental, Monil and Social Science.-Includin!? Metaphysics, Logic,
Ethics, Natural and Revealed Religion and the Evidences of Christianity and Political Economy.
'
II. Ancient Lringuages.-Including the Latin and Greek Languages,
Antiquities and Mythology, and the History of Greek and Roman Literature.
III. J.lfodei·n £,Mgiiages.-Including the French and German Lan;guages and Literature.
IV. 11fcithematics.-Including pure Mathematics and Mechanics.
V. Nat1.iml Science.-Including Zoology, Botany, Physics, Chemistry
:and Astronomy.
YI. History, Engli~l! and Lciio.-Including Ancient, Medireval and
Modern History. English Composition·, Rhetoric and Elocution, History of t.he English Language and Literature, and International and
Constitutional Law.
VIL Mechaniwl }!Jiigineei·ing, and P.ield Siwveying.
VIII. J.YI~litary Science cmcl Tactics.
!DEPAR'filIE V'i' OF 111.EN'l'.l L, ltIORA.L AND SOCIAL SCIEXCE.
Gh1·isticm Evidences.-A course of study on theism, Christian Evidences, and the religions of the world extends through the entire
Senior year.
Circitlar qf St. John's College.
23
Ethics.-The study of ethics, which extends through the second
term embraces the study of psychology, also the consideration of
pure 'morality and positive authority, th~ l.atter including civil .gove~n
ment with the doctrine of the State, d1v111e government, ano family
government.
Logic.-J evon's-Hill's text book is used. Special care is taken to
-enforce a practical application of logical formulas in the resoluti_?n of
:arguments, and the det<>ction of sophistries. To this end illustrative
examples are drawn from different authors and much oral instruction
is giYen.
Political Economy.-Instruction is given in Political Economy by
means of text books, lectures and conversational discussions. The
student is required to he familiar with the leading principles of this
subject as presented by the author whnse work is used as a text book,
and is then encouraged to study e<'onomical problems of the present
time from the historical, and, so far as may be, absolutely impartial
standpoint.
DEPARTlllEN'l' OF
ANCIE~T
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I.A~GU.-\GES.
Lnt·in.-The study of Latin extends throughout the classical and
Latin Scientific courses.
In the work of the Freshman year special attention is given to the
structure of the Latin sentence, as illustrated in SPlect portions of the
writings of Cicero, Livy, and Horace, and a<t unfolded through fre_
quent written and oral exercises in Latin prose composition. But the
·chief object of the course is the study of Latin literature, through a
critical reading of selectioni from the most important authors in historical succession, viz., in the Sophomore year, Cicero, and the Ciceronian and Augustan poets; and iri the Junior anrl Senior years, Plautus,
Quintilian, Tacitus, Persius and .Juvenal. This reading is accompanied in the Junior year by a study of topics relating to the history
·of Latin literature.
_ Gi·eek.-There will be four recitations a week rn the GrPek course
which will extend over three years. During Freshman year the stu<lent will complete the first four books of the Ana basis and will have
daily exercises, both orally and at the blackboard, in translating into
Greek. Such a drill will be given upon every point of Grammar, that
this subject will be thoroughly mastered, before he finislF•s the Anabasis. During the Sr>phomore year, six books of Homer will be read
and selections from Herodotus and Thucydides. The Junior class will
read the Apology, Crito, Medea, and three Philippics of Demosthenes,
all of which will be completed. Lectures will be given in the Freshman and Sophomore classes upon Greek :M:yti1ology, l\1am1ers and
Customs. and History of Greek Literature and Greek Art. During the
Sophomore and Junior years· d.ily practice will be had in reading at
Sight.
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Circular of' St. John's College.
DEP.-lRT.IIENI' OF MODER~ LANGUAGES.
li'1'ench.-During the first year, attention is given to conversation·
the study of forms, the construction of sentences, writing French from
dictation, acquiring a vocabulary, and reading familiar dialogues.
During the second year, special attPntion is given to etymology, thehistory of the language, trans~atio11s from English into French, and
reading the classic poets. During the other terms the time is devoterl:
to the history of literature, the stu<ly of synonyms, and to extended
·and nl.pid reading of the standarJ authors, and to composition in
French.
Italian crnd Spnnish.-Tbe study of these languages is entirely elec-tive.
Gernian.-There will be three recitations peT week in the German
course, extending thf'ough the Sophomore, Junior and Senior years.
The class will commence atthe beginning of the term to read Grimm's.
Hausmaerchen, Otis' Enitiori, and, in co1;nection "·ith it, will .stuC:y as
they need it, Whitney's German Grnmmar. The student will be required daily, both orally and at the blackboard, to translate from
English into German. The first year will be given to the Grammmand the J.VIaerchen of which one hundred pages will be read.
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During the second year William Tell, and Herrman and Dorothea
will be completed. 'fhe third year will be given to Maid of Orleans.
and first part of Faust, both of which will be completed and to selections from Goethe's Presa. Special attention will be given to speak. ing and writing German correctly. The recitation will be conducted
in the second year, as far as possible, and in the third year entirely,.
in the German languages. Twelve lectures will be givei;i, during the·
course, on the History of German literatnre.
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DEPA.R'l'MENT
OF ltIA.THEltlATICS.
The required studies in Mathematics include Geometry, with problems and exercises in Geom('trical invention ; .Algebra, Plane and
Spherical Trigonometry, with their application to problems in Surveying and Navigation, and .A.11alytic Geometry,
In the Junior year the Rtmly of the Calculus, and in the Senior yea1·
of Applied Mechanic8, is pursued in the Scientific and Mechanical En-.
gineering courses.
Elementary and Practical .Astronomy is taught in the Senior year.
DEPARTltlEN'I' OF NATURAL SCIENCE.
The studies of the several classes have been so arranged as to makeinstruction in Physics and Chemistry a prominent part of the Col-
•
Circular of Et. John's College.
legiate course. .Additions are from time to time made to the philosophical apparatus and every effmt used to make the laboratories and
cabinet as complete as possible. Contributions for illus+ration of any
of the branches of this department will be thankfuily received.
Some important changes having recently been made in this depart-ment, an account of the work as now organized is here given.
1. Zoology.-The atudy of Zoology will be pursued during the first
term of the Freshman year. The course consists of daily recitations
from text-books, upon classification and descriptions of Animal Kingdom. With this is combined practical work by the student in examining and dissecting a large number of typical species. The proximity
of the College to the water affords special advantagPs for the study of
marine forms of animal life.
2. Botcmy.-In this branch special attention will be given to systematic Botany, the work consisting of daily recitations from text books,
and the class making frequent excursions to the woods so as to study
'bie habitb of the various plants. Students will be required to analyze
from 1(:0 to 1:!5 specimPns and are expected to become so familiar·
with the charactel'istics of h·enty or more families, that they can recognize at sight plants belonging thereto. In addition, the course ·will
include elementary studies in Structural anrl Physiological Botany, the·
instruction in which will be largely by lectures.
3. I'hysics.--·This subject is pursued for a year imd a-half. The firstterm of the Sophomore is employed in the study of Mechanics, Dynamics, Hydrostatics, Pneumatics, etc., also of the subject of Sound.
The second te1 m of that year is given to Heat and Light, and the first
term of the Junior year to Electricity. The_ work consists of almost
dailv recitation from Ganot's Physics, accompanied by more difficult
Pxp~riments performed by the Professor. The class will be required,
in the solution of a large number of practical problems, to make frequent. application of the principles learned.
.
.
4. Chemist?'y.-In this branch the second term of the Jumor year is
devoted to general Chemistry, particularly of the non-metals, that the
stunent may become familfar with the elementary gases and the methods of manufacturing the acids and many other common reagents.
The >\'hole of the Senior year is deyoted to Analytical Chemistry ..
During the first term the student learns the action of each reagent on
the "basis and acids. The work is continued until foe student becomes so familiar with their reactions that he himself can devise
methods of separating them from each other. The remainder of the
first teTm is then spent in the analysis of known material according to
well arranged and easy methods. The course consists of daily work
in the laboratory, together with daily recitations on the work of the
day previous. The student is early taught to become familiar with
the writing of reactions, and an important part of the recitations co1 sists in the expressing, in chemical equations, of the relations previously described.
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�Circular of St. John's College.
Circu,lar of St. Joltn's Colle,qe.
During the second term, the student is given unknown material con·taining from two to five bases with acids, and he is expected to have
become so familiar with the methods of separation, that he can follow
the table without text books, and usually, upon the first report name
the elements contained in the substance analyzed, and by' solubilities
decide approximately what baRes and acids are combinad. During this
term also special attention is paid to the writing of oxidation and reduction equations by a new method, whereby the pupil cannot fail
to express any reaction however difficult, when he knows the most
important substances formed. Lectures in Organic Cl1emistry will
also be given, so that the student may learn the simplest facts relating to this subject. The text book is Prescott's smaller or larger
Qualitative Analysis. The student is recommended to purchase the
latter, because of its being better adapted to the first part of the work
here described.
A course in Quantitative Anaylsis can be given to any student who
may wish to pursue the study further.
Each student is provi<led with a table, together with all the common
reagents and necesary apparatus. An account is kept of the reagents
and apparatus thus provided, as well as of all returned by the student
at the end of the year, the charga being made as small as will suffice
to cover expenses. The cost of these, mclnding gas, has averaged
from $5 to $G per year to each student. Special attention is called to
this fact, as it is believed that no college in the land affords its students equal opportunities to become thoroughly acquainted with qualitative analysis at so small a cost.
·currence, which afford an ·illustration of the principles of International Law, will be discussed. The subjeGt is bken up i.n tbe fii:st
term of the Senior year.
Oon8titutional Lctw.'-Text book, Cooley's Constitutional Law. For
J:eference, Kent's Commentaries is used. Reference will be made
to important decisions as rendered when they may afford additional
illustritions of the principles of Constitutional Law. The subject
will be taken up in the second term of the Senior year.
Elocution.-The Senior and Junfor classes will be given instruction
in Elocution for one hour every week.
:26
DEPART.lIENT OF HIS'rORY, THE ENGLISH LA~GUAGE, LIT·
.l'lKATLTl.lJ<.: AND LA,V.
In this department instruction will be givenIn History.-A thorough knowledge of Greek and Roman History
is believed to be the basis of all historical study, and these will first
be carefully learned. This will be followed with a general outline
·of history as contained in Myers' Manual of Medireval and Modern
History.
In the English and .Anglo-Sci.von Languages and thefr Literature:. Und<>r this head the art of Composition and Rhetoric will first be
studied, with frequent exercises in written composition and declamation; this will be followed lJy a study of the historical grammar of the
the language. The history of English li:erature will then be taken
up, and the lives of the authors studied in connection with specimens
of their writings which will be criticised in class. After this, the English of Shakespeare will be made a special subject of the study, and
the most marked points of difference between ElizabP.than and modern English noted and commented on, which will be included in the
·critical :>tudy of some one of the IJlays of Shakespeare.
Internatia1wl Lctw.-Text book, Davis's International Law. For ref:rence, \Yoolsey's International Law is used. Events of recent oc-
27
/'DEPARTllENT OF MECH \.NICAL ENGINEERING.
The course in this Department will cover four years and consist of
both th3oretical and practical instruction. A work-shop has been
-0pened, in which each engineering student is required to spend sev.eral hours per week. This shop will be enlarged as circumstances
demand.
Each student also has several hours' practice per week in the Drawing-room, receiving instruction in mechanical, linear-perspective, isometrical and free-hand drawing. In connection with this branch,
during the Sophomore and Junior years, each Student has one problem per week in Descriptive Geometry. These problems are made as
practical as possible. The Junior and Senior students have practice in
designing, and each one is required to make complete working drawings of at least one machine of his own desig1;.
The lectures in Design ancl Fabrication of Machinery, and in Con,tracts and Estimates, cover the Junior and Senior years, and are con.sidered a very important part of the course.
For outline of the course, arranged by ye&rs and terms, see pages 20
and 21.
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<flOURSE IN SHOPS, Al'COJUPANYING THE COURSE IN ltIECHAN.
IC lL EYGINl'.OERING
Wood-Room.-Bench-Work ; \Vood-Turning.
Iron-Room.--Beneh-Work; Lathe-'iVork; Drilling; Screw-Cutting;
Tool-Making ; Management of Steam Machinery.
Boiler-Shop.--Riveting ; Patching ; Bending ; manufacturing
Boilers.
Blcttkmiith-Sh?p.-Bending; Welding; Tempering; Forging.
of
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The de6ree of B.1Chelor of Science, together with a diploma certifying to this effect, will be conferrei at the Annual Commencement
upon all gradu:ites of this D~partment.
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Oircitlar of' St. John's Colle,qe
FIELD SURVEYING
Instruction in this Departnient is both practical and theoretical.
The ~tudent is required in the recitation room to solve problems relating to the location of simple and compound railroad curves, and is
taught the application of the primoidal formula to the calculation of
earthworks. He is also taught the practical use of the transit and
level in the field, and studies land surveying, the laying off and dividing up of land and calculating the contents. 'l'he text book used is.
Davis' surveying (Van Amrige).
EXAMI'\ATION, REPORT, COSDU<T.
·written examinations on the studies of the entire term are held at
the close of each term. The marks of these examinations are combined with the marks for daily recitations, to make up the student's
slanding for the term. Any student, whose examinations at the close·
of a year shall evince an incapacity on his part to pursue with advantage the studies of the class to which he belongs, will have offered to
him on the first day of the ne11:t year, an opportunity to retrieve his
lost position, and in default of doing so, will be reduced to a lowe1·
class.
A student deficient in knowlege, or pPrsistently'' neglectful of any
study, is at any tir. .1e liable to be reducer1 to a lower class in that study.
A merit roll is kept, and each recitation noted on the grade of from
U to 5. In order to pass from a lower to a hig'rnr class in any study,
each student must obtain an average of 8.0 on the recitations and on
the examinations of the whole session. This average is arrived at by
taking twice the recitation mark, adLling thereto the examination
mark and divic1ing the same by 3.
LFormula 2 R-;~]
[ .
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3 -average work. ]
provided also, that the examinat'on mark in that study be not less·
than 2.75.
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First and second honors on Gra<luation Day are given to those stn-dents respectively, who shall have obtained the highest and next highest average mark in all studies from the beginning of the Sophomore
year. Demerits will be given for all absences not excused, and for·
violations of college regulations. Reports respecting conduct ancl
scholarship will be sent every month to the parents or guardians of
students. Whenever any student of the Collegiate Department has
100 demerits for any term, or 150 for the year, or any student of the
Preparatory Department has 125 demerits for any one term, or 200 forthe year, he must leave the institution.
Each student is required to obey all the laws of the College so long
as he shall remain a member of it, and whenever any student can no.
longer cheerfully comply with the College rules he will be required to.
leave the institution.
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Circitlar of H. John's College.
29
All students are req_uired to be present. promptly on the-openinz day
of the session, and no student will be· permitted to leave the Co1lege
while the College exerciRes are progressing, except in cases of urgent
n<>cessity, and at the written request of his parent or guardian.
Each student of the College Department may absent himself with-out penalty from recitations during the term, such .,absence to be
designated "a cut," but not more than three cuts can be taken in any
one branch of learning.
Excepting these cuts the student will be marked zero for each and
every absence whatsoever from recitations, and shall also receive 10
demerits if the excuse for the absence is not satisfactory.
All absences owing to prolonged illness may be considered by the
Faculty, upon the recommendation of the Principal, or upon the certificate of a recognized physician.
Certificates of Distinction of the J!'ii;st and Second Grade are presented those students in any class who shall have obtain'3d an average of 4.5 and of 4, respectively, in all their studies, and shall have
been satisfactory in conduct for the academic year.
Students who have obtained an average of 4.5 in any one branch of
study are honorably mentioned ; but no student is honorably mentioned, nor is any certificate or degree conferred upon any student
who bas failed to receive tbe p'assing mark (3) iii any study fo:r the
ac:cdemic year.
INSPEC'l'ION OF DORMITORIES.
An inspection of every room is made daily in the morning before
breakfast by the Superintendent of the halls, at which time the rooms
must be openPd and students dressed.
The rooms of students are also inspected by the Superintendent at
the commencement of study hours, and are liable to official visitation
by any member of the Faculty, or the Offi.cers of the Day at any hour.
A final inspection is taken at 10.30 p. m., when students art' required
to retire and to be in their rooms for that purpo3e two minutes after
"taps," (10.25). All lights in the Dormitories must be extinguished at
10.30.
L1BKARY AND READING ROOJI.
Through the liberality of the Legislatur'e of 1872, and donations
from the classes of '71, '·72 and '73, extensive additions have been
made to the library, and by means of the regular library fund, subscriptions have been made to a number of American and Foreign
periodicals. A complete library being an indispensably auxiliary to
the intellectual advancement of professors !md students, its claims are
commended. to the alumni and to the friends of education in the
State. Any co.ntributions of books or funds will be gratefully acknowledged,
There are now on the shelves about 6,000 volumes, which are carefully classified and catalogued, thus formin~ an admirable working
library for the student. Among these ,,works are 480 bound volumes
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Circular of St. John's College.
of American and English periodicals. Easy access to the contents of
these works is furnished by Poole's Index of all subjects treated of in
home and foreign magazines.
ThP. College library and reading room is open every day from 2.30
to 3.30 p. m., f?r reading and taking out of 'books and periodicals
The following magazines and reviews, furnishing all a student can rea~
sonab~y need, are on file for 1890. Atlantic Monthly, Century, Popu-·
lar Science Monthly, Harper's Monthly, Nation, North American Review, Literary ·world, Forum, New Princeton Review, The Academy.
Harper's Young People, Saint Nicholas, Amei:ican Journal of Philology, Lippincott's, Overland Monthly, Scribner, Education, Scientific
American, American Agriculturist, Andover Review, and the following British Reviews; Blackwood, Edinburgh, 'Vestminister, QuarterlyContemporarv, Fortnightly, Ma~millan, Nineteenth Century, and the
Fliegcnde Blatter.
LI'l'ER "RY SOCIETIES.
, There are two Literary Societies (the Philokalian and the Philomathean) among the students, which afford opportunities for the cultiviition of composition and debate. An oration. is usually delivered
before the societies, upon the Monday and Tuesclay preceding CommencPment Day, by some gentleman selected by them.
SOCJIETY OF A.LUMNJ
T~e Society of Alumni hold~ its annual meetings on the day pre-
cedmg Commencement Day, on which occasion an oration is delivered
by .one of .its membe:s. All former students who have completed
theu collegiate educat10n (whether graduates or not) at St. John's College, and left in .good standing, are considered members of this society,
It. numbers on its roll many names prominent in the history of the
State.
.
PUBl,I{.l l\OR~HIP AND RELIGIOU<i IN'S'I'RUCJTION
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The exercises o~ each day are opened with the reading of th~ Scriptures and prayer m the College Hall.
It mn~t.not J_ie assun;ied,. b~cause St.John's is a non-sectarian college,
that rehg10us rnstruct10n is ignored in its work and government. On
the contrary, every opportunity will be offered for the fullest development of the Christian character. The study of Christian Evidences is
assigned an ·important part in the College curriculum. All students
are required to attend public worship on Sundays, and at other times>
at such church as their parents may direct. Arrangements have bePn
made by the College authorities wiJ;h the clergy of the several denorn·
inat~on~ of Ann.apo~is, by which students may ~njoy the advantages of
special rnstruct10n m the tenets of their respective churches.
The Principal holds a Bible-Class every Sunday morning in the Col
lege Chapel from 9.45 to 10.30, A. M., to which all students of whatever
denomination are invited.
TERMS
A.ND 'VACATIONS.
The Ann 11al Commencement of the Colle1re takes place on the last
Thursday in June.
---------------------1
Circular of st. John's College.
The collegiate year begins on the third Wednesday in September·
and ends on the last Thursday in June. The yen is divided into two
equal termH.
The regular vacations extend from the last Thursday in June to the
third Wednesday in September, and from the 23rd of December to
the fir;;t Monday in January, both inclusive. The 22nd of February,
Good Friday and Easter Monday are holidays, as is also the day of
Public Thanksgiving, appointed by the Governor of Maryland, or bythe President of the United States.
EXPENSES.
The annual college session consists of two terms, the first ending on
the 14th of February and the second on the last Thursd.ay of June in
each year. All the college charges ai·e reqiti1·ed to be pctid in adi•ance,
at the beginning of each term ; and no dediwtio1' will be mctde e.1,cept for
the p1·otm.cted ctbsence of a student crtused by his sicknesB. No student will
be matriculated, nor will his name be entered upon the rolls of any
term, unless he shall have presented to the Principal a receipt from
the Treasurer of the COilege for all dues and arrearages, including '.'t feP.
of $5.00 for matriculation ; and no diploma will be awarded unless
the candidate shall have -presented to the Principal a like receipt
including a fee of ten dollars for a diploma. For the expenses of Senatorial Scholars see page 33. Every boarding student is required to
deposit with the 'freasurer a fee of $1.50 per term, to be paid by him
to such church as the student may attend. An additional charge of
$2.50 per term will also be made upon ctll students for use of the gymnasium and instruction in gymnastic exercises.
Students lodging in the College buildings and boarding elsewhere
are charged from $10 to $15 per annum room rent.
vVillfu:l damage, or damage resulting from carelessness, will be made
the ground of additional charge, to be defrayed by the perpetrator.
Students holding Senatorial 13cholarships are required to lodge in
the College Halls, and are provided with room furniture, for the care
of which they are held strictly acountahle.
Students not holding Senatorial Scholarships are required to provide themselves with furniture. Furniture may, however, be hired
from the College authorities at from $3.00 to $5.00 per term, according
to its character and cost, and the hirer will be held responsible for all
damage thereto, beyond the reasonable wear and tear of the same.
Disbursements will be made for personal expenses of students, if
funds are deposited by parents or guardians for this purpose, but
no 1tdwnce will be rnctde by the College. Books will also be furnished
to students, provided a deposit of ten dollars be made for tha~ purJtOSe at the beginning o.f each term. At a final settlement, at the close
of the year, the unexpended balance, if any, will be refunded.
TUITION.
The charge per term, for the tuition of students lodging and boarding
in the College Halls, is as follows :
�32
In the Colleg-iate ]) .. partment .......................... , ..... $ 37 50
In the First Preparatory U1ass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 00
In 1he 8econd Preparatory Ulass ............................. ·. 25 00
' In the Th ii d Preparatory·Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 00
The-tuition charges for day seholars, including residents of Annap-olis and students from other parts of Maryland and from other States,
not lodging aiid boarding in the College Halls are the same as above,
except that in the Collegiate Department, the charge for such scholars
per term is $45.00.
BOA.RDJSG.
The two College <lormitories, Pinkney and Humphreys Halls, as well
ai the recitation Luihling l'lfoDowell Hall, have been provided each
w:th a separate steam heating apparatus of the most approved sort.
T.tese have befn thoroughly testetl <luring the severe weather of past
winters all'l found entirely satisfactory. The lodging rooms have also
besn recently renovated, papered ant! painted, and other improvements made conducing to the health and comfort of students.
Students may boartl in the College boarding house known as the
College Commons, in private families or in clubs, but are not allowed
to Board at, or frequent Hotels or other public houses where intoxicating liquors are sold.
The Boarding Department of the College in all its branches is under
the supervision of the Principal. The boarding houses will be closed
during the Christmas and Summer vacations.
'l'HE COLI.EGE (JO:tlllO!'llS,
•IJli
I
Gircv.lar of St. Jolzn' s College.
Circitlar of St. John's College.
This Dep:i.rtment is mana~ed by an Alumnus of the College of experience m i:mch matters, under the supervision of the Principal and
is conducted on a most liberal sc:ile. The board provided is of superior
quality, proper Yariety and liberal in quantity. ·
The regular charge in the C:ollege Commons including room-rent,
table-boanl, attendance of seryants, heating, lighting and washing, is
$200 per annum. Students boarding in the Commons therefore pay
in full for the items above mentioned. with tuition charge added, per
annum, as follows :
In the Collegiate Department ............................... $ 275 00
In the First Preparatory Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 00
In the Second Preparatory Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250 00
In the Third Preparatory Class. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 00
By authority of the Boa:r:d of Visitors and Governors, the Principal
• .f the College and the Steward of the Corn.mans may in their discretion grant to the sons of Clergymen and other deserving pupils, of
limited means,· special annual Schola1·ships, revocable, for cause, by
which the entire annual charges, as above, may be reduced to range from
$200 to $150 according to circumstances. Students obtaining such
scholarships pay for board, heating, lights, &c.. including wa,shing.
from $2.75 to $3.64 per week·
CO·OPEKATIVE BOARDING.
A co-operative boarding club was 0rganized at the beginning of Session '87-'88, also for the purpose of placing the advantages of the College
33
within the reach of sturlents of limited mer.ns. It has been carried
-on sucessfully during the year under the supervision of the Prindpal of the College. It now numbers twenty-five members.
The club is managed by a commissary, -.Yho collects from its members their shares of its monthly expenses, pays the bills and receives
for his services a small payment from each member of the club.
The commissary is always in such cases a student, and students work
their way through colleges as commissaries.
U nd(;lr this system at the close of each month, an inventory is taken
all accounts are settled and the expenses are divided among the members of the club. An auditing committee is then appointed each
1uonth by the club, to examim.1 the books of the commissary, and to
report to the club.
Each member must advance $10.00 at the commencement of each
month, and at the close must pay the balance due, as no deficit is allowed to run into the following month. The cost of beating by steam
must also· be paid in advance to the Treasurer of the College according
to assessment. at the beginning of each term.
Durina the session 1889-'90 the total expenses of the members of the
dub for"'board, heat, light, compensation of commissary and care of
rooms have varied from $3.89 in March, to $2.85 per week in May.
-Owing to higher prices during the past year for _most articles of food,
the average cost has been $3.38 per week. Wash mg has been $1.5.0 per
month.
The total expense!< of a student in the College Department for the
past year, boarding in the club, have been as follows:
38 weeks board at $3.38 per we.ek, including steam heat $16.10. $128 44
!J months washinll at $1.50................................ .. . .
13 50
Rent of Furniture............................................
6 00
Tuition .................................. ·................... 75 00
<Jhurch Fee..................................................
3 l~J
Room for rent to be charge next session about........ . . . . . . . 15 00
.1
i1,I
Total expenses .............................................. $240 94
----
Cullege Department, (tuition $75.00) (as aboye) ................ $240 \l4
1st Prep. Class
( "
ti0.00) . . . . . . . . . . . . . . . . . . . • . . . . . . 22•) 94
2nd "
"
( "
50.00) . . . . . . . . . . . . . . . . . . . . . . . . . . 215 94
'3rd "
( "
40.00) . . . . . . . . . . .. . . . . . . . . . . . . . . 205 94
The exact cost of board for next year cannot be known as market
prices vary, and as rates will decrease as the number of student in
the club increases ; but it is certain that it will cost but a few conts
above or below $3.25 per week.
N. B.-Each student desiring to join the club will be obliged to furnish himself with a pillow and the required bed clothin..: for a single
bed.
S'l'ATE SCHOLARSHIP FOR BOABD Al\'D TUITIOY.
The General Assembly of the State (Act of 1872, chapter 303, and
1878, chapter 315,) has provided for furnishing board, fuel, lights and
washing to the incumbent of one State Scholarship from each Senatorial District in the State to be appointed by the Board of School Com-
3
i
i
:1
I/
I
11
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34
],:
II
i
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(Jircula1· of St. Joltn's College.
missioners, by and with the advice and consent of the Senators in
their respective districts, after competitive examination. The law
requires that the candidates shall produce before the Board of School
Commissioners satisfactory evidence of their moral character, and of
their inability or the inability of their parents or guardians, to pay
the regular College charges. A blank form of certificate, drawn in
conformity to the above law, will be forwarded to the Secretaries of the
. several School Boards for the use of the appointees to the said scholarships. These scholarships are tenable for four years, and the incmnbents are required by law to pledge themsel V!:'S that they will continue
students of the College for the full term of four years, unless prevented by unavoidable ne~essity,. and that they will teach school
within the State for not less than tw(}years·after leaving College. To
obta,in a .full collegiate education, the object contemplated by the Act,
candidates should be prepared to enter at least the Freshman Class of
the College. The Boards of School Commissioners are earnestly requested to exercise great care in the selection of these students, and
especially to appoint none defir.ient in preparation. The Faculty is
empowered to extend the term of these scholarships one year in ci:ise
of worthy students. The incumbents of these scholarships will hereafter be required to provide their own text-books.
There are known to be at this date (June 10, 1891J, four vacancies in
these scholarships, viz : one each from the counties of Dorchester, Garrett, CeciI and Baltimore city.
In filling these vacancies the Boards of School Commissioners are
requested (other things bPing equal) to ,appoint those candidates who
are not less than sixteen -years of age, and are most advanced in their
studies. It is desired that all applicants hereafter should be prepared
in at least Mathematics and English studies, to enter the Freshman
Class of the College.
~ The Secretaries of the several School Boards are requested to
communicate to the President of the College the names of those former incumbents of these scholarships who are now, or may hereafter
be, employed in teaching in their respective counties or in the City of
Baltimore.
Circular of St. Jolin' s Colle,qe.
.
---
fJHGJ4l9!li2ZA'HliQN QP ~~E: (J'OlJJ,J!'~ fJP <J'ADWINJ
-
_,,,._____
Commandant of Cadets.
FIRST LIEUT. ROBERT H. NOBLE,
u.
S. ARMY.
Staff and Non.Commissioned. Staff.
CADET CAPTAIN, 0. I. YELLOTT,
CADET LIEUT. G. R. A. HISS,
( ADET SERG'T, GORDON TULL,
CADET SERG'T, G. P. WAGER,
Co111pany "A."
CADET OFFICERS.
CAPTAIN, w. 0. HURST.
LIEUTENANTS.
D. F. DUVAL,
L. T. CLARK,
SERGEANTS ..
FmsT SERG'T, A. L. Ewnw,
'A. Ross,
COLLEGIATE SCHOLARSHIP.
The following regulations have been made by the Board of Visitors
and Governors for the establishment of scholarships in connection
with the College.
For a permanent scholarship for tuition, $1,200. For a pnmanent
scholarship for board and tuition, $4,000. For a scholarship for the
tuition of a student through all the College dasses, $300. For a
scholarship for the board and tuition of a student through all the College classes, $1,000. For any other scholarships the sum reduced shall
be in the same proportion, the money in each case to be paid in advance into the treasury of the College. The establishment of these
scholarships is commended to the attention of the alumni and friends
of the College.
35
CORPORALS.
V. M. ToRBEltT,
H. R1LEY,
MUSICIAN, N. J. SHELTON.
Adjutant.
·Quarter-Master.
Sergeant-Maj or.
Color-Sergeant.
M. CLYDE WIER.
SiRG'T, J. P. BrAYs.
!
G. P. p AINE.)
Company "B'.''
W. H. PHILLIPS.
CADET OFFICERS.
CAPTAIN, G. M. REGISTER.
LIEUTENANTS.
SERGEANTS.
FIRST SERG'T, M. F. OLIVER,.
c. 'E. DRY~EN,
i
; I
H.
c. RIDGELY.
SERG'T, A. s. MARTIN ..
CORPORALS.
J. L. CHRlSTIAN, R. PENNJNG1'0N, E.rB. IGLEHART ..
MUSICIAN, vV. A. SHERWOOD.
�Circular of St. John's College.
Circular of St. John's College.
"36
II.
CADET OFFICERS.
E. DANIELS.
LIEUTENAXT:;.
CAPTAlN, F.
c.
E.
P.H.
KELLER,
MAGRUDER.
SERGEANTS.
FIRST SERG'T,
G. T.
J. I.
SOUTHGATE,
YELLOTT.
SERG'T,
CORPORALS.
\V. s. SCHLEY,
MUSICIAN,
w. s. ML'RRAY.
J.
J. B.
GIBSON.
H. R.
JAMAR.
The Instructor in charge of the Military Department is an officer of
the Regular Army and. a graduate of tbe U. S. Military Academy,
·west Point, N. Y.
'.rhe military exercises therein conducted are confidently recommended to parents and guardians
as a means of giving to .the student
I
.:an erect carriage and soldierly bearing, of teaching him hahits of
J>rompt and ready obedience, and of affording a systematic and healthy
·exercise each day. The drill takes place at such an hour in the morning as to constitute a recess in study and recitation. All students,
·-excevt those physically disqualified, are required to attend the drills,
.and for those who apply to be excused because of physical disability
a physician's certificate will be required.
The nam<>s of three of the students most distinguished for their pr<•·ficiency in thiH departmen~ ate reported each year to the Adjutant
·General of the State, and to the ·war Department, at Washington. It
is probable that, in future appointments to the Army from civil life,
applications from students reported, in each State, as above, will be
given the preference.
I. ORGANIZcl.TJON.
For purposes of tactical instruction, the students will be organized
rinto a batta~ion of two or more companies, designated <.:ompanies "A,"
"'B," "C," &c., Corps of Cadets of St. John's College.
The Staff will consist of an Adjutant, a Quarter-Master, a Ser!teant~Major,· and a Quartermaster Sergeant.
Each Company will have the following Officers and Non-Comnnissioned Officers : One Captain, two Lieutenants, one First Ser:geant, four Duty Sergeants, four Corporals.
There will also be one Musician with each Company. The Officers
'and Non-Commissioned Officers will be selected by the Commandant
·of Cadets, with the approval of the Principal, for their soldierly bearing and attention to and knowledge of military duty. As a rule, these
.11,p,pointments· will be made according to classes.
37
P'KACTH1AL I'.\'STR,'C'CTION.
The practical instruction in this school will consist of drills of not
more than one hour's duration, on four days of each week. TheCadets will be exercised and instructed during the year in the Infantry Tactics of the U.S. Army, comprising the School of the Soldier,.
the School of the Company, and the School of the Battalion.
Instruction in Artillery Tactics will be given in the School of the
Soldier Dismounted, comprising Manual of the Piece, Mechanical
Maneuvres, and School of the Battery Dismounted.
Breech-loading rifles with accoutrements, and three inch field guns.
with necessary ammunition are supplied by the Ordnance Department, U.S. Army.
III.
THEORE1.'JCAL J!.YST 1UCl'ION.
This will comprise recitations in Infantry and Artillery Tactics, portions of U. S. Army Regulations and Military Law, to which will
be "added a course of Lectures on Military Subjects, including:
1st. Strategy, under which is considered Organizations of Armies,
Preparations for War and Operations of War.
2nd. Grand Tactics, treating of the Tactics of Marches, ManeuvreMarches, Combats, Battles, Pursuits and Retreats .
3rd. Minor Tactics.
CONCERNING UNIFORU AND REGULATIONS.
The uniform is required to be worn on all drills, parades, and other·
military duties, and all C0llege students are required to provide themselves with it.
To insure uniformity in material and pattern, it is advisable that all
uniforms 'ue made under a contract which the College authorities have
entered into with Messrs. Oehm & Co., Baltimore, Md., for furnishing
the same.
1
The uniform of the Corps of Cadets, which is a modification of that
worn at the U. S. Military Academy, West Point, N. Y., will be as.
follows:
Dress coat and trouser11 of grey, the prices of the suit· range from
$18 to $20, according to size of cadet.
Fatigue blouse (which can be worn with trousers, as above) cost.
$10.25.
Forage cap of dark blue cloth, with ornaments, consisting of gold'
embroidered wreath on dark blue ground encircling the letters "S. J ..
c,," in old English characters. Price.$2.00.
The purchase of the fatigue blouse is optional, but it is suggested to.
parents that by providing their sons with both dress and fatigue suits.
the necessity of providing every day or school suits is obviated. The·
uniform is very substantial and wears satisfactorily. The dress uniform may also be worn, on occasions, as an evening dress suit.
No uniform will be accepted until after having been inspected by·
the Principal or Instructor .
"'"""
�38
Circular of St. John's College.
Chevrons for Officers and Non-Commissioned Officers will be 01' gold
lace on dark blue ground.
All Cadets who have served one year in the Corps are permitted to
wear upon their sleeves below the elbow, a diagonal half chevron of
gold lace, and an additional half chevron above and parallel to the
first, for each subsequent year of service.
Competitive drills and target practice are· held at the close of the
session. The best drilled Company is distinguished as the "Color"
Company, and the colors are borne by that Company in Battalion
formations.
Badges of honor are awarded to the best drilled cadets and prizes
are offered for the best score at rifle practice.
The honors of the Battalion were carried off by Company "0,'' to
which the custody of the Colors was assigned.
· Circular of St. Joltn' s College.
39
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ST. JOHN'S COLLEGE
ANNA.POLIS,
--~,,.,.,
F
.A. 0
"t.:r L
MD.
T Y
. ,.,.,_
THOMAS FELL, Pn. D., LL. D.,
President, Ex-Officio •
.JAMES
w. CAIN, A. B., PEINCIPAL,
Latin and English.
THOS.
H. HICKS, A. B.,
Mathematics, l.atin and History.
EDWIN D. PUSEY, A. B.,
Physiologv, Science and English,
;I,.
•
M. TILGHMAN JOHNSTON, A. B.,
Latin, Geography, Ar'.ithmetic.
'·'
CHAS. T. WHITTIER, A. B.,
~peclat
Instructor in charge of Candidates for tte Naval Academy.
�40
Circular of St. John's Colle,qe
Circular of St. John's College.
41
/SAVAGE BATEH ......................................... Annapolis, Md.
/G Roi.AND CHILDS .................................... Annapolis, Md.
~atalo~ue
WILLIAM A. CLASON .................................. Annapolis, Md.
of F'upils.
,/CHARLES J. DEXTER ................................... Annapolis, lY!d.
\/]HARLES AsHBY DUVALL .................................. Parol.e, Md.
CHARLES \V. DuvALL ................................. Annapolis, Md.
<'l~<i-------"~
NAMES.
i/GARLAND FAY ....................•................... Annapolis, Md
./JosEPH 0. FowLER............... .. . . . . .
RESIDENCES.
'H. M. BI<lLOW ......... :.... . ....................... Augusta, Maine.
T. S. HoDsoN ........................................... Crisfield,
' NATHAN J. SHELTON ...............................1••• Annapolis, Md.
_.,MASON TERRY ....................................... Annapolis, Md.
vA. L. TOWNSEND .................................. New Brighton: Pa.
FIR<:;T PREPARATORY CLASS.
'-
v"RIC-HARD HUGIJES ..................................... Annapolio, Md .
Mu.
':R. L. SCHENCK ....................................... Naval Acatlemy.
./l\IALCOLllI HUNTER ................................... Annapolis, Md.
vCHARLES H. KEEFER ................................. Baltimore, Md.
--;EDWARD Moss ................ ; ....................... Annapolis, Md.
v'
vFRANK R. RrnouT ............................•.... St. Margaret's, Md.
v' CLIFTON
"'°'C. N. JoYCE .. · · · ...................................... Gambrills, Md:
/
::.
I
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q• v
Ir How ARD HIPKINS ...................................... Oakland, Md ..
~
v
FERDINAND SEEBOHM ................................. Annapolis, Md.
L
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J
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REGINALD H. RIDGELY ................................ Annapolis, Md.
V ALBERT D. Tmns ........................................ Norfolk, Va.
1-B. DuvAL
V LESLIE
V
CHA~IBERS. . . . . . . . ..................... Point of Rocks, Md.
OLIVER ....................................... Annapolis, Md ..
SECOND PREPARATORY CLASS
NAMES.
RESIDENCES.
ROBERT F. BoNSAL .................................... Baltimore, Md.
, ( • 'l'HOllIAs Bo:-m ........................................ Baltimore, Md.
l ·1.
·v WALTER BRADY ...........................•........... Annapolis, Md ..
/
RoY V. TYDINGS ....................................... Annapolis Md.
VJ. LAWRENCE \VALTON ................................ Annapolis, Md .
ELLICOTT H. WORTHINGTON ............................ Annapolis, Md.
JosEPH B. WILL .................................... Washington, D. C.
··RICHARD E. YELLOTT .................................... Towrnn, Md.
THIRD PREPARATORY CLASS.
RoY H. SNYDER .................................... Port Deposit, Md ..
v'JoHN SwALLENBURG ................................... Annapolis Md
J. W. BELLAH ........................................ Annapolis, Md.
. ......• , . . . . . . . . .......... Baltimore. Md.
V ROBT. W. TATE ....................................... Annapolis, Md.
HARRY PETTIBONE ................................. St. l\Targaret's Md ..
,,, EDw ARD B. SMITH .................................... Annapolis, Md.
RoEH~E..
. .......................... Annapolis, Md.
J EREM!AH SMITH ................................•..... Annapolis, Md.
.I WALTER C. SHAEFER .................................. Annapolis, Md.
v·\VILLIAM A. SHERWOOD ............................... AnnapoliE<, Md.
c.
·CHARLES W. SllIITH......
,/GEORGE BREWER ...................................... Annapolis, Md.
JW. Z. CHILDS ......................................... Annapolis, Md ..
Lours PAGET .......................................... Annapolis, Md.
' CLINTON R1cH ........................................ Orbisoma, Pa.
NAMES.
RESIDENCES.
MAURICE BENDANN .................................... Baltimore, Md.
1
. .......... Annapolis, Md.
V HARRY HooPER ............. ·.......................... Baltimore, Md.
SPECIAL PREPARATORY CLASS
P..
f
RESIDENCES.
NAMES.
THORNTON DASHIELL .............................. Annapolis, Md
,/JoHN HAY .......................................... \YestRiver, Md
{), 't~DGAR ERNEST HOPKINS ................................ Fairfie~d, Md.
f .
CLIFTON OwrNGs ........ ·............................. Annapolis; Md.
JAMES F. PATTISON ................................... Annapolis, Md.
,; JAMES SANDS REVELL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Annapolis,
lVICl.
' R. WORTHY SMITH ....................................... Norfolk, Va-
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Oirmtlar nf· St. John's Oolle,qe.
Oircular:of St. Jolm's College.
Course of Instruction_
Friizes s.nd CelltiHcs. tes of 'Distinction f.rws.I1ded,
JUl"l"E
30,
43
I890.
--IN--
CERTIF/011TiS OF DISTINCT/ON.
FIRST GRADE,
FIRST PREPARATORY CLASS.
W. SCHAEFER.
t.:>ECOND GRADE,
.FIRST PREPARATORY CLASS.
EDWARD H. BOWIE.
SECOi\:D PREPARATORY CLASS.
P. THORNTON DASHIELL,
RICHARD HUGHES.
S'IAR--SECON D
GRADE.
SECOND PREPARATORY CLASS.
W. ZACHARY CHILDS.
THIRD l:'REP.-1.RA.TORY OL.lSS.
5
1st. term,
5
:2d. term.
1st. term.
.5
:2d. term.
5
5
PRIZES WERE AWARl>ED TO
WALTER SCHAEFER ..... Highest average in 1st Preparatory Class.
vV. Z. CHILDS.............. "
2nd
"
"
GEO. D. DESHIELDS .... I
"
Book K
··
W. SCHAEFER .......... f
- eepmg
W. A. SHERWOOD ........ Best Essay and Composition.
F. R. RIDOUT ............ ;. Greatest Improvement in all Studies.
MASON TERRY . . . . . . . . ...
"
Spelling, Writing and ·composition.
HONORABLE MENTION
I
;:1'
'.I.,
:'I"
',,~
Foi· all Stitdents who liave i·eceived iiot less than 4.50 in any one study Joi·
the yeai· and h1xve not failed in any oi.e.
:t'IRsT PREP ARATO RY C:LASS.
W. SCHAEFER .......... Latin, English, Physiology.
SECOND PREPARATORY CLASS.
W. Z. CHILDS ........... Latin, Spelling, Physiology.
THIRD PREPARATORY CLASS.
P. T. DASHIELL .......... Spelling.
RICHARD HUGHES .... Arithmetic.
NO DEMERITS.
Names of Students who received no demei·its during tlie entfre yeai·.
SECOND PREPARATORY CLASS.
W. Z. CHILDS,
P. T. DASHIELL,
W. SCHAEFER,
F. R. RIDOUT.
Names of Students against whom no demei·its .wei·e standing at end of
.Academic yeai-.
FIRST PREPARATORY CLASS.
SECOND PREPARATORY CLASS.
WALTER BRADY.
GARLAND FAY.
READlNG{ SPELLlNG-Creery's Grammar School Speller.
PENMANSHIP AND DlCTATlON .
) GEOGRAPHY-Appleton's High School Geography.
( H1sTORY-Eggleston's History of the United St.ates.
J-ARITITMETIC-Begin with Vulgar Fractions.
(
do.
Complete the study of Denommate Numbers.
ENGLISH GRAMMAR-Elementary Grammar.
LATIN-Leighton's First steps in Latin.
SEOU:ND P.REPA.RJ.l!URY CLASS.
5
5
·1st. term.
5
·2d. term.
5
ENGLISH 8Tt'DIESENGLISH GRAMMAR-Ha1vey's Revised English Gram{
mar.
SPELLING-Dictation Exercises.
ARITHMETic.-Begin with the study of Interest and Per·
centage and acquire a thorough knowledge of Arithmetic
by the end of second term. White's complete Arithmetic.
\ENGLISH HISTORY.-Thalheimer's History of England.
( PHYSlOLOGY.-Dulany's advanced Physiology.
LATIN.-Allen and Greenough's Grammar, revised edi·
tion, Jones' Latin Reader, Coosar.
FIBS1' PREPABA.1'0RY CLASS.
ENGLISH STt'DIES..ast. term 2. j PuNCTUATION.-Hart's Punctuation.
"
3. (PHYSICAL GEOGRAPHY.-Maury's.
:~d. term 2. j MYTHOLOGY AND ANCIENT GEOGRArHY.-Eeren'e.
"'
3. (ADVANCED ENGLISH.
5
MATHEMATICs.-Wentworth's Complete Algebra.
5
LATIN.-Coosar, Ovid, Yirgil, Latin frose Composition.
5
) GREEK.-White's Reader, Easy Se~ections from Xen! ophon Goo::lwin's Greek Grammar, or, for thorn wl:o
do not wish to study Greek,
-1st. term. \ELEMENTARY SCIENCE.·
5
:2d. term. { BooK-KEEPING.-~ryant and Stratton'P.
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Circular of St. John's Colle,qe
RElLl.Rli:S.
This School is es:abished primarily as a means of preparin"' boys t0>
matriculate at- St. John's College. It is not an organic part of theCollege, but is under the supervision of the President of the College.
The number of boys in the School has much increased during lateyears, and the outlook for the future is very promising.
ACCOMMOD 1.TION.
The boys, who come from a distance, may board in Humphreys'
Hall.' which is reserved exclusively for their use, or, if preferred, may
obtam board with private families in town, approved bv the authorities of the College, or in clubs, managed by the studen.ts of the Col-lege, whereby the cost of boarding is materially decreased.
The rooms in1Humphreys' Hall are large and commoJious, and are
lighted by electricity and heated by steam. As a rule, one- room is.
occupied by two students, but a room can be secured for a single occu-pant by an extra payment for room rent.
ADllISSION TO THE l'ilCHOOL.
No boy will be received into the Preparatory School under twelveyears of age, and candidates for admission into the lowest class must
be well grounded in the elements of a ririmary English education, viz :English Grammar, Arithmetic, Spelling, Reading and Geography.
A boy, upon entering the Preparatory School, must take all the studies
of t~rn _class to which he is assigned, the only exception being that of
Latm m the lowest class ; and any boy who shall fail to obtain a general av~rage of 3.0 in all studies pursued by him during the year, will
be reqmred to pursue the same course of study again durin"' the fol0
lowing year.
.
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SUPERVISION.
The boys, who board in the College Hall, are under the direct super-vion of three Instructors, whose rooms are in th_e same bu1lding. A matron, whfl also ha!' apartments in the Hall, looks after and attends to
their personal wants. They study their lessons under the supervision
of an Instructor in one of the Col1ege class-rooms from 7.30 until
9.30 p. m., every evening, and are required to retire for the night at.
10 p. m , at which hour all lights in their rooms must be· extinguished.
No boy is allowed to leave the College grounds at any time, unless
he shall have obtained special permission from the Principal to do so.
The use of tobacco in any shape or form is strictly forbidden and_
violation of this rule will render a boy liable to auspension. , ; . ' _
MILITARY DRILL.
The boys, who are old enough, are' permitted to drill with the College Battalion and are required to wear the prescribed uniform. 'fheyounger boys are drilled in a squad by themselves. They are not required to wear the uniform until they are sufficiently advanced and
old enough to dri-1 with the Battalion.
Circ11lar of St. John's College.
45
GYMNASIUM.
An excellent gyw.1asium furnishes all the requisites for physical
training. The boys are instructed three times a week in dumb-bell
-exercises ·and club swinging by a competent director, who is always
-present, and is careful to see that no hazardous gymnastic exercises
me attempted by them.
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LIT ERA.RY SOCIETY.
By permission of the Faculty a room has been assigned for the use
-0f the Preparatory School, in which the boys meet once a·-week and
J>Ursue a series of readings, recitations and debates, after the model of
·the older literary societies, conducted by the students of the College.
·The Principal and Instructors of the School afford such help as may
be derived from their suggestions and criticisms, but the society is
managed by an executive committee, elected by the boys themselves
from among their own number.
EXPE~NES.
The charge for tuition of boys is as follows :
.
First Preparatory Class ........................ $60 per whole session.
:Second
"
" . . . . . . . . . . . . . . . . . . . . . . . . 50 "
"
"
Third
"
" . . . . . . . . . . . . . . . . . . . . . . 40. "
"
The regular charge for boarding in the College Commons, including
-table board, attendanco of servants, heating, lighting and washing, is
$200 per annum.
By boarding i11 the College Club, (see page 32), the above charge
may be reduced to about $140 per annu·m.
~~
Candidates fop .A:dmission to the J"!a1al RcadeIItY·
Classes are formed solely for Candidates for admission to the Naval
Academy. An instructor has been specially engaged to take charge of
. -this work, and he is rendered such assistance as may be necessary.
The comse of instruction is not limited to the requirements for admission, but students are advanced a~ far as µossible in the mathematics of the first term in the Naval Academy. Candidates are received
at any time of the year, and the instruction is very largely individual,
~pecial attention being given to the wants of every pupil.
This school has always had distinguished success in preparing young
men for entrance to the Naval Academy, an_d has the highest endorsement from the Naval officers stationed at Annapolis.
Candidates may b:iard in the College or in the town. Those who
live in the College are subject to the regulations and restrictions which
:govern the regular College students.
The regular classes of the School are in session from the first of
-October to the fifteenth of May, when the spring examinations commence, and from the first of July to the first of September, when the
regular Fall examinations take place.
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Oircitlar of St. John's College.
Circular of St. Joltn' s College.
All the entrance examination papers used at the Naval Academy
from 1879 to 1889 have been published by the College. This volume·
is used as a text book in the school. Copies may be obtained from
the bookstores in town, or will be mailed from the College upon receipt of $1.25.
Among ·other advantages may be mentioned that the Candidates
who enter during the long term from October to June, have the privilege of being instructed in military drill and tactics ; also, if desired,
in French and Geometry, a knowledge of which will be found very
useful, aft~r the Cadet has entered the Academy.
EXPE::WSE'I.
Tuition for the long term, from October to May examination,. .$125
For less than the full term, per month, .................. ,..... 20
For two months, or less, per month, ... ._ ........ : ..... ._....... 25
Board can be obtained at the College or m town, mcludmg fuel
and lights, per month, ........................... $15 00 to $30
00
00
00
00
47
'l'HE GY!llNASilJ!ll AND BOAT HOUSE.
A new gymnasium has been thoroughly e::iui,;rped with apparatus
for a complete physical training.
In orcler to prum Jte the physic<tl culture of the students, classes will
be formed for instruction in the use of Indian Clubs and in other
mnastic exercises. These classes will be adapted to all grades of
::rength and conducted under the direction of a competent instructor
with due regard to physical development and tl~e la:-vs of h~alth.
During the first term exercise in the ~ymnasmm is reqmred of all
students three times a week; the remamder of the year attendance
is optional. In the Spring term and during commencemP.nt week
there will be an outdoor athletic meeting for prizes.
Further donations toward8 the gymnasium and re-buildi~g of the
boat-house, recently destroyed by fire, will be gladly received from
Alumni and other friends of the College.
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An Athletic .Association is formed in which membership may be
obtained by any student or alumnus of the College upon paying the annual fee of $2.00. This subscription entitles the member to participate in the games played on the grounds assigned to the Association
and to make use of their bats, balls and other appliances.
The following are the officers for the year 1890-91.
P1·esident:
Vice-P1·esident :
GEO. M. REGISTER.
H. R. J. JAMAR.
Reco1·ding, Secretary :
T1·easm·m· : '
vv. H. W1LHELM.
w. OSCAR HURST.
U01'1'esponding Secreta1 y :
c. E. DRYDEN.
-:o:·raase raan a:q d Foot raan Teams.
BASE BALL TEAM.
GEORGE FORBES, 1st base.
JOHN L. CHEW, 2nd base.
G. SouTHGA'l'E 3rd base.
CAPT. J. I. YELLOTT, p.
E. B. IGLEHART, s. s.
H. R. JAMAR, 1. f.
N. E. OFFUTT, c. f.
R. RIDGELY, r f.
c. E. DRYDEN, c.
FOOT BALL TEAM.
H. C. RIDGELY, left end.
W. H. WILHELM, center rush.
M. T. JOHNSTON, rusher.
C. E. KELLER, rusher.
GORDON TULL, rusher.
C. E. DRYDEN, rusher.
J. P. BrAYs, ri!!'ht end.
B. PROCTOR, full back.
H. R. JAMAR ,half back.
E. B. lGLEHAR'!',_half back.
CAPT. J. L. CHEW, quarter back.
Games_ ha:.ve beep. played dtirin:g the session 1890:91, with Jc11J:ms
Hopkins University, Cofombia Athletic Club, Georgetown College,
Naval Cadets, and Wa3hington College.
1793.
*Alexander Hammett, B. A.
*William Potts, B. A.
•.Tohn Hanson Thomas, B. A.
1794.
*Thos. Beale Dorsey, B. A., M. D·
*Walter Farnandis, B. A., M. A. '
*Thomas Rodgers, B. A., M.A.
¥--.Tames S. Grant, R A., M. A.
*Robert C. Stone, B .. .A ., M. A.
1796.
*James Boyle, B. A., M. A.
*RiPhard Brown, B. A., M. D.
*Charles Alexander, B. A.
,+John Addison Carr, B. A.
•William Loni!', B. A.
'·
*Thomas Chase, B. A.
*John Bowie Duckett, B. A.
*Richard Harwood, B. A.
*John Carlisle Herbert, B. A.
*John Jacob Tschudy, B. A.
* 1Villiam Cooke, B. A.
.
•Robt. H. Goldsborough, B. A.
"Francis Scott Key, B. A.
"Daniel Murray, B. A.
*John Shaw, B. A., M. D.
~carlysle F. Whiting, B. A.
1797.
"John Leeds Kerr, B. A.
•John Tayloe Lomax, B. A. LL. D.
·•James Lowry Donaldson, B. A.
<-John Rumsey, B. A.
1798.
Campbell, B. A.
*John Claude, B. A.
''
'
*William Donaldson, B. A. M. D.
~William
1799.
1800.
1802.
*Richard Loockerman, B. A.
*James Murray, B. A.
*Jesse.Ray, B. A.,
;:-u pton Scott Reed, B. A.
1~04.
*Nicholas Carroll, B. A.
180,;.
·*Thomas J. Brice, B. A.
*Johii Guyer, B. A.
"James Harwood. B. A.
*George Mackubin, B. A.
*John Mercer, B. A.
*Henry Maynadier Murray, B. A.
�48
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Uircular ol St. Joltn's Colle,qe.
LIST OF G7lA:IJ l7.:4 :I'.ES-Conlinued.
.1830.
*Lewis Neth, B. A.
*WilliamE. Pinkney, B. A.,M. D. *John 'f. Archer B. A.
*Hyde Ray Bowie B. A.
1810.
*James Boyle B. A.
*Thomas Randall, B. A.
*Daniel Clarke B. A.
*John Ridout, B. A., M. D.
*Robert Emmet Culbreth B. A.
1811.
*J. Hardcastle Culbreth B. A.
*John Gwinn, B. A., M. D.
*Thomas John Franklin B. A.,
r· *John Marbury, B. A.
M.A.,M.D.
E_ *Addison Ridout, B. A.
*JohnRandallHagnerB.A.M. A.
*Ellis Hughes B. A. M. D.
The following is a list of the
*Thomas Karney B. A. M.A.
ALUMNI who were at the
Edward Pannel B. A.
College between the.
*Ninian Pinkney B. A. M.A.
years 1811and1822.
M. D. LL. D.
*Thomas S. Alexander, LL. D.
*Nicholas John Watkins B. A.
it-George G: Brewer
it-John Dennv, M. D.
1832.
*Frederick L: Grammar, M. D.
*Jas. Sands Holland B. A. M. A.
*John Johnson.
*Jas. WestThon:ipson B. A. M.A.
*John M. S. Maccubbin, M. D.
1834.
*Frederick Macknbin, M. D.
Rev. Orlando Hutton B. A.,
*Richard Marriott, M. D.
M.A.,D.D.
*Landon Mercer.
*John Greene Proud,B. A.,M. A.
*Waldon Middleton.
*Rev.
Lucien Bonaparte Wright,
*Somerville Pinkney.
B.A.
*Richard Randall M. D.
1835.
* ~'rancis 'l'homas
Edwin
Boyle
B. A.
"*Ramsay 'Vaters.
Abram Claude B. A. M.A. M. D.
*John B: Wells M. D.
*Richard Culbreth B. A.
*George Wells.
*Thomas Holme Hagner B. A.,
*William Williams M. D.
M.A.
*Nicholas Brewer.
*Richard C. Mackubin B. A.
*John Carroll.
M.A.,M.D.
*Thomas H. Carroll.
1836.
*William Caton M. D.
*William Dennv M. D.
*George Grundy B. A .
*Reverdy .Johnson LL. D.
Thomas Granger B. A. M . A.
*Henry Randall.
William R. Hayward B. A. M. D.
*David Ridgely.
George Johnson B. A.
*William Greenbury Ridgely.
*Joshua Dorsey Johnson B. A.
*John Ridout.
·
*G€orge Edward Muse B. A.
*John Nelson Watkins.
John H. Reeder B. A.
*Isaac Williams.
*William Henry Thomas B. A.
*Franklin Weems B. A.
1_822.
*Nicholas Brice. 'Vorthingt.on,
*John Carville Howard B. A.
B.A.,M.A.
M.A.
1837,
*Alexander Randall B. A. M. A.
*John M. Broome B. A. M. D.
1827.
S. Brown, B. A.
*John Henry Alexander B. A. *Frederick
John W. Martin B_. A ..
M.A.LL.D.
*Rev..Tos. Trapnell B. A. M. A
*Thomas Archer B. A. M.A.
D. D.
William Harwood, B. A. M. A.
*Trueman Tyler, B. A.
*Ezekiel Hughes, B. A. M.A.
1838.
*Right Rev. William Pinkney,
B. A. M. A. D. D. LL. D.
*William Tell Claude B. A. M A.
*William H. Tuck B. A. M.A. Rev. Savingt.on W.Crampton.B.A.
..
Circular of st. John's Oollege.
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LIS :l' OF G2i:Jl.:.D l7.7!1. TES-Continued.
Thomas F. Owens, M. D.
H. Howes Goldsboroµgh B. A.
*Chas. Nicholas Mackubin, B. A. Wm. Theodore Revell, M. D.
William Henry 'fhompson B. A., *W. H. Young, English Diplourn.
:M:. A:.
Rev. William Henry.Trapnell,
B.A.
Edward Worthington B. A.
1846.
Nicholas Brewer, B. A., M. A.
Marbury Brewer, B. A., M. A.,
M.D.
1839.
*Richard H. Cowman, B. A.,
Samuel Chamberlaine B. A.
M.A.,M.D.
'If Philip Culbreth B. A.
*John Decker, Jr., B. A., :\I[. A ..
'If William Henry Goodwin Dorsey
Daniel Murray Thomas, B. A.,
B. A.
M.A.
*Worthington Ross B. A.
1847.
Frederick 8tone B. A.
Robt. Chandler, B . .A., M.A.
*Brice T. B. Worthington, B. A. *Elizur Lancel Foote,B. A.,l\II. A.
Brice John Worthington, B. A.
*John R. P. Forbes, B. A., M. A.
1840.
*Jas. Shaw Franklin,B. A.,M. A.,
William HenryMcParlin, B. A.
*John Michael Brewer B. A.
M.A.
Benjamin F. Bohrer B. A.
M.A. M.D.
John Mullan, B. A., M. A.
*Jeremiah L. Hughes B. A.
*Rev. Thomas W. Winchester
*Charles S. Parran,
B. A.M.A.
*Charles S. Winder.
1841.
1849.
Thomas B. Chase, B. A., M. A.
*Luther Gitldings, B. A., M. A.
M.D.
William Giddings, B. A., M. A.
Daniel Maynadier Henry, B. A., William Q. Claytor, B. A., M. A.
M.D.
M.A.
Harwood Iglehart, B. A., M. A.
*George Stephen Humphreys,
James Mackubin, B. A., M.A.
B.A.,M.A.
Francis Henry Stockett, B. A., James Revell, B. A., M.A.
*John
Ridout, B. A., M.A., M. D.
M.A.
1842.
*Thomas Jones Wilson, B. A.,
M.A.
*John Basil, B. A., M. A.
George Betton, B. A.
*Rev. Jonathan Pinkney Ham- Charles F. Goldsborough,
H. Roland Walton, M. D,
mond, B. A., M. A. D. D.
*811-muel Ridout,B. A.,M. A., M.D.
18{>0,
Dennis Ulaude, of D., B. A., M.A.
1844,
*John McMahoµ Jlolland, B. A.,
*LlewiiHyn Boyle, B. A., M.A.
M.A.
A.lexaiJ.der Hamilton Gambrill,
Thomas Richi:trd Stockett, B. A,,
J3 . A,, M.A.
M.A.
~.John Thomas Hall,B. A.,M. A.,
1{J5!t.
M.D.
Chas. Brewiir, .J3, A, j.\f. A., M. D.
James Kemp Harwood, B. A.,
*Williaµi. S1:1underfi Green, B . .A.,
M.A.
M.A,
·Thomas Andrew McParlin, B. A.
*Williaw Sprigg Hall,.!3. A,,M, A.
M.A.,M.D.
·*Basil Shepherd Murdoch, B. A., *James Igliihart, Jr,, .J3. A., M. A.
'*Henry ManadierMurray, B. A., *Jonathan finkney Sparks, B . .A .•
M.A.
.
M.A.
.John Shaaff Stockett, B. A., ¥.-_,A.
William W. Childs, M. D.
1853.
Charles M. Baer, M. D.
*Richard Henry Brewer, B. A.,
Richard H. Hagner.
M.A.
William Skinner Hall.
-ltJohn GraJit Cliapman, B. A.,M.A.
*Matthias Lintl,J.~cu.:in, ;!.\;I;. :O_.
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Circular of St. John's College.
.LIS :l' 0 F
G~.J!l. 'IJ
l7.ll T .ES-Continued.
John Riggs Brown, B. A., M.A.
Richard Rawlings Goodwin,
B.A.
William Hersey Hopkins, B. A.,
M.A., Ph.D.
Rev. Adolphus T. Pindell, B. A.
Thomas St. George Pratt, B. A.
*Jas. E. Richardson, B. A., M.A.
English Diplomas:
*Dennis Clude Handy, M. D.
Jefferson D. Loker.
"William Hendry Gassaway, B.A.,
M.A.
Richard Harwood Green, B. A.,
M.A.,M.D.
*John Grant Harris, B. A., M.A.
Charles Edward Hutton, B. A.,
M.A.
*William Thomas Iglehart, B. A.,
M.A.
*George Palmer Keating, B. A.,
M.A.
Daniel Randall Magruder, B. A.,
M.A.
*Rev. John Miller Schwrar,B. A.,
M.A.
·washington Green Tuck, B. A.,
M.A.,M.D.
Lemuel Flannigan, English Diploma.
1860.
Roger Bellis, B. A.
John P. Cockey, B. A.
Henry Clay England, B. A.
Robert L. Lusby, B . .A., M. D.
Samuel Thomas McCullough,
B.A.,M.A. ·
Dorsey Thompson, B. A.
1855.
Henry Clay Tinges, B. A.
*Isaac Williams Brewer, B. A.,
Engli:;ih Diploma.
M.A.
Edward McCeney, B. A., M. A., Thomas Allen t>ucket.
The exereises of the College wera
Osbon Sprigg Iglehart, B. A.,
M.A.,M.D.
suspended in consequence of
Philip Randall Voorhees, B. A.,
the War fl-om 1861to1866.
M.A.
GRADUATES since the re-organizaEdward Augustus Welch, Engtion of the College in 1867.
glish Diploma.
1871.
.
.
1856.
Marshall Chapman, B. A.
Hammond Claude, B. A.
Philip G. Clayton, B. A.
John A. Conner, B. A.
*Louis G. Gassaway, B. A.
Thomas B. Kent, B. A.
William G. Ridout; B. A., M. A.,
M. D., LL. B.
·
Alvin C. Wilson, B. A.
1857.
R. Riddell Brown, B. A., l\I. A.,
LL., B. University of Maryland.
Calderon Carlisle, B. A.
Samuel Garner, Jr., B. A., Ph.D.
Johns Hopkins University.
Z. Taylor Pindell, B. A.
Henry H. Quynn. B. A.
L. Allison Wilmer,,B. A. LL.B.
University of Maryland.
1872.
William H .. Harlan, B._ A.
Robert H. Hooper, B. A.
· James D. Iglehart, B. A., M. A.
Iredell Johnston, B. A.
George W. Munroe, B. A.
C. Kinlock Nelson, B. A.
1858,
Andrew G. Chapman, B. A., M.A. Philemon H. Tuck, B. A., M. A.
John S. Wirt, B. A., M. A.
John W. Dorsey, B. A., M.A.
1878
Charles A. Johnson, B. A., M.A.
*James W. Wilson, B: A., M . .A. Samuel T. Ashe, B. A.
English Diplomas :
Samuel Ridout, B. A.
W. Octavius Eversfield,
William Ritchie, B. A.
Jonathan Maiben,
Sidney Waller, B. A.
Seaton Munroe,
*Henry B. Wirt, B: A.
1859.
James P. Dawson, B. A.
*John W, ~r\lw~r, B. A., M. A:1 Heningham Gordon, B. 1\.,
l\'j:.D,
.
Walter :R,, Crabbe, B. 1\,
*Louis W. Bryan, B. A.,
John P. Hyde, B. A.,
Joseph N. Pindell, B. A.,
*Joseph K. Roberts, B. A.,
John H. Sellman, B. A.,
Oirc'ltlar of St. Jolirn's College.
51
.LIST OP 6n.ll.FOl7.7:1.T..E8-Contmued.
1874.
Proficients :
George A. Frick.
Orlando B. Batten, B. A.
James W. Greer.
Fred. W. Brune, Jr,, B. A ...
*Geo. Williams Greenway, B. A.
1880.
William J. Griffin. B. A.
Manly H. Barnes, B. A.
Albon D. Johnston, B. A.
Edward A. Scott, B. A., M.A.
James M. Munroe, B. A.
F. E. Wathen, B. A.
Keating S. Nelson, Jr., B. A
George A. Frick, B. A.
Blanchard Randall, B. A.
Joseph F. Valiant, B. A.
*J6hn K. Randall, B. A.
J. D. Williams, B. A.
Joseph R. Wilmer, B. A.
Proficients:
W. Sidney Wilson, B. A.
A. R. Hagner.
1875.
W. J. Dawkins, M. A.
Thos. Barton Brune, B. A., M.A. James Bartol Greene.
M.D .•
1881.
Louis W. Fritch, B. A.
William W. Davis, B. A., M. A.
*James M. Carlisle, Jr. B. A.
William C. De Vecmon, B. A.
Hugh Nelson, B. A., M, A.
Benj., F. De Vries, B. A., M. A.
Frederick Sasscer, B. A., M.A.
Frederick J. Keech, B. A., M.A.
Proficient.
John B. 'League, B. A.
E. M. Wyatt Johnson,
Edwin R. Leavitt, B. A.
J. Clarke McGuire, Jr., M. A.
L. Dorsey Gassaway, M. A.
1876.
Proficients,
George T. Bratten, J., B. A.
Edward J. Clarke,
Orloff Lake, B.. A.
*George B. Dorsey,
Robert F. Maddux, B. A.
A. R. Hagner.
John S. Fulton, B. A. M. D.
1882.
Edward T. Lawrence, B. A.
Elon StClair Hobbs, B. A., M. A.
Edward D. Martin, B. A.
Grafton J. Munroe, B. A., M. A.
Charles F. Norris, B. A.
Richard T. Watkins, B. A., M.A.
Alvin G. Willey, B. A,, M. A.
Proficient.
Proficient.
Alldin M. Sprigg, B. A.
Nicholas Brewer, Jr.,
i877,
·
1888.
N. Walter Dixon, B. A.
Munroe Mitchell, B. A.
Norman Vo'n S. Farquhar, B. A.
Herbert Harlan, B. A., M.A., M.D. James D. Murray, B. A.
Burton A. Randall, B. A., M. A.., Beale E. Padgett, B. A.
M.D.
Daniel R. Randall, B. A., Ph.D.,
1878
Johns Hopkins University.
J. Shiles Crockett, B. A.
Proficient,
John F. Gontrum, B. A.
Edward H. Sincell.
Henry D. Harlan, B. A. M. A.
1884
George A. Harter. B. A., M. A. Wm. N. Burgess, B. A., M. A.
J. Harry Krebs, B. A.
Bruner R. Anderson, B. A.
*George T. Martin, B. A.
Fred. H. Clash, B. A., M. A.
Sydney E. Mudd, B. A.
Joseph T. Coulbourn, B. A.
.John G. Ray, B. A.
Emerson C. Harrington, B. A.,
H. Arthur Stump, B. A., M.A.
M.A.
Proficients,
Wm. F. Joh11son, B. A.
James P. Gorter, M. A.
Wyatt W. Randall, B. A., Ph. D.
*Abram W. Wright, M. A.
Johns Hopkins University.
1879;
Edward J. W. Revell', B. A. M,A ..
H. Worthhington Berry, B. A.
Henry Clay Schooley, B. A. M. A.
E. Pliny Grif+i.n, B. A.
George A. Steele, B. A., M. A.
Roger S. Powell, B. .A
Richard B. Tippett, B. A., M.A.
. Cadwallader E. ,Linthicum, B. A. Henry B. Wilson, B. A. .
·
11
�52
Circular of St. John's Colle,qe.
LIST O.F G'B"1.7Jl7"1.T.E8-Contimee<l.
1885,
1889.
Henry Bower Gorgas, B. A.
Benj. Parker Truitt, B. A., M.A.
Proficients :
Charles Brewer,M. D., M. A.
.John.L. Chew. B. A.
-I. H. Iglehart, LL. B., University of Maryland.
Will. Bush Shober.
Charles A. Jacobi.
Lemuel S. Blades, B. S.
T. Leverett Brewer, B. S.
Chas. Edwardws, B. S.
Chas. H. Grace, B. A.
Nicholii~ H. Green, B. A .
Albert H. Hopkins, B. A.
l\'I. T. G. Neale, B. L.
Herbert Noble, B. A.
Edwin D. Pusey, B. A.
1886,
Charles H. Schoff, B. L.
Ed. M. Hardcastle, B. A., M. D. John G. Tilton B. S., B. L.
Clinton T. Wyatt, B. A., M.A.
\IV. E. Trenchard, B. A.
J. H. Baker, M. E.
Jacob Grape, Jr., B. A., M. A.
Will. Bush Shober, B. S., M.A.
1890.
Proficients,
T. Kent Green.
Eugene M. Hays. B. A.
George C. Schoff.
W. A. Hitchcock, B. A.
Chas. C. Marbury, B. A.
188'1.
.John T. Truitt, B. A.
Thos. H. Hicks, B. A.
A. K. McGraw,"B. S.
Wm. L. Purdum, B. A.
.John S. Newman, B. S.
John L. Chew, B. A.
J. Fred. Adams, B. L.
.John Ridout, B. A.
B. Vernon Cissel, B. L.
Charles E. Carl, B. L.
Eugene W. Heyde, B. L.
1888.
M. B. Freeman, B. L.
Wm. W. Blunt, B. A.
J. A. Nydegger, B. L.
.T. F. ·Fenwick, B. A.
T. Reiss Payne, B. L.
Bernard Murphy, B. A·, B. L.
Jesse H. Ramsburg, B. L.
Frank P. Willes, B. A.
M. T. Johnston, B. L.
J. Frank Jacobi, B. S.
Those marked with an(*) are dead.
~~uo:ra:r11
I880,
*Charles Cummin~s, D. D.
~Theodorick Bland, LL. D.
*Sylvanus Thayer, U. S. Army,
LL. D.
~,eg:r.r-e.s.
1841.
*Right kev. George ·washingtnn
Doane, LL. D.
1844.
1886.
*Rev. Gordon Winslow, D. D.
Rev.Edward .T.Stearns,M.A.D.D,.
1889,
*Dr. William Sands, M. A.
Dr. William W.· Duvall, M. A.
Dr. Marius Duvall, M. A.
*Rev. Joseph Wolf, D. D.
1840.
*Rev. Geo. F. Worthington,
M.A.·
*Edward Hazen, M. A.
1850,
1852.
1855.
*Right Rev. William Pinkney,
D.D.
53
:D.EG'Lt.E.B8-Continued.
1856.
Rev. Peter Van Pelt, D. D.
Rev. Edwin l\!I. Van Deusen,
D.D.
*Rev. James A. McKenny, D. D.
1859.
*Hon. Roger Brooke Taney,
LL.D.
*Right Rev. William Rollinson
Whittirigham, LL. D.
1860.
18'16.
Daniel C. Gilman, LL. D.
*Rev. J. Pinkney Hammond,
D.D.
·
18'1'1.
Prof. Hiram Corson, LL. D.
18'18,
S. Teackle Wallis, LL. D.
Rev. S. V. Leech, :O. D.
*Rev. Samuel H. Gordon, D. D.
18'19.
.tWilliam Chauvenet, LL. D.
Hon. A. B. Hagner, LL. D.
*Hon. Reverdy Johnson, LL. D.
Rev. 'l'homas S. Bacon, D. D.
*Thomas S. Alexander, LL. D.
*John V. L. McMahon, LL. D.
Rev. Samuel F. Shute, D. D.
Hon. T. Welles Bartley, LL. D.
1868.
1869.
18'11.
*Hon. Richard J. Bowie, LL. D .
*Hon. James L. Bartol, LL. D.
N. H. Morison, LL. D.
Rev. Benjamin B. Griswold, D.D.
*.T. Grattan Hagner, M. A.
'Villiam E. Thompson, M. A.
Dr. Thomas Welsh, M.A.
18'12.
*Isaac Nevett Steele, LL. D.
Dennis W. Mullan, U. S. Navy,
M.A.
1880.
1884.
1886.
.Tay M. Whitham, M. A.
Rev. Alex. C. McCabe, M. A.
188'1.
Rev. Alex. C. McCabe, Ph.D.
1888,
*Frederick A. P. Barnard, Ph.D.
Richard White, M. A.
Wm. B. Harlan, M. A.
Somerville P. Tuck, M. k
W. J .. Dawkins, M.A.
1889.
18'14.
Rev. John McDowell Leavitt,
LL. D.
Thomas Fell, Ph. D.
Robert Brooke Dashiell, M. A.
Rev. W. Scott Southgate, D. D.
Rev. Randolph Lowrie, D. D.
Rev. William C. Winslow, D. Fl.
18'15,
Rev. Leighton Parks, M. A.
Edward J. Clarke, M. A.
Rev. TheodoreC. Gambrall. D. D.
Rev. R. H. Williams, D. D.
Hon. Jas. Wilton Brooks, LL. D.
18'18.
*.John Tayloe Lomax, LL. D.
*Rev. Henry Elwell, M. A.
'"Rev. David F. Shaeffer. D. D.
H0.1V0~"1.'Lt Y
*Dr. Ninian Pinkney, u. S. N.,
LL. D.
Rev. Julius i\f. Dashiell, D. D.
1884.
Nathan C. Brooks, M. A.
Circular ·of St. Joltn's College.
Prof. W. LeRoy Broun, LL. D.
*Hon. David Davis, LL. D.
James M. Garnett, LL. D.
Rt. Rev. T. U. Dudley, D. D.
*Rev. J. Trapnell, D. D.
*Hon. Geo. William Brown, LL. D.
Rev. Theodore P. Barber, LL. D.
J.890
�PAGE.
Absence from College ............................................. 31
Admission, Terms of ..... , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Alumni Association ............................................... ;JO
~~~;~t~~ .... :'...... ::::::::::::::::::::::::::::::::::::::::::.::::: ~~
PROGRAMME.
FRIDAY, JUNE 20th, 8
SATUR
P.
11r.-Farewell Hop to Class of 'UO.
McDowell Hall.
Di\Y, JUNE 21st, 10 A •. M.-Exhibition of Field Hportfl.
SUNDAY, 22nd, 11
A.
M.-Baccalaureate Sermon,
By Rev. S. Owen, D, D., Hagerstown, Md.
MONDAY, 23rd, 10 A. M.-Military and Parade Drill.
"
"
8 P. M.-Philokalian Society Celebration.
·
Address by J. Harwood Iglehart, Esq.
TUESDAY, 24th, 11 A. M.-Senior Class Day Exercises.
"
"
8 P. M.-Philomathean Society Celebration.
Adaress by·Rev. Ulinton T. Wyatt'.
WEDNESDAY, 25th, 10
"
"
"
"
M.-Alumni Day.
Address before the Alumni, by
Hon. John S. Wirt, Elkton, Md.
4 P. 11r.-Business Meeting of Alumni
Association ..
8.30 P. M.-ALUMNI BANQUET.
A.
THURSDAY, 26th, 10 A. M.-Commence...,_ent .Exer,.l'!es.
l!mldmgs, frontispiece ............................................ .
Calendar for 1891-92...... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chemical Laboratory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cfndidates for Naval Academy ......................... ::::."::::::
C asses ......................·......................................
Clubs for Boardin~ ................ .-................................
Costume, Academical. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Co~rses of Study-Freshmen ......................................
,'.
'.'. '.'.
Sophomore ...................................
2
26
45
6
32
15
20
20
Preparatory. . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . .
Degrees ...........................................................
~lectiye Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Examination .....................................................
Expenses ................................................... 33 and
43
15
21
28
45
:: :: ;'.·
~:~li:·:::.·:::::::::::·::::::::::::::::::::::::: ~~
~~~~l%~~::: :::::::::::::::::::::::: :: ::::.: :::::::::::::::::::~:: ~
Government and Discipline ................................. 29 and 44
&;:~:~?~~- ::::::::::::::::::::.::::::.:::::::::::::::::::::::::: ~~
HeB:ting of Buildings ..............................................
Jnniors ......................................... _.................
L!Lboratory. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
· t~brary ...........................................................
1ter11ry Society ..................................................
~~c!LtlOn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
N ihtary Department ...............................................
.c aval.Ac~demy, Candidates for ...................................
Organ1zat10n .......................................... : . . . . . . . . . . .
~reparato;y School . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . .
,_chol,arships, State ................................................
,;
. Collegiate ............................................
32
6
25
29
30
13
35
45
13
39
33
34
~~~to;!~;~~ :~~~~~~l·.·:·:·:-__·:·:·:··.·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·:·::::::::: 3~
Students, List of ............................................. 6 and 40
9ourse of.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Supervis10n. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Terms and Vacation ............................................. 30
Trustees, Board of. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Uniform .................. !,, •...•...•••. , , , , .. ,, •. , . . . . • , . , , , . , , , 37
~tudies.•
�
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
College Catalogs and Statements of the Program
Creator
An entity primarily responsible for making the resource
St. John's College
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Description
An account of the resource
Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college. <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program. <br /><br />Click on <strong><a title="College Catalogues" href="http://digitalarchives.sjc.edu/items/browse?collection=10">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
collegecatalogs
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.
53 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/.
Creator
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St. John's College
Title
A name given to the resource
[Catalogue of St. John's College for the Academic Year 1890-91]
Date
A point or period of time associated with an event in the lifecycle of the resource
1890-1891
Format
The file format, physical medium, or dimensions of the resource
pdf
Type
The nature or genre of the resource
text
Language
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English
Rights
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St. John's College owns the rights to this publication.
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
Description
An account of the resource
College catalog for the years 1890-1891
Catalog
Catalogue
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/66738322bf0b631b2e7f1429ee476bde.jpg
dfa8ea6bb71b197e2cd58a33213bf3c8
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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
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St. John's College
Contributor
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St. John's College Greenfield Library
Coverage
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Annapolis, MD
Identifier
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photographicarchiveannapolis
Still Image
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Physical Dimensions
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25.5 x 20.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
Dublin Core
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SJC-P-2460
Title
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[Governor] and an Eldery Woman Breaking Ground at the Ground Breaking Ceremony for the Francis Scott Key Auditorium and Mellon Hall, St. John's College, Annapolis, Maryland
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
1956
Creator
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DiGennaro, Francis
Coverage
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Annapolis, MD
Type
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Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38359d7aaf8689df0bb49909c27660eb.pdf
dec79a3d02e0c34714166ca2dabd17aa
PDF Text
Text
College
ANNAPOLIS, MARYLAND 21404
(301) 263-2371
SANTA FE, NEW MEXICO 87501
(505) 982-3691
Founded as King William's School, 1696; chartered as St. John's College, 1784;
accredited by the Maryland State Department of Education, by the Middle
States Association of Colleges and Secondary Schools, and by the North
Central Association of Colleges and Secondary Schools. The College is
co-educational and has no religious affiliation. It does not discriminate on the
basis of race, religion, color, sex, national or ethnic origin, nor against the
handicapped.
�COLLEGE
ANN APO US
8-10.
. .... Senior Oral Enabling Examinations
September 10
.. Freshman and Senior Registration
September 11 . . . . . . .
. Convocation
September 11
.. Sophomore and Junior Registration
September 11 ............ Classes Begin with Seminars
October 16-19.
. Long Weekend
November 26-29 ......... Thanksgiving Recess
December 11-January 3 . . V\linter Vacation
January 24 .............. End of First Semester
25
. Second Semester Registration
January 27
. January Freshman Registration
February 12-15
........ Long Weekend
March 11-22
Vacation
30-May 1.
Weekend
20
. Last Day of Classes
21
........ End of Second Semester
23
. Commencement
Freshman
. Graduate Institute
Freshman
. Graduate Institute
7
20
August 13
14
Second Semester Begins
Begins
Second Serr1ester EnCls
Ends
August 26
....... Dormitories Open
27
.. Senior Oral Enabling Examinations Begin
27-28
for All Classes
. Convocation
28
28
...... Classes Begin with Seminars
October 9-12
.........
Vveekend
November 26-29
December16
Decen1ber
10. Winter Vacation
11
for all Classes
11.
Classes Begin With Seminars
March 6-21
. Spring Vacation
14
Freshman Semester Ends
14
S·21nester
16
.. Cornmencement
0
0
0
0
31
June 21
6.
13
Freshrnan
. Graduate Institute
Freshman
. .. Graduate Institute
Second
Classes
Second
Classes
Semester
Begin
Semesl:er Ends
End
�TABLE
CONTENTS
PAGE
Introduction .
The Curriculum
Seminar
Preceptonal
Tutorial ......... .
Laboratory .
Formal Lecture ..
St. John's List of Books ..
The Ac11demic Order
Tutors.
Instruction Committee
Library
Schedules
Essays and Exa1ninations
Academic Standing .............. .
Degree of Bachelor of Arts .
Degree of Master of Arts
........ .
Graduate Institute in Liberal Education
Directory Information and Right to Privacy
Residence al!t:d Stud~?lt LHe
Annapolis ...
Santa Fe ..
Both Campuses
Site Plans of the Campuses .
Admfasiom
Requirements and Procedure .
Campus Visit .
6
8
.10
. ......... 11
. ... 16
.20
. .... . 22
28
.......... 29
.30
.......... 31
.........
. .32
. . .34
. .. . 35
37
37
.......... 37
.33
.43
.47
62-63
..so
. .53
Fee~
and Financial Aid
Procedures and Deadlines
Grants and Loans
Sample Budget
Billing and Deposits
Refund Policy
Criteria for Judging Satisfactory Progress
Bib!iogrnphy
55
.... . 57
59
59
60
61
............ 64
65
................. 66
.79
Profile: 1980-81 Freshman Class ..
. 80
�6 I ST JOHN'S COLLEGE
I
Liberal education should seek to develop free
and rational men and women committed to the
pursuit of knowledge in its fundamental unity,
intelligently appreciative of their commor~ cultural heritage, and conscious of their social and
moral obligations. Such men and women are
best equipped to master the specific skills of any
•' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and
responsible citizens of a free society.
-~~~iiill
St. John's College believes that the way to
liberal education lies through the books in which the greatest minds of our
civilization-the gr.;;at teachers-have expressed themselves. These books
are both timeless and
they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary
with which vve have to deaL They can therefore enter directly into
our everyday lives. Their authors can speak to us almost as freshly as when
spoke for the first time, for what they have to tell us is not something of
academic concern, remote from our real interests. They change our
move our hearts and touch our
The books speak to us in more than one way. In raising the persisting
human
lend themselves to different
that
reveal a
and yet complementary meanings.
while
please us as works of art with a clarity and a
that
their intrinsic intelligibility. They are, therefore, properly
great, whether
are
poems or political treatises, and w·hether
their subject matter is scientific, historical or philosophicaL They are also
linked
for each of thern is introduced,
or criticized by
the others. In a real sense they converse with each
and they draw each
reader to take part, ·within the limits of his ability, in their large and unending conversation.
This conversation, ho·Never, is unavoidably one-sided. The great
books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the
St
seminar. Here, a number of students of varied backgrounds, faced
a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their
to one another's critical scrutiny. The demands of the individual
those
of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf
with trying to establish the meaning of a poem or the
an argument. On the other hand, it may concern itself with more
or with very
questions that thrust themselves forward. The students bring to
seminar the assumptions they have deri~ed
from their experience in the contemporary world. Through discussion they
acquire a new perspective, which enables them to recognize both the same-
THE INTRODUCTION I 7
ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations.
Prmc1pally, nowever, the aun is to ascertam not how things were, but
!'.ow thml?s.are-to help the student make rational decisions as he
his
h~e. Ai:d it 11s the ultimate aim of the program that the habits of
and
d1scuss10n tnus begun by the student should continue with him throughout
life.
Most of the teaching at St. John's takes the form of a discussion. The
conversational methods of the seminar are carried over into the tutorials. As
much as possible, the actual instruction in all classes and laboratories is
r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them
than to impose upon them his own train of thought.
St. John's seeks to restore the true meaning of a liberal arts education
The primary function of the liberal arts has always been to bring about a 1~
awareness of the forms that are embodied in combinations of words and in
numbers so
they become means of understanding.
the
hberal arts were seven in number: grammar, rhetoric, logic- the arts
guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the
arts bring to light what is
mvolved ~n the use of words and .numbers in all
of discursive thought,
m analysm?, speaking and wntmg, and also in measuring, deducing and
demonstrating.
There are many ways to develop these arts. The curriculum emphasizes
five of them: discussion, translation, writing, experiment and mathematical
demonstration. They are followed in all branches of the program But
whatever the methods used, they all serve the same end: to invite the student
to think for himself, to enable him to practice the arts of freedom. Free
minds must be able to envisage concrete situations, to deliberate by
la ting clear alternatives, and to arrive at a deciding choice. The acquisition
of these mtellectual skills indicates that the discipline of the liberal arts has
taken hold of the learning mind.
Knowledge advances and the fundamental outlook of man may change
over the centuries, but these arts of understanding remain in one forrn or
another
They enable men to win knowledge of the vvorlcl
around them and knowledge of themselves in this world and to use that
with wisdom. Under their guidance men can free themselves
frorn the wantonness of prejudice and the narrowness of beaten
Under their
men can acquire the habit of
A
genuinely conceived liberal arts curriculum cannot avoid
most far reaching of all human goals.
Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe
�THE CURRICULUM I 9
8 I ST. JOHN'S COLLEGE
THE CURRICUWM
THE SEMINAR
The heart of the curriculum is the seminar-a
discussion of assigned readings from the books
of the program. In each seminar there are seventeen to twenty-one students with two memb~rs
of the faculty as leaders. The group meets t~ice
a week, on Monday and Thursday_ evemng~,
from eight until ten-or well beyond if _the topic
under discussion has aroused a sustained and
lively conversation. The assignment for each
seminar amounts, on the average, to around a
hundred pages of reading, but may be much shorter if the text happens to be
particularly difficult.
f th l d
Th re
The seminar begins with a question asked by one o. e e_a ers.
e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs
talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s
for permission to be heard, but enter the discussion or witfhdral fror;I it a~
will. The resulting informality is tempered by the use of orma mo es 0
address.
f
I
f om
Once under way the seminar may take many orms · t may ra~ge r
the most particular to the most general. The reading of Thucy~ides, for
example is almost certain to elicit a discussion of war and agg~essH;mdand to
bring to' the surface the students' opinions and fears about _t e wis horn or
error of national policies. Homer and Dante prompt reflect10ns on uman
virtues and vices, on man's ultimate fate. Sometimes a seminar will devote
all its time to an interpretation of the assigned reading, staying close to the
text; at other times the talk may range widely over topics suggested by the
reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups
compare the points made in their discussions.
Except for the requirements of common courtesy, there are only two
rules: first, all opinions must be heard and explored, however sharply they
may clash; second, every opinion must be supported by argument-an
unsupported opinion does not count. In a freshman seminar the students
may tend to express their opinions with little regard for their relevance to the
question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to
the topic and trying to uncover the meanings of the terms they use. They
learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and
requires a different approach. Such progress in learning together may be
crowned by sudden insights on the part of individuals, or by occasions when
the seminar as a whole achieves illumination.
The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be
pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly
smooth; the discussion may sometimes branch off and entangle itself in
irrelevant difficulties. Only gradually can the logical rigor of an argument
emerge within the sequence of analogies and other imaginative devices by
which the discussion is kept alive. A seminar may also degenerate into
rather empty talk, without being able for some time to extricate itself from
such a course. Or it may climb to heights accessible to only a few of its
members.
Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide
the discussion, to keep it moving, to raise objections, to help the student in
every way possible to understand the author, the issues and himself. The
most useful instrument for this purpose is the question; perhaps the most
useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so,
however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single
opinion can prevail only by general consent. The aim is always to develop
the student's powers of reason and understanding and to help him arrive at
intelligent opinions of his own.
Every freshman, sophomore and junior submits an essay on some
theme suggested by the seminar readings. In Santa Fe, an essay is submitted
each semester; in Annapolis, each year. The essay is not a research paper
with extensive footnotes and a bibliography, but rather an attempt on the
part of the student to set out in writing, as clearly as he can, his own
thoughts on some aspect of the liberal arts. The essay in the second semester
becomes the center of his final oral examination. For sophomores the annual
essay holds a position of special importance: it becomes the major part of
the process called enabling. (See page 34).
�THE CURRICULUM / 11
10 I ST. JOHN'S COLLEGE
THE TU'"fORlALS
THE PRECEPTORIAL
For about nine weeks in the middle of the year
the seminars of the junior and senior classes are
replaced by preceptorials. These are small
"roups of students engaged in the study of one
book, or in exploration of one subject through
several books. Students are usually given a
choice of sixteen to twenty pn:ceptorials on
books or subjects of particular interest to the
tutors who offer them. Students may suggest a
topic and invite a tutor to study it with them.
Although many preceptorials study one of the books of the seminar
list, or a theme suggested by the program, some preceptonals may deal with
books and themes the students would not otherwise encounter. There are
generally seven or eight students in a preceptorial. Guided by a tutor, they
proceed at a pace more leisurely than that permitted by the sernmar Usually
the student's work is completed by the wntmg of a
which may be
read in draft to the preceptorial and criticized by the
members.
Listed below are some of the preceptorial subjects offered on the two
campuses in recent years.
0
Tolstoy: Anna Karenina
Adams: The Education of Henry
Adams
Common Law Adjudication and
Philosophical Justice
Freud: Selected Papers on
Neurosis and Related Topics
Kierkegaard: Fear and Trembling
Aristophanes: The Birds (in
Greek)
Burke, Paine and Toqueville:
Selected Works
Force and Energy in Descartes,
Newton and Leibniz
Goethe's Novels
Plato: Phaedrus
Whitehead Selected Works
WaJlace Stevens
Arendt: The human Condiiwn
Joyce: Early Works
Aristotle's Theory of lvl.otion
Astronomia Nova
Sartre: Being and Nothingness
Plotinus: Thircl Ennead
Ibsen and Chekov
Design and Expression in the
Visual Arts
William Blake: Selected Works
The seminar cannot suffice as the only setting
for liberal education. By its very nature the seminar does not give the student an opportunity to
cultivate the habits of methodical and careful
study and of persisteni:ly precise discussion and
writing. Other learning devices must therefore
support it; these are the tutorials in language,
mathematics and music.. For each of four years,
a student attends one language and one mathematics tutorial three or four times a week.
Sophomores also attend a music tutorial.
In the tutorials, around a table, about thirteen to fifteen students study
and learn together under the direct guidance and instruction of a tutor. The
tutorial provides conditions for collaborative study and for the manifold
teaching and learning relations that hold in a company of people learning
togetheL As in the seminar, sludents talk freely with one another and with
the tutor, but the discussion focuses sharply on assigned tasks. There are
opportunities for each student to contribute his measure of instruction and
insight to his fellows" Other tutors often attend, seeking to learn about a
particular subject which they may later teach.
\IVrihng assignments are normally made in all classes: mathematics,
music and laboratory sections as well as in language tutorials. The student is
thus called upon continually to articulate and organize his
in both
the written and spoken forms.
THE LANGUAGE TUTORIAL
Specialization in higher education has led to a profound
of language
skills. As country is separated from country by the barrier of language, so
profession is separated from profession by technical jargon. Primarily, the
language tutorial attempts to remedy this condition by a training in the
means of precise corn.munication and effective persuasion. In a broad sense,
it may be thought of as a present-day restoration of the traditional studies of
grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and
active grasp of the relations between language on the one hand and thought
and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of
metaphors, analogies and images; and the logical relations between
proposi hons.
The study of foreign languages (Greek in th€ first and second years, and
French in the third and fourth years) provides an effective means to these
ends. By studying these languages, by translating from them into English,
and by comparing them with each other and with English, the student learns
something of the nature of languages in general and of his own in particular.
During the four years, then, he studies language as the discourse of reason,
as the articulation of experience, and as the medium of the art of poetry; and
both directly and indirectly, through the intermediary of foreign tongues, he
studies his own language. He discovers the resources of articulate speech
and learns the rules that must govern it if it is to be dear, consistent and
effective-if it is to be adequate and persuasive.
�12 I ST. JOHN'S COLLEGE
THE CURRICULUM/ 13
In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus
the rapid reading for the seminar, with its attention to the large outlines and
to the general trend and development of the central idea, is supplemented
and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract
logical structure and rhetorical pattern of a given work Those are matters
that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases
his ability to think dearly and to speak well.
A secondary purpose of the language tutorial is support of the seminar,
Some of the works read for seminar are also studied in the tutorial, free from
the veil of ready-made translation. Issues are brought to the fore which
might otherwise have been neglected, and they can be discussed with greater
precision than the seminar usually permits, This habit of precision, in its
turn, becomes more common in the seminar
Though the language tutorial cannot and should not aim at a mastery
of the foreign languages, the student can reasonably expect to attain a
knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the
of another language is to extend the
boundaries of one's sensibility
The choice of
languages is in part dictated
the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the
and aims of the tutorial. The first year of Greek,
however, goes
with th.;: freshman seminar and rnath::matics
and the continuance of Greek into the second year advances the work of the
first. The second yea.rends with
and discussion of works
Shakespeare, Donne and other
The French of the
year begins with a brief, intensive
of
French grammar followed by the reading of a French text. The aim here is
economical progress toward facility in the reading and writing of simple
French. Students already fluent in French 111ay be exempted from these early
stages, Then follows examination of the form and content of French prose
selections, Discussions of both form and content are related to appropriate
writing assignments, including exercises in translation in which the student
attempts to match in his own tongue the excellence of his mod':'k In the second senlester a
is read-Racifie's Phedre.
The principal
of the fourth ynr is the reading of French poems,
including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts
and as a whole. It also provides a substantial basis for discussion of the art of
poetry and clarification of the rdation of that art to the traditional liberal
arts of language. V\friting assignments include exercises in translation more
ambitious than these attempted in the third yeaL One of Molien:'s.comedies
is read-either Tartuffe or Le Misanthrope. The year ends with analysis and
discussion of modem British and American poets, such as T.So Eliot, Dylan
Thomas, VV"B Yeats and Wallace Stevens.
THE MA THEIVIA TICS TUTOPJAl
Mathematics is a vital part of education; that this is true or ought to be is
suggested by the word itself, for it is derived from a Greek word meanin" "to
learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable
that competent mathematicians are often unaware of the philosophical
assumptions upon which mathematical equations and formulas are based.
Mathematics at St John's is studied as a liberal art, not artificially separated
from what have come to be called the humanities. VVhen mathematics is
taught at an unhurried pace, in an atmosphere of reflective inquiry and from
treatises chosen not only for their matter but also for their elegance and
imagination, as it is at St. John's, mathematics becomes not only the most
readily learnable liberal art but also one which provides ready access to
others and significant analogies with them.
0
0
There are' two main reasons for studying mathematics
it pervades our modern world, perhaps even defines iL Therefore anyone who
means to criticize or reform, to resist or cooperate 1Nith this world not only
must have some familiarity with the mathematical methods by which it is
m.anaged, but also must have thought about the assumptions that underlie
their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd
measure the things in the universe.
The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name
implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it
means to come to know something.
To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard
and solve problems
doing this over four years they learn a good deal of
mathematics, and they gain noticeably in rigor of thought, nimbleness of
imagin3tion and elegance of expression. But while
are practicing the art
of mathematics in all its rigor, they are continually encouraged to reflect on
their own activity. Scores of questions, of which the following are exam-
�14 I ST. JOHN'S COLLEGE
ples, are raised during the four years:
Why and how do mathematical proofs carry such conviction? What is
a mathematical system and what are its proper beginnings and ends? iNhat
is the relation of logic to mathematics? Are there "better" and "worse,"
"ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it?
By means of such questions, which grow out of the daily work and
which excite the intellect and the imagination at the same time, a discussion
is initiated in the mathematics tutorial which is easily and often carried over
into the larger sphere of the seminar.
The student begins with the Elements of Euclid. Using Euclid's
zation of the mathematical discoveries of his predecessors, the student gains
a notion of deductive science and of a mathernatical system in general; he
becomes acquainted with one view of mathematical objects-its central
expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's
Almagest,
his attention on the problem of "hypotheses" constructed to "save
appearances" in the heavens. That the tutorial reads
Ptolemy indicates the difference between the mathematics tutorial at SL
John's and the ordinary course in mathematics. Ptolemy presents a mathematical
of the heavenly
but he gives more than that his
work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up
in the first and second years.
In the second year the student continues the
of Ptolemy, vvith
emphasis
those difficulties and complexities of the geocentric system
which are
resolved by the
revolution. He studies
into heliocentric form.
Copernicus's transformation of the Ptolemaic
He next takes up the Conics of Apollonius to learn a synthetic
of the very objects whose analytical treatment
Descartes marks the
of modern mathematics. After this he
analytic geometry,
presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL
In the third year calculus is studied both analytically in its modern form
and geometrically as Newton presented it in his Principia Mathematica.
This is followed by an examination of Dedekind's
of real numbers,
the endeavor to provide a ngorous arithmetical foundation for the calculus.
The student then returns to Newton's Principia to take up its treatment of
astronomy, in which Newton brings heavenly and earthly motions under one
law and replaces a purely geometric astronomy with a "dynamic"
in
which orbits are determined
laws of force. The mathematics tutorial is
both an introduction to physics and a foundation for the study of the
philosophical outlook of the modern world.
In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well
as on the nature of the goemetric art as a whole This is followed by the
study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis
campus, there is an alternate program for the latter half of the year: some of
the students
projective geometry, in which the enterprise which began
with Euclid returns in a remarkable way, n01N generalized, to its starting
THE CURRICULUM/ 15
THE MUSK TUTORIAL
One of the aims of St. John's program has been to restore music as a liberal
art to the curriculum. The study of music at St. John's is not directed
towards performance but towards an understanding of the phenomena of
music. The ancients accorded music a place among the liberal arts because
they understood it as one of the essential functions of the mind, associated
with the mind's power to grasp number and measure. The liberal art of
music was based for them on the ratios among whole numbers.
In particular, the music program at St. John's aims at the understanding
of music through close study of musical theory and analysis of works of
musical literature. In the freshman year students meet once a week to study
the fundamentals of melody and its notation. Demonstration takes place
the second semester the students perform some
primarily by singing, and
the great choral works.
the sophomore year a tutorial meets three times
a week. The music tutorial reflects two different but complementary aspects
of music. On the one hand music is intimately related to language, rhetoric
and poetry. On the other it is a unique and self-sufficient art, which has its
roots deep in nature.
The work of the tutorial mcludes an investigation of rhythm in words
as well as in notes, a thorough investigation of the diatonic system, a study
of the ratios of musical intervals, and a consideration of melody, counterpoint and
None of these is done apart from the sounding reality of
good music. The inventions of Bach, the songs of Schubert, the rnasses of
Palestrina, the operas of Mozart and the instrumental works of Beethoven
are the real textbooks. In the second semester at least one major work is analyzed
Seminars on great works of music are included as part of the regular
seminar schedule. Instead of reading a text students listen to recordings of a
composition and fami!arize themselves vvith its score before the seminar
meet3. Group discussion of a work of music, as of a
facilitates and
enriches the understanding of it.
of
�16 I ST. JOHN'S COLLEGE
THE CURRICULUM / 17
THE LABORATORY
The emblem of the SL John's program on the
back cover shows seven books surrounding a
pair of scales. The balance, no less than the
books, symbolizes the tradition of the liberal
arts. It stands for the instruments of the scientific laboratory, which may well be the most
characteristic institution of the modern world.
Three hundred years ago algebra and the
arts of analytic geometry were introduced into
European thought, mainly by Rene Descartes.
This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole
natural and cultural world. It is a focal
of the St. John's program and
one which the College takes special care to emphasize. There is scarcely an
item in the curriculum that does not bear upon it. The last t1rvo years of the
program exhibit the far-reaching changes that flow from
and these could
not be appreciated without the first two years, which cover the period frorn
Homer to Descartes.
Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known
to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the
quence of the vast project of
sevenl:eenth century. They are based on a mathematical interpretation of
the
which transforms the universe into a great book written in
mathematical characters.
Liberal learning is concerned with the artifices of the human mind and
hanrl that
us to relate our exoeriences to our understanding. For this
~ur~-ose St.
has set up a thre~-year laboratory in the natural sciences,
wherein characteristic and related topics of physics, biology and chermstry
are pursued. There is the art of measuremen.t, which involves the analytical
study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be
carefully scrutinized. All of this is supported
the mathematics tutorials,
which provide a dear understanding of mathematical techniques.
The task, however, is not to cover exhaustively the various scientific
disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the
significance of science as a human enterprise involving fundamental
assumptions and a
of skills derived from the practice of the liberal
arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains
of learning. There need not be "tiNO cultures." Different fo~lds of exploration
require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life.
THE ORGANIZATION
THE LABORATORY
The laboratory program is largely determined
three considerations releThe formally scheduled
vant to the liberalization of the study of science:
experimental work must be combined with a
and free discussion of the
instruments and principles involved in it. (2) The content of the work should
be so chosen as to enable the student to trace a scientific
to its roots
in principle, assumption and observation. Thus certain integrated wholes of
subject matters aI"e to be selected as problems in which the roles of theory
and experimentation can be distinguished through critical study. (3) The
schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the
degree of accuracy his instruments permit, to analyze procedures for
sources of error, to consider alternative methods, and on occasion to repeat
an entire experiment. Only thus can he come to a mature understanding of
the snences called "exact."
A laboratory section consists of seventeen to twenty-one students
under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A
laboratory session may be used for exposition and discussion of theory, for
experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper
or other text directly related to the topic at hand; writings of Aristotle,
Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of
the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical
inquiry.
�THE CURRICULUM / 19
18 I ST. JOHN'S COLLEGE
LABORATORY TOPICS
The general topics of study have been chosen from elementary physical and
biological science. The sequence of study may be outlmed as follows:
1st Year
12 weeks:
20 weeks:
3rd Year
4th Year
10 weeks:
18 weeks:
Observational biology
Studies of matter and measurement, leading to the
atomic theory of chemistry
, ,
Topics in physics: mechanics, optics, heat, electnc1ty, magnetism
Quantum physics
Genetics, evolution, moleculary biology
THE FIRST YEAR
The laboratory begins with twelve weeks devoted to topics in , _
biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by
naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~
pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c
the student confronts organisms as self-movmg ent!LJes with propd ties vf
wholeness, intimately dependent on, yet distinct from, the
world.
h c
The freshman laboratory next turns to the
in a searc ,or
some of its fundamental laws_ Archimedes on the lever
on hydrostatics
is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor-
ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and
Lavoisier on the nature of substance and substantial change, and goes on to
study and discuss important original texts bearing on the development of
the atomic-molecular theoryo Experiments are performed to help with the
understanding of the texts and the physical and chemical transformation of
which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_
THE THIRD YEAR
The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics
and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes,
Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools
of physics are to be put to work in the
at the same time that their
rigorous development is pursued in the mathematics tutorials, As the tools
of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to
their reformulation in terms of derivative and integral; at the same time the
physical concepts serve to illustrate the mathematical ideas_ The concepts of
mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical
is examined_ The phenomena and processes of thought leading
to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied
and experimentally, and formulated in mathematical
terms. The
and culminating topic of the year is Maxwell's derivation of
an electromagnetic
of light.
THE
YEAR
In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior
takes up anew the theory of atomism -but the atom itself has
become
object
study, Prepared
his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to
the revolutionary quantum hypothesis of Bohr and the vvave mechanics of
de Broglie and Schrodinger Through a sequence of historic scientific papers
and related experiments, the concepts of particle and wave, of discreteness
and continuity, gain new meaning_
the course of thought in Schrodinger's What is Life?, the
senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results
studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria
and Delbruck. Next, fundamental papers leading to present-day molecular
biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and
!Vlonod-are studied.
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0
�THE CURRICULUM/ 21
20 I ST JOHN'S COLLEGE
LECTURE
The curriculum as described so far calls for student participation at every active stage of the
work On Friday evenings, however, a different
form of instruction occurs. The formal lecture is
the occasion when the student has an opportunity to listen
and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and
test the student's readiness to absorb new information and to follow arguments in unfamiliar
fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of
the SL John's faculty. Visitors may be from the academic world or frorn the
arena of public affairs; they may be poets or artists. Sometimes a concert
replaces a lecture.
The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating.
Often the discussion turns into a seminar. Thus the formal lecture serves
two purposes: it inculcates in the student the habit of listening and following
the exposition of a
he may not be farniliar
and it also provides
him an opportunity, in the discussion period, to exercise his dialectical skill
in a setting very different from the classroom. It is here that he can himself
test the degree of his understanding and the applicability of what he has
learned.
The lectures range through a variety of subjects. Sometimes the student
is confronted with
views on a given
Some of the lectures
have immediate
in the seminars
tutorials, Others may
have a lasting effect on the direction that a student's work takes within the
framework of the program,
LECTURES AND CONCERTS
The list below provides some examples of lectures and concerts given on one
or the other campus in recent years:
"The Growth of Presidential Power"
William Goldsmith
"Genesis"
Robert D. Sacks
Aeolian Quintet
"Why Should Gloucester Attempt Suicide and Why Must Cordelia Die"
John Steadman
"Changing Trends in 20th Century Pairttings and Sculpture"
Adelyn Breeskin
"The 18th Century Background to Gibbon"
Arnaldo Momigliano
Sequoia String Quartet
"Languages,Philosophy and Science"
Stillman Drake
"The CoHapse of Democracy at Athens and the Trial of Socrates"
Leo Rad1tsa
"On the Translation of Rimbaud's Poetry"
Jonathan Griffin
'The Vapheio Cups"
Ellen Davis
"John Milton: The Solitary
Louis L IV!artz
to Paradise"
"The Geometrical Vision"
Howard Fisher
"Angels in Paradise Each with His Hand in a Jar of Spermacetti"
Galway Kinnell
~
"The Brothers Karamazov"
Michael Ossorgin
'The Question of Beauty: The Early Christian Arts"
Charles Bell
"Rousseau and Democracy: The Design of the Social Contract"
Hilail Gilden
"Watching Television"
Roger Rosenblatt
�22 I ST. JOHN'S COLLEGE
ST. JOHN'S LIST OF GREAT BOOKS
The books that serve as the core of the curriculum were chosen over a period
of nearly forty years, first at Columbia College, at the University of
Chicago, at the University of Virginia and, since 1937, at St. John's College.
The distribution of the books over the four years is significant. Something
over two thousand years of intellectual history form the background of the
first two years; about three hundred years of history form the background
for almost twice as many authors in the last two years.
The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman,
medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth
centuries.
The chronological order in which the books are read is primarily a
matter of convenience and intelligibility; it does not imply an historical
approach to the subject matter. The St. John's curriculum seeks to convey to
the student an understanding of fundamental problems that man has to face
today and at all times. In doing that it may help the student to discover a
new kind of historical perspective and perceive through all the historical
shifts and changes the permanence and ever present gravity of human
issues.
The list of books which constitute the core of the St. John's program is
subject to review and revision by the Instruction Committee of the faculty.
Those listed here are read at one or both campuses. Books read only in part
are indicated by an asterisk.
THE CURRICULUM I 23
FRESHMAN YEAR
Homer:
Aeschylus:
Sophocles:
Thucydides:
Euripides:
Herodotus:
Aristophanes:
Plato:
Aristotle:
Euclid:
Lucretius:
Plutarch:
Nicomachus:
Lavoisier:
Essays by:
Harvey:
Iliad, Odyssey
Agamemnon, Choephoroe, Eumenides, Prometheus Bound
Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes
Peloponnesian War
Hippolytus, Medea, Bacchae
Histories*
Clouds, Birds
Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo,
Symposium, Parmenides, Theaetetus, Sophist, Timaeus,
Phaedrus
Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On
Generation and Corruption*, The Politics*, Parts of
Animals*, Generation of Animals*
Elements
On the Nature of Things
"Pericles," "Alcibiades"
Arithmetic*
Elements of Chemistry*
Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro,
Cannizzaro
Motion of the Heart and Blood
SOPHOMORE YEAR
The Bible*
De Anima, On Interpretation*, Posterior Analytics*,
Categories*
Apollonius:
Conics*
Marcus Aurelius: Meditations*
Virgil:
Aeneid
Plutarch:
Lives*
Epictetus:
Discourses, Manual
Tacitus:
Annals
Ptolemy:
Almagest*
Plotinus:
The Enneads •
Augustine:
Confessions, On the Teacher*
Anselm:
Proslogium
Aquinas:
Summa Theologica*, Summa Contra Gentiles*
Dante:
Divine Comedy
Chaucer:
Canterbury Tales*
Des Prez:
Mass
Machiavelli:
The Prince, Discourses*
Copernicus:
On the Revolutions of the Spheres*
Luther:
The Freedom of a Christian, Secular Authority
Rabelais:
Gargantua*
Palestrina:
Missa Papae Marcelli
Montaigne:
Essays*
Viete:
"Introduction to the Analytical Art"
Bacon:
Novum Organum*
Shakespeare:
Richard II, Henry IV, Henry V, The Tempest, As You Like
It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear,
Sonnets*
Poems by:
Marvell, Donne, and other 16th and 17th century poets
Descartes:
Rules for the Direction of the Mind, Geometry*
Pascal:
Generation of Conic Sections
Bach:
St. Matthew Passion, Inventions
Haydn:
Selected Wo_;-ks
Mozart:
Selected Operas
Beethoven:
Selected Sonatas
Schubert:
Selected Songs
Aristotle:
I
I
I
�THE CURRICULUM/ 25
24 I ST JOHN'S COLLEGE
Stravinsky:
Webern:
Symphony of Psalms
Selected Works
JUNIOR YEAR
Don Quixote
Two New Sciences*
Leviathan*
Discourse on Method, Meditations, Rules for th2 Direction
of the Mind*, The World*
Paradise Lost*, Samson Agonistes
Milton:
La Rochefoucauld Maximes*
Fables''
La Fontaine:
Pensees*
Pascal:
Treatise on Light*, On the Movement of Bodies by Impact
Huygens:
Theologico-Political Treatise
Spinoza:
Second Treatise of Government, Essay Concerning Human
Locke:
Understanding*
Phedre
Racine:
Principia Mathematica*
Newton:
Epitome IV
Kepler:
Monadology, Discourse on Metaphysics, What is Nature?,
Leibniz:
Essay on Dynamics
Gulliver's Travels
Swift:
Principles of Human Knowledge
Berkeley:
Treatise of Human Nature'', Dialogues Concerning Natural
Hume:
Religion, Enquiry Concerning Human Understandmg
Social Contract, The Origin of Inequality
Rousseau:
Wealth of Nations*
Adam Smith.
Critique of Pure Reason*, Fundamental Principli:._s of "
Kant:
lv1etaphysics of Morals, Critique of Prachcal l<eason ..
Don Giovanni
Mozart:
Pride and Prejudice, Emma
Jane Austen:
"Ode on Intirnations of Immortality"
\!Vordsworth:
Hamilton, Jay
and 1vfadison: The Federalist
Billy Budd, Benito Cereno
Melville:
Essay on the Theory of Numbers
Dedekind:
Democracy in America*
Tocqueville:
Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin,
Essays by:
Taylor, Euler, D. Bernoulli
Cervantes:
Galileo:
Hobbes:
Descartes:
SENIOR
Moliere:
Geothe:
Mendel:
Darwin:
Hegel:
Lobachevsky:
Tocqueville:
Lincoln:
Kierkegaard:
WavnPr·
Ma~x:-.
Articles of Confederation
"Declaration of Independence"
Constitution of the United States of America
Supreme Court Opinions*
The Misanthrope, Tartuffe
Faust*
Experiments in Plant Hybridization
Origin of Species, Descent of Man
"Introduction" to the History of Philosophy, "Preface" to
the Phenomenology, Logic (from the Encyclopedia),
Philosophy of History*, Philosophy of Right*
Theory of Parellels*
Democracy in America*
Selected Speeches
Philosophical Fragments, Fear and Trembling
Tristan and Isolde
Communist Manifesto, Capital*, Political and Economic
Manuscripts of 1844*
Dostoevski:
Tolstoy:
Mark Twain:
William James:
Nietzsche:
Freud:
Valery:
Kafka:
Heisenberg:
Millikan:
Wittgenstein:
Keynes:
Joyce:
Poems by:
Essays by:
Brothers Karamazov, The Possessed
War and Peace
The Adventures of Huckleberry Finn
Psychology, Briefer Course
Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good
and Evil*
General Introduction to Psychoanalysis, Civilization and Its
Discontents, Beyond the Pleasure Principle
Selected Poems
The Trial
The Physical Principles of the Quantum Theory*
The Electron*
Philosophical Investigations*
General Theory
The Dead
Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud,
and others
Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski,
Rutherford, Einstein, Davisson, Bohr, Schri::idinger,
Maxwell, Bernard, Weismann, Millikan, de Broglie,
Hiesenberg, John Maynard Smith, Dreisch, Boveri,
Mendel, Teilhard de Chardin
�THE CURRICULUM/ 27
CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL
SUBJECT MATTER, THROUGH THE FOUR YEARS
Philosophy
and Theology
History and
Sodai.l Science
Mathematics and
Natural Science
Homer
Aeschylus
Sophocles
Euripides
Aristophanes
Plato
Aristotle
Lucretius
Herodotus
Thucydides
Plutarch
Euclid
Nicomachus
Ptolemy
Lavoisier
Dalton
Lamarck
Archimedes
Torricelli
Pascal
Fahrenheit
Avogadro
Black
Virgil
Dante
Chaucer
Rabelais
Shakespeare
Donne
Marvell
Aristotle
Epictetus
Plotinus
Marcus Aurelius
The Bible
Augustine
Anselm
Thomas Aquinas
Luther
Montaigne
Bacon
Plutarch
Tacitus
Mochiavelli
Ptolemy
Appollonius
Copernicus
Descartes
Darwin
Mendel
Pascal
Viete
Cervantes
Milton
Swift
Racine
Fielding
Melville
La Fontaine
Wordsworth
Jane Austen
La Rochefoucauld
Descartes
Pascal
Hobbes
Spinoza
Locke
Berkeley
Leibniz
Hume
Kant
Locke
Rousseau
Adam Smith
U, S. Constitution
Hamilton,
Madison, Jay
Tocqueville
Galileo
Kepler
Young
Euler
Mayer
S. Carnot
L. Carnot
Kelvin
Taylor
D. Bernoulli
Newton
Leibniz
Huygens
Dedekind
Maxwell
Mozart
Moliere
Goethe
Tolstoy
Dostoevski
Baudelaire
Rimbaud
Valery
Yeats
Kafka
Wallace Stevens
T. S. Eliot
Mark Twain
James Joyce
Hegel
Kierkegaard
Neitzsche
William James
Wittgenstein
Hegel
Marx
Documents from
American
Political History
Tocqueville
Lincoln
Supreme Court
Opinions
Keynes
Faraday
Lobachevski
Lorenz
Rutherford
lVlinkowiski
Bernard
Davisson
Dreisch
Boveri
\rVeismann
John Maynard
J. Smith
de Broglie
Mendel
J.J. Thomson
Bohr
Millikan
Schrodinger
Darwin
Freud
Einstein
Heisenberg
Whitehead
Maxwell
Wagner
Literature
First
Year
Second
Year
Third
Year
Fourth
Year
Liberty Tree, Annapolis
Music
Wollaston
Gay-Lussac
Proust
Cannizzaro
Berthollet
T. Richter
Thomson
Berzelius
Dulong
Harvey
Galen
Palestrina
Bach
Mozart
Beethoven
Schubert
Stravinsky
Haydn
Des Prez
Webern
�28 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER
THE TUTORS
At St. John's the teaching members of the
faculty are called tutors. The title professor is
avoided to signify that it is not the chief role of
the tutors to expound doctrines in their field of
expertise. Instead, learning is a cooperative
enterprise carried out in small groups with persons at different stages of learning working
together. All participants in a class are expected
to prepare for their discussion by studying from
the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books,
who wrote from the high point of his learning.
What then is the role of the reading and talking teachers, the tutors?
THE ACADEMIC ORDER I 29
First of all, they should be good questioners, able to raise important issues
that will engage the intellectual and imaginative powers of their students.
Next, they must be good listeners, able to determine the difficulties of their
students and to help them to reformulate their observations and examine
their opinions. The tutors should be ready to supply helpful examples and to
encourage students to examine the implications of their first attempts at
understanding. In summary, the role of the tutors is to question, to listen,
and to help. The help might take the form of translation, experimentation,
demonstration or explanation, but first of all the tutor will call on the
students to try to help themselves.
In order that conversations at St. John's will not be limited to what fits
neatly inside a single discipline, it is essential that St. John's tutors
re-educate themselves to acquire increased understanding in those parts of the
program that are outside their field of post-graduate training. For example,
a tutor with advanced degrees in mathematics would prepare himself to lead
language tutorials requiring translations from Sophocles or Racine. The
advantage of this for students is that they are under the guidance of active
learners who will not parry their far-ranging questions with the reply that
these matters are handled in another department. There are no departments!
The advantage of this for tutors is that they are involved with a variety of
works of such richness that they are continually tempted to strive for greater
comprehension of them. Some tutors do find time to write articles and
books, but their first duty is to become competent to teach the St. John's
program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member
of a seminar and of either two tutorials or of one tutorial and a laboratory
section, and he is continually teaching his colleagues and learning from them.
It is important that tutors have time to probe more deeply into the
foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical
leaves, faculty study groups are set up. Leaders of such groups are relieved
of part of their ordinary teaching duties. They engage in a thorough study
and exploration of a subject chosen by the Instruction Committee of the
faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the
St. John's curriculum, the work of the study groups opens new perspectives
for teaching and learning at St. John's.
THE INSTRUCTION COMMIITEE
The Instruction Committee is a committee of tutors responsible for advising
the Deans on all matters of instruction. It also advises the President on
appointments to the faculty. The Committee consists of the Deans and
twelve tutors, six elected by the tutors on each campus of the College; the
President and the Provost sit with the Instruction Committee ex officio.
Each Dean is the chairman of the Instruction Committee on the campus
where he serves; the members of the Committee on each campus constitute
the Instruction Committee for that campus and meet at frequent intervals
throughout the year. The full Committee meets annually, alternating
between the two campuses, and the Deans alternate as chairman of the
Instruction Committee.
�30 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER I 31
THE LIBRARY
SCriEDULES
The books chosen for study at SL John's are collected in the library in the
best editions and translations that can be obtained. These books form the
core of the library, essential to the teaching of the program. A good general
collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and
history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in
selecting books and periodicals.
The
library maintains a collection of about 80,000 volumes.
In Santa Fe,
collection now numbers over 51,000.
Perhaps the most distinctive mark of SL John's College is the fact that all the
students of the same year are reading the same books at the same time wHh
the same immediate preparation. This may be the week when all freshmen
are learning the Greek alphabet; or the weeks when they are meeting the
highest type of Greek mathematics in the fifth book of Euclid's Elements; or
the fone of the first assignment in Thucydides, when students and serninar
leaders are
about the implications for liberty in Pericles' funeral
oration. Thus all students, having a common program of
have a
common ground for conversation.
A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS
HOUR
MONDAY
TUESDAY
9:15 Mathematics
Tutorial
10:15
Language
Tutorial
Language
Tutorial
WEDNESDAY
Mathematics
Tutorial
Language
Tutorial
THURSDAY
FRIDAY
!Vlathernatics Mathematics
Tutorial
Tutorial
Language
Tutorial
Chorus
11:15
1:15
Laboratory
Laboratory
to
4:15
8:00
Formal
Lectur2
Seminar
Seminar
A SAMPLE FRESHMAN SCHEDULE, SANTA FE
HOUR
9:00
MONDAY
Laboratory
TUESDAY
to
J2:00
1:00
FRIDAY
Language
Tutorial
Mathematics
Tutorial
Mathematics
Tutorial
Mathematics
Tutorial
2:30
to
4:00
8:00
THURSDAY
!V1usic
Tutorial
Language
Tutorial
Laboratory
Language
Tu tonal
10:30
Both libraries hold interesting special collections. Annapolis has the
Collection dating from 1696, known as the "first public
in
Arnerica," and the Peter
Jackson
and the
Bowen Collection of mythology, symbolism and architecture. The
Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain
first editions of each poet as well as other belles lettres. In addition, the Santa
Fe
contains several
music collections, including the
Amelia
the Grumman, the
and the Holzman collections
Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms.
The Santa Fe
is housed in the Peterson Student Center and the
Weigle
The music library is located in the Sternberger-Weis Music
and Fine Arts
WEDNESDAY
Seminar
Seminar
Formal
Lecture
Except for the preceptorials in i:he
and senior years and certain
periods of laboratory work for which
upperclassmen may choose their
own time, the schedule is the same for all students. Each morning for either
three or four days a week they spend one hour in a language tutorial and one
hour in a mathematics tutorial; sophomores also spend four hours a week in
a music tutorial. Twice a week freshmen, juniors and seniors spend up to
three hours in the laboratory Two evenings from eight to ten they atte~d a
seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two
semesters of sixteen weeks each.
�32 I ST. JOHN'S COLLEGE
ESSAYS
EXAMINATIONS
Annually in
and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of
the liberal arts. These essays are based directly upon books in the program_
ORAL EXAMINATIONS
Toward the end of each semester, oral examinations are held. These are conducted by the seminar
The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical
and
opinions. It is not the principal aim of the examiners to find
out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may
not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin
THE
"-''-"""'''-"-"' EXA1\1INATION
his sophomore year, each student must pass an examination in elealgebra and
THE FRENCH READING
year, each student must pass an exarnination to demonof the French language.
The senior oral enabling examination is given to the student in the fo.ll at the
beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The
passing of this examination confirms a student's status as a candidate for the
degree of Bachelor of Arts.
THE FINAt ESSAY AND ORAL EXAivHNATION
In the senior year the student is required to present to the faculty a final essay
related to some aspect of his four years' vvork. It is not intended to be a piece
of specialized research, but rather a sustained performance in the liberal arts_
Four weeks at the start of the second semester are reserved for essay writing;
during this period the seniors attend no classes, If the final essay is approved
by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are
satisfactory, The senior essay is regarded as a culmination of the student's
learning.
�THE ACADEMIC ORDER I 35
34 I ST JOHN'S COLLEGE
ACADEMIC STANDII'JG
Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om,
to
The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar.
.
It is assumed that each student has the required capacities to pursue this
course of study until there is clear evidence to the contrary. The curriculum
is varied and rich enough for great diversity of interest, performance and
achievement, and there is ample room within it for a wide range of
and for individual choice and guidance. Moreover, SL John's is freefrom
the pressures of conventional examinations and
.
for grades.
- Because student participation is essential to the
in which Slasses are
conducted at St. John's, attendance at all regularly
college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic
THE DON RAG
\!Vithin the College the most
form of evaluation is the don r3tg.
Once a semester, each freshman, sophomore and
meets all his tut~rs
in the don rag. The tutors report to one of the seminar leaders on tne
student's work during the semester; the student is then invited to respond to
his tutors'
and comn1ent on his 01Nn work Advice may be
and given;
may be aired; but grades are not
discussed.
.
,
.
If a studenfs work as a whole falls belovv a satisfactory
ne may be
placed on academic
with the
of conditions that must
be r.net if he is to
is
one semester.
LETTER '-'
&>.L
H-• ,,_,,,,
The tutor's comprehensive judgment of a student is reported to the Dean
each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a
level. Such a
system is necessary in the case of students inho
or profeo;sional
school or to transfer to
Within the
grading is not of
Students will be told their
work for grades, but rather to
If it becomes evident that a
process has
the student is
'"'~·~"•A,-A ... ~.a enabling is a revievv
of all the tutors of
the Instruction Comrniti:ee, vvith the
of the student's
two years he has spent in the College. As an indication_ of his
.
the liberal arts, the annual essay carries great
A student is ~L'.~""~._..
or al1owed to enter the
class,
if he has
essay and only if, in the
of the
ciently prepared for the
judgmC::nt looks to the
sen1or essay
0
Senior Oral, Annapolis
THE ST.
B1~CHEL()f{
The student who completes the four-year curriculum satisfactorily is
awarded the degree of Bachelor of Arts. Students who enter in the
session
in three and one-half years, but they spend their first summer in completing their freshman year, so that
too complete a fouryear curriculum. For transcript purposes, St.
seminars, tutorials and
laboratories on be translated into terms of conventional subjects. The curriculum is the
of approximately one hundred
sern€ster
hours.
Ai-ID CAREERS A.FTER ST. JOHN'S
Each year many St
seniors elect to do advanced ·work in a wide range
of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St.
offers no
in specific subjects, however, some may find it necessary to
take undergraduate courses during their first year of graduate or professional study in some, but not
fields.
other graduates choose to embark directly upon careers ma variety of
Their undergraduate background-especially its scope and its
emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment,
St
refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education.
�36 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER I 37
The following table shows the professions or fields of advanced study
entered by one or more St. John's graduates; law, mathematics, philosophy,
education, medicine and theology have attracted the greatest numbers.
Acting
Advertising
Agriculture
Ar$=haeology
Architecture
Art
Biochemistry
Biology
Bio-physics
Business Administration
City Planning
Computer Programming
Dentistry
Drama & Playwriting
Economics
Education
Engineering
Finance
Geology
Government Service
History
History of Art
History of Science
International Relations
Journalism
Languages
Law
Library Science
Literature
Logistics Management
Mathematics
Medicine
Meteorology
Music
Nursing
Oceanography
Philosophy
Physics
Political Science
Psychology
Public Administration
Scientific Research
Social Anthropology
Social Work
Sociology
Systems Analysis
Theater Arts
Theology
Writing
THE ST. JOHN'S DEGREE,
MASTER OF ARTS
A tutor who has completed two years of teaching at St. John's may receive a
Master's degree in Liberal Arts. He must petition the Instruction Committee
for permission to present himself as a candidate for the degree. He must then
submit a thesis on a topic approved by the Instruction Committee and stand
an oral examination upon it. The topic must have some bearing on the
understanding and practice of the liberal arts.
THE GRADUATE INSTITUTE
LIBERAL EDUCATION
A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and
during the summer in Annapolis. H is designed for graduates of colleges
other than St. John's and is particularly well suited to the needs of highschool teachers.
The program, which is based on the St. John's list of readings, is
divided into four subject areas: Politics and Society, Literature, Philosophy
and Theology, and Mathematics and Natural Science. Each summer session
lasts eight weeks and consists of seminars, tutorials and preceptorials. The
seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to
the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a
long essay. For each section of the program nine credits are granted. All four
sections are required for the degree, though students who have previous
graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate
bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis,
Maryland 21404.
DIRECTORY INFORMATION AND RIGHT TO PRIVACY
Freshman Chorus, Santa Fe
In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information
about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of
study, participation in officially recognized activities and sports, dates of
attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act,
the College will provide public notice annually of its intention to publish
such directory information. Students have a right to inform the College
within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy.
�38 I ST. JOHN'S COLLEGE
SIDE
E
DE
The College is well aware that physical activities, artistic expression and
light-hearted recreation are necessary complements to an intellectual life
and it is comrnitted to providing the facilities, funds and support needed to
make them availableo Generally, such activities in Annapolis are under the
sponsorship of the Student
In Santa Fe they are organized
the Student Activities Office (SAO),
is responsible for providing instruction
and equipment
Since its founding as King William's School in
1696, St John's has been situated in the colonial
seaport town of Annapolis, capital of the State
of Marylando Its population of 50,000 persons is
occupied principally with the government of the
State and of Anne Arundel County; with the
training of
at the United States
Naval Academy; with the fish, crab and oyster
industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal
education of students at SL John's College"
The campus of
acres lies in the Historic District, adjoining
'· .L11.•~·,y Creek, one block
the State House and across the street from
Academy
The fifoeen
include 18th century histonc
homes
classrooms, offices and a dormitory), 19th century Victorian
structures, and 20th century buildings designed to complement the older
ones. There are six student dormitories, offering single and double rooms.
The
of students has governed itself since 1945 with elected
officers and delegates representing each dormitory and the off-campus conThe Student Polity
called the Delegate Council,
meet once a week to
requests from students for funds, to allocate time
and use of facilities such as the student
to remind students of their
responsibilities to the College corn.nmnity, and co express student
on
cornrnon problerns The Delegate Council also meets once a week with
members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall
manager to develop satisfactory dishes for the regular and vegetarian menus.
Since 1968 The Collegian, a weekly student newspaper, has provided a
second medium for expression of opinion to the community as a whole.
Controversy ranges from petty to vital; creative writing and news take up
the rest of the spaceo Students are also welcome to contribute vvork to The
Reporter and The College, the two official publications of SL John's"
Extracurricular organizations at SL John's are generally informaL
Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular
Dining Hall, Annapolis
�40 I ST. JOHN'S COLLEGE
activities grow directly out of the curriculum as students' interests overflow
from the classroom. The past years have seen small classes-some led by
students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and
biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club
and various classes in dance and martial arts.
Theater life is active. Each of three drama groups offers a specialty: the
King William Players stage one or two classical plays a year, the Modern
Theater Guild performs one or two modern works, and the Dwarf Players
produce several one-act plays. Recently these groups produced The Night
of the Iguana, The Importance of Being Earnest, and Le Misanthrope.
Every weekend the student film club presents foreign and domestic
films-the classics of cinema art. Additional film series, including The
Ascent of Man and Roots, have been shown during the week. There is also a
special winter film series on Wednesday nights.
Iv1usic is pursued in groups and individually. Voice and instrumental
ensembles train new members and perform at College events. The College
provides practice rooms and pianos and a music library of scores and
recordings. Private study can be easily arranged on campus or in town.
Individual artistic expression needs a time for training and a place to
work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to
develop specific skills. The College also maintains a small art gallery staffed
by students. Recent shows of works by Roualt, Daumier and Hart have
been held there. An exhibit each spring displays work by members of the
College community . An artist in residence teaches classes and coordinates
exhibits. Classes in pottery, photography,
sculpture and painting continue throughout the year.
Parties, an important part of cornmunity life where students and tutors
meet informally, come in several varieties. The Society of Bacchus arranges
rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a
year. A festival in the spring, Reality Weekend, begins with student skits
and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition.
Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available
on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an
hour's drive, offer activities, museums and stores too numerous to mention
here.
RESIDENCE & STUDENT LIFE I 41
ATHLETICS
Since 1939, when intercollegiate athletics were abolished, the intramural
sports program has flourished. About two-thirds of the students, both men
and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate
use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and
other small craft.
Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles
and single players compete in tennis, handball, squash, badminton, fencing,
paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports
is the most important fruit of the athletic program and is its own reward.
�RESIDENCE & STUDENT LIFE I 43
THE
FE
In the early 1960's the College decided to expand
its student body. The Board of Visitors and
Governors chose to establish a second campus
in the West rather than sacrifice the virtues of a
small campus. SL John's College in Santa Fe was
opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its
population of 50,000 people is occupied principally with the government of the State and of
Santa Fe County; with cultural pursuits in the
fine arts, museums and opera; and with archaeological and historical
research. Scientists in nearby Los Alamos do research in nuclear physics and
related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of
New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people.
The campus of 300 acres lies in the southeast comer of the City, two
miles from the historic Santa Fe Plaza and the Palace of the Governors. The
architedure of the Santa Fe campus reflects the territorial style introduced in
the state during the last century. The campus, at an elevation of
feet,
overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz
y Pino and the Sangre de Cristo mountain ranges.
The Campus includes a classroom building, a laboratory, a student
center, a music and fme arts building, an administration building and two
dusters of d01rnitories. A library, dining hall and infirmary are also located
in these buildings.
Nina 5. Garson Reflecting Pool. Santo Fe
View from Dining Hall, Santo Fe
�44 I ST. JOHN'S COLLEGE
Each of the sixteen dormitories on campus houses from twelve to
eighteen students and serves as a smaller community of friends within the
College. More than half the rooms are singles. The others are designed in
suites of two or three rooms to provide each student with the privacy of his
own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with
others who share similar opinions about smoking, loud music and so on in a
dormitory area. In addition to the two dormitory complexes on campus,
students are also housed in a rambling twenty-room adobe house which
was bequeathed to the College by the poet Witter Bynner.
Students in Santa Fe find it effective to work out problems and ideas on
an individual basis with administration and faculty, rather than through the
machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial
Aid Committee and the Board of Visitors and Governors. Students also
belong to advisory committees which concern themselves with such things
as Friday night lectures or the food service.
Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic
expression is encouraged by extracurricular classes in drawing, painting,
photography, pottery, weaving, ballet and modern dance. The art studio in
the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to
the public, has a new show by professional artists each month" Student art
work is
at the end of the school year, and awards are given for
RESIDENCE & STUDENT LIFE I 45
achievement in pottery, photography, drawing, painting and in making
jewelry. Au Verso, the literary magazine of the College, is published twice a
year. It contains essays, artworks, poetry, short stories and photography
from students and faculty alike.
Musical performances of many kinds are given by students through the
Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an
opportunity to perform before a small, receptive audience. Through this
organization students and faculty who play intruments or who sing can find
teachers and fellow musicians with whom to study or perform. The
St. John's Chorus and the Madrigal Singers also give recitals. The College
provides numerous keyboard instruments including two grand pianos and a
harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building.
The Collegium Theatricum produces two or three plays each year. It
also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting,
costumes and lighting are done by interested students and faculty.
The SL John's Film Society is organized by students to provide a wide
variety of classic and current films for the College community every Saturday night.
Many students are attracted to the town of Santa Fe by its crafts, music,
theater and visual arts. Others have participated in tutoring in elementary
schools, counseling for the Santa Fe crisis center, working at the local
health-food co-op or in other local activities, The St John's bus takes
students into town twice a day.
�46 I ST. JOHN'S COLLEGE
RESIDENCE & STUDENT UFE I 47
Most students come to St. John's with definite interests outside the
scope of the program and pursue these interests in extracurricular classes
and discussion groups both on and off campus. Informal discussions of
contemporary literature, forums on public concerns, and slide shows on art
history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University
of New
Los Alamos branch, under the sponsorship of the College.
Thorne Fellowships also give students financial support toward fulfilling
medical prerequisites during i:he summer months.
ATHLETICS
The Student Activities Office coordinates a volunteer athletic program
which offers opportunities for training and competition in a wide range of
sports from skiing and river rafting to soccer and fencing. These last two are
sports in which St.
challenges other colleges and universities, and the
College usually has one of the finest fencing teams in the Southwest. There
are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics
and fencing, but during much of the year these activities can be done outof-doors.
Intramural programs in
soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a
women's soccer team both play with other teams in the area and are hosts to
several tournaments in the fall and spring. The St. John's basketball team
competes in a city league. Santa Fe's municipal swimming pool is reserved
for St. John's one night each week. A horse corral on the campus is available
for student and faculty use; horses may be hired at a nearby ranch.
The adjoining Sangre de Cristo Mountains provide hundreds of square
miles of forest and wilderness areas for hiking and camping. Here the
St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The
team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue.
The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski
Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and
advanced
and several cross country ski trails branch off from them.
Students may borrow skis, boots and poles from the College, and the
St John's bus provides
\/\/hen the weather is warmer the
Student Activities Office
excursions down the Rio Grande
kayak, canoe and rubber
1Nith overnight carnping along the way.
BOTH
College as;;, non-denominational
institution. In its
years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no
gious services except before commencement Attendance is vol.untary, in
consonanc:o v:rith the Charter.
tutors and students attend church or
synagogue in ~ov·1n. It is customary
extracurricular Bible classes to be
conducted
tutors of the '-''w""''=·
FACILITIES FOR
St. John s College Se(lrch and Rescue Team, Santn Fe
1
As in Annapolis, vvaltz parties, rock parties, and such regular events as
the Fall Festival (in the mountains surrounding the College). the Halloween
Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend
occasions for informal gatherings of tutors and students. Reality
vvee!Kena includes a talent
a parade from the Plaza to the College, a
picnic and athletic competition.
The College Bookstore on each ca:rnpus has all the books and supplies the
student needs for his classes. It also maintains a stock of books related to all
phases of the program, and books of ITtOn: general interest. It is
vvithout
As supports for an active social
the College
on each campus a coffee
and a junior common room for the use of all students. In
"~>en"'' there are smaller soci2J rooms,
furnished.
�48 I ST. JOHN'S COLLEGE
DORMITORIES
The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that
other students can give him in his college life.
Unmarried students not living at home are required to live in the college
dormitories and to take their meals in the college dining hall, unless they
obtain permission from the Assistant Deans to live off-campus.
The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should
allow time for this.
Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation.
In Annapolis students are not permitted to remain in residence during
winter or spring vacation. In Santa Fe students are not permitted to remain
in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged.
DINING HALL
The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall.
Exemptions for medical reasons are granted only upon examination and
recommendation by the College Physician.
CAREER COUNSELING OFFICE
The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional
schools across the nation. The Director of Career Counseling also offers
assistance and counseling to those students who wish to embark upon
careers immediately after graduation.
STUDENT Er11IPLOYMENT OFFICE
An employment service, initiated and run by students, locates off-campus
RESIDENCE & STUDENT LIFE I 49
jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer
employment in the local community.
INHRMARY SERVICE
Well-equipped infirmaries are maintained at both campuses, each under the
supervision of a College Physician and a College Nurse. A daily medical
report is sent to the Assistant Deans. A psychiatrist or clinical psychologist
is available for consultation.
RULES Of RESIDENCE
Social order and the well-being of each student make necessary certain rules
of residence governing the use of dormitories. These rules have been decided
upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded
of them each fall. The rules differ in certain details on the two campuses,
though in general they follow the same pattern.
The academic and intellectual life of the community is inseparable from
the communal life. The building of a good community requires the faculty
to show respect for the individuality of each student. All students agree to
abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect
not only the enacted rules but also the community-accepted canons of
decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student
PROPERTY DAMAGE
The College provides a housekeeping staff to care for the dormitories. The
College inspects the rooms periodically and repairs at the expense of the
occupant or occupants any dormitory room and furniture that have been
damaged beyond normal wear and tear. Any damage to college property is
charged to the caution fee of the student or students responsible for the
damage. The College is not responsible for the loss of, or damage to, any
student property resulting from fire, theft or any other cause.
�50 I ST JOHN'S COLLEGE
ADMISSIONS I 51
The standards by which applicants are selected
for SL John's are special, and prospective
students find it rewarding to write the essays
that constitute an application to the College.
People who apply 1Nant an education that consists of careful reading and consideration of the
most demanding books; of serious conversation
in which they vvill learn to s12e
into others'
ideas as well as their own; and
pabon in their own education.
Education at St
is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider
St. John's examine themselves carefully before applying so that when they
do they are saying to themselves and to the College that they •Nant to engage
in the life of reason and believe
can take pleasure in it. In writing
their
essays, many determine their own appropriateness as
St.
students; others eliminate therr;selves as
deciding that
their interests and those of the
do not
for the ~vr,ost
they select themselves. Some are rejected, of course, but a wide
students is
each year,
The
the adrnission process is to determine whether an
cant has
and
to complete the SL
prograrn satisfactorily"
Admissions Committee- t~n tutors and both
Directors of Admissions-regards the application as
from
the
"Do
think I am ready to
frorn
In the essays, applicants are asked to discuss their
with books, reasons for
Si:,
summer or postschool experiences, and some
valuable experience they
have had. /i.. number of
is also
T~he essays are
designed to enable applicants to give a full account
themselves, They can
tell the Committee rnuch more than statistical records reveal.
Next the Cornmil:tee considers the applicant's academic achievement
Previous academic records - the secondary school
and
if there is one-show whether an applicant has
at St John's Letters of
read for indications that th€
and initiative to succeed
the SL
importance to "objective" test scores, and
no
is accepted or rejected because of such scores
Committee's decisions are not influenced
the race,
age, color, physical handicaps or national or ethnic origin of an
nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not
affect the Committee's decisions on admission,
SL
has decided to remain a small college. The enrollment is
~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is
lnn1ted on each campus, Most freshman classes are about equally divided
between men and women, Classes enter in late August and Jar~uary in Santa
Fe, m September and January in Annapolis. Nevv students are enrolled only
as freshmen; a fourth or more of each entering class have done one, two, or
even three years of college work elsewhere" These students, despite 900d
records at other colleges, relinquish their advanced standing to take p;rt in
the St. John's program.
Freshman who enter in January stay on campus the following summer
to complete the first year. They can thus graduate a year earlier than if they
had ?ostp~ned their entrance until the following falL The January class is of
partJCular mterest to students who come to St John's from other colleges, or
w~w have traveled or,w.orked since graduation from high school, or who
wJSh to enter St. Johns immediately after the first semester of their senior
year of high school.
�52 I ST. JOHN'S COLLEGE
REQUIREMENTS
Most applicants have a strong background in academic subjects. Specific
academic requirements include tvvo years of algebra, one year of geometry,
and two years of a foreign language; additional work in mathematics and
foreign language is advised, as well as two or three years of natural science.
In addition to the
essays and academic transcripts, applicants
must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional
information may be requested. SAT or ACT test scores are noi: required, bui:
may prove helpfuL
Occasionally St. John's accepi:s an applicant who is not a secondary
school graduate. Such a student must be well qualified to profit from the
College program. A campus visit and interview are especially important for
such candidates. These students usually wish to enter SL John's following
their junior year of high school or in the January immediately after the first
semester of their senior year.
St. John's is authorized under federal law to enroll foreign students.
PROCEDURE
St. John's College is a single
located on two campuses. PJthough
applications must be initiated and completed at one campus or the other,
admission to either campus constitutes admission to the College as a whole.
On inquiry, prospective students receive a statement of the St. John's
College program, an application for admission and recommendation forms
to be completed by schools and references. Applications may be submitted
as early as the second semester of the eleventh grade. Because the College
welcomes all serious applicants, there is no application fee. A student should
submit his application materials to the Admissions Office on the campus he
prefers to attend. Students planning to apply for financial aid should refer to
the section on Fees and Financial Aid and notify the appropriate Admissions
Office of their intentions as soon as possible.
ADMISSIONS I 53
St. John's has a policy of rolling admissions. There is no application
deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply
late in the year should contact the Admissions Office for particulars. As
soon as the application essays and supporting documents are assembled, the
application is reviewed by the Admissions Committee. The applicant is
notified of the Committee's decision in about two weeks.
Upon notification that his application has been accepted, an applicant
has the option to enroll on either campus. In order to secure a place in the
entering class, he must submit a non-refundable deposit of $150 to the
Admissions Office on the campus at which his application was processed,
together with a statement specifying the campus he wishes to attend.
Deposits are accepted on a first-come, first served basis until the entering
class is filled. If the applicant is also a candidate for financial aid, the deposit
will be accepted with the understanding that it will be refunded if sufficient
aid cannot be offered to make it possible for him to attend the College. If the
entering class on the applicant's first-choice campus has already been filled,
the deposit may be automatically transferred to the other campus, provided
space remains in that entering class. It may also be used to secure a place on
the waiting list or in a subsequent class on the student's first-choice campus.
The deposit will be applied to the first year's fees. All financial aid awards
will be made from the campus on which the student decides to enroll.
A physical examination is required of each student before registration.
A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but
after
receipt of the $150 deposit.
TRANSFER
Once enrolled on either campus, a student may transfer to the other at the
beginning of any academic year, provided his record is in good standing and
he notifies the Dean's Office of his intentions by February 25. If the student
wishes to apply for financial aid, he must also file his new financial aid fonns
by February 1. All such transfers are subject to approval
the Deans of
both campuses.
I
UIRIES
Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New
Mexico 87501 (Tel. 505/982-3691).
CAIV1PUS VISIT
Anyone who is considering the possibility of entering St. John's should see
the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise
in the case of St John's because of its unique curriculum and teaching
methods.
While on campus the visitor may attend a seminar on Monday or
Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language
l
�54 I ST. JOHN'S COLLEGE
and music; visit a laboratory; be interviewed by the Director of Admissions,
a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and
tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program.
Since the seminar, the most important part of the program, meets on
Monday and Thursday evenings, student visitors are normally on campus
from Monday to Wednesday or from Thursday to Saturday on the Annapo~
lis campus, from Sunday to Wednesday or from Wednesday to Saturday on
the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The
calendar in the front of the catalogue should be checked to make certain the
College will be in session during the time of the visit.
Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the
dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation
is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be
notified as soon as possible.
The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge.
St. John's students dress informally for tutorials, but more formally for
seminar and formal lecture. The seminar readings can usually be located in
inexpensive paperback editions in the College Bookstore if a visitor has been
unable to locate a copy of the book being discussed in seminar. Linens and
soap are provided by the College.
If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he
should go the Admissions Office. Weekends and any day after 5:00 p.m., he
should go to the College receptionist. The receptionist is at the switchboard
in Campbell Hall at Annapolis and in the Student Center at Santa Fe.
TRANSPORTATION
The Baltimore-Washington International Airport is located twenty miles
from Annapolis. An airport limousine goes to and from Annapolis; visitors
are advised to check schedules in advance. Bus service from the airport is
not practical. Hourly buses run between Baltimore and Annapolis and the
driver will let one off at the campus if he asks. Buses from Washington are
less frequent and arrive at the Annapolis Greyhound Bus Terminal (about
six blocks from the College). By car one takes Route 50 from Washington or
Route 2 from Baltimore.
A limousine service from the Albuquerque airport to Santa Fe also is
available. Called the "Shuttle-jack," it leaves the airport seven times a day
and costs $13.00 one way. Greyhound and Continental bus lines pass
through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa
Fe, and taxi service is available to town (reservations should be made with
the taxi service one day in advance). Upon arrival at the bus station or at one
of the Santa Fe hotels, the easiest way to get to the campus is by taxi.
FEES & FINANCIAL AID I 55
FEES & FINANCIAL AID
The College believes that qualified applicants
should not be denied the opportunity to attend
St. John's College because of limited finances.
St. John's therefore maintains a financial aid
program to assist eligible students to the greatest
extent possible within the limits of the College's
resources. With very few exceptions, financial
aid awards are made solely on the basis of need.
A. The following principles underlie St. John's financial aid program:
1. The primary responsibility for financing a college education lies
with the student and the student's parents. The College can offer aid
only to supplement funds the family provides.
2. The ability of a family to meet college expenses is determined by
assessing the family's financial strength in terms of income, assets, debts
and additional children to be educated.
3. Financial aid may be in the form of a grant, loan or part-time
employment and will be offered to all students as a package which combines one or more forms of aid.
4. In keeping with the philosophy that students should contribute to
�FEES & FINANCIAL AID I 57
56 I ST. JOHN'S COLLEGE
their educational expenses, self-help is the first component of a financial
aid award" At SL John's, self-help consists of a part-time job and an
educational loan"
5" The total amount of financial aid the College offers a student may
not exceed the student's demonstrated financial need"
6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid"
7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61")
8" Financial aid awards are made in accordance with the provisions of
Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race,
color, sex, physical handicap, age, marital status, creed or ethnic or
national origin"
B"
The procedure for applying for financial aid is as follows:
1" Applicants for admission who also plan to apply for financial aid
should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office"
2" Applicants must also file the current Financial Aid Form with the
College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained
from either secondary schools or the Financial Aid Office at St. John's"
3" Candidates for financial aid from the College must first establish
their eligibility for the Basic Educational Opportunity (Pell) Grant, a
Federal program described in Section D belmN" The College Scholarship
Service's Financial Aid Fomz enables candidates lo indicate that they
wish to apply for a Pell Grant" Students should so indicate" No financial
aid award will be made by the College until the student submits his copy
of the Pell Grant Student Eligibility Report to the Financial Aid Office"
4, As part of the application for financial aid, parents of dependent
applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return"
5. Self-supporting students are required to meet the Federal definition
of independence and have an affidavit of non-support on file in the
Financial Aid Office" This form will be mailed to parents or guardians
upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status.
6. Residents of Connecticut, the District of Columbia, Maryland,
Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply
for a State Scholarship"
7" An applicant who has previously attended an institution of higher
education must provide a Financial Aid Transcript from that institution"
Financial Aid Tr"anscripts can be obtained from the Financial Aid Office,
8" Students applying for and receiving financial aid from SL John's are
required to notify the Financial Aid Office of any scholarships, loans,
grants, gifts, employment or other financial benefits for which they
become eligible; any change in their or their family's financial situtation;
and changes of name, marital status and address"
C
Following are the deadlines and notification dates for financial aid:
FRESHMAN CANDIDATES
Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance
should indicate that need as soon as possible" The Financial Aid Form/
Pell Grant Application should be filed with the College Scholarship
Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January
should submit the FAF/Pell as early as possible in the preceeding yeac
Likewise, the SL John's Financial Aid Application in this catalogue
should be filed with the Admissions Office as soon as possible after its
receipt by the candidate" Applicants should note also that the earlier
their aid application is received, the better the chance that their financial
need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all
the funds for which they are eligible than those applying earlier"
RETURNING STUDENTS
Applications are due by February 25 from enrolled students who are
returning to the College and reapplying for financial aid or are applying
for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which
should be completed and filed with the College Scholarship Service on
January 2 or as soon thereafter as possible. Students whose financial aid
credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on
April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the
deadline" Awards based on applications completed after the deadline
will not be mailed until after April 15.
Students whose applications for financial aid are received after the
deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed"
D"
Funds for financial aid awards from the College are available from the
sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up
the College's financial aid awards"
STO JOHN'S GRANTS
Funds for SL John's grants are provided by the College from its own
resources, and all awards are made on the basis 0f financial need"
STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP
(Santa Fe)
The College sponsors National Merit Scholarships for finalists in the
National Merit competition" Finalists who list St. John's College, Sant.a
Fe, New Mexico, as their first choice and who have been admitted by
February 25, are eligible for the College sponsored National Merit
awards" Winners are chosen according to meriL Stipends in excess of
�FEES & FINANCIAL AID/ 59
58 I ST. JOHN'S COLLEGE
other borrowers is seven percent. A student may be allowed up to ten
years to pay back the loan.
$250 are determined by financial need. Awards are renewed annually
and those recipients who wish to be considered for stipends in excess of
$250 should apply for financial aid each year.
1981-82 STUDENT BUDGET*
BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant)
This Federal program is designed to provide financial assistance to those
who need it to attend a post-secondary institution. Pell Grants are
intended to be the first form of assistance in a financial aid package and
may be combined with other forms of aid in order to meet a student's
demonstrated financial need. Eligibility for the Pell Grant and the
amount awarded are determined on the basis of the financial resources
of the applicant and the applicant's family. No repayment of this grant
is required.
SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT
(SEOG)
The College awards SEOG's to incoming freshmen and enrolled
students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant.
Eligibility for SEOG is limited to $2000 per year.
FALL FRESHMEN
Annapolis
dependent/independent
$6000
$6000
200
200
1100
1100
1300
1300
75
75
450
630
JANUARY FRESHMEN
Annapolis
dependent/independent
$5500
$5500
200
200
1000
1000
COLLEGE WORK STUDY PROGRAMS (CWS)
This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of
study. Students may work only a limited number of hours per week
while enrolled and while classes are in session.
Tuition
Books
Room
Board
Caution Fee 1
Personal Expenses
Transportation 2
Santa Fe
dependent/ independent
$6000
$6000
200
200
1100
1100
1300
1300
75
75
450
630
75
360
75
500
Tuition
Books
Room
Board
Caution fee 1
Personal Expenses
Transportation 2
Santa Fe
dependent/independent
$5500
$5500
200
200
1000
1000
75
360
75
500
*Fees are subject to change without notice.
Covers breakage and is refundable.
2 Transportation allowances range from $50 to $200, depending on the geographic distance
between the student's home and the College.
'Undetermined at time of publication.
1
NATIONAL DIRECT STUDENT LOAN (NDSL)
These loans are made by the College directly to students using funds
provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required
while the borrower is enrolled at the College. Repayment begins six
months after the borrower terminates attendance at the College. There
is provision for deferment if the borrower returns to at least half-time
study at another institution. Depending on the total loan commitment,
the repayment may extend from ten to twenty years.
FEDERALLY INSURED/GUARANTEED STUDENT LOAN
(FISL/GSL)
These programs enable a student to borrow directly from a bank, credit.
union, savings and loan association or other participating lender who is
willing to make the educational loan. The loan is guaranteed by a state
or private nonprofit agency or insured by the Federal Government. The
maximum amount a student may borrow is $2,500 a year. No interest
accrues and no payment is required while the borrower is a full-time
student. Repayment begins six months after termination of college
attendance. The interest rate is nine percent per annum for any student
who obtains his first GSL after January 1, 1981. The interest rate for
BILLING AND DEPOSITS
Billing for tuitio~ and fees is done prior to each semester. The charges are
due and payable m full on or before the registration dates for that semester.
Those who may wish to pay in monthly installments should inquire of the
Treasurer about the various commercial tuition payment or loan plans
available to St. John's College students and parents.
Since determinations affecting students, faculty and physical facilities
must be made well in advance of the beginning of each academic year, the
College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due
on or be_fore the first Monday in April for prospective sophomores, juniors
and semors. Payment of this deposit guarantees a student a place in the
class. If the deposit is not paid, he may have to be placed on a waiting list;
stu?ents to :whom financial aid awards have been made and who do not pay
their deposit by the due date will have that award cancelled. The deposit is
refundable only in case of withdrawal due to ill health, military service, aca-
�FEES & FINANCIAL AID/ 61
60 I ST. JOHN'S COLLEGE
demic dismissal or (in the case of prospective juniors) failure to enable. If the
student should decide not to enroll in the year for which he made the
deposit, the deposit is forfeited, and he must make a new deposit to secure
his place in a subsequent class. If there should be any difficulties in making
this deposit, the student should contact the College Treasurer at the earliest
possible date to make suitable arrangements.
Each student is required to make a deposit of $75, called the Caution
Fee, which is subject to charges for laboratory breakage, damage to or loss
of college property and other minor mishaps. This fee is paid once at the
beginning of the Freshman Year, but each student must bring the balance
(after damages assessments, if any) up to the full $75 at registration each
semester. If unused, it is refunded on request at the end of the academic year
or when a student leaves the College. Each graduating senior must pay a
Commencement Fee of $25 at the beginning of the second semester of the
Senior Year.
Unless otherwise requested, the College presents its bills directly to the
student, with a copy to the parents. There is a fee of $25 for late registration
for each semester. The cost of books is about $200 a year. Class copies of
many of the program books are available in the College library.
Veterans and Social Security recipients qualified to receive educational
benefits may arrange with the Treasurer for a payment schedule of tuition
and fees corresponding to the schedule on which they receive their benefit
payments. These arrangements must be made prior to the beginning of the
academic year, after having received proper certification from the Veterans
Administration or the Social Security Administration.
Students with outstanding debts to the College may not register for
classes at the beginning of the second and subsequent semesters unless they
have made appropriate arrangements with the Treasurer. The College may
charge interest on all unpaid balances, at rates and on schedules to be determined and published each year.
REFUND POLICY
If a student withdraws or is dismissed during any semester, a refund of fees
for tuition will be made according to the following schedule:
The first two weeks: 80%
The third week: 60%
The fourth week: 40%
The fifth week: 20%
The sixth week and thereafter: no refund
The above schedule also applies to room and board in Annapolis. In Santa
Fe, a refund on fees for board will be made on a pro rata basis; there will be
no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state
funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their
financial aid exceeds monies due the College will receive those refunds in
accordance with a schedule of payments determined by the Financial Aid
Director on each campus. Refunds for substantiated medical reasons will be
on a pro rata basis.
CRITERIA FOR JUDGING
SATISFACTORY PROGRESS
REGULAR STUDENTS
Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for
Judging satisfacto~ progress. The criteria for St. John's College follow:
Any student is deemed to be making satisfactory progress if at the end of
the current ~emes~er he is permitted to enter the next semester, and if that next
semester willdb include the repetition of any work · This perm1ss10n is nor· · ·
mall
t not
.
y gran e ya committee composed of all the student's tutors th "D
~ag Committee_." The Don Rag Committee grants the permission' on!y af~;
1t has asse~sed his_ curre~t semester's work in all parts of the Program and has
appro'.'ed its quality. This assessment is conducted in his presence by all of his
t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s
oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s
emor Year it .1s gra~ted almost automatically.
. In except~onal c1r~umstances a student is permitted to begin a semester
with the speoal reqmrement that he meet certain conditions during the
course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not
b~en met. When ~he conditi?ns have not been met, the Dean, in consultation
with the Instruction Committee, decides what further determination is to be
made of the case. If the student is permitted to remain in the College he ·
deemed to be making satisfactory progress.
'
is
VETERANS
In compli~i:ice with ~e?eral and State regulations, St. John's has developed a
set of pohc~es ~n minimum standards of progress for enrolled veterans.
1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all
inc1d~nts of official termination or change of status that would affe t
benefits.
c
2. Minimurr:i acceptable grades of a C average are expected. If a student falls
below this average and/ or his tutors think there is a serious academic
problem, the Don Rag Committee will recommend a consultation with
the Dean w~o may a~k the stu~ent to leave the College or may place him
on aca~em1c prob.ahon. During that probation period, support and
counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA
counseling psychologist.
· ·
3. V.A. requires t~at grades be given for all courses undertaken and that all
grades be considered in arriving at a grade point average. Should a VA
enroll~d studen~ withdraw from any course at any point subsequent t~
the midterm point of any semester, a grade of F will be assigned.
4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted.
5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress.
�L
DJ
TENNIS COURTS
N\_
\
ii
�64 I ST JOHN'S COLLEGE
BOARD/ 65
BIBLIOGRAPliY
BOARD OF VISITORS AND
GOVERNORS
BOOKS ABOUT LIBERAL EDUCATION
OfHCERS
ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a
Book, Simon and Schuster, 1972.
ADLER, MORTIMER J., and MILTON MAYER: The Revolution in
Education, University of Chicago Press, 1958.
AMERICAN LIBRARY ASSOCIATION: Classics of the Western World,
with forewords by John Erskine and Everett Dean Martin, 1944.
BARZUN, JACQUES: The American University, Harper and
1970.
Teacher in America, Little, Brown and Co., Boston, 1945.
BELL, DANIEL: The Reforming of Geneml Education, Columbia
University Press, 1966.
BESTOR, ARTHUR E.: Educational Wastelands, The University of
Illinois Press, Urbana, 1953.
The Restoration of Learning, Knopf, 1955.
BRANN, EVA: The Paradoxes of Education in a Republic,
University of Chicago Press, 1979.
BRUNER, JEROME S.: The Process of Education, Harvard University
Press, 1960.
SCOTT: Embers of the World, edited by Harris Wofford, Jr.,
of Democratic
Santa Barbara,
1970.
WILLIAflll (Editor et al): Three Dialogues on Liberal
Education, St.
College Press, 1979.
ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948.
GOLDWIN, ROBERT A (Editor): Higher Education and Modern
Democracy, Rand McNally and
1967.
GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream:
Reform and Experiment in the American College, University of Chicago
Press, 1978.
HAR\lARD COMMITTEE REPORT: General Education in a Free
Society, The University,
Massachusetts, 1945.
HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic
Society, Harper and Brothers, 1953.
Education for Freedom, Louisiana State University Press, 1943.
The Higher Learning in America, Yale University Press, 1936.
The Learning Society, Praeger, 1968.
No Friendly Voice, Greenwood, 1936.
University of Utopia, University of Chicago Press, 1953.
LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947.
MARITAIN, JACQUES: Education at the Crossroads, Yale University
Press, 1943.
rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds,
and Brothers, 1942.
NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959.
Mr. Alexander K. McLanahan Mr. Stephen L. Tucker
Santa Fe, NM
Houston, TX
Chairman
Mr. Charles A Nelson
Mr. John E. Robson
Chicago, IL
Mr. Karl Van Tassel
Lake Forest, IL
Vice Chairmen
Mr. Karl Van Tassel
Miss Harriet C. Higgins
Mrs. George S. Roudebush
St. Louis, MO
Dr. Dalton M. Welty
Hagerstown, MD
Mr. W.T. Terry,
St. Louis, MO
Secretary
Mr. Jerome La Pides
Jr.
Term Expiring 19134
Dr. Mortimer
Chicago, IL
Mr. Eugene V. Thaw
Scarborough, NY
HONORARY MEMBERS
Mr. Peter A Benoliel
Philadelphia, PA
Mr. Arnold Wells
Millwood, NY
Mrs. Lowell R. Ditzen
Dr. Douglas H. Gordon
!V:!r. John Gaw Meem
Mrs. Duane L Peterson
Hon. Adolph W. Schmidt
J. Adler
Mr. D. Robert Yarnall
Philadelphia, PA
Term Expiring 1983
MEMBERS EX OFFICIO
Mrs. Rebecca BrinkleyConnelly
Denver, CO
Mr. Thomas M. Carnes
San Francisco, CA
Mr. David Ater
Santa Fe, NM
Mr. Ray C. Cave
New York, NY
Th e G ovemor o_ Maryland
f
The Governor of New Mexico
The President of the College
The Dean of Annapolis
The Dean of Santa Fe
The Provost of the College
Dr. Robert A Goldwin
Washington, DC
Term Expiring 1982
Mr. John T. Harrison,
Stanford, CT
Miss Sharon Bishop
Washington, DC
Miss Harriet C. Higgins
New York, NY
Mr. Victor G. Bloede
Long Island, NY
Mr. Daniel T. Kelley, Jr.
Santa Fe, NM
Mr. Charles A Nelson
New York, NY
Mr. John L Ernst
New York, NY
Mr. Daniel R. Kenney
Winchester, MA
Mrs. James Ritchie
Santa Fe, NM
Mr. lNalter F. Evers
Cleveland, OH
Mrs. Carleton Mitchell
Annapolis, MD
Mr. Harrison Sheppard
San Francisco, CA
Mr. Allan P. Hoffman
Lawrence, NY
Mr. Maurice B. Mitchell
Santa Barbara, CA
Mr. JI Staley
Wichita Falls, TX
Mr. Jerome La Pides
Annapolis, MD
Mr. Theodore H. Smyth
Santa Barbara, CA
Mrs. Louis Talbot Trigg
Santa Fe, N1v1
Mr. Sanford K McCormick
Houston, TX
Mr. Roger W. Straus, Jr.
New York, NY
Mr. Thomas B. Turner
Baltimore, MD
Mr. Stephen L. Feinberg
El Paso, TX
Jr.
Mr. John H. Dendahl
Santa Fe, NM
Mr. James M. Donnelley
Chicago, IL
Dr. R. Philip Hammond
Santa Monica, CA
Dr. Irwin Hoffman
New York, NY
�66 I ST. JOHN'S COLLEGE
FACULTY/ 67
FACULTY
Barbara Hopkins Leonard
B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological
Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department
of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University
of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting
Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College,
_
1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M
chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r
de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63.
TUTORS
President
Edwin Jules Delattre
B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at
Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate
Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-;
National Endowment for the Humanities Board of Consultants, 1978-; President,
St. John's College, 1980-.
ANN APO US
Dean of the College in Annapolis
Edward Grant Sparro1N
B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers
College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-,
Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-.
Joseph Winfree Smith, Jr
B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de
Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy
Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E.
Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum,
St. Mary's College, California, 1966-67.
Hugh P McGrath
B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London
County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor,
St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-.
Curtis A. Wilson
B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe,
1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor,
1968-73, University of California, San Diego; Corresponding Member, Academie
Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-.
Douglas Allanbrook
Boston University, 1938; Brown University, 1939-41; University of Florence, 1946;
B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling
F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1.
m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and
Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-;
Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971.
Eva T.H. Brann
.Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the
Amencan Numismatic Society, Summer, 1952; Fellow of the American School of
Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59;
Member, U.S. Advisory Commission for International Education and Cultural
Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin
Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars
'
1976-77; Arnold Visiting Professor, Whitman College, 1978-79.
Bryce Du Val Jacobsen
RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and
Direcror of Athletics, ::it John's College, Annapolis, 1958-.
Edward Malcolm Wyatt
B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N
Mellon Tutorship, 1972-.
Thomas J. Slakey
B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64,
197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~
Proressor, 1974-76, St. Mary's College.
Beate Ruhm von Oppen
RA. ., U.
.
'R" . h
v:
mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of
Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal
In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford,
19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of
che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis
1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~
lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced
Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~
Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant
1978-79.
. '
�68 I ST. JOHN'S COLLEGE
Lawrence Berns
B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic
Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L
John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace
Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate,
Clare Hall, Cambridge University, 1971-72,
Samuel S, Kutler
B,A., St John's College, Annapolis, 1954; Graduate Study, American University,
1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor,
American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960,
Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-,
Michael S, Littleton
B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57;
Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-,
Robert B, Williamson
B,A., 1955,
1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-,
Elliott Zuckerman
B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959,
Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge,
1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7,
1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr
Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The
Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall,
Cambridge University, 1970-71,
Joseph E Cohen
B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School,
1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e
Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns
College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72,
Sarkissian
University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3,
A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54;
Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College,
Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and
Research Associate, Institute of Human Heredity, University of Bologna, Italy,
1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor,
Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-,
·
David I-L Stephenson
B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching
Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd,
1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y,
Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-.
FACULTY/ 69
Louis N, Kurs
Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology,
Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South
Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University
of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-;
V1s1tmg Lecturer, Department of Hydrology and Water Resources University of
Arizona, 1973-74.
'
Benjamin Charles Milner,
B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D,
Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59;
Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate
Institute in Liberal Education, Annapolis, 1980-,
Geoffrey Comber
,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of
Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor
in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61;
Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis,
1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal
Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in
Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-,
George Doskow
B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut;
Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in
English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-,
Howard
J,
Fisher
B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron
Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-,
Brother
S, Robert, F.S.C
RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor,
St John's College, Annapolis, 1966-67, Tutor, 1972-,
Gisela Berns
Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in
Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen
II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-,
Nicholas Maistrellis
BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching
Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor,
SL John's College, Annapolis, 1967-,
�FACULTY/ 71
70 I ST JOHN'S COLLEGE
Harry L Golding
B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal.
Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty,
1958-63· National Science Foundation Science Faculty Fellow, Purdue University,
1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~,
Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns
College, Annapolis, 1968-.
Harvey Flaumenhaft
_
B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard
University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th':
Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh
University, 1965; Instructor in Government, Wheaton College, Massachuseds,
1966-68; Tutor, SL John's College, Annapolis, 1968-.
Michael Comenetz
B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis
University; Assistant Professor of Mathematics, University of Kansas, 1972-75;
Tutor, St. John's College, Annapolis, 1975-.
Chaninah Maschler
B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955;
University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on
Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State
University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of
Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal
Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate
Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976,
Tutor, St. John's College, Annapolis, 1976-.
Howard Zeiderman
Jamison Allanbrook
B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow
Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity,
1967-69; Tutor, St. John's College, Annapolis, 1969-.
William W. O'Grady,
Jr.
AB
Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of
Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s
Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 ,
Santa Fe, 1980-82.
F. White
RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~
Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A.,
Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-.
Robert P. Druecker
B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University,
1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher,
Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary
School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer
School, 1971; Teaching Assistant, Department of Mathematics, Boston University,
1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976;
Tutor, St. John's College, Annapolis, 1977-.
Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap
lis, 1971-.
Peter Kalkavage
Leo F. Raditsa
B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and
the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College,
Annapolis, 1977-.
B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow,
1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht,
University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity,
Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia
University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t
for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1,
Revolution and Peace, Stanford, California, 1977-78.
David Bolotin
B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8;
Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3,
1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p,
l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College,
Annapolis, 1974-.
Schwartz Renaut
B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971;
M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-.
Joe Sachs
R ,;_
<::t
John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for
S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~
Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_
lege, Annapolis, 1975-.
Donald Conroy
B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa
Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of
California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University,
1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College,
1976-77; Tutor, St. John's College, Annapolis, 1977-.
Mera J. Flaumenhaft
B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation
Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel
Community College; National Endowment for the Humanities Grant, 1977; Tutor,
St. John's College, A.nnapolis, 1977-.
Thomas C. Mark
AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University;
Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy,
Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis,
1978-.
�FACULTY/ 73
72 I ST. JOHN'S COLLEGE
David Guaspari
B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; ·
U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge,
Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-.
Kelton Ray McKinley
B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan
State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology,
1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor,
1976,
Kellogg Biological Station, Michigan State University; Associate
Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt
Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-.
W.K.
Anthony James Carey
St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967;
MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69;
G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in
Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy,
North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis,
1979-,
William Jon Lenkowski
B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social
Research, 1970; Doctoral Studies in Philosophy, The New School for Social
Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al
Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-.
Jonathan S. Tuck
B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r
nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne
Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California,
Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of
California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College,
1979; Tutor, SL John's College, A_nnapolis, 1979-.
Thomas May
B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy,
Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-.
Marilyn Douville
B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate
lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory;
Tutor, St. John's College, Annapolis, 1979-.
Robert Barnett Raphael
B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor,
St. John's College, Annapolis, 1979-.
William Mullen
B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting
Assistant Professor of Classics and Comparative Literature, University of California,
Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74;
Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for
Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-.
SANTA FE
Dean of the College in Santa Fe
Robert S. Bart
B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling
Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75,
1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-.
William A. Darkey
B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor,
St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean,
1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-.
Thomas King Simpson
B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University,
1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at
Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56,
Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty,
The Key School, 1970-73.
Michael Ossorgin
Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie
Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music,
Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor,
Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor,
St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship,
1975-.
Charles G. Bell
B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938,
M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State
College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics,
1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer,
Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe,
1948; Assistant Professor of Humanities, University College, University of Chicago,
1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in
Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's
College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-,
Director, Graduate Preceptorial in Dimensions of History, 1972-73.
Samuel Emmons Brown
Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956,
Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John
H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor,
St. John's College, Annapolis, 1958-65, Santa Fe, 1965-.
�74 I ST. JOHN'S COLLEGE
Thomas A. McDonald
St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer,
University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension,
University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College,
Annapolis, 1963-79, Santa Fe, 1979-.
Dean K Haggard
B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels
Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's
College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73.
Robert D. Sacks
B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963;
Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes,
1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis,
1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69;
Biblical Research, Jerusalem, 1971-72.
Robert A. Neidorf
B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959;
Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62;
Assistant and Associate Professor of Philosophy, State University of New York at
Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-,
Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77.
John S. Steadman
B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United
States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62,
Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-,
Assistant Dean, 1970-72.
David Clifford Jones
B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962;
Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's
College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal
Education, 1973-75, 1978-80.
Robert M. Bunker
AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy,
1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee,
1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and
Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-<
Don B. Cook
A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965;
Woodrow Wilson Honorary Fellow, University of California at Davis, 1959;
National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe,
1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School,
1972-73.
Elliot T. Skinner
B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil-
FACULTY/ 75
son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical
Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's
College, Santa Fe, 1965-.
Stuart Boyd
M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical
School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology,
Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and
Chairman, Department of Behavioral Sciences, New Mexico Highlands University,
1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland,
1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical
School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor,
St. John's College, Santa Fe, 1966-.
Roger S. Peterson
A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe,
1966-.
E. Ray Davis, Jr.
University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and
Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University
of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St.
John's College, Santa Fe, 1966-, Assistant Dean, 1977-81.
Ralph Swentzel!
B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming,
New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe,
1966-.
Timothy P. Miller
A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University;
D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies,
Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of
Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate
Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor,
St John's College, Santa Fe, 1967-.
R. Thomas Harris,
B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science
Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor,
Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as
Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for
India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68,
Visiting Professor, Summer, 1969, New York University; Corporate Consultant,
Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's
College, Santa Fe, 1968-.
Glenn A. Freitas
B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite
Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission,
Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66;
�76 I ST. JOHN'S COLLEGE
Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-.
David Edward Starr
B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate
Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of
Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The
Graduate Institute in Liberal Education, Santa Fe, 1980-.
Paul David Mannick
B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa
Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of
St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-.
Phillip LeCuyer
B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969;
Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66;
Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow,
1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72;
Tutor, St. John's College, Santa Fe, 1972-.
Stephen R. Van Luchene
B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre
Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor,
St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81.
Bruce E. Venable
B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-.
Gerald Lee Myers
B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center,
1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research
Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's
College, Santa Fe, 1974-.
Kent H. Taylor
B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of
California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68;
Defense Language Institute, Monterey, California, 1968-69; Heidelberg University,
1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University
of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-.
Georgia S. Knight
B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity
of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College,
Santa Fe, 1974-.
Elizabeth S. Engel
B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching
Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor,
St. John's College, Santa Fe, 1975-.
FACULTY 177
John Joseph Verdi
B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975,
Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of
Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-.
Phillip Prescott Chandler, H
B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San
Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69·
Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70;
ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at
San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973,
~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director,
c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor,
Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College,
Santa Fe, 1976-.
Lynda Jean Myers
B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975·
Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e'
0
Santa Fe, 1977-.
'
Grietje Sloan
B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at
Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow,
1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor
~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University,
- all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California
Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~
Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-"
o!
Sharon H. Garvey
Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame
19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal(
1915; Tutor, St. Johns College, Santa Fe, 1978-.
Scott R. Stripling
B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970;
Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of
Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977;
Tutor, ::it. Johns College, Santa Fe, 1979-.
Nancy Dunning Buchenaur
B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in
Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-.
Michael G. Oink
B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral
Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College,
Santa Fe, 1980-.
Charlotte H. Gray
B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst
!?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative
:,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit-
�78 I ST. JOHN'S COLLEGE
ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-.
FACULTY 179
OFFICERS, ASSOCIATES AND STAFF
Peter Dragan Pesic
ANNAPOLIS
SANTA FE
AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear
Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor,
St. John's College, Santa Fe, 1980-.
President
Edwin J. Delattre
President
Edwin J. Delattre
Dean
Edward G. Sparrow
Dean
Robert S. Bart
Provost
PRESIDENTS EMERITI
Stringfellow Barr
Douglas H. Gordon
Richard D. Weigle
TUTORS EMERITI
William Kyle Smith
Wiley W. Crawford
M. Tolbert
HONORARY FELLOWS
J. Burchenal Ault
Treasurer
Charles T. Elzey
Treasurer
Emery C. Jennings
Assistant Deans
Barbara H. Leonard
Curtis A. Wilson
Director of Graduate Institute
David Edward Starr
Assistant Dean
Don Cook
Registrar
Nancy R. Winter
Director of Admissions
John M. Christensen
Libararian
Kathryn Kinzer
Paul Mellon
Director of Athletics
Bryce Du Val Jacobsen
B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford
University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University,
Director of Financial Aid
Caroline 0. Taylor
1967.
Provost
J. Burchenal Ault
John Gaw Meem
Director of Continuing Education
Benjamin Milner
ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University
of New Mexico.
Director of Graduate Institute
Benjamin Milner
Director of Alumni Activities
Thomas Parran, Jr.
Registrar
Ellen Gant
Director of Admissions
Stephen R. Van Luchene
Acting Librarian
James Benefiel
Director of Student Activities
Istvan Fehervary
Director of Financial Aid
Marsha Drennon
Director of Aduli Education
Gerald L. Myers
Director of Career Counseling
Janet Lange
Business Manager
Svend Schmidt
Superintendent of
Buildings and Grounds
Carlos Vigil
Director of Career Counseling
Marianne Braun
College Nurse
Peggy H. Elrington
Superintendent of
Buildings and Grounds
Charles L Wallace
College Physicians
Charles W. Kinzer
Sigmund A Amitin
Thomas M. Stubbs
Musician in Residence
Landon Young
Director of Laboratories
Hans von Briesen
College Nurse
Marilyn Mylander
Artist in Residence
Burton Blistein
�80 I ST. JOHN'S COLLEGE
<fl
().)
0
'-cl
Profile: Freshman Classes:
Entering Fall 1980
1981
Annapolis
States Represented.
Alaska.
Arizona.
California.
Colorado
Connecticut .
Delaware
District of Columbia .
Florida
Georgia.
Hawaii
Idaho ..
Illinois.
Indiana .
Iowa
Kansas
Kentucky
Louisiana .
Maryland.
Massachusetts .
Michigan
Minnesota
Missouri ..
New Hampshire ...
New Jersey .
New Mexico ...
New York.
North Carolina
Ohio ..
Oklahoma
Oregon ...
Pennsylvania .
Rhode Island
South Carolina
South Dakota ..
Tennessee .
Texas ..
Vermont.
Virginia.
Washington
West Virginia .
Wisconsin.
Wyoming.
Utah
Austria ..
Israel .
Japan.
Puerto Rico
29
32
2
5
3
22
5
1
2
2
4
3
1
1
2
2
1
2
1
3
3
5
1
2
2
1
1
2
19
6
5
7
3
1
2
2
3
9
2
15
11
8
2
8
1
1
9
3
2
5
1
1
2
2
1
7
11
2
4
3
1
1
1
1
1
1
1
1
Annapolis Santa Fe
Santa Fe
Number of Students
Fall 1980
January 1981 ...
Men ...
Women.
Early Entrance ....
Previous! y At tended
College ....
Range of Ages
Veterans ..
Kind of School Attended
Public ..
Independent ..
Parochial
GED
Receiving Financial
Aid
Rank in Class
First Fifth
First Tenth
Second Tenth ...
Second Fifth ..
Third Fifth
Fourth Fifth
Last Fifth.
Not Available
National Merit Honors:
Scholars
Finalists ..
Semi-finalists .
Commended Scholars
130
106
24
69
61
115
98
17
67
48
4
2
48
16-33
42
16-34
6
1
84
27
19
76
29
5
3
:l
47%
64%
i
65%
40%
25%
20%
9%
4%
2%
14%
40
43%
35%
11%
16%
4%
4%
1%
28%
26
I
2
9
5
4
3
4
26
13
i
I
i
I
;I
-i
:1
I
�
College
ANNAPOLIS, MARYLAND 21404
(301) 263-2371
SANTA FE, NEW MEXICO 87501
(505) 982-3691
Founded as King William's School, 1696; chartered as St. John's College, 1784;
accredited by the Maryland State Department of Education, by the Middle
States Association of Colleges and Secondary Schools, and by the North
Central Association of Colleges and Secondary Schools. The College is
co-educational and has no religious affiliation. It does not discriminate on the
basis of race, religion, color, sex, national or ethnic origin, nor against the
handicapped.
�COLLEGE
ANN APO US
8-10.
. .... Senior Oral Enabling Examinations
September 10
.. Freshman and Senior Registration
September 11 . . . . . . .
. Convocation
September 11
.. Sophomore and Junior Registration
September 11 ............ Classes Begin with Seminars
October 16-19.
. Long Weekend
November 26-29 ......... Thanksgiving Recess
December 11-January 3 . . V\linter Vacation
January 24 .............. End of First Semester
25
. Second Semester Registration
January 27
. January Freshman Registration
February 12-15
........ Long Weekend
March 11-22
Vacation
30-May 1.
Weekend
20
. Last Day of Classes
21
........ End of Second Semester
23
. Commencement
Freshman
. Graduate Institute
Freshman
. Graduate Institute
7
20
August 13
14
Second Semester Begins
Begins
Second Serr1ester EnCls
Ends
August 26
....... Dormitories Open
27
.. Senior Oral Enabling Examinations Begin
27-28
for All Classes
. Convocation
28
28
...... Classes Begin with Seminars
October 9-12
.........
Vveekend
November 26-29
December16
Decen1ber
10. Winter Vacation
11
for all Classes
11.
Classes Begin With Seminars
March 6-21
. Spring Vacation
14
Freshman Semester Ends
14
S·21nester
16
.. Cornmencement
0
0
0
0
31
June 21
6.
13
Freshrnan
. Graduate Institute
Freshman
. .. Graduate Institute
Second
Classes
Second
Classes
Semester
Begin
Semesl:er Ends
End
�TABLE
CONTENTS
PAGE
Introduction .
The Curriculum
Seminar
Preceptonal
Tutorial ......... .
Laboratory .
Formal Lecture ..
St. John's List of Books ..
The Ac11demic Order
Tutors.
Instruction Committee
Library
Schedules
Essays and Exa1ninations
Academic Standing .............. .
Degree of Bachelor of Arts .
Degree of Master of Arts
........ .
Graduate Institute in Liberal Education
Directory Information and Right to Privacy
Residence al!t:d Stud~?lt LHe
Annapolis ...
Santa Fe ..
Both Campuses
Site Plans of the Campuses .
Admfasiom
Requirements and Procedure .
Campus Visit .
6
8
.10
. ......... 11
. ... 16
.20
. .... . 22
28
.......... 29
.30
.......... 31
.........
. .32
. . .34
. .. . 35
37
37
.......... 37
.33
.43
.47
62-63
..so
. .53
Fee~
and Financial Aid
Procedures and Deadlines
Grants and Loans
Sample Budget
Billing and Deposits
Refund Policy
Criteria for Judging Satisfactory Progress
Bib!iogrnphy
55
.... . 57
59
59
60
61
............ 64
65
................. 66
.79
Profile: 1980-81 Freshman Class ..
. 80
�6 I ST JOHN'S COLLEGE
I
Liberal education should seek to develop free
and rational men and women committed to the
pursuit of knowledge in its fundamental unity,
intelligently appreciative of their commor~ cultural heritage, and conscious of their social and
moral obligations. Such men and women are
best equipped to master the specific skills of any
•' 0 •·Alh·i•:"•'""'"" calling and to become mature, competent and
responsible citizens of a free society.
-~~~iiill
St. John's College believes that the way to
liberal education lies through the books in which the greatest minds of our
civilization-the gr.;;at teachers-have expressed themselves. These books
are both timeless and
they not only illuminate the persisting questions of human existence, but also have great relevance to the contemporary
with which vve have to deaL They can therefore enter directly into
our everyday lives. Their authors can speak to us almost as freshly as when
spoke for the first time, for what they have to tell us is not something of
academic concern, remote from our real interests. They change our
move our hearts and touch our
The books speak to us in more than one way. In raising the persisting
human
lend themselves to different
that
reveal a
and yet complementary meanings.
while
please us as works of art with a clarity and a
that
their intrinsic intelligibility. They are, therefore, properly
great, whether
are
poems or political treatises, and w·hether
their subject matter is scientific, historical or philosophicaL They are also
linked
for each of thern is introduced,
or criticized by
the others. In a real sense they converse with each
and they draw each
reader to take part, ·within the limits of his ability, in their large and unending conversation.
This conversation, ho·Never, is unavoidably one-sided. The great
books can only repeat what they have to say, without furnishing the clarifications that we sometimes desire. To remedy this defect is the goal of the
St
seminar. Here, a number of students of varied backgrounds, faced
a text that may present unfamiliar ideas, attempt to discuss it reasonlt is presupposed that the students are willing to submit their
to one another's critical scrutiny. The demands of the individual
those
of the group are in continuous interplay, setting limits within which the discussion moves with the utmost possible freedom. The discussion may concern its-::lf
with trying to establish the meaning of a poem or the
an argument. On the other hand, it may concern itself with more
or with very
questions that thrust themselves forward. The students bring to
seminar the assumptions they have deri~ed
from their experience in the contemporary world. Through discussion they
acquire a new perspective, which enables them to recognize both the same-
THE INTRODUCTION I 7
ness of .a recurre~t problem. and ~he. variety of i~s historical manifestations.
Prmc1pally, nowever, the aun is to ascertam not how things were, but
!'.ow thml?s.are-to help the student make rational decisions as he
his
h~e. Ai:d it 11s the ultimate aim of the program that the habits of
and
d1scuss10n tnus begun by the student should continue with him throughout
life.
Most of the teaching at St. John's takes the form of a discussion. The
conversational methods of the seminar are carried over into the tutorials. As
much as possible, the actual instruction in all classes and laboratories is
r~ade to depend on the activity and initiative of the students. The tutor functions as a guide, more intent to listen to the students and to work with them
than to impose upon them his own train of thought.
St. John's seeks to restore the true meaning of a liberal arts education
The primary function of the liberal arts has always been to bring about a 1~
awareness of the forms that are embodied in combinations of words and in
numbers so
they become means of understanding.
the
hberal arts were seven in number: grammar, rhetoric, logic- the arts
guage; and arithmetic, geometry, music and astronomy-the arts of mathe'.natics. In more contemporary terms, the
arts bring to light what is
mvolved ~n the use of words and .numbers in all
of discursive thought,
m analysm?, speaking and wntmg, and also in measuring, deducing and
demonstrating.
There are many ways to develop these arts. The curriculum emphasizes
five of them: discussion, translation, writing, experiment and mathematical
demonstration. They are followed in all branches of the program But
whatever the methods used, they all serve the same end: to invite the student
to think for himself, to enable him to practice the arts of freedom. Free
minds must be able to envisage concrete situations, to deliberate by
la ting clear alternatives, and to arrive at a deciding choice. The acquisition
of these mtellectual skills indicates that the discipline of the liberal arts has
taken hold of the learning mind.
Knowledge advances and the fundamental outlook of man may change
over the centuries, but these arts of understanding remain in one forrn or
another
They enable men to win knowledge of the vvorlcl
around them and knowledge of themselves in this world and to use that
with wisdom. Under their guidance men can free themselves
frorn the wantonness of prejudice and the narrowness of beaten
Under their
men can acquire the habit of
A
genuinely conceived liberal arts curriculum cannot avoid
most far reaching of all human goals.
Evans Laboratory Building with Sangre de Cristo Mountains in background, Santa Fe
�THE CURRICULUM I 9
8 I ST. JOHN'S COLLEGE
THE CURRICUWM
THE SEMINAR
The heart of the curriculum is the seminar-a
discussion of assigned readings from the books
of the program. In each seminar there are seventeen to twenty-one students with two memb~rs
of the faculty as leaders. The group meets t~ice
a week, on Monday and Thursday_ evemng~,
from eight until ten-or well beyond if _the topic
under discussion has aroused a sustained and
lively conversation. The assignment for each
seminar amounts, on the average, to around a
hundred pages of reading, but may be much shorter if the text happens to be
particularly difficult.
f th l d
Th re
The seminar begins with a question asked by one o. e e_a ers.
e after the seminar consists almost entirely of student discus~10nh ~tuhdenJs
talk with one another, not just to the leaders. Th~y do no_t raise t eir ~ s
for permission to be heard, but enter the discussion or witfhdral fror;I it a~
will. The resulting informality is tempered by the use of orma mo es 0
address.
f
I
f om
Once under way the seminar may take many orms · t may ra~ge r
the most particular to the most general. The reading of Thucy~ides, for
example is almost certain to elicit a discussion of war and agg~essH;mdand to
bring to' the surface the students' opinions and fears about _t e wis horn or
error of national policies. Homer and Dante prompt reflect10ns on uman
virtues and vices, on man's ultimate fate. Sometimes a seminar will devote
all its time to an interpretation of the assigned reading, staying close to the
text; at other times the talk may range widely over topics suggested by the
reading but bearing only indirectly on the text itself in the minds of the participants. In the coffee shop after seminar, students from different groups
compare the points made in their discussions.
Except for the requirements of common courtesy, there are only two
rules: first, all opinions must be heard and explored, however sharply they
may clash; second, every opinion must be supported by argument-an
unsupported opinion does not count. In a freshman seminar the students
may tend to express their opinions with little regard for their relevance to the
question or their relation to the opinions of others. Gradually, in their inte{play with one another, the students learn to proceed with care, keeping to
the topic and trying to uncover the meanings of the terms they use. They
learn, gradually also, that to some extent the procedure of the seminar varies with the kind of reading under study; poetry is not philosophy and
requires a different approach. Such progress in learning together may be
crowned by sudden insights on the part of individuals, or by occasions when
the seminar as a whole achieves illumination.
The course of the discussion cannot be fixed in advance; it is determined rather by the necessity of "following the argument," of facing the crucial issues, or of seeking foundations upon which a train of reasoning can be
pursued. The argument does not necessarily lead to the answer to a question. More often than not the question remains open with certain alternatives clearly outlined. The progress of the seminar is not particularly
smooth; the discussion may sometimes branch off and entangle itself in
irrelevant difficulties. Only gradually can the logical rigor of an argument
emerge within the sequence of analogies and other imaginative devices by
which the discussion is kept alive. A seminar may also degenerate into
rather empty talk, without being able for some time to extricate itself from
such a course. Or it may climb to heights accessible to only a few of its
members.
Under these circumstances the role of the leaders is not to give information, nor is it to produce the "right" opinion or interpretation. It is to guide
the discussion, to keep it moving, to raise objections, to help the student in
every way possible to understand the author, the issues and himself. The
most useful instrument for this purpose is the question; perhaps the most
useful device of all is the question "Why?" But a leader may also take a definite and positive stand and enter directly into the argument. If he does so,
however, he can expect no special consideration. Reason is the only recognized authority; all opinions must be rationally defended and any single
opinion can prevail only by general consent. The aim is always to develop
the student's powers of reason and understanding and to help him arrive at
intelligent opinions of his own.
Every freshman, sophomore and junior submits an essay on some
theme suggested by the seminar readings. In Santa Fe, an essay is submitted
each semester; in Annapolis, each year. The essay is not a research paper
with extensive footnotes and a bibliography, but rather an attempt on the
part of the student to set out in writing, as clearly as he can, his own
thoughts on some aspect of the liberal arts. The essay in the second semester
becomes the center of his final oral examination. For sophomores the annual
essay holds a position of special importance: it becomes the major part of
the process called enabling. (See page 34).
�THE CURRICULUM / 11
10 I ST. JOHN'S COLLEGE
THE TU'"fORlALS
THE PRECEPTORIAL
For about nine weeks in the middle of the year
the seminars of the junior and senior classes are
replaced by preceptorials. These are small
"roups of students engaged in the study of one
book, or in exploration of one subject through
several books. Students are usually given a
choice of sixteen to twenty pn:ceptorials on
books or subjects of particular interest to the
tutors who offer them. Students may suggest a
topic and invite a tutor to study it with them.
Although many preceptorials study one of the books of the seminar
list, or a theme suggested by the program, some preceptonals may deal with
books and themes the students would not otherwise encounter. There are
generally seven or eight students in a preceptorial. Guided by a tutor, they
proceed at a pace more leisurely than that permitted by the sernmar Usually
the student's work is completed by the wntmg of a
which may be
read in draft to the preceptorial and criticized by the
members.
Listed below are some of the preceptorial subjects offered on the two
campuses in recent years.
0
Tolstoy: Anna Karenina
Adams: The Education of Henry
Adams
Common Law Adjudication and
Philosophical Justice
Freud: Selected Papers on
Neurosis and Related Topics
Kierkegaard: Fear and Trembling
Aristophanes: The Birds (in
Greek)
Burke, Paine and Toqueville:
Selected Works
Force and Energy in Descartes,
Newton and Leibniz
Goethe's Novels
Plato: Phaedrus
Whitehead Selected Works
WaJlace Stevens
Arendt: The human Condiiwn
Joyce: Early Works
Aristotle's Theory of lvl.otion
Astronomia Nova
Sartre: Being and Nothingness
Plotinus: Thircl Ennead
Ibsen and Chekov
Design and Expression in the
Visual Arts
William Blake: Selected Works
The seminar cannot suffice as the only setting
for liberal education. By its very nature the seminar does not give the student an opportunity to
cultivate the habits of methodical and careful
study and of persisteni:ly precise discussion and
writing. Other learning devices must therefore
support it; these are the tutorials in language,
mathematics and music.. For each of four years,
a student attends one language and one mathematics tutorial three or four times a week.
Sophomores also attend a music tutorial.
In the tutorials, around a table, about thirteen to fifteen students study
and learn together under the direct guidance and instruction of a tutor. The
tutorial provides conditions for collaborative study and for the manifold
teaching and learning relations that hold in a company of people learning
togetheL As in the seminar, sludents talk freely with one another and with
the tutor, but the discussion focuses sharply on assigned tasks. There are
opportunities for each student to contribute his measure of instruction and
insight to his fellows" Other tutors often attend, seeking to learn about a
particular subject which they may later teach.
\IVrihng assignments are normally made in all classes: mathematics,
music and laboratory sections as well as in language tutorials. The student is
thus called upon continually to articulate and organize his
in both
the written and spoken forms.
THE LANGUAGE TUTORIAL
Specialization in higher education has led to a profound
of language
skills. As country is separated from country by the barrier of language, so
profession is separated from profession by technical jargon. Primarily, the
language tutorial attempts to remedy this condition by a training in the
means of precise corn.munication and effective persuasion. In a broad sense,
it may be thought of as a present-day restoration of the traditional studies of
grammar, rhetoric and logic. The tutorial seeks to foster an intelligent and
active grasp of the relations between language on the one hand and thought
and imagination on the other To do this it must direct attention to the fundamental ways in which words can be put together; to the modes of signifying things; the varied connotations and ambiguities of terms; the role of
metaphors, analogies and images; and the logical relations between
proposi hons.
The study of foreign languages (Greek in th€ first and second years, and
French in the third and fourth years) provides an effective means to these
ends. By studying these languages, by translating from them into English,
and by comparing them with each other and with English, the student learns
something of the nature of languages in general and of his own in particular.
During the four years, then, he studies language as the discourse of reason,
as the articulation of experience, and as the medium of the art of poetry; and
both directly and indirectly, through the intermediary of foreign tongues, he
studies his own language. He discovers the resources of articulate speech
and learns the rules that must govern it if it is to be dear, consistent and
effective-if it is to be adequate and persuasive.
�12 I ST. JOHN'S COLLEGE
THE CURRICULUM/ 13
In the beginning the emphasis is on the forms of words, the grammatical constructions, and the vocabulary of each language being studied. Thus
the rapid reading for the seminar, with its attention to the large outlines and
to the general trend and development of the central idea, is supplemented
and corrected by a more precise and analytical study, one which is concerned 'with particular details and shades of meaning and with the abstract
logical structure and rhetorical pattern of a given work Those are matters
that do not often come directly into seminar discussions. The student's concern with them in the language tutorial improves all his reading, for whatever immediate end, deepens and enriches his understanding, and increases
his ability to think dearly and to speak well.
A secondary purpose of the language tutorial is support of the seminar,
Some of the works read for seminar are also studied in the tutorial, free from
the veil of ready-made translation. Issues are brought to the fore which
might otherwise have been neglected, and they can be discussed with greater
precision than the seminar usually permits, This habit of precision, in its
turn, becomes more common in the seminar
Though the language tutorial cannot and should not aim at a mastery
of the foreign languages, the student can reasonably expect to attain a
knowledge of their grammatical forms and a grasp of their peculiar qualities, To experience the
of another language is to extend the
boundaries of one's sensibility
The choice of
languages is in part dictated
the seminar reading schedule and is in part arbitrary. Latin and German might be used without changing the
and aims of the tutorial. The first year of Greek,
however, goes
with th.;: freshman seminar and rnath::matics
and the continuance of Greek into the second year advances the work of the
first. The second yea.rends with
and discussion of works
Shakespeare, Donne and other
The French of the
year begins with a brief, intensive
of
French grammar followed by the reading of a French text. The aim here is
economical progress toward facility in the reading and writing of simple
French. Students already fluent in French 111ay be exempted from these early
stages, Then follows examination of the form and content of French prose
selections, Discussions of both form and content are related to appropriate
writing assignments, including exercises in translation in which the student
attempts to match in his own tongue the excellence of his mod':'k In the second senlester a
is read-Racifie's Phedre.
The principal
of the fourth ynr is the reading of French poems,
including a considerable number from Baudelaire's Fleurs du 11/Ial. Its irnmediate object is the understanding and enjoyment of each poem in its parts
and as a whole. It also provides a substantial basis for discussion of the art of
poetry and clarification of the rdation of that art to the traditional liberal
arts of language. V\friting assignments include exercises in translation more
ambitious than these attempted in the third yeaL One of Molien:'s.comedies
is read-either Tartuffe or Le Misanthrope. The year ends with analysis and
discussion of modem British and American poets, such as T.So Eliot, Dylan
Thomas, VV"B Yeats and Wallace Stevens.
THE MA THEIVIA TICS TUTOPJAl
Mathematics is a vital part of education; that this is true or ought to be is
suggested by the word itself, for it is derived from a Greek word meanin" "to
learn." It is regrettable, then, that students should come to dislike math:matics or to think of themselves as unmathematicaL It is equally regrettable
that competent mathematicians are often unaware of the philosophical
assumptions upon which mathematical equations and formulas are based.
Mathematics at St John's is studied as a liberal art, not artificially separated
from what have come to be called the humanities. VVhen mathematics is
taught at an unhurried pace, in an atmosphere of reflective inquiry and from
treatises chosen not only for their matter but also for their elegance and
imagination, as it is at St. John's, mathematics becomes not only the most
readily learnable liberal art but also one which provides ready access to
others and significant analogies with them.
0
0
There are' two main reasons for studying mathematics
it pervades our modern world, perhaps even defines iL Therefore anyone who
means to criticize or reform, to resist or cooperate 1Nith this world not only
must have some familiarity with the mathematical methods by which it is
m.anaged, but also must have thought about the assumptions that underlie
their application. It is the task of the mathematics tutorial and the laboratory together to help students to think about what it means to count a.nd
measure the things in the universe.
The second rnain reason for studying mathema.tics concerns the mathematics tutorial more specifically Since mathematics has, as its name
implies, a particularly close connection with the human capacity for learning, its study is especially useful in helping students to think about what it
means to come to know something.
To prepare themselves for such reflection students study artfully composed mathematical treatises, demonstrate propositions at the blackboard
and solve problems
doing this over four years they learn a good deal of
mathematics, and they gain noticeably in rigor of thought, nimbleness of
imagin3tion and elegance of expression. But while
are practicing the art
of mathematics in all its rigor, they are continually encouraged to reflect on
their own activity. Scores of questions, of which the following are exam-
�14 I ST. JOHN'S COLLEGE
ples, are raised during the four years:
Why and how do mathematical proofs carry such conviction? What is
a mathematical system and what are its proper beginnings and ends? iNhat
is the relation of logic to mathematics? Are there "better" and "worse,"
"ugly" and "beautiful" in mathematics? Do mathematical symbols constitute a language? Are there "mathematical objects"? How might the discoverer of a particular theorem have come to see it?
By means of such questions, which grow out of the daily work and
which excite the intellect and the imagination at the same time, a discussion
is initiated in the mathematics tutorial which is easily and often carried over
into the larger sphere of the seminar.
The student begins with the Elements of Euclid. Using Euclid's
zation of the mathematical discoveries of his predecessors, the student gains
a notion of deductive science and of a mathernatical system in general; he
becomes acquainted with one view of mathematical objects-its central
expression found in the theory of ratios-which is buried under the foundations of modem mathematics. After Euclid he begins the study of Ptolemy's
Almagest,
his attention on the problem of "hypotheses" constructed to "save
appearances" in the heavens. That the tutorial reads
Ptolemy indicates the difference between the mathematics tutorial at SL
John's and the ordinary course in mathematics. Ptolemy presents a mathematical
of the heavenly
but he gives more than that his
work is both an example of mathematics applied to phenomena and a comto the philosophical, poetic and religious readings that are taken up
in the first and second years.
In the second year the student continues the
of Ptolemy, vvith
emphasis
those difficulties and complexities of the geocentric system
which are
resolved by the
revolution. He studies
into heliocentric form.
Copernicus's transformation of the Ptolemaic
He next takes up the Conics of Apollonius to learn a synthetic
of the very objects whose analytical treatment
Descartes marks the
of modern mathematics. After this he
analytic geometry,
presents the conic sections in algebraic form. He thus gains an understanding of algebra as the "analytic art" in generaL
In the third year calculus is studied both analytically in its modern form
and geometrically as Newton presented it in his Principia Mathematica.
This is followed by an examination of Dedekind's
of real numbers,
the endeavor to provide a ngorous arithmetical foundation for the calculus.
The student then returns to Newton's Principia to take up its treatment of
astronomy, in which Newton brings heavenly and earthly motions under one
law and replaces a purely geometric astronomy with a "dynamic"
in
which orbits are determined
laws of force. The mathematics tutorial is
both an introduction to physics and a foundation for the study of the
philosophical outlook of the modern world.
In the fourth year the reading of Lobachevski's approach to nonEuclidean geometry invites reflection on the postulates of geometry, as well
as on the nature of the goemetric art as a whole This is followed by the
study of Einstein's special theory of relativity, which challenges our conventional understanding of the nature of time and space. On the Annapolis
campus, there is an alternate program for the latter half of the year: some of
the students
projective geometry, in which the enterprise which began
with Euclid returns in a remarkable way, n01N generalized, to its starting
THE CURRICULUM/ 15
THE MUSK TUTORIAL
One of the aims of St. John's program has been to restore music as a liberal
art to the curriculum. The study of music at St. John's is not directed
towards performance but towards an understanding of the phenomena of
music. The ancients accorded music a place among the liberal arts because
they understood it as one of the essential functions of the mind, associated
with the mind's power to grasp number and measure. The liberal art of
music was based for them on the ratios among whole numbers.
In particular, the music program at St. John's aims at the understanding
of music through close study of musical theory and analysis of works of
musical literature. In the freshman year students meet once a week to study
the fundamentals of melody and its notation. Demonstration takes place
the second semester the students perform some
primarily by singing, and
the great choral works.
the sophomore year a tutorial meets three times
a week. The music tutorial reflects two different but complementary aspects
of music. On the one hand music is intimately related to language, rhetoric
and poetry. On the other it is a unique and self-sufficient art, which has its
roots deep in nature.
The work of the tutorial mcludes an investigation of rhythm in words
as well as in notes, a thorough investigation of the diatonic system, a study
of the ratios of musical intervals, and a consideration of melody, counterpoint and
None of these is done apart from the sounding reality of
good music. The inventions of Bach, the songs of Schubert, the rnasses of
Palestrina, the operas of Mozart and the instrumental works of Beethoven
are the real textbooks. In the second semester at least one major work is analyzed
Seminars on great works of music are included as part of the regular
seminar schedule. Instead of reading a text students listen to recordings of a
composition and fami!arize themselves vvith its score before the seminar
meet3. Group discussion of a work of music, as of a
facilitates and
enriches the understanding of it.
of
�16 I ST. JOHN'S COLLEGE
THE CURRICULUM / 17
THE LABORATORY
The emblem of the SL John's program on the
back cover shows seven books surrounding a
pair of scales. The balance, no less than the
books, symbolizes the tradition of the liberal
arts. It stands for the instruments of the scientific laboratory, which may well be the most
characteristic institution of the modern world.
Three hundred years ago algebra and the
arts of analytic geometry were introduced into
European thought, mainly by Rene Descartes.
This was one of the great intellectual revolutions in recorded history, paralleling and in part determining the other great re'1olutions in industry, politics, morals and religion. It has redefined and transformed our whole
natural and cultural world. It is a focal
of the St. John's program and
one which the College takes special care to emphasize. There is scarcely an
item in the curriculum that does not bear upon it. The last t1rvo years of the
program exhibit the far-reaching changes that flow from
and these could
not be appreciated without the first two years, which cover the period frorn
Homer to Descartes.
Modem mathematics has made possible the exploration of natural phenomena on an immense scale and has provided the basis for what is known
to us as the laboratory. The intellectual tools of the laboratory are the conseconceived by the great thinkers of the
quence of the vast project of
sevenl:eenth century. They are based on a mathematical interpretation of
the
which transforms the universe into a great book written in
mathematical characters.
Liberal learning is concerned with the artifices of the human mind and
hanrl that
us to relate our exoeriences to our understanding. For this
~ur~-ose St.
has set up a thre~-year laboratory in the natural sciences,
wherein characteristic and related topics of physics, biology and chermstry
are pursued. There is the art of measuremen.t, which involves the analytical
study of the instruments of observation and measurement; crucial experiments are reproduced; the interplay of hypothesis, theory and fact has to be
carefully scrutinized. All of this is supported
the mathematics tutorials,
which provide a dear understanding of mathematical techniques.
The task, however, is not to cover exhaustively the various scientific
disciplines, to bring the student up to date in them, or to engage in specialized research. It is rather to make the student experience and understand the
significance of science as a human enterprise involving fundamental
assumptions and a
of skills derived from the practice of the liberal
arts. The College does not subscribe to the sharp separation of scientific studies from the hurnanities, as if they were distinct and autonomous domains
of learning. There need not be "tiNO cultures." Different fo~lds of exploration
require different methods and techniques, but the integrity of scientific pursuits stems from sources common to all intellectual life.
THE ORGANIZATION
THE LABORATORY
The laboratory program is largely determined
three considerations releThe formally scheduled
vant to the liberalization of the study of science:
experimental work must be combined with a
and free discussion of the
instruments and principles involved in it. (2) The content of the work should
be so chosen as to enable the student to trace a scientific
to its roots
in principle, assumption and observation. Thus certain integrated wholes of
subject matters aI"e to be selected as problems in which the roles of theory
and experimentation can be distinguished through critical study. (3) The
schedule of laboratory work should give opportunity for leisurely but intensive experimentation. The student must have time to satisfy himself as to the
degree of accuracy his instruments permit, to analyze procedures for
sources of error, to consider alternative methods, and on occasion to repeat
an entire experiment. Only thus can he come to a mature understanding of
the snences called "exact."
A laboratory section consists of seventeen to twenty-one students
under the guidance of a tutor, with the help of more advanced students serving as assistants. Sections meet two or three times a week" A
laboratory session may be used for exposition and discussion of theory, for
experimentation, or for both, as the progress of the work requires. Occasionally a laboratory meeting is reserved for the discussion of a classic paper
or other text directly related to the topic at hand; writings of Aristotle,
Galen, Harvey, Huygens, Newton, Lavoisier, Maxwell, Thomson, Rutherford and Bohr are among those regularly used in this way. In all the work of
the laboratory and in the laboratory manuals written at the College the purpose is to achieve an intimate mixture of critical discussion and empirical
inquiry.
�THE CURRICULUM / 19
18 I ST. JOHN'S COLLEGE
LABORATORY TOPICS
The general topics of study have been chosen from elementary physical and
biological science. The sequence of study may be outlmed as follows:
1st Year
12 weeks:
20 weeks:
3rd Year
4th Year
10 weeks:
18 weeks:
Observational biology
Studies of matter and measurement, leading to the
atomic theory of chemistry
, ,
Topics in physics: mechanics, optics, heat, electnc1ty, magnetism
Quantum physics
Genetics, evolution, moleculary biology
THE FIRST YEAR
The laboratory begins with twelve weeks devoted to topics in , _
biology: classfication of types, anatomical st~ucture, cells and their aggregation and differentiation, embryological development. Close1 observat101~by
naked eye or with microscopes is accompanied by constant tneoret;icL:l 1~-w::r~
pretation, based on reading important works of b1ol,~g1cal sc1enhs~~· _He~c
the student confronts organisms as self-movmg ent!LJes with propd ties vf
wholeness, intimately dependent on, yet distinct from, the
world.
h c
The freshman laboratory next turns to the
in a searc ,or
some of its fundamental laws_ Archimedes on the lever
on hydrostatics
is studied, then the laws of equilibrium of gases, temperature and calonmetry are taken up, experimentally and in discussion of the relevant theor-
ieso These topics lead into an examination of the phenomena, largely chemical, and the arguments that are involved in the theory that matter is composed of discrete particles, The student compares the views of Aristotle and
Lavoisier on the nature of substance and substantial change, and goes on to
study and discuss important original texts bearing on the development of
the atomic-molecular theoryo Experiments are performed to help with the
understanding of the texts and the physical and chemical transformation of
which they speak. The year's work culminates in the resolution of the problem of determining atomic weights and in an examination of some consequences of this determination_
THE THIRD YEAR
The third-year laboratory deals with topics common to a number of the traditional divisions of physics, such as mechanics, optics, thermodynamics
and electromagnetism. Throughout the year, experimentation is accompanied by the reading of important original writings by Galileo, Descartes,
Huygens, Newton, Leibniz, Carnot and Maxwell, The mathematical tools
of physics are to be put to work in the
at the same time that their
rigorous development is pursued in the mathematics tutorials, As the tools
of the calculus become available, the emphasis shifts from a direct, qualitative description of force, acceleration, work, energy and potential fields, to
their reformulation in terms of derivative and integral; at the same time the
physical concepts serve to illustrate the mathematical ideas_ The concepts of
mechanics are to be used to formulate alternative theories of light-corpuscular and wave-and the success of either theory in accounting for optical
is examined_ The phenomena and processes of thought leading
to the first and second laws o(thermodynamics are given careful consideration_ The fundamental phenomena of electricity and magnetism are studied
and experimentally, and formulated in mathematical
terms. The
and culminating topic of the year is Maxwell's derivation of
an electromagnetic
of light.
THE
YEAR
In many ways the vvork of the senior year is a return to questions the students first confronted as freshrnen. During the first ten weeks, the senior
takes up anew the theory of atomism -but the atom itself has
become
object
study, Prepared
his work with electrical phenomena, th.;: student can focus on the questions of atomic stability that lead to
the revolutionary quantum hypothesis of Bohr and the vvave mechanics of
de Broglie and Schrodinger Through a sequence of historic scientific papers
and related experiments, the concepts of particle and wave, of discreteness
and continuity, gain new meaning_
the course of thought in Schrodinger's What is Life?, the
senior laboratory then turns or returns to biological topics, and first to genetics, to Mendel's theory of heredity and its development through the experimentation and interpretation by TH. Morgan and his associates_ The results
studies of bacteria populations are considered from the standof their evolutionary significance, in the papers of Hardt and of Luria
and Delbruck. Next, fundamental papers leading to present-day molecular
biology-for instance by Beadle and Tatum, Watson and Crick, Jacob and
!Vlonod-are studied.
of
0
�THE CURRICULUM/ 21
20 I ST JOHN'S COLLEGE
LECTURE
The curriculum as described so far calls for student participation at every active stage of the
work On Friday evenings, however, a different
form of instruction occurs. The formal lecture is
the occasion when the student has an opportunity to listen
and attentively The subject may be closely connected with seminar readngs or it rnay open up a new field of interest and
test the student's readiness to absorb new information and to follow arguments in unfamiliar
fields: in anthropology or space science, in painting or architecture. The lecturers are often visiting scholars, but not infrequently they are members of
the SL John's faculty. Visitors may be from the academic world or frorn the
arena of public affairs; they may be poets or artists. Sometimes a concert
replaces a lecture.
The lecture is followed by a discussion. Here the lecturer submits himself to prolonged questioning by the students, with the faculty participating.
Often the discussion turns into a seminar. Thus the formal lecture serves
two purposes: it inculcates in the student the habit of listening and following
the exposition of a
he may not be farniliar
and it also provides
him an opportunity, in the discussion period, to exercise his dialectical skill
in a setting very different from the classroom. It is here that he can himself
test the degree of his understanding and the applicability of what he has
learned.
The lectures range through a variety of subjects. Sometimes the student
is confronted with
views on a given
Some of the lectures
have immediate
in the seminars
tutorials, Others may
have a lasting effect on the direction that a student's work takes within the
framework of the program,
LECTURES AND CONCERTS
The list below provides some examples of lectures and concerts given on one
or the other campus in recent years:
"The Growth of Presidential Power"
William Goldsmith
"Genesis"
Robert D. Sacks
Aeolian Quintet
"Why Should Gloucester Attempt Suicide and Why Must Cordelia Die"
John Steadman
"Changing Trends in 20th Century Pairttings and Sculpture"
Adelyn Breeskin
"The 18th Century Background to Gibbon"
Arnaldo Momigliano
Sequoia String Quartet
"Languages,Philosophy and Science"
Stillman Drake
"The CoHapse of Democracy at Athens and the Trial of Socrates"
Leo Rad1tsa
"On the Translation of Rimbaud's Poetry"
Jonathan Griffin
'The Vapheio Cups"
Ellen Davis
"John Milton: The Solitary
Louis L IV!artz
to Paradise"
"The Geometrical Vision"
Howard Fisher
"Angels in Paradise Each with His Hand in a Jar of Spermacetti"
Galway Kinnell
~
"The Brothers Karamazov"
Michael Ossorgin
'The Question of Beauty: The Early Christian Arts"
Charles Bell
"Rousseau and Democracy: The Design of the Social Contract"
Hilail Gilden
"Watching Television"
Roger Rosenblatt
�22 I ST. JOHN'S COLLEGE
ST. JOHN'S LIST OF GREAT BOOKS
The books that serve as the core of the curriculum were chosen over a period
of nearly forty years, first at Columbia College, at the University of
Chicago, at the University of Virginia and, since 1937, at St. John's College.
The distribution of the books over the four years is significant. Something
over two thousand years of intellectual history form the background of the
first two years; about three hundred years of history form the background
for almost twice as many authors in the last two years.
The first year is devoted to Greek authors and their pioneering understanding of the liberal arts; the second year contains books from the Roman,
medieval and Renaissance periods; the third year has books of the seventeenth and eighteenth centuries, most of which were written in modern languages; the fourth year brings the reading into the nineteenth and twentieth
centuries.
The chronological order in which the books are read is primarily a
matter of convenience and intelligibility; it does not imply an historical
approach to the subject matter. The St. John's curriculum seeks to convey to
the student an understanding of fundamental problems that man has to face
today and at all times. In doing that it may help the student to discover a
new kind of historical perspective and perceive through all the historical
shifts and changes the permanence and ever present gravity of human
issues.
The list of books which constitute the core of the St. John's program is
subject to review and revision by the Instruction Committee of the faculty.
Those listed here are read at one or both campuses. Books read only in part
are indicated by an asterisk.
THE CURRICULUM I 23
FRESHMAN YEAR
Homer:
Aeschylus:
Sophocles:
Thucydides:
Euripides:
Herodotus:
Aristophanes:
Plato:
Aristotle:
Euclid:
Lucretius:
Plutarch:
Nicomachus:
Lavoisier:
Essays by:
Harvey:
Iliad, Odyssey
Agamemnon, Choephoroe, Eumenides, Prometheus Bound
Oedipus Rex, Oedipus at Colonus, Antigone, Philoctetes
Peloponnesian War
Hippolytus, Medea, Bacchae
Histories*
Clouds, Birds
Ion, Meno, Gorgias, Republic, Apology, Crito, Phaedo,
Symposium, Parmenides, Theaetetus, Sophist, Timaeus,
Phaedrus
Poetics, Physics*, Metaphysics*, Nicomachean Ethics*, On
Generation and Corruption*, The Politics*, Parts of
Animals*, Generation of Animals*
Elements
On the Nature of Things
"Pericles," "Alcibiades"
Arithmetic*
Elements of Chemistry*
Archimedes, Torricelli, Pascal, Fahrenheit, Black, Avogadro,
Cannizzaro
Motion of the Heart and Blood
SOPHOMORE YEAR
The Bible*
De Anima, On Interpretation*, Posterior Analytics*,
Categories*
Apollonius:
Conics*
Marcus Aurelius: Meditations*
Virgil:
Aeneid
Plutarch:
Lives*
Epictetus:
Discourses, Manual
Tacitus:
Annals
Ptolemy:
Almagest*
Plotinus:
The Enneads •
Augustine:
Confessions, On the Teacher*
Anselm:
Proslogium
Aquinas:
Summa Theologica*, Summa Contra Gentiles*
Dante:
Divine Comedy
Chaucer:
Canterbury Tales*
Des Prez:
Mass
Machiavelli:
The Prince, Discourses*
Copernicus:
On the Revolutions of the Spheres*
Luther:
The Freedom of a Christian, Secular Authority
Rabelais:
Gargantua*
Palestrina:
Missa Papae Marcelli
Montaigne:
Essays*
Viete:
"Introduction to the Analytical Art"
Bacon:
Novum Organum*
Shakespeare:
Richard II, Henry IV, Henry V, The Tempest, As You Like
It, Twelfth Night, Hamlet, Othello, Macbeth, King Lear,
Sonnets*
Poems by:
Marvell, Donne, and other 16th and 17th century poets
Descartes:
Rules for the Direction of the Mind, Geometry*
Pascal:
Generation of Conic Sections
Bach:
St. Matthew Passion, Inventions
Haydn:
Selected Wo_;-ks
Mozart:
Selected Operas
Beethoven:
Selected Sonatas
Schubert:
Selected Songs
Aristotle:
I
I
I
�THE CURRICULUM/ 25
24 I ST JOHN'S COLLEGE
Stravinsky:
Webern:
Symphony of Psalms
Selected Works
JUNIOR YEAR
Don Quixote
Two New Sciences*
Leviathan*
Discourse on Method, Meditations, Rules for th2 Direction
of the Mind*, The World*
Paradise Lost*, Samson Agonistes
Milton:
La Rochefoucauld Maximes*
Fables''
La Fontaine:
Pensees*
Pascal:
Treatise on Light*, On the Movement of Bodies by Impact
Huygens:
Theologico-Political Treatise
Spinoza:
Second Treatise of Government, Essay Concerning Human
Locke:
Understanding*
Phedre
Racine:
Principia Mathematica*
Newton:
Epitome IV
Kepler:
Monadology, Discourse on Metaphysics, What is Nature?,
Leibniz:
Essay on Dynamics
Gulliver's Travels
Swift:
Principles of Human Knowledge
Berkeley:
Treatise of Human Nature'', Dialogues Concerning Natural
Hume:
Religion, Enquiry Concerning Human Understandmg
Social Contract, The Origin of Inequality
Rousseau:
Wealth of Nations*
Adam Smith.
Critique of Pure Reason*, Fundamental Principli:._s of "
Kant:
lv1etaphysics of Morals, Critique of Prachcal l<eason ..
Don Giovanni
Mozart:
Pride and Prejudice, Emma
Jane Austen:
"Ode on Intirnations of Immortality"
\!Vordsworth:
Hamilton, Jay
and 1vfadison: The Federalist
Billy Budd, Benito Cereno
Melville:
Essay on the Theory of Numbers
Dedekind:
Democracy in America*
Tocqueville:
Young, Maxwell, S. Carnot, L Carnot, Mayer, Kelvin,
Essays by:
Taylor, Euler, D. Bernoulli
Cervantes:
Galileo:
Hobbes:
Descartes:
SENIOR
Moliere:
Geothe:
Mendel:
Darwin:
Hegel:
Lobachevsky:
Tocqueville:
Lincoln:
Kierkegaard:
WavnPr·
Ma~x:-.
Articles of Confederation
"Declaration of Independence"
Constitution of the United States of America
Supreme Court Opinions*
The Misanthrope, Tartuffe
Faust*
Experiments in Plant Hybridization
Origin of Species, Descent of Man
"Introduction" to the History of Philosophy, "Preface" to
the Phenomenology, Logic (from the Encyclopedia),
Philosophy of History*, Philosophy of Right*
Theory of Parellels*
Democracy in America*
Selected Speeches
Philosophical Fragments, Fear and Trembling
Tristan and Isolde
Communist Manifesto, Capital*, Political and Economic
Manuscripts of 1844*
Dostoevski:
Tolstoy:
Mark Twain:
William James:
Nietzsche:
Freud:
Valery:
Kafka:
Heisenberg:
Millikan:
Wittgenstein:
Keynes:
Joyce:
Poems by:
Essays by:
Brothers Karamazov, The Possessed
War and Peace
The Adventures of Huckleberry Finn
Psychology, Briefer Course
Birth of Tragedy, Thus Spake Zarathustra*, Beyond Good
and Evil*
General Introduction to Psychoanalysis, Civilization and Its
Discontents, Beyond the Pleasure Principle
Selected Poems
The Trial
The Physical Principles of the Quantum Theory*
The Electron*
Philosophical Investigations*
General Theory
The Dead
Yeats, T.S. Elliot, Wallace Stevens, Baudelaire, Rimbaud,
and others
Faraday, Lorenz, J.J. Thomson, Whitehead, Minkowski,
Rutherford, Einstein, Davisson, Bohr, Schri::idinger,
Maxwell, Bernard, Weismann, Millikan, de Broglie,
Hiesenberg, John Maynard Smith, Dreisch, Boveri,
Mendel, Teilhard de Chardin
�THE CURRICULUM/ 27
CILASSIFICATION Of AUTHORS ACCORDING TO CONVENTIONAL
SUBJECT MATTER, THROUGH THE FOUR YEARS
Philosophy
and Theology
History and
Sodai.l Science
Mathematics and
Natural Science
Homer
Aeschylus
Sophocles
Euripides
Aristophanes
Plato
Aristotle
Lucretius
Herodotus
Thucydides
Plutarch
Euclid
Nicomachus
Ptolemy
Lavoisier
Dalton
Lamarck
Archimedes
Torricelli
Pascal
Fahrenheit
Avogadro
Black
Virgil
Dante
Chaucer
Rabelais
Shakespeare
Donne
Marvell
Aristotle
Epictetus
Plotinus
Marcus Aurelius
The Bible
Augustine
Anselm
Thomas Aquinas
Luther
Montaigne
Bacon
Plutarch
Tacitus
Mochiavelli
Ptolemy
Appollonius
Copernicus
Descartes
Darwin
Mendel
Pascal
Viete
Cervantes
Milton
Swift
Racine
Fielding
Melville
La Fontaine
Wordsworth
Jane Austen
La Rochefoucauld
Descartes
Pascal
Hobbes
Spinoza
Locke
Berkeley
Leibniz
Hume
Kant
Locke
Rousseau
Adam Smith
U, S. Constitution
Hamilton,
Madison, Jay
Tocqueville
Galileo
Kepler
Young
Euler
Mayer
S. Carnot
L. Carnot
Kelvin
Taylor
D. Bernoulli
Newton
Leibniz
Huygens
Dedekind
Maxwell
Mozart
Moliere
Goethe
Tolstoy
Dostoevski
Baudelaire
Rimbaud
Valery
Yeats
Kafka
Wallace Stevens
T. S. Eliot
Mark Twain
James Joyce
Hegel
Kierkegaard
Neitzsche
William James
Wittgenstein
Hegel
Marx
Documents from
American
Political History
Tocqueville
Lincoln
Supreme Court
Opinions
Keynes
Faraday
Lobachevski
Lorenz
Rutherford
lVlinkowiski
Bernard
Davisson
Dreisch
Boveri
\rVeismann
John Maynard
J. Smith
de Broglie
Mendel
J.J. Thomson
Bohr
Millikan
Schrodinger
Darwin
Freud
Einstein
Heisenberg
Whitehead
Maxwell
Wagner
Literature
First
Year
Second
Year
Third
Year
Fourth
Year
Liberty Tree, Annapolis
Music
Wollaston
Gay-Lussac
Proust
Cannizzaro
Berthollet
T. Richter
Thomson
Berzelius
Dulong
Harvey
Galen
Palestrina
Bach
Mozart
Beethoven
Schubert
Stravinsky
Haydn
Des Prez
Webern
�28 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER
THE TUTORS
At St. John's the teaching members of the
faculty are called tutors. The title professor is
avoided to signify that it is not the chief role of
the tutors to expound doctrines in their field of
expertise. Instead, learning is a cooperative
enterprise carried out in small groups with persons at different stages of learning working
together. All participants in a class are expected
to prepare for their discussion by studying from
the works of the principal teacher of the classit might be Plato or Newton-usually an author of one of the great books,
who wrote from the high point of his learning.
What then is the role of the reading and talking teachers, the tutors?
THE ACADEMIC ORDER I 29
First of all, they should be good questioners, able to raise important issues
that will engage the intellectual and imaginative powers of their students.
Next, they must be good listeners, able to determine the difficulties of their
students and to help them to reformulate their observations and examine
their opinions. The tutors should be ready to supply helpful examples and to
encourage students to examine the implications of their first attempts at
understanding. In summary, the role of the tutors is to question, to listen,
and to help. The help might take the form of translation, experimentation,
demonstration or explanation, but first of all the tutor will call on the
students to try to help themselves.
In order that conversations at St. John's will not be limited to what fits
neatly inside a single discipline, it is essential that St. John's tutors
re-educate themselves to acquire increased understanding in those parts of the
program that are outside their field of post-graduate training. For example,
a tutor with advanced degrees in mathematics would prepare himself to lead
language tutorials requiring translations from Sophocles or Racine. The
advantage of this for students is that they are under the guidance of active
learners who will not parry their far-ranging questions with the reply that
these matters are handled in another department. There are no departments!
The advantage of this for tutors is that they are involved with a variety of
works of such richness that they are continually tempted to strive for greater
comprehension of them. Some tutors do find time to write articles and
books, but their first duty is to become competent to teach the St. John's
program. This is necessarily demanding because no full-time tutor is confined to a single part of the program. He is, and has to be, a teaching member
of a seminar and of either two tutorials or of one tutorial and a laboratory
section, and he is continually teaching his colleagues and learning from them.
It is important that tutors have time to probe more deeply into the
foundations and wider contexts of what is studied at St. John's than the preparation for classes usually allows. In order to avoid staleness and the everpresent danger of succumbing to routine performance, they are granted sabbatical leaves to allow for leisure and serious study. Between sabbatical
leaves, faculty study groups are set up. Leaders of such groups are relieved
of part of their ordinary teaching duties. They engage in a thorough study
and exploration of a subject chosen by the Instruction Committee of the
faculty. Scholars from other institutions may join the group for certain periods. Although the subject under study may not be directly related to the
St. John's curriculum, the work of the study groups opens new perspectives
for teaching and learning at St. John's.
THE INSTRUCTION COMMIITEE
The Instruction Committee is a committee of tutors responsible for advising
the Deans on all matters of instruction. It also advises the President on
appointments to the faculty. The Committee consists of the Deans and
twelve tutors, six elected by the tutors on each campus of the College; the
President and the Provost sit with the Instruction Committee ex officio.
Each Dean is the chairman of the Instruction Committee on the campus
where he serves; the members of the Committee on each campus constitute
the Instruction Committee for that campus and meet at frequent intervals
throughout the year. The full Committee meets annually, alternating
between the two campuses, and the Deans alternate as chairman of the
Instruction Committee.
�30 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER I 31
THE LIBRARY
SCriEDULES
The books chosen for study at SL John's are collected in the library in the
best editions and translations that can be obtained. These books form the
core of the library, essential to the teaching of the program. A good general
collection is a necessary supplement; the college has little need for a specialized, highly technical collection. Each year books are purchased in mathematics, science, philosophy, religion, fine arts, music, poetry, literature and
history and many other fields. The library subscribes to representative periodicals and newspapers. A committee of the faculty assists the Librarians in
selecting books and periodicals.
The
library maintains a collection of about 80,000 volumes.
In Santa Fe,
collection now numbers over 51,000.
Perhaps the most distinctive mark of SL John's College is the fact that all the
students of the same year are reading the same books at the same time wHh
the same immediate preparation. This may be the week when all freshmen
are learning the Greek alphabet; or the weeks when they are meeting the
highest type of Greek mathematics in the fifth book of Euclid's Elements; or
the fone of the first assignment in Thucydides, when students and serninar
leaders are
about the implications for liberty in Pericles' funeral
oration. Thus all students, having a common program of
have a
common ground for conversation.
A SAMPLE FRESHMAN SCHEDULE, ANNAPOLIS
HOUR
MONDAY
TUESDAY
9:15 Mathematics
Tutorial
10:15
Language
Tutorial
Language
Tutorial
WEDNESDAY
Mathematics
Tutorial
Language
Tutorial
THURSDAY
FRIDAY
!Vlathernatics Mathematics
Tutorial
Tutorial
Language
Tutorial
Chorus
11:15
1:15
Laboratory
Laboratory
to
4:15
8:00
Formal
Lectur2
Seminar
Seminar
A SAMPLE FRESHMAN SCHEDULE, SANTA FE
HOUR
9:00
MONDAY
Laboratory
TUESDAY
to
J2:00
1:00
FRIDAY
Language
Tutorial
Mathematics
Tutorial
Mathematics
Tutorial
Mathematics
Tutorial
2:30
to
4:00
8:00
THURSDAY
!V1usic
Tutorial
Language
Tutorial
Laboratory
Language
Tu tonal
10:30
Both libraries hold interesting special collections. Annapolis has the
Collection dating from 1696, known as the "first public
in
Arnerica," and the Peter
Jackson
and the
Bowen Collection of mythology, symbolism and architecture. The
Bynner Collection and The Edgar Allen Poe Collection in Santa Fe contain
first editions of each poet as well as other belles lettres. In addition, the Santa
Fe
contains several
music collections, including the
Amelia
the Grumman, the
and the Holzman collections
Woodward Hall in Annapolis was renovated as a modem library facility in 1969. H has comfortable modern study carrels and stacks as well as traditional reading rooms.
The Santa Fe
is housed in the Peterson Student Center and the
Weigle
The music library is located in the Sternberger-Weis Music
and Fine Arts
WEDNESDAY
Seminar
Seminar
Formal
Lecture
Except for the preceptorials in i:he
and senior years and certain
periods of laboratory work for which
upperclassmen may choose their
own time, the schedule is the same for all students. Each morning for either
three or four days a week they spend one hour in a language tutorial and one
hour in a mathematics tutorial; sophomores also spend four hours a week in
a music tutorial. Twice a week freshmen, juniors and seniors spend up to
three hours in the laboratory Two evenings from eight to ten they atte~d a
seminar. A formal lecture or concert is given once a week. Sixteen to nineteen hours per week are spent in regular classes. The year is divided into two
semesters of sixteen weeks each.
�32 I ST. JOHN'S COLLEGE
ESSAYS
EXAMINATIONS
Annually in
and each semester in Santa Fe every freshman, sophomore and junior submits an essay to his seminar leaders on some aspect of
the liberal arts. These essays are based directly upon books in the program_
ORAL EXAMINATIONS
Toward the end of each semester, oral examinations are held. These are conducted by the seminar
The student is questioned freely and informally on the texts he has read or the paper he has written and on his critical
and
opinions. It is not the principal aim of the examiners to find
out how much the student remembers. He is encouraged to consider the different parts of his study in relation to each other and to problems that may
not have been treated in any of his classes. For freshmen the first oral examination of the year is given before the vvinter vacation, and for juniors and seniors just before preceptorials begin
THE
"-''-"""'''-"-"' EXA1\1INATION
his sophomore year, each student must pass an examination in elealgebra and
THE FRENCH READING
year, each student must pass an exarnination to demonof the French language.
The senior oral enabling examination is given to the student in the fo.ll at the
beginning of the fourth year It is focused on a number of books from the seminar lists assigned for rereading and study during the preceding summer_ The
passing of this examination confirms a student's status as a candidate for the
degree of Bachelor of Arts.
THE FINAt ESSAY AND ORAL EXAivHNATION
In the senior year the student is required to present to the faculty a final essay
related to some aspect of his four years' vvork. It is not intended to be a piece
of specialized research, but rather a sustained performance in the liberal arts_
Four weeks at the start of the second semester are reserved for essay writing;
during this period the seniors attend no classes, If the final essay is approved
by the faculty committee to which it has been assigned for reading, the student is examined upon it by the committee in an hour-long public examination, No degree is avvarded unless both the essay and the oral examination are
satisfactory, The senior essay is regarded as a culmination of the student's
learning.
�THE ACADEMIC ORDER I 35
34 I ST JOHN'S COLLEGE
ACADEMIC STANDII'JG
Because SL John's classes are small and intimate, and because students paractively, every tutor is aware of his students' progress f~om,
to
The tutors' appraisals of a student are based on the student s tocal performance as a member of his tutorials and seminar.
.
It is assumed that each student has the required capacities to pursue this
course of study until there is clear evidence to the contrary. The curriculum
is varied and rich enough for great diversity of interest, performance and
achievement, and there is ample room within it for a wide range of
and for individual choice and guidance. Moreover, SL John's is freefrom
the pressures of conventional examinations and
.
for grades.
- Because student participation is essential to the
in which Slasses are
conducted at St. John's, attendance at all regularly
college exercises is required. A record of absences is kepL This record is taken mto consideration whenever there is occasion to determme academic
THE DON RAG
\!Vithin the College the most
form of evaluation is the don r3tg.
Once a semester, each freshman, sophomore and
meets all his tut~rs
in the don rag. The tutors report to one of the seminar leaders on tne
student's work during the semester; the student is then invited to respond to
his tutors'
and comn1ent on his 01Nn work Advice may be
and given;
may be aired; but grades are not
discussed.
.
,
.
If a studenfs work as a whole falls belovv a satisfactory
ne may be
placed on academic
with the
of conditions that must
be r.net if he is to
is
one semester.
LETTER '-'
&>.L
H-• ,,_,,,,
The tutor's comprehensive judgment of a student is reported to the Dean
each semester as-a conventional letter grade, A, B, C, Dor F, where C mdicates that the work is at a
level. Such a
system is necessary in the case of students inho
or profeo;sional
school or to transfer to
Within the
grading is not of
Students will be told their
work for grades, but rather to
If it becomes evident that a
process has
the student is
'"'~·~"•A,-A ... ~.a enabling is a revievv
of all the tutors of
the Instruction Comrniti:ee, vvith the
of the student's
two years he has spent in the College. As an indication_ of his
.
the liberal arts, the annual essay carries great
A student is ~L'.~""~._..
or al1owed to enter the
class,
if he has
essay and only if, in the
of the
ciently prepared for the
judgmC::nt looks to the
sen1or essay
0
Senior Oral, Annapolis
THE ST.
B1~CHEL()f{
The student who completes the four-year curriculum satisfactorily is
awarded the degree of Bachelor of Arts. Students who enter in the
session
in three and one-half years, but they spend their first summer in completing their freshman year, so that
too complete a fouryear curriculum. For transcript purposes, St.
seminars, tutorials and
laboratories on be translated into terms of conventional subjects. The curriculum is the
of approximately one hundred
sern€ster
hours.
Ai-ID CAREERS A.FTER ST. JOHN'S
Each year many St
seniors elect to do advanced ·work in a wide range
of graduate and professional schools Experience shows that leading universities admit St. John's graduates with creditable records. Since St.
offers no
in specific subjects, however, some may find it necessary to
take undergraduate courses during their first year of graduate or professional study in some, but not
fields.
other graduates choose to embark directly upon careers ma variety of
Their undergraduate background-especially its scope and its
emphasis on thoughtful inquil11 and subsequent application of principleshas been found lo be an excellent preparation for employment,
St
refuses to accept the imposition of preprofessional specialized requirements on its liberal curriculum. The College believes that to educate men and women requires less, and yet far more, than is required to satisfy the shifting standards of conventional specialized education.
�36 I ST. JOHN'S COLLEGE
THE ACADEMIC ORDER I 37
The following table shows the professions or fields of advanced study
entered by one or more St. John's graduates; law, mathematics, philosophy,
education, medicine and theology have attracted the greatest numbers.
Acting
Advertising
Agriculture
Ar$=haeology
Architecture
Art
Biochemistry
Biology
Bio-physics
Business Administration
City Planning
Computer Programming
Dentistry
Drama & Playwriting
Economics
Education
Engineering
Finance
Geology
Government Service
History
History of Art
History of Science
International Relations
Journalism
Languages
Law
Library Science
Literature
Logistics Management
Mathematics
Medicine
Meteorology
Music
Nursing
Oceanography
Philosophy
Physics
Political Science
Psychology
Public Administration
Scientific Research
Social Anthropology
Social Work
Sociology
Systems Analysis
Theater Arts
Theology
Writing
THE ST. JOHN'S DEGREE,
MASTER OF ARTS
A tutor who has completed two years of teaching at St. John's may receive a
Master's degree in Liberal Arts. He must petition the Instruction Committee
for permission to present himself as a candidate for the degree. He must then
submit a thesis on a topic approved by the Instruction Committee and stand
an oral examination upon it. The topic must have some bearing on the
understanding and practice of the liberal arts.
THE GRADUATE INSTITUTE
LIBERAL EDUCATION
A graduate program, leading to the M.A. degree in the liberal arts, is conducted by the Graduate Institute year-round on the Santa Fe campus and
during the summer in Annapolis. H is designed for graduates of colleges
other than St. John's and is particularly well suited to the needs of highschool teachers.
The program, which is based on the St. John's list of readings, is
divided into four subject areas: Politics and Society, Literature, Philosophy
and Theology, and Mathematics and Natural Science. Each summer session
lasts eight weeks and consists of seminars, tutorials and preceptorials. The
seminars are modeled on those of the undergraduate college; they are limited to about twenty students. The tutorials are smaller classes devoted to
the close reading of texts. In the preceptorial the student chooses a topic pertaining to one of the books studied and, under faculty guidance, writes a
long essay. For each section of the program nine credits are granted. All four
sections are required for the degree, though students who have previous
graduate credit may be eligible for the degree after three summers. The sections may be taken in any order. More detailed information and a separate
bulletin may be obtained by writing to the Graduate Institute in Liberal Education, St. John's College, Santa Fe, New Mexico 87501 or Annapolis,
Maryland 21404.
DIRECTORY INFORMATION AND RIGHT TO PRIVACY
Freshman Chorus, Santa Fe
In compliance with the Family Education Rights and Privacy Act, the College retains the right to publish at its discretion the following information
about each student presently or previously attending the College: the student's name, address, telephone listing, date and place of birth, field of
study, participation in officially recognized activities and sports, dates of
attendance, degrees and awards received, and the most previous educational agency or institution attended by the student. As required by the Act,
the College will provide public notice annually of its intention to publish
such directory information. Students have a right to inform the College
within a reasonable period of time that any or all of this directory information should be withheld. The College will respect any such request for privacy.
�38 I ST. JOHN'S COLLEGE
SIDE
E
DE
The College is well aware that physical activities, artistic expression and
light-hearted recreation are necessary complements to an intellectual life
and it is comrnitted to providing the facilities, funds and support needed to
make them availableo Generally, such activities in Annapolis are under the
sponsorship of the Student
In Santa Fe they are organized
the Student Activities Office (SAO),
is responsible for providing instruction
and equipment
Since its founding as King William's School in
1696, St John's has been situated in the colonial
seaport town of Annapolis, capital of the State
of Marylando Its population of 50,000 persons is
occupied principally with the government of the
State and of Anne Arundel County; with the
training of
at the United States
Naval Academy; with the fish, crab and oyster
industry and the sailing and recn"ational activities of the Chesapeake Bay; and with the liberal
education of students at SL John's College"
The campus of
acres lies in the Historic District, adjoining
'· .L11.•~·,y Creek, one block
the State House and across the street from
Academy
The fifoeen
include 18th century histonc
homes
classrooms, offices and a dormitory), 19th century Victorian
structures, and 20th century buildings designed to complement the older
ones. There are six student dormitories, offering single and double rooms.
The
of students has governed itself since 1945 with elected
officers and delegates representing each dormitory and the off-campus conThe Student Polity
called the Delegate Council,
meet once a week to
requests from students for funds, to allocate time
and use of facilities such as the student
to remind students of their
responsibilities to the College corn.nmnity, and co express student
on
cornrnon problerns The Delegate Council also meets once a week with
members of the CoHege admmistration to discuss problems of mutual concern and maintains a Student Instruction Committee to discuss and recornmend curriculum changes" A Food Committee works with the dining hall
manager to develop satisfactory dishes for the regular and vegetarian menus.
Since 1968 The Collegian, a weekly student newspaper, has provided a
second medium for expression of opinion to the community as a whole.
Controversy ranges from petty to vital; creative writing and news take up
the rest of the spaceo Students are also welcome to contribute vvork to The
Reporter and The College, the two official publications of SL John's"
Extracurricular organizations at SL John's are generally informaL
Some continue year after year while others spring up and die out as the individual members of the community come and goo !'.1any extracurricular
Dining Hall, Annapolis
�40 I ST. JOHN'S COLLEGE
activities grow directly out of the curriculum as students' interests overflow
from the classroom. The past years have seen small classes-some led by
students, others by tutors-in harmony, Latin, German, the New Testament, Leibnitz (his papers on calculus), and special aspects of chemistry and
biology. Other activities stern from interests independent of the College curriculum. Most prominent among them have been those of the Garden Club
and various classes in dance and martial arts.
Theater life is active. Each of three drama groups offers a specialty: the
King William Players stage one or two classical plays a year, the Modern
Theater Guild performs one or two modern works, and the Dwarf Players
produce several one-act plays. Recently these groups produced The Night
of the Iguana, The Importance of Being Earnest, and Le Misanthrope.
Every weekend the student film club presents foreign and domestic
films-the classics of cinema art. Additional film series, including The
Ascent of Man and Roots, have been shown during the week. There is also a
special winter film series on Wednesday nights.
Iv1usic is pursued in groups and individually. Voice and instrumental
ensembles train new members and perform at College events. The College
provides practice rooms and pianos and a music library of scores and
recordings. Private study can be easily arranged on campus or in town.
Individual artistic expression needs a time for training and a place to
work. Pennanent facilities such as the art studio, ceramic studio, woodworking shop, photography darkroom and stage floor provide places to
develop specific skills. The College also maintains a small art gallery staffed
by students. Recent shows of works by Roualt, Daumier and Hart have
been held there. An exhibit each spring displays work by members of the
College community . An artist in residence teaches classes and coordinates
exhibits. Classes in pottery, photography,
sculpture and painting continue throughout the year.
Parties, an important part of cornmunity life where students and tutors
meet informally, come in several varieties. The Society of Bacchus arranges
rock dances, waltz parties and community gatherings including the Halloween Masked Ball, Mid-Winter Ball, Christmas Party and the Spring Cotillion. Vigorous square dances and quiet jazz parties occur once or twice a
year. A festival in the spring, Reality Weekend, begins with student skits
and parodies and, after a parade up Main Street, provides a full day of picnicking and athletic competition.
Cultural events on campus include Sunday concerts and informal lectures by guest speakers, Annapolis itself offers church groups of all denominations, synagogues (detailed information on Jevvish student life is available
on request), concerts, plays, historic tours, seafood, sailing, the Naval Academy, hiking, cycling, State government, political work, community service groups, etc Washington, D. C. and Baltimore, Maryland, both within an
hour's drive, offer activities, museums and stores too numerous to mention
here.
RESIDENCE & STUDENT LIFE I 41
ATHLETICS
Since 1939, when intercollegiate athletics were abolished, the intramural
sports program has flourished. About two-thirds of the students, both men
and women, participate actively in individual and team sports. The Director of Athletics and two student assistants schedule events and coordinate
use of the facilities, which include a well-equipped gymnasium, large playing fields, tennis courts and a boathouse with a number of sailboats and
other small craft.
Men's and women's teams compete in field hockey, touch football, soccer, basketball, volleyball, softball and track, each in its season. Doubles
and single players compete in tennis, handball, squash, badminton, fencing,
paddleball and table tennis. Sailing, canoeing and rowing are non-competitive activities offered purely for enjoyment. Excellence in sports is recognized and encouraged by individual and team awards; enjoyment of sports
is the most important fruit of the athletic program and is its own reward.
�RESIDENCE & STUDENT LIFE I 43
THE
FE
In the early 1960's the College decided to expand
its student body. The Board of Visitors and
Governors chose to establish a second campus
in the West rather than sacrifice the virtues of a
small campus. SL John's College in Santa Fe was
opened in the fall of 1964 in New Mexico's capital city, founded in 1610 by Spanish colonists. Its
population of 50,000 people is occupied principally with the government of the State and of
Santa Fe County; with cultural pursuits in the
fine arts, museums and opera; and with archaeological and historical
research. Scientists in nearby Los Alamos do research in nuclear physics and
related fields. Neighboring institutions of higher education include the Institute of American Indian Arts, the College of Santa Fe and the University of
New Mexico in Albuquerque. Sixty miles to the south, Albuquerque provides the attractions and co;weniences of a city of 400,000 people.
The campus of 300 acres lies in the southeast comer of the City, two
miles from the historic Santa Fe Plaza and the Palace of the Governors. The
architedure of the Santa Fe campus reflects the territorial style introduced in
the state during the last century. The campus, at an elevation of
feet,
overlooks the Santa Fe valley and off.:::rs superb views of the Jemez, the Ortiz
y Pino and the Sangre de Cristo mountain ranges.
The Campus includes a classroom building, a laboratory, a student
center, a music and fme arts building, an administration building and two
dusters of d01rnitories. A library, dining hall and infirmary are also located
in these buildings.
Nina 5. Garson Reflecting Pool. Santo Fe
View from Dining Hall, Santo Fe
�44 I ST. JOHN'S COLLEGE
Each of the sixteen dormitories on campus houses from twelve to
eighteen students and serves as a smaller community of friends within the
College. More than half the rooms are singles. The others are designed in
suites of two or three rooms to provide each student with the privacy of his
own quarters and at the same time close companionship with a fellow student. The head resident helps students arrange to live in dormitories with
others who share similar opinions about smoking, loud music and so on in a
dormitory area. In addition to the two dormitory complexes on campus,
students are also housed in a rambling twenty-room adobe house which
was bequeathed to the College by the poet Witter Bynner.
Students in Santa Fe find it effective to work out problems and ideas on
an individual basis with administration and faculty, rather than through the
machinery of a formal student government, since both the size of the College and the form of the program are conducive to informal and direct communication. There are permanent student representatives to the Financial
Aid Committee and the Board of Visitors and Governors. Students also
belong to advisory committees which concern themselves with such things
as Friday night lectures or the food service.
Santa Fe students and faculty have initiated a wide variety of extracurricular activities including the artistic, the academic and the athletic Artistic
expression is encouraged by extracurricular classes in drawing, painting,
photography, pottery, weaving, ballet and modern dance. The art studio in
the Fine Arts Building, the darkroom and the pottery studio provide appropriate settings for these activities. The College's art gallery, which is open to
the public, has a new show by professional artists each month" Student art
work is
at the end of the school year, and awards are given for
RESIDENCE & STUDENT LIFE I 45
achievement in pottery, photography, drawing, painting and in making
jewelry. Au Verso, the literary magazine of the College, is published twice a
year. It contains essays, artworks, poetry, short stories and photography
from students and faculty alike.
Musical performances of many kinds are given by students through the
Collegium Musicum. Formed in order to stimulate musical activity on campus, the association provides members of the College community with an
opportunity to perform before a small, receptive audience. Through this
organization students and faculty who play intruments or who sing can find
teachers and fellow musicians with whom to study or perform. The
St. John's Chorus and the Madrigal Singers also give recitals. The College
provides numerous keyboard instruments including two grand pianos and a
harpsichord for student practice and performance" Practice rooms are available in the Fine Arts Building.
The Collegium Theatricum produces two or three plays each year. It
also organizes evenings of soliloquies and one-act plays. Funds and equipment are provided by the Student Activities Office. The directing, acting,
costumes and lighting are done by interested students and faculty.
The SL John's Film Society is organized by students to provide a wide
variety of classic and current films for the College community every Saturday night.
Many students are attracted to the town of Santa Fe by its crafts, music,
theater and visual arts. Others have participated in tutoring in elementary
schools, counseling for the Santa Fe crisis center, working at the local
health-food co-op or in other local activities, The St John's bus takes
students into town twice a day.
�46 I ST. JOHN'S COLLEGE
RESIDENCE & STUDENT UFE I 47
Most students come to St. John's with definite interests outside the
scope of the program and pursue these interests in extracurricular classes
and discussion groups both on and off campus. Informal discussions of
contemporary literature, forums on public concerns, and slide shows on art
history are frequent on-campus acti~ities, as are study groups in such languages as Russian, German, Spanish, Italian and Hebrew. Students preparing for entrance into medical school have attended classes at the University
of New
Los Alamos branch, under the sponsorship of the College.
Thorne Fellowships also give students financial support toward fulfilling
medical prerequisites during i:he summer months.
ATHLETICS
The Student Activities Office coordinates a volunteer athletic program
which offers opportunities for training and competition in a wide range of
sports from skiing and river rafting to soccer and fencing. These last two are
sports in which St.
challenges other colleges and universities, and the
College usually has one of the finest fencing teams in the Southwest. There
are indoor facilities for judo, karate, tai chi chuan, weightlifting, gymnastics
and fencing, but during much of the year these activities can be done outof-doors.
Intramural programs in
soccer, track, volleyball and badminton are conducted at the College's facilities. A men's soccer team and a
women's soccer team both play with other teams in the area and are hosts to
several tournaments in the fall and spring. The St. John's basketball team
competes in a city league. Santa Fe's municipal swimming pool is reserved
for St. John's one night each week. A horse corral on the campus is available
for student and faculty use; horses may be hired at a nearby ranch.
The adjoining Sangre de Cristo Mountains provide hundreds of square
miles of forest and wilderness areas for hiking and camping. Here the
St" John's Search and Rescue unit trains regularly in techniques of map reading, first aid, wilderness survival, rock climbing and cliff evacuation. The
team is called out in emergencies several times a year; students have permission to be absent from camuus in the event of a search or rescue.
The Santa Fe Ski Basin" (seventeen miles to the north) and the Taos Ski
Ba.sin (tvvo hours away by car) offer fine slopes for both beginning and
advanced
and several cross country ski trails branch off from them.
Students may borrow skis, boots and poles from the College, and the
St John's bus provides
\/\/hen the weather is warmer the
Student Activities Office
excursions down the Rio Grande
kayak, canoe and rubber
1Nith overnight carnping along the way.
BOTH
College as;;, non-denominational
institution. In its
years there were some ties with the Protestant L,-'.'"'.. vpal Church, but these no longer exist. The College schedules no
gious services except before commencement Attendance is vol.untary, in
consonanc:o v:rith the Charter.
tutors and students attend church or
synagogue in ~ov·1n. It is customary
extracurricular Bible classes to be
conducted
tutors of the '-''w""''=·
FACILITIES FOR
St. John s College Se(lrch and Rescue Team, Santn Fe
1
As in Annapolis, vvaltz parties, rock parties, and such regular events as
the Fall Festival (in the mountains surrounding the College). the Halloween
Costume Party, the Fasching Ball, the Graduation Ball and Reality Weekend
occasions for informal gatherings of tutors and students. Reality
vvee!Kena includes a talent
a parade from the Plaza to the College, a
picnic and athletic competition.
The College Bookstore on each ca:rnpus has all the books and supplies the
student needs for his classes. It also maintains a stock of books related to all
phases of the program, and books of ITtOn: general interest. It is
vvithout
As supports for an active social
the College
on each campus a coffee
and a junior common room for the use of all students. In
"~>en"'' there are smaller soci2J rooms,
furnished.
�48 I ST. JOHN'S COLLEGE
DORMITORIES
The dormitories form small communities within the larger college communities, helping the incoming student to make proper use of the support that
other students can give him in his college life.
Unmarried students not living at home are required to live in the college
dormitories and to take their meals in the college dining hall, unless they
obtain permission from the Assistant Deans to live off-campus.
The College currently can offer no married student housing at Annapolis, but does, on a limited basis, at Santa Fe. Students who wish to have married student housing must find suitable housing off-campus and should
allow time for this.
Room assignment is the responsibility of the Assistant Deans in Annapolis and of the Head Resident in Santa Fe. Returning students have the privilege of drawing for rooms before they leave for the summer vacation.
In Annapolis students are not permitted to remain in residence during
winter or spring vacation. In Santa Fe students are not permitted to remain
in residence during winter vacation. They may remain during spring vacation, alchough a small fee is charged.
DINING HALL
The dining hall on each campus is operated by a catering service. A vegetarian menu is available. Resident students are required to eat in the dining hall.
Exemptions for medical reasons are granted only upon examination and
recommendation by the College Physician.
CAREER COUNSELING OFFICE
The Career Counseling Office serves student needs in two especially important areas. First, it provides essential information for those students planning to continue their education in graduate programs and professional
schools across the nation. The Director of Career Counseling also offers
assistance and counseling to those students who wish to embark upon
careers immediately after graduation.
STUDENT Er11IPLOYMENT OFFICE
An employment service, initiated and run by students, locates off-campus
RESIDENCE & STUDENT LIFE I 49
jobs. Primarily, it seeks part-time employment for students during the academic year, but it can also aid students looking for full-time summer
employment in the local community.
INHRMARY SERVICE
Well-equipped infirmaries are maintained at both campuses, each under the
supervision of a College Physician and a College Nurse. A daily medical
report is sent to the Assistant Deans. A psychiatrist or clinical psychologist
is available for consultation.
RULES Of RESIDENCE
Social order and the well-being of each student make necessary certain rules
of residence governing the use of dormitories. These rules have been decided
upon by the Dean in consultation with students and the faculty. Every entering student is informed of them, and returning upperclassmen are reminded
of them each fall. The rules differ in certain details on the two campuses,
though in general they follow the same pattern.
The academic and intellectual life of the community is inseparable from
the communal life. The building of a good community requires the faculty
to show respect for the individuality of each student. All students agree to
abide by the rules and regulations promulgated in the Student Manual published annually by the College. St. John's assumes that students will respect
not only the enacted rules but also the community-accepted canons of
decent behavior. In extreme cases, where these canons are flouted, the College may require withdrawal of the offending student
PROPERTY DAMAGE
The College provides a housekeeping staff to care for the dormitories. The
College inspects the rooms periodically and repairs at the expense of the
occupant or occupants any dormitory room and furniture that have been
damaged beyond normal wear and tear. Any damage to college property is
charged to the caution fee of the student or students responsible for the
damage. The College is not responsible for the loss of, or damage to, any
student property resulting from fire, theft or any other cause.
�50 I ST JOHN'S COLLEGE
ADMISSIONS I 51
The standards by which applicants are selected
for SL John's are special, and prospective
students find it rewarding to write the essays
that constitute an application to the College.
People who apply 1Nant an education that consists of careful reading and consideration of the
most demanding books; of serious conversation
in which they vvill learn to s12e
into others'
ideas as well as their own; and
pabon in their own education.
Education at St
is a common pursuit. Each student has a considerable effect on the life and learning of the community. Most vvho consider
St. John's examine themselves carefully before applying so that when they
do they are saying to themselves and to the College that they •Nant to engage
in the life of reason and believe
can take pleasure in it. In writing
their
essays, many determine their own appropriateness as
St.
students; others eliminate therr;selves as
deciding that
their interests and those of the
do not
for the ~vr,ost
they select themselves. Some are rejected, of course, but a wide
students is
each year,
The
the adrnission process is to determine whether an
cant has
and
to complete the SL
prograrn satisfactorily"
Admissions Committee- t~n tutors and both
Directors of Admissions-regards the application as
from
the
"Do
think I am ready to
frorn
In the essays, applicants are asked to discuss their
with books, reasons for
Si:,
summer or postschool experiences, and some
valuable experience they
have had. /i.. number of
is also
T~he essays are
designed to enable applicants to give a full account
themselves, They can
tell the Committee rnuch more than statistical records reveal.
Next the Cornmil:tee considers the applicant's academic achievement
Previous academic records - the secondary school
and
if there is one-show whether an applicant has
at St John's Letters of
read for indications that th€
and initiative to succeed
the SL
importance to "objective" test scores, and
no
is accepted or rejected because of such scores
Committee's decisions are not influenced
the race,
age, color, physical handicaps or national or ethnic origin of an
nor by any other factors unrelated to the work of the College. The application asks a minimum of personal data. Need for financial assistance does not
affect the Committee's decisions on admission,
SL
has decided to remain a small college. The enrollment is
~bout 375 students in Annapolis and 320 in Santa Fe. The size of each class is
lnn1ted on each campus, Most freshman classes are about equally divided
between men and women, Classes enter in late August and Jar~uary in Santa
Fe, m September and January in Annapolis. Nevv students are enrolled only
as freshmen; a fourth or more of each entering class have done one, two, or
even three years of college work elsewhere" These students, despite 900d
records at other colleges, relinquish their advanced standing to take p;rt in
the St. John's program.
Freshman who enter in January stay on campus the following summer
to complete the first year. They can thus graduate a year earlier than if they
had ?ostp~ned their entrance until the following falL The January class is of
partJCular mterest to students who come to St John's from other colleges, or
w~w have traveled or,w.orked since graduation from high school, or who
wJSh to enter St. Johns immediately after the first semester of their senior
year of high school.
�52 I ST. JOHN'S COLLEGE
REQUIREMENTS
Most applicants have a strong background in academic subjects. Specific
academic requirements include tvvo years of algebra, one year of geometry,
and two years of a foreign language; additional work in mathematics and
foreign language is advised, as well as two or three years of natural science.
In addition to the
essays and academic transcripts, applicants
must present two letters of reference, including one from a teacher. In exceptional cases certain of these requirements may be waived, or additional
information may be requested. SAT or ACT test scores are noi: required, bui:
may prove helpfuL
Occasionally St. John's accepi:s an applicant who is not a secondary
school graduate. Such a student must be well qualified to profit from the
College program. A campus visit and interview are especially important for
such candidates. These students usually wish to enter SL John's following
their junior year of high school or in the January immediately after the first
semester of their senior year.
St. John's is authorized under federal law to enroll foreign students.
PROCEDURE
St. John's College is a single
located on two campuses. PJthough
applications must be initiated and completed at one campus or the other,
admission to either campus constitutes admission to the College as a whole.
On inquiry, prospective students receive a statement of the St. John's
College program, an application for admission and recommendation forms
to be completed by schools and references. Applications may be submitted
as early as the second semester of the eleventh grade. Because the College
welcomes all serious applicants, there is no application fee. A student should
submit his application materials to the Admissions Office on the campus he
prefers to attend. Students planning to apply for financial aid should refer to
the section on Fees and Financial Aid and notify the appropriate Admissions
Office of their intentions as soon as possible.
ADMISSIONS I 53
St. John's has a policy of rolling admissions. There is no application
deadline, but applications for both fall and January classes should be submitted as early in .the year as possible. Because there are occasional vacancies in classes due to last-minute withdrawals, students who wish to apply
late in the year should contact the Admissions Office for particulars. As
soon as the application essays and supporting documents are assembled, the
application is reviewed by the Admissions Committee. The applicant is
notified of the Committee's decision in about two weeks.
Upon notification that his application has been accepted, an applicant
has the option to enroll on either campus. In order to secure a place in the
entering class, he must submit a non-refundable deposit of $150 to the
Admissions Office on the campus at which his application was processed,
together with a statement specifying the campus he wishes to attend.
Deposits are accepted on a first-come, first served basis until the entering
class is filled. If the applicant is also a candidate for financial aid, the deposit
will be accepted with the understanding that it will be refunded if sufficient
aid cannot be offered to make it possible for him to attend the College. If the
entering class on the applicant's first-choice campus has already been filled,
the deposit may be automatically transferred to the other campus, provided
space remains in that entering class. It may also be used to secure a place on
the waiting list or in a subsequent class on the student's first-choice campus.
The deposit will be applied to the first year's fees. All financial aid awards
will be made from the campus on which the student decides to enroll.
A physical examination is required of each student before registration.
A form for reporting the examination, along with other registration materials, will be sent to each student prior to the date of enrollment but
after
receipt of the $150 deposit.
TRANSFER
Once enrolled on either campus, a student may transfer to the other at the
beginning of any academic year, provided his record is in good standing and
he notifies the Dean's Office of his intentions by February 25. If the student
wishes to apply for financial aid, he must also file his new financial aid fonns
by February 1. All such transfers are subject to approval
the Deans of
both campuses.
I
UIRIES
Inquiries should be addressed to the Director of Admissions, St. John's College, Annapolis, Maryland 21404 (Tel. 301/263-2371) or Santa Fe, New
Mexico 87501 (Tel. 505/982-3691).
CAIV1PUS VISIT
Anyone who is considering the possibility of entering St. John's should see
the College for himself. It is probably wise to get first-hand advance knowledge of any college one may be thinking of attending, but it is especially wise
in the case of St John's because of its unique curriculum and teaching
methods.
While on campus the visitor may attend a seminar on Monday or
Thursday evening at 8:00 p.rn.; attend tutorials in mathematics, language
l
�54 I ST. JOHN'S COLLEGE
and music; visit a laboratory; be interviewed by the Director of Admissions,
a member of the Admissions Committee, or a tutor; attend the weekly formal lecture (Friday night); talk informally with St. John's students and
tutors; visit the library and bookstore; explore the historic town of Annapolis or Santa Fe; attend a movie, play, art exhibit, or concert; or watch students participating in the sports program.
Since the seminar, the most important part of the program, meets on
Monday and Thursday evenings, student visitors are normally on campus
from Monday to Wednesday or from Thursday to Saturday on the Annapo~
lis campus, from Sunday to Wednesday or from Wednesday to Saturday on
the Santa Fe campus. If travel arrangements make these time periods impossible, the visitor may telephone the Admissions Office for special help. The
calendar in the front of the catalogue should be checked to make certain the
College will be in session during the time of the visit.
Persons planning to visit should telephone (301/263-2371 for Annapolis or 505/982-3691 for Santa Fe) or write the Admissions Office giving the
dates (and alternates) they have selected. It is also necessary for the Admissions Office to know the approximate time of arrival. When the reservation
is confirmed by telephone or letter, the visitor will be told the seminar reading. If it is necessary to cancel the visit, the Admissions Office should be
notified as soon as possible.
The only expense for the visitor will be transportation. He will be provided a room in a dormitory and meals in the dining hall without charge.
St. John's students dress informally for tutorials, but more formally for
seminar and formal lecture. The seminar readings can usually be located in
inexpensive paperback editions in the College Bookstore if a visitor has been
unable to locate a copy of the book being discussed in seminar. Linens and
soap are provided by the College.
If a visitor arrives weekdays between 9:00 a.m. and 5:00 p.m., he
should go the Admissions Office. Weekends and any day after 5:00 p.m., he
should go to the College receptionist. The receptionist is at the switchboard
in Campbell Hall at Annapolis and in the Student Center at Santa Fe.
TRANSPORTATION
The Baltimore-Washington International Airport is located twenty miles
from Annapolis. An airport limousine goes to and from Annapolis; visitors
are advised to check schedules in advance. Bus service from the airport is
not practical. Hourly buses run between Baltimore and Annapolis and the
driver will let one off at the campus if he asks. Buses from Washington are
less frequent and arrive at the Annapolis Greyhound Bus Terminal (about
six blocks from the College). By car one takes Route 50 from Washington or
Route 2 from Baltimore.
A limousine service from the Albuquerque airport to Santa Fe also is
available. Called the "Shuttle-jack," it leaves the airport seven times a day
and costs $13.00 one way. Greyhound and Continental bus lines pass
through Santa Fe. Am track stops at Lamy, N .M., twenty miles from Santa
Fe, and taxi service is available to town (reservations should be made with
the taxi service one day in advance). Upon arrival at the bus station or at one
of the Santa Fe hotels, the easiest way to get to the campus is by taxi.
FEES & FINANCIAL AID I 55
FEES & FINANCIAL AID
The College believes that qualified applicants
should not be denied the opportunity to attend
St. John's College because of limited finances.
St. John's therefore maintains a financial aid
program to assist eligible students to the greatest
extent possible within the limits of the College's
resources. With very few exceptions, financial
aid awards are made solely on the basis of need.
A. The following principles underlie St. John's financial aid program:
1. The primary responsibility for financing a college education lies
with the student and the student's parents. The College can offer aid
only to supplement funds the family provides.
2. The ability of a family to meet college expenses is determined by
assessing the family's financial strength in terms of income, assets, debts
and additional children to be educated.
3. Financial aid may be in the form of a grant, loan or part-time
employment and will be offered to all students as a package which combines one or more forms of aid.
4. In keeping with the philosophy that students should contribute to
�FEES & FINANCIAL AID I 57
56 I ST. JOHN'S COLLEGE
their educational expenses, self-help is the first component of a financial
aid award" At SL John's, self-help consists of a part-time job and an
educational loan"
5" The total amount of financial aid the College offers a student may
not exceed the student's demonstrated financial need"
6" Financial aid is not automatically renewable; rather, students reapply each year they wish to be considered for aid"
7" Students receiving financial aid must meet the criteria for maintaining satisfactory progress in order to retain their award (See page 61")
8" Financial aid awards are made in accordance with the provisions of
Title IV of the Civil Rights Act of 1964 and Title IX of the Higher Education Act of 1980 which prohibit discrimination on the basis of race,
color, sex, physical handicap, age, marital status, creed or ethnic or
national origin"
B"
The procedure for applying for financial aid is as follows:
1" Applicants for admission who also plan to apply for financial aid
should fill out the application for financial aid in the back of this catalogue and return it to the appropriate Admissions Office"
2" Applicants must also file the current Financial Aid Form with the
College Scholarship Senrice in Princeton, New Jersey or Berkeley, California. This form permits applicants or their parents to present a detailed account of the faraily's financial position" It may be obtained
from either secondary schools or the Financial Aid Office at St. John's"
3" Candidates for financial aid from the College must first establish
their eligibility for the Basic Educational Opportunity (Pell) Grant, a
Federal program described in Section D belmN" The College Scholarship
Service's Financial Aid Fomz enables candidates lo indicate that they
wish to apply for a Pell Grant" Students should so indicate" No financial
aid award will be made by the College until the student submits his copy
of the Pell Grant Student Eligibility Report to the Financial Aid Office"
4, As part of the application for financial aid, parents of dependent
applicants and applicants who claim self-supporting status must provide an official copy of their most recent Federal Income Tax Return"
5. Self-supporting students are required to meet the Federal definition
of independence and have an affidavit of non-support on file in the
Financial Aid Office" This form will be mailed to parents or guardians
upon receipt of the Financial Aid Form if the applicant is claiming selfsupporting status.
6. Residents of Connecticut, the District of Columbia, Maryland,
Massachusetts, Pennsylvania, Rhode Island, and Vermont must apply
for a State Scholarship"
7" An applicant who has previously attended an institution of higher
education must provide a Financial Aid Transcript from that institution"
Financial Aid Tr"anscripts can be obtained from the Financial Aid Office,
8" Students applying for and receiving financial aid from SL John's are
required to notify the Financial Aid Office of any scholarships, loans,
grants, gifts, employment or other financial benefits for which they
become eligible; any change in their or their family's financial situtation;
and changes of name, marital status and address"
C
Following are the deadlines and notification dates for financial aid:
FRESHMAN CANDIDATES
Although the College has no deadline for receipt of financial aid applications, candidates for admission who are in need of financial assistance
should indicate that need as soon as possible" The Financial Aid Form/
Pell Grant Application should be filed with the College Scholarship
Service as soon as possible after January 2 in the year in which the candidate wishes to be admitted" Those who wish to enter in January
should submit the FAF/Pell as early as possible in the preceeding yeac
Likewise, the SL John's Financial Aid Application in this catalogue
should be filed with the Admissions Office as soon as possible after its
receipt by the candidate" Applicants should note also that the earlier
their aid application is received, the better the chance that their financial
need can be fully met Candidates for admission applying after February 25 for financial aid have significantly lower chance of receiving all
the funds for which they are eligible than those applying earlier"
RETURNING STUDENTS
Applications are due by February 25 from enrolled students who are
returning to the College and reapplying for financial aid or are applying
for financial aid for the first time" Beginning on December 1, the Financial Aid Office will provide the necessary Financial Aid Form, which
should be completed and filed with the College Scholarship Service on
January 2 or as soon thereafter as possible. Students whose financial aid
credentials are received by the Financial Aid Office prior to the February 25 deadline will be notified of the decision on their application on
April L Applications completed after February 25 will not be considered unbl awards have been made for applications completed before the
deadline" Awards based on applications completed after the deadline
will not be mailed until after April 15.
Students whose applications for financial aid are received after the
deadline will not be denied consideration for assistance, but the availability of funds for them cannot be guaranteed"
D"
Funds for financial aid awards from the College are available from the
sources listed below" Except for the Federally Insured/Guaranteed Student Loan, applicants need not apply for funds from any of these specific sources" All these sources are automatically considered in making up
the College's financial aid awards"
STO JOHN'S GRANTS
Funds for SL John's grants are provided by the College from its own
resources, and all awards are made on the basis 0f financial need"
STO JOHN'S SPONSORED NATIONAL MERIT SCHOLARSHIP
(Santa Fe)
The College sponsors National Merit Scholarships for finalists in the
National Merit competition" Finalists who list St. John's College, Sant.a
Fe, New Mexico, as their first choice and who have been admitted by
February 25, are eligible for the College sponsored National Merit
awards" Winners are chosen according to meriL Stipends in excess of
�FEES & FINANCIAL AID/ 59
58 I ST. JOHN'S COLLEGE
other borrowers is seven percent. A student may be allowed up to ten
years to pay back the loan.
$250 are determined by financial need. Awards are renewed annually
and those recipients who wish to be considered for stipends in excess of
$250 should apply for financial aid each year.
1981-82 STUDENT BUDGET*
BASIC EDUCATIONAL OPPORTUNITY GRANT (Pell Grant)
This Federal program is designed to provide financial assistance to those
who need it to attend a post-secondary institution. Pell Grants are
intended to be the first form of assistance in a financial aid package and
may be combined with other forms of aid in order to meet a student's
demonstrated financial need. Eligibility for the Pell Grant and the
amount awarded are determined on the basis of the financial resources
of the applicant and the applicant's family. No repayment of this grant
is required.
SUPPLEMENTAL EDUCATIONAL OPPORTUNITY GRANT
(SEOG)
The College awards SEOG's to incoming freshmen and enrolled
students each year. These grants are made to students who have financial need and are unable to pursue a course of study without the grant.
Eligibility for SEOG is limited to $2000 per year.
FALL FRESHMEN
Annapolis
dependent/independent
$6000
$6000
200
200
1100
1100
1300
1300
75
75
450
630
JANUARY FRESHMEN
Annapolis
dependent/independent
$5500
$5500
200
200
1000
1000
COLLEGE WORK STUDY PROGRAMS (CWS)
This Federal program permits the College to give part-time employment to students who need such earnings to pursue their course of
study. Students may work only a limited number of hours per week
while enrolled and while classes are in session.
Tuition
Books
Room
Board
Caution Fee 1
Personal Expenses
Transportation 2
Santa Fe
dependent/ independent
$6000
$6000
200
200
1100
1100
1300
1300
75
75
450
630
75
360
75
500
Tuition
Books
Room
Board
Caution fee 1
Personal Expenses
Transportation 2
Santa Fe
dependent/independent
$5500
$5500
200
200
1000
1000
75
360
75
500
*Fees are subject to change without notice.
Covers breakage and is refundable.
2 Transportation allowances range from $50 to $200, depending on the geographic distance
between the student's home and the College.
'Undetermined at time of publication.
1
NATIONAL DIRECT STUDENT LOAN (NDSL)
These loans are made by the College directly to students using funds
provided, for the most part, by the Federal Government. The maximum loan for four years of undergraduate study for the first baccalaureate degree is $6000. No interest accrues and no payment is required
while the borrower is enrolled at the College. Repayment begins six
months after the borrower terminates attendance at the College. There
is provision for deferment if the borrower returns to at least half-time
study at another institution. Depending on the total loan commitment,
the repayment may extend from ten to twenty years.
FEDERALLY INSURED/GUARANTEED STUDENT LOAN
(FISL/GSL)
These programs enable a student to borrow directly from a bank, credit.
union, savings and loan association or other participating lender who is
willing to make the educational loan. The loan is guaranteed by a state
or private nonprofit agency or insured by the Federal Government. The
maximum amount a student may borrow is $2,500 a year. No interest
accrues and no payment is required while the borrower is a full-time
student. Repayment begins six months after termination of college
attendance. The interest rate is nine percent per annum for any student
who obtains his first GSL after January 1, 1981. The interest rate for
BILLING AND DEPOSITS
Billing for tuitio~ and fees is done prior to each semester. The charges are
due and payable m full on or before the registration dates for that semester.
Those who may wish to pay in monthly installments should inquire of the
Treasurer about the various commercial tuition payment or loan plans
available to St. John's College students and parents.
Since determinations affecting students, faculty and physical facilities
must be made well in advance of the beginning of each academic year, the
College must kn?w in April which returning students will register in September. A deposit of $150 on the fees for the following year is therefore due
on or be_fore the first Monday in April for prospective sophomores, juniors
and semors. Payment of this deposit guarantees a student a place in the
class. If the deposit is not paid, he may have to be placed on a waiting list;
stu?ents to :whom financial aid awards have been made and who do not pay
their deposit by the due date will have that award cancelled. The deposit is
refundable only in case of withdrawal due to ill health, military service, aca-
�FEES & FINANCIAL AID/ 61
60 I ST. JOHN'S COLLEGE
demic dismissal or (in the case of prospective juniors) failure to enable. If the
student should decide not to enroll in the year for which he made the
deposit, the deposit is forfeited, and he must make a new deposit to secure
his place in a subsequent class. If there should be any difficulties in making
this deposit, the student should contact the College Treasurer at the earliest
possible date to make suitable arrangements.
Each student is required to make a deposit of $75, called the Caution
Fee, which is subject to charges for laboratory breakage, damage to or loss
of college property and other minor mishaps. This fee is paid once at the
beginning of the Freshman Year, but each student must bring the balance
(after damages assessments, if any) up to the full $75 at registration each
semester. If unused, it is refunded on request at the end of the academic year
or when a student leaves the College. Each graduating senior must pay a
Commencement Fee of $25 at the beginning of the second semester of the
Senior Year.
Unless otherwise requested, the College presents its bills directly to the
student, with a copy to the parents. There is a fee of $25 for late registration
for each semester. The cost of books is about $200 a year. Class copies of
many of the program books are available in the College library.
Veterans and Social Security recipients qualified to receive educational
benefits may arrange with the Treasurer for a payment schedule of tuition
and fees corresponding to the schedule on which they receive their benefit
payments. These arrangements must be made prior to the beginning of the
academic year, after having received proper certification from the Veterans
Administration or the Social Security Administration.
Students with outstanding debts to the College may not register for
classes at the beginning of the second and subsequent semesters unless they
have made appropriate arrangements with the Treasurer. The College may
charge interest on all unpaid balances, at rates and on schedules to be determined and published each year.
REFUND POLICY
If a student withdraws or is dismissed during any semester, a refund of fees
for tuition will be made according to the following schedule:
The first two weeks: 80%
The third week: 60%
The fourth week: 40%
The fifth week: 20%
The sixth week and thereafter: no refund
The above schedule also applies to room and board in Annapolis. In Santa
Fe, a refund on fees for board will be made on a pro rata basis; there will be
no refund made for room fees. If applicable, refunds will be made to students only after refund payments are first made to such federal and state
funds as the Basic Educational Opportunity Grant Program, the Supplemental Educational Opportunity Grant Program, the National Direct Student Loan Programs, the Federally Insured/Guaranteed Student Loan Programs, State Student Grant or Scholarship Programs, and to any institutional financial aid programs. Enrolled students due refunds because their
financial aid exceeds monies due the College will receive those refunds in
accordance with a schedule of payments determined by the Financial Aid
Director on each campus. Refunds for substantiated medical reasons will be
on a pro rata basis.
CRITERIA FOR JUDGING
SATISFACTORY PROGRESS
REGULAR STUDENTS
Provisions. of ~he. Higher Educ.ation _Act of 1976 require that each post~eco~dary 1.nshtut10n make available information concerning the criteria for
Judging satisfacto~ progress. The criteria for St. John's College follow:
Any student is deemed to be making satisfactory progress if at the end of
the current ~emes~er he is permitted to enter the next semester, and if that next
semester willdb include the repetition of any work · This perm1ss10n is nor· · ·
mall
t not
.
y gran e ya committee composed of all the student's tutors th "D
~ag Committee_." The Don Rag Committee grants the permission' on!y af~;
1t has asse~sed his_ curre~t semester's work in all parts of the Program and has
appro'.'ed its quality. This assessment is conducted in his presence by all of his
t~to~s in common. At the end of his Sophomore Year, however, this permiss10n is granted by the Dean and the Instruction Committee in the light of h" s
oSve~all wor~ d_uring his first two years. At the end of the first semester of h~s
emor Year it .1s gra~ted almost automatically.
. In except~onal c1r~umstances a student is permitted to begin a semester
with the speoal reqmrement that he meet certain conditions during the
course of the semester. In these cases the student is deemed to be making satisfactory progress unless the Dean determines that the conditions have not
b~en met. When ~he conditi?ns have not been met, the Dean, in consultation
with the Instruction Committee, decides what further determination is to be
made of the case. If the student is permitted to remain in the College he ·
deemed to be making satisfactory progress.
'
is
VETERANS
In compli~i:ice with ~e?eral and State regulations, St. John's has developed a
set of pohc~es ~n minimum standards of progress for enrolled veterans.
1. ~t. _Johns will r~~ort to t~e Veterans Administration within 30 days all
inc1d~nts of official termination or change of status that would affe t
benefits.
c
2. Minimurr:i acceptable grades of a C average are expected. If a student falls
below this average and/ or his tutors think there is a serious academic
problem, the Don Rag Committee will recommend a consultation with
the Dean w~o may a~k the stu~ent to leave the College or may place him
on aca~em1c prob.ahon. During that probation period, support and
counseling ar~ available. Failure to meet standards through two semester~ of probation must be reported to the V.A. A third semester of certification ~ay not be granted for V.A. benefits without approval of a VA
counseling psychologist.
· ·
3. V.A. requires t~at grades be given for all courses undertaken and that all
grades be considered in arriving at a grade point average. Should a VA
enroll~d studen~ withdraw from any course at any point subsequent t~
the midterm point of any semester, a grade of F will be assigned.
4. St. John's will report to the V.A. when a student has not successfully completed 75% of the credits attempted.
5. St. John's will inform students on V.A. benefits of this policy on minimum standards of progress.
�L
DJ
TENNIS COURTS
N\_
\
ii
�64 I ST JOHN'S COLLEGE
BOARD/ 65
BIBLIOGRAPliY
BOARD OF VISITORS AND
GOVERNORS
BOOKS ABOUT LIBERAL EDUCATION
OfHCERS
ADLER, MORTIMER J., and CHARLES VAN DOREN: How to Read a
Book, Simon and Schuster, 1972.
ADLER, MORTIMER J., and MILTON MAYER: The Revolution in
Education, University of Chicago Press, 1958.
AMERICAN LIBRARY ASSOCIATION: Classics of the Western World,
with forewords by John Erskine and Everett Dean Martin, 1944.
BARZUN, JACQUES: The American University, Harper and
1970.
Teacher in America, Little, Brown and Co., Boston, 1945.
BELL, DANIEL: The Reforming of Geneml Education, Columbia
University Press, 1966.
BESTOR, ARTHUR E.: Educational Wastelands, The University of
Illinois Press, Urbana, 1953.
The Restoration of Learning, Knopf, 1955.
BRANN, EVA: The Paradoxes of Education in a Republic,
University of Chicago Press, 1979.
BRUNER, JEROME S.: The Process of Education, Harvard University
Press, 1960.
SCOTT: Embers of the World, edited by Harris Wofford, Jr.,
of Democratic
Santa Barbara,
1970.
WILLIAflll (Editor et al): Three Dialogues on Liberal
Education, St.
College Press, 1979.
ERSKINE, JOHN: My Life as a Teacher, J B. Lippincott Co , 1948.
GOLDWIN, ROBERT A (Editor): Higher Education and Modern
Democracy, Rand McNally and
1967.
GRANT, GERALD and DP.:t/ID RIESMAN: The Perpetual Dream:
Reform and Experiment in the American College, University of Chicago
Press, 1978.
HAR\lARD COMMITTEE REPORT: General Education in a Free
Society, The University,
Massachusetts, 1945.
HUTCHINS, ROBERT M .. The Conflict in Education in a Democratic
Society, Harper and Brothers, 1953.
Education for Freedom, Louisiana State University Press, 1943.
The Higher Learning in America, Yale University Press, 1936.
The Learning Society, Praeger, 1968.
No Friendly Voice, Greenwood, 1936.
University of Utopia, University of Chicago Press, 1953.
LEWIS, C. S.: The Abolition of Man, Macmillan Publishing Co., Inc., 1947.
MARITAIN, JACQUES: Education at the Crossroads, Yale University
Press, 1943.
rvIEIKLEJOHN, ALEXANDER: Education Between Two Worlds,
and Brothers, 1942.
NEWMAN, JOHN HENRY: The Idea of a University, Image Books, 1959.
Mr. Alexander K. McLanahan Mr. Stephen L. Tucker
Santa Fe, NM
Houston, TX
Chairman
Mr. Charles A Nelson
Mr. John E. Robson
Chicago, IL
Mr. Karl Van Tassel
Lake Forest, IL
Vice Chairmen
Mr. Karl Van Tassel
Miss Harriet C. Higgins
Mrs. George S. Roudebush
St. Louis, MO
Dr. Dalton M. Welty
Hagerstown, MD
Mr. W.T. Terry,
St. Louis, MO
Secretary
Mr. Jerome La Pides
Jr.
Term Expiring 19134
Dr. Mortimer
Chicago, IL
Mr. Eugene V. Thaw
Scarborough, NY
HONORARY MEMBERS
Mr. Peter A Benoliel
Philadelphia, PA
Mr. Arnold Wells
Millwood, NY
Mrs. Lowell R. Ditzen
Dr. Douglas H. Gordon
!V:!r. John Gaw Meem
Mrs. Duane L Peterson
Hon. Adolph W. Schmidt
J. Adler
Mr. D. Robert Yarnall
Philadelphia, PA
Term Expiring 1983
MEMBERS EX OFFICIO
Mrs. Rebecca BrinkleyConnelly
Denver, CO
Mr. Thomas M. Carnes
San Francisco, CA
Mr. David Ater
Santa Fe, NM
Mr. Ray C. Cave
New York, NY
Th e G ovemor o_ Maryland
f
The Governor of New Mexico
The President of the College
The Dean of Annapolis
The Dean of Santa Fe
The Provost of the College
Dr. Robert A Goldwin
Washington, DC
Term Expiring 1982
Mr. John T. Harrison,
Stanford, CT
Miss Sharon Bishop
Washington, DC
Miss Harriet C. Higgins
New York, NY
Mr. Victor G. Bloede
Long Island, NY
Mr. Daniel T. Kelley, Jr.
Santa Fe, NM
Mr. Charles A Nelson
New York, NY
Mr. John L Ernst
New York, NY
Mr. Daniel R. Kenney
Winchester, MA
Mrs. James Ritchie
Santa Fe, NM
Mr. lNalter F. Evers
Cleveland, OH
Mrs. Carleton Mitchell
Annapolis, MD
Mr. Harrison Sheppard
San Francisco, CA
Mr. Allan P. Hoffman
Lawrence, NY
Mr. Maurice B. Mitchell
Santa Barbara, CA
Mr. JI Staley
Wichita Falls, TX
Mr. Jerome La Pides
Annapolis, MD
Mr. Theodore H. Smyth
Santa Barbara, CA
Mrs. Louis Talbot Trigg
Santa Fe, N1v1
Mr. Sanford K McCormick
Houston, TX
Mr. Roger W. Straus, Jr.
New York, NY
Mr. Thomas B. Turner
Baltimore, MD
Mr. Stephen L. Feinberg
El Paso, TX
Jr.
Mr. John H. Dendahl
Santa Fe, NM
Mr. James M. Donnelley
Chicago, IL
Dr. R. Philip Hammond
Santa Monica, CA
Dr. Irwin Hoffman
New York, NY
�66 I ST. JOHN'S COLLEGE
FACULTY/ 67
FACULTY
Barbara Hopkins Leonard
B."."':., Oberlin College'.1937; M.S., 1941, Ph.D., 1948, University of Rochester; Assistam m Zoology, Oberlm College, 1936-38; Oberlin College Scholar, Marine Biological
Laboratory, Woods Hole, Massachusetts, 1937; Histological Technician Department
of Pathology, Yale Medical School, 1938~39; Grnduate Scholar in Biolo~y, University
of Rochester, 1940-41, Graduate Teaching Assistant in Biology, 1941-44; Visiting
Lecturer m Zoology, Oberlm College: 194~-45; !nstructor in Zoology, Smith College,
_
1945-51, Smith College Scholar, Manne Biological Laboratory Woods Hole M
chusetts, 1949; Tutor and Assistant Dean, St. John's College, An~tapolis, 1951-'. A~h:r
de Talma_ Valk Tutorship, 1968-; Fulbright Lecturer and Honorary Professor of Zoology, Lady Doak College and Amencan College, Madurai, South India, 1962-63.
TUTORS
President
Edwin Jules Delattre
B.A., University of Virginia, 1963; Ph.D. in Philosophy, 1970, University of Texas at
Austin; Instructor of Philosophy, Texas Lutheran College, 1967; Instudor-Associate
Professor of Philosophy, University of Toledo, 1968-76; Member, National Humanities Faculty, 1972-, Director, 1976-80; Matchette Foundation Advisory Board, 1977-;
National Endowment for the Humanities Board of Consultants, 1978-; President,
St. John's College, 1980-.
ANN APO US
Dean of the College in Annapolis
Edward Grant Sparro1N
B.A., Harvard College, 1951; LLB., Harvard Law School, 1954; M.A., Teachers
College, Columbia University, 1957; Tutor, St. John's College, Annapolis, 1957-,
Addison E. Mullikin Tutorship, 1971-; Acting Director, Integrated Liberal Arts Curriculum, SL Mary's College, California, 1964-66; Dean, 1977-.
Joseph Winfree Smith, Jr
B.A., 1934, lvLA., 1935, University of Virginia; M.Div., Virginia Theological Seminary, 1938; Ph.D., University of Virginia, 1948; Student at the Institute Catholique de
Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Ivy
Depot, Virginia; Tutor, St John's College, 1941-, Assistant Dean, 1947, Addison E.
Mullikin Tutorship, 1959-; Acting Director, Integrated Liberal Arts Curriculum,
St. Mary's College, California, 1966-67.
Hugh P McGrath
B.A., 1934, Diploma in Education, 1935, University of Liverpool; Language Instructor, London County Council, and Language Studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Jumed forces, 1940-46; Language Instructor, London
County Council, 1946-47; Visiting Professor, University of Puerto Rico, 1960; Tutor,
St. John's College, Annapolis, 1948-, Addison E. Mullikin Tutorship, 1968-.
Curtis A. Wilson
B.A., University of California, Los A.ngeles, 1945; M.A., 1946, Ph.D., 1952, Columbia University; Tutor, St. John's College, Annapolis, 1948-64, 1973-, Santa Fe,
1964-66, Dean, Annapolis, 1958-62, 1973-77; Visiting Research Fellow, Birkbeck College, University of London, 1962-63; Visiting Associate Professor, 1966-68, Professor,
1968-73, University of California, San Diego; Corresponding Member, Academie
Internationale d' Histoire des Sciences, 1971-; Andrew W. Mellon Tutorship, 1974-.
Douglas Allanbrook
Boston University, 1938; Brown University, 1939-41; University of Florence, 1946;
B~A, Ha_rvard College, 1948; Active duty, United States Army, 1942-45; Traveling
F~llow, Harvard Umversity, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright FeUow m Italy-Conservatorio San Pietro a Majella, Pupil of Ruggiero Gerli..1.
m Harps1cord and Early Keyboard Music, 1950-52; Teacher of Composition and
Theory, Peabody Consen:,atory, 1955-57; Tutor, St. John's College, Annapolis, 1952-;
Member, Corporat10n of iaddo, Saratoga Springs, New York, 1971.
Eva T.H. Brann
.Brooklyn College, 1950; M.A., 1951, Ph.D., 1956, Yale University; Fellow of the
Amencan Numismatic Society, Summer, 1952; Fellow of the American School of
Cl~.ssical ,5t~_dies at At~ens, 1952-53~ Me_mber of the staff of the AmericanAgora Excavauons ac Achens as Sibley Fellow o_r Phi Beta Kappa; Instructor in Archeology, Stan!ord Urnvers1ty, 1956~57; rviember, lnstitute for Advanced Study, Princeton, 1958-59;
Member, U.S. Advisory Commission for International Education and Cultural
Affairs, 1975-77; Tutor, St. John's College, Annapolis, 1957-, Addison E. Mullikin
Tutorship, 1971-, Fellow, Woodrow \!\Tilson International Center for Scholars
'
1976-77; Arnold Visiting Professor, Whitman College, 1978-79.
Bryce Du Val Jacobsen
RA ',St.. John's Colleg~, ~,nnapolis, 1942; fanner and carpenter, 1942-57; Tutor and
Direcror of Athletics, ::it John's College, Annapolis, 1958-.
Edward Malcolm Wyatt
B.A., 1953, .M.A., 1956, University of Virginia; Instructor in Mathematics, University of Virgima, 1955-58; Tutor, St. John's College, Annapolis, 1958-, Andrew \N
Mellon Tutorship, 1972-.
Thomas J. Slakey
B.A, St. Mary's College, California, 1952; M . A., Universite Laval, Quebec 1953Cornell University, 1960; Tutor,. St. John's College, Annapolis, 1959-64,
197~-, Santa Fe, 1964-~1; Vice-President for Academic Alfairs, 1971-74, Associat~
Proressor, 1974-76, St. Mary's College.
Beate Ruhm von Oppen
RA. ., U.
.
'R" . h
v:
mversity o, ~irmmg am, England, 1939; Art Librarian, Barber Institute of
Fme Arts, ~mversity of Birmingham, 1939-43; British Foreign Office, 1943-51; Royal
In~titi:te Of Inte[nation~l Affairs, .195~-56; R.esearch Staff, Nuffield College, Oxford,
19,_,6-58, lVIicro11lmmg Proiect of rhe Lommittee for the Study of War Documents of
che Amencan H1stoncal Association, 1959-60; Tutor, St. John's College, Puma.polis
1960-63 (Leave of absence, 1963-65), 1971-; Visiting Lecturer in History Smith Col~
lege, 1963-64, University of Massachusetts, 1964-65; Member, Institutef~r Advanced
Study, Princeton, 1968-69; Iv1ember, Center of International Studies, Princeto~
Umvers1ty, 1969-71; National Endowment for the Humanities Editing Grant
1978-79.
. '
�68 I ST. JOHN'S COLLEGE
Lawrence Berns
B,A., 1950, Ph,D,, 1957, University of Chicago; Lecturer in the Liberal Arts, Basic
Program of Liberal Education for Adults, University of Chicago: 1956-59; Tutor', S,L
John's College, Annapolis, 1960-, Andrew W, Mellon Tutorship, 1972-; Assoc1ace
Professor of Philosophy, Rosary College, (Leave of absence, 1966-67); Associate,
Clare Hall, Cambridge University, 1971-72,
Samuel S, Kutler
B,A., St John's College, Annapolis, 1954; Graduate Study, American University,
1955-61; Assistant Mathematician, 1954, Associate Mathematician, 1957, Mathematician, 1961, The Johns Hopkins University Applied Physics Laboratory; Instructor,
American University, 1960; Visiting Tutor, SL John's College, Annapolis, 1960,
Tutor, 1961-, Andrew W, Mellon Tutorship, 1972-,
Michael S, Littleton
B,S,, 1954, RA., 1955, University of Maryland; B,D,, Hartford Seminary Foundation, 1960; S TIYL, Union Theological Seminary, 1967; United States Navy, 1955-57;
Tutor, St John's College, Annapolis, 1960-, JIJ1drew W, Mellon Tutorship, 1972-,
Robert B, Williamson
B,A., 1955,
1957, Ph,D,, 1967, University of Virginia; Tutor, SL John's College, Annapolis, 1960-, Andrew W, 1V1ellon Tutorship, 1972-,
Elliott Zuckerman
B,A., 1952, M,A,, 1955, Ph, D,, 1962, Columbia University; B,A., 1954, M,A., 1959,
Cambridge University; Kellett Fellow in the Humanities, Clare College, Car:,1bndge,
1952-54; Duryea Fellow in ]\,1odern European History, 1954-55, Lecturer m Histo7,
1956-61, Columbia University; Lecturer in History and Music, The I'\]ew School wr
Social Research, 1960-61; Tutor, SL John's College, Annapolis, 1961-, D!fector, The
Graduate Institute in Liberal Education, Santa Fe, 1968, 1969, Acting Dean, Annapolis, April-June, 1973, Andrew W, Mellon Tutmship, 1974-; Associate of Clare Hall,
Cambridge University, 1970-71,
Joseph E Cohen
B,A.-, SL John's College, Annapolis, 1956; J,D,, University of Maryland Law School,
1976; Department of Philosophy, University of Chicago, 1956-57, 1959-62; Urnversity of Vienna Summer School, 1957; United States Army, 1957-59; Lecturer m t~e
Liberal Arts, University College, University of Chicago, 1960-62; Tutor, SL Johns
College, Annapolis, 1962-; Visiting Fellow, Yale Law School, 1971-72,
Sarkissian
University of Chicago, 1939-41; U,S, Army, 1942-46 (Princeton University, 19~3,
A.STP,); B,S,, MS, University of Illinois, 1946-48; University of Chicago, 1948-54;
Instructor, Biological and Physical Sciences, Pestalozzi-Froebel Teachers College,
Chicago, 1948-53; Instructor, University of Indiana, 1948-50; Traveling Fellow and
Research Associate, Institute of Human Heredity, University of Bologna, Italy,
1955-56; Instructor in Biological Sciences, Chicago City College, 1956-58; Instructor,
Biological Science, University of Illinois, 1958-62; Tutor, SL John's College, Annapolis, 1963-,
·
David I-L Stephenson
B ,A, Columbia College, 1958; Columbia University, 1960; New York s_;ate Teaching
Fellowship, 1958-60; Director of Men's Chorus, New York Association ror the Blmd,
1959-62; Music Instructor, Riverdale Country Day School, 1960-61; Chorus DITector, Bellevue School of Nursing, 1961-63; Freelance writer and editor, Thomas Y,
Crowell Company, 1961-63; Tutor, St, John's College, Annapolis, 1963-.
FACULTY/ 69
Louis N, Kurs
Colorado School of Mines, 1942-43, 1946; Columbia University, 1943-45; MS, University of Chicago, 1948; Teaching Assistant in the College and Department of Geology, University of Chicago, 1948-49; Instructor in Physical Science and Geology,
Wnght Jumor College, 1949-51; Supervisory Staff, Steel Production Division, South
Wor~s, United States Steel Corporation, 1951-54; Instructor in Geology, University
of Illmo1s, Chicago, 1954-64; National Science Foundation Science Faculty Fellowship,, University of Chicago, 1961-62; Tutor, St, John's College, Annapolis, 1964-;
V1s1tmg Lecturer, Department of Hydrology and Water Resources University of
Arizona, 1973-74.
'
Benjamin Charles Milner,
B,A, Emory University, 1949; RD,, Columbia Theological Seminary, 1955; Ph,D,
Harvard University, 1965; Teaching Fellow, Harvard Divinity School, 1957-59;
Rockefeller Fellow, 1959-60; Instructor in Biblical History, Literature and Interpretation, 1959-62, Assistant Professor, 1963-65, Wellesley College; Tutor, St, John's College, Annapolis, 1965-, Assistant Dean, 1977-78, 1979-81, Director, The Graduate
Institute in Liberal Education, Annapolis, 1980-,
Geoffrey Comber
,Oiploma in Education, University of London, 1953; AR.CM,, Royal College of
Music, 1954; M,A, Ohio State University, 1957; Fullbright Scholar, 1955; Instructor
in Music and Graduate Studies in Philosophy, Ohio State University, 1958-61;
Assistant Professor of Philosophy, Huron College, Ontario, 1962-65; Visiting Professor, University of Waterloo, Ontario, 1964; Tutor, SL John's College, Annapolis,
1965-, Assistant Dean, 1970-74, Assistant Director, The Graduate Institute of Liberal
Education, Santa Fe, 1970-74, Director of Adult Education, 1968-74, 1975-76, Director of Summer Program, 1974, 1976, Associate Director, The Graduate Institute in
Liberal Education, Annapolis, 1977-80, Director of Continuing Education, 1978-,
George Doskow
B,A., Columbia College, 1957; !YLA, 1959, Ph,D,, 1965, University of Connecticut;
Part-time Instructor in English, University of Connecticut, 1957-62; Instructor in
English, Trinity College, 1963-65; Tutor, St, John's College, Annapolis, 1965-,
Howard
J,
Fisher
B,A,, University of Rochester, 1965; Technician, Harvard University Cyclotron
Laboratory, 1964-65; Tutor, St, John's College, Annapolis, 1965-, Tutor, The Graduate Institute in Liberal Education, Santa Fe, 1971-72, Annapolis 1977-,
Brother
S, Robert, F.S.C
RA., St Mary's College; Ph,L, Ph,D,, Universite Laval, Quebec; Visiting 1i.1tor,
St John's College, Annapolis, 1966-67, Tutor, 1972-,
Gisela Berns
Abitur, Hoelderlin Gymnasium, Stuttgart, 1959; Classics and Philosophy, Universities of Heidelberg, Frankfurt, Munich, Tuebingen, 1959-63; Staatsexa;Jien I, University of Heidelberg, 1963; Fellow Deutscher Akademischer Austauchdienst, University of Florence, 1963-64; Ph,D,, University of Heidelberg, 1964; Instructor in
Classics and Philosophy, Bismarck Gymnasium, Karlsruhe, 1964-65; Staatsexamen
II, University of Heidelberg, 1965; Instructor in Classics and Philosophy, Rosary College, 1966-67; Tutor, St, John's College, Annapolis, 1967-,
Nicholas Maistrellis
BS, Bates College, 1962; Department of History of Science, 1962-67, Teaching
Assistant, 1962-66, University Fellow, 1966-67, University of Wisconsin; Tutor,
SL John's College, Annapolis, 1967-,
�FACULTY/ 71
70 I ST JOHN'S COLLEGE
Harry L Golding
B.A., University of Omaha, 1954; M.S., Northwestern University, 1958; ~atio.nal.
Science Foundation Fellow, 1954-55; Instructor in Chemistry, DePauw Urnvers~ty,
1958-63· National Science Foundation Science Faculty Fellow, Purdue University,
1963-64: Member of the Faculty, 1964-68; Chairman, Natural Science Area, 196~,
Director of Shimer College in Oxford, 1967-68, Shimer College; Tutor, St. Johns
College, Annapolis, 1968-.
Harvey Flaumenhaft
_
B.A., 1960, M.A, 1962, University of Chicago; Woodrow Wilson Fellow, Harvard
University, 1960-61; Graduate Study, University of Ch'.cago '. ~961-6~; Lecturer m th':
Liberal Arts, University of Chicago, 1965-66; Lecturer m Political Science, Roose~eh
University, 1965; Instructor in Government, Wheaton College, Massachuseds,
1966-68; Tutor, SL John's College, Annapolis, 1968-.
Michael Comenetz
B.A., The Johns Hopkins University, 1965; M.A., 1967, Ph.D., 1972, Brandeis
University; Assistant Professor of Mathematics, University of Kansas, 1972-75;
Tutor, St. John's College, Annapolis, 1975-.
Chaninah Maschler
B.A., City College of New York, 1953; M.A. in Philosophy, Yale University, 1955;
University Fellow, Yale University, 1953-55; Alice Freeman Palmer Fellow, work on
Peirce, Yale University, 1956-58; Department of Philosophy, Pennsylvania State
University, 1959-61; Department of Philosophy, CC.NY., 1961-62; Department of
Philosophy, Barnard College, 1962-64; Reader and Translator for Harper Torchbooks, 1965-70; Queens College A.C.E. Program, 1970-72; Queens College Liberal
Arts Institute, 1972-76; Bank Street College of Education, 1972; Tutor, The Graduate
Institute in Liberal Education, St. John's College, Santa Fe, 1970, 1972, 1975, 1976,
Tutor, St. John's College, Annapolis, 1976-.
Howard Zeiderman
Jamison Allanbrook
B.A., Vassar College, 1964; M.A, 1965, Ph.D., Stanford Ui:iversity,r 1974; Woodrow
Wilson Fellowship, 1964-65; Teaching Assistant m lVIusJC, Stanwrd Umversity,
1967-69; Tutor, St. John's College, Annapolis, 1969-.
William W. O'Grady,
Jr.
AB
Univeroity of Notre Dame, 1966; M.A., 1968, Ph.D., 1970, University _of
Chi~~go; Wo~drow Wilson Fellow, 1966-67, Da~forth ;ellow, 1966-70, Humamti~s
Fellow, 1967-70, University of Chicago; Tutor, Sc Johns College, Annapolis, 1970 ,
Santa Fe, 1980-82.
F. White
RA, St. John's College, Annapolis, 19!'5; M..A., Th~ New, School for Sod~~
Dartmouth College, 1962-63; B.A., St. John's College, Annapolis, 1967; M.A.,
Princeton University, 1972; Princeton National Fellow, 1972; Tutor, St. John's College, Santa Fe, 1973-77, Armapolis, 1978-.
Robert P. Druecker
B.S., Marquette University, 1966; Graduate Study, Philosophy, Yale University,
1966-68; M.A., Boston University, 1974; Woodrow Wilson Fellow, 1966-67; Teacher,
Rye Country Day School, Rye, New York, 1968-69; Teacher, Friends Seminary
School, New York, 1969-70; Teacher of English arid German, Institut€ France AudioVisuel, Paris, 1971; Univ1Crsity of Paris, 1970-71; University of Florence Summer
School, 1971; Teaching Assistant, Department of Mathematics, Boston University,
1972-76; Fulbright and American Scandinavian Foundation Fellow, Norway, 1976;
Tutor, St. John's College, Annapolis, 1977-.
Research, 1970; i\lvin Johnson Fellow, 1910-71; 11.i.tor, Sc. Johns College, Annap
lis, 1971-.
Peter Kalkavage
Leo F. Raditsa
B.A., 1973, M.A., Pennsylvania State University, 1976; Instructor in Philosophy and
the Humanities, Pennsylvania State University, 1976-77; Tutor, St. John's College,
Annapolis, 1977-.
B.A., Harvard College, 1956; University Sch~lar, _,1960-61, University Fellow,
1961-62, M.A., Columbia University, 1962; Pres1dem s Fellow, 19_62-63, F1'.-lbr:1!ht,
University of Munich, 1964-65, Berlin, 1965; Instructor, New X'ork Umvei~ity,
Washingon Square College, 1965-68; Assistan1 Professor, 19?8, Ph.D., Columbia
University, 1969; Tutor, St. John's \oll~ge, Annapolis, 1973-; Nah~_nal_.~ndowme~t
for the Humanities Fellow, National Fellows Program, Hoover Inst1tuc1on on Wa1,
Revolution and Peace, Stanford, California, 1977-78.
David Bolotin
B.A., Cornell University, 1966; Grad~uate Student: Univ~rsity of Chic~go, 19~6~~8;
Ph.D., Nii:w York University, 1974; Yale Ui:1vers1ty Lecwr.er m Cl~ss1cs, 1971 /3,
1Noodrow \Nilson Fellow, 1966-67; University of Chicago Humamt1es F~llowsh1p,
l966-68; National Defense Education Act Fellow, 1968-71; Tutor, SL Johns College,
Annapolis, 1974-.
Schwartz Renaut
B.A., St. John's College, Annapolis, 1968; !VLA, Jo,hns Hopkins University, ~971;
M.S., Georgetown University, 1974; Tutor, St. Johns College, Annapolis, 197x-.
Joe Sachs
R ,;_
<::t
John'o College Annapolis, 1968; Graduate Student, The New Sd1ool for
S;ci~l 0R~search, New York, 1971-73; tv~.A:, Pennsylvania S~t; Uni~ers1ty,, 197~~
Teaching Assistant, Pennsylvania State Umvers1ty, 1973-74; lmor, Sc. Johns Co_
lege, Annapolis, 1975-.
Donald Conroy
B.Ao, St. Mary's College, California, 1970; !VLA., University of California, Santa
Barbara, 1972; Ph.D., Princeton University, 1976; Teaching Assistant, University of
California, Santa Barbara, 1970-72; Teaching Assistant, Princeton University,
1974-76; Assistant Professor, Integrated Liberal Arts Curriculum, St. Mary's College,
1976-77; Tutor, St. John's College, Annapolis, 1977-.
Mera J. Flaumenhaft
B.A, University of Chicago, 1966; M.A., 1967, Ph.D., 1970, University of Pennsylvania; Woodrow Wilson Fellow, 1966-67; University of Pennsylvania Foundation
Fellow, 1966-70; Instructor, 1970-71, Assistant Professor, 1971-76, Anne Arundel
Community College; National Endowment for the Humanities Grant, 1977; Tutor,
St. John's College, A.nnapolis, 1977-.
Thomas C. Mark
AB., Columbia College, 1961; M.A, 1965, Ph.D., 1970, Columbia University;
Henry A. Todd Scholar, 1964-65, Ansley Dissertation Award, 1970, Preceptor in Philosophy, 1967-70, Columbia University; Assistant Professor of Philosophy,
Wheaton College, Massachusetts, 1970-71; Assistant Professor of Philosophy, University of California, San Di'i'go, 1971-78; Tutor, St. John's College, Annapolis,
1978-.
�FACULTY/ 73
72 I ST. JOHN'S COLLEGE
David Guaspari
B.S., Rensselaer Polytechnic Institute, 1969; Ph.D., University of Cambridge, ~974; ·
U.S. Churchill Foundation Scholar, 1969-72; Lecturer in Mathematics, Cambridge,
Michaelmas, 1973; Visiting Assistant Professor, State University of New York, Buffalo, 1974-75; Visiting Assistant Professor, University of California, Berkeley, summer, 1974; Visiting Lecturer, 1975-77, Visiting Assistant Professor, Texas Tech Urnversity, 1977-78; Tutor, SL John's College, Annapolis, 1978-.
Kelton Ray McKinley
B.A., Case Western Reserve University, 1970; M.S., 1972, Ph.D., 1975, Michigan
State University; Research Assistant, Paleoecology, 1969, Case Western Re.serve University and Cleveland Museum of Natural History; Research Assistant, Limnology,
1972-75 Research Associate, Freshwater Ecology, 1975-76, Assistant Professor,
1976,
Kellogg Biological Station, Michigan State University; Associate
Research Scientist, Estuarine Phytoplankton Ecology, 1976-78, McCollum-Pratt
Institute, Johns Hopkins University; Tutor, St. John's College, Annapolis, 1978-.
W.K.
Anthony James Carey
St. John's College, Annapolis, 1963-65; B.A., University of North Carolina, 1967;
MA The New School for Social Research, 1973; U.S. Marine Corps, 1967-69;
G;ad~ate Study in Music, University of North Carolina, 1969; Part-time Instructor in
Philosophy, East Carolina University, 1974-78; Part-time Ins,tructor in Philosophy,
North Carolina Wesleyan College, 1976-78; Tutor, St Johns College, Annapolis,
1979-,
William Jon Lenkowski
B.A., Marquette University, 1965; M.A., Philosophy, The New School for Social
Research, 1970; Doctoral Studies in Philosophy, The New School for Social
Research, Columbia, University of Freiburg; Instruction in philosophy, Rutgers Umversity, 1968-76; VisitiI1g Lecturer, philosophy of science, New York Institute of Technology, 1976-77; Lecturer, ancient Greek philosophy, l\few School for SoC1al
Research, 1977-79; Tutor, St. John's College, Annapolis, 1979-.
Jonathan S. Tuck
B.A., Columbia University, 1969; B.PhiL, Oxford University, 1971; M.A., University of California, Berkeley, 1972; Graduate Study in English, University of Calif~r
nia, Berkeley, 1971-78; Woodrow Wilson Fellow, 1969-70; Kellett Fello•N m ,ne
Humanities, Brasenose College, Oxford, 1969-71; Kent Fellow (Danforth Foundation), 1971-77; Teaching Assistant, Department of English, University of California,
Berkeley, 1973-74; Associate, Residential Program in History and L~terature, Ur:;versity of California, Berkeley, 1975; Associate, Department of English, UrnversHy of
California, Berkeley, 1976-78; Instructor of English, Pikes Peak Community College,
1979; Tutor, SL John's College, A_nnapolis, 1979-.
Thomas May
B.A., Loyola College, 1971; M.A., 1975, Ph.D. Cand., Ford~am University; Assistant Professor of Philsophy, Loyola College, 1974-79; Visiting Lecturer in Philosophy,
Goucher College, 1976-78; Tutor, St. John's College, Annapolis, 1979-.
Marilyn Douville
B.S., University of Michigan, 1975; M.S., University of !Vlichigan, 1977; Associate
lv1athematician, 1977-79, Johns Hopkins University Applied Physics Laboratory;
Tutor, St. John's College, Annapolis, 1979-.
Robert Barnett Raphael
B.S., Rensselaer Polytechnic Institute, 1950; Ph.D., Harvard University, 1954; Tutor,
St. John's College, Annapolis, 1979-.
William Mullen
B.A., Harvard College, 1968; Ph.D., University of Texas, Austin, 1972; Acting
Assistant Professor of Classics and Comparative Literature, University of California,
Berkeley, 1971-73; Hodder Fellow in the Humanities, Princeton University, 1973-74;
Assistant Professor in Classics, Boston University, 1975-80; Junior Fellow, Center for
Hellenic Studies, 1978-79; Tutor, St. John's College, Annapolis, 1980-.
SANTA FE
Dean of the College in Santa Fe
Robert S. Bart
B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Traveling
Fellow, Harvard University, 1940-41; Tutor, St. John's College, Annapolis, 1946-75,
1976-77, Santa Fe, 1975-76, 1977, Addison E. Mullikin Tutor, 1968-, Dean, 1977-.
William A. Darkey
B.A., St. John's College, Annapolis, 1942; M.A., Columbia University, 1949; Tutor,
St. John's College, Annapolis, 1942-46, 1949-64, Santa Fe, 1964-, Associate Dean,
1968-70, Dean, 1968-73, Director, Task Force on the Liberal Arts, 1974-.
Thomas King Simpson
B.A., St. John's College, Annapolis, 1950; l'vLA. in Teaching, Wesleyan University,
1955; Ph.D., Johns Hopkins University, 1968; Instructor, American University at
Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, A·mapolis, 1955-56,
Tutor, 1956-73, Santa Fe, 1973-; Curriculum counselor and member of the faculty,
The Key School, 1970-73.
Michael Ossorgin
Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; L. Th., Institut de Theologie Orthodoxe, Paris, 1942; Instructor in Music, Institut de Theologie
Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of the Orthodox Diocese in Alaska, 1948-49; Teacher of Music,
Bureau of Indian Affairs, Department of the Interior, 1950-56; Associate Professor,
Consultant, St. John's Program, St. Mary's College, California, 1961-62; Tutor,
St. John's College, Annapolis, 1956-66, Santa Fe, 1966-, Norma Fiske Day Tutorship,
1975-.
Charles G. Bell
B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A., 1938,
M.A., 1966, B, Litt., 1939; Instructor and Assistant Professor of English, Iowa State
College, 1943-45; Wartime Assistant m Physics, 1945, Research Assistant in Physics,
1945, Assistant Professor of English, 1945-49, Princeton University; Guest Lecturer,
Black Mountain College, Summer, 1947; Rockefeller Grant for study in Europe,
1948; Assistant Professor of Humanities, University College, University of Chicago,
1949-56; Guest Professor, Fulbright Program, Technische Hochschule, Munich, Germany, 1958-59 (Kulturgeschichte als die Geschiechte symbolischer Formen); Poet in
Residence and Guest Professor, University of Rochester, Spring, 1967; Guest Professor, State University of New York at Old Westbury, Spring, 1970; Tutor, St. John's
College, Annapolis, 1956-67, Director of Adult Education, 1957-58, Santa Fe, 1967-,
Director, Graduate Preceptorial in Dimensions of History, 1972-73.
Samuel Emmons Brown
Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., 1956,
Ph.D., 1962, Indiana University; Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; John
H. Edwards Fellow, 1955-56; Part-time Teacher, Indiana University, 1956-57; Tutor,
St. John's College, Annapolis, 1958-65, Santa Fe, 1965-.
�74 I ST. JOHN'S COLLEGE
Thomas A. McDonald
St. John's College, Annapolis, 1944; Military Service, 1945-46; University of Virginia, The New School, New York, 1947-50; Graduate study in Philosophy, Graduate Faculty, 1950-52, 1955-58, Teaching Fellow, 1956-58, The New School; Lecturer,
University College, University of Chicago, 1958-62; Lecturer, Overseas-Extension,
University of Maryland, Heidelberg, Germany, 1952-63; Tutor, St. John's College,
Annapolis, 1963-79, Santa Fe, 1979-.
Dean K Haggard
B.A., Reed College, 1955; Instructor in Mathematics, Loyola College, 1957-60; Fels
Fund Fellow in Philosophy, Johns Hopkins University, 1960-61; Tutor, SL John's
College, Annapolis, 1961-66, Santa Fe, 1966-, Assistant Dean, 1971-73.
Robert D. Sacks
B.A., St. John's College, Annapolis, 1954; J>h.D., Johns Hopkins University, 1963;
Hebrew University, Jerusalem, 1954-56; Ecole des Langues Orientales Vivantes,
1956-57; University of Chicago, 1957-59; Tutor, St. John's College, Annapolis,
1961-69, Santa Fe, 1969-; Visiting Lecturer, St. Mary's College, California, 1968-69;
Biblical Research, Jerusalem, 1971-72.
Robert A. Neidorf
B.A., 1951, M.A., 1955, University of Chicago; Ph.D., Yale University, 1959;
Instructor and Assistant Professor of Philosophy, Bucknell University, 1959-62;
Assistant and Associate Professor of Philosophy, State University of New York at
Binghamton, 1964-67; Tutor, St. John's College, Annapolis, 1962-64, Santa Fe, 1967-,
Director, Graduate Institute in Liberal Education, 1970-73, Dean, 1973-77.
John S. Steadman
B.S., Philosophy, University of Wisconsin, 1959; Instructor in Radio Repair, United
States Army, 1954-56; Assistant in Philosophy, 1959-61, Teaching Fellow, 1961-62,
Cornell University; Tutor, St. John's College, Annapolis, 1962-67, Santa Fe, 1967-,
Assistant Dean, 1970-72.
David Clifford Jones
B.A., St. John's College, Annapolis, 1959; M.A., University of Melbourne, 1962;
Ph.D., University of Texas, 1974; University Fellow, University of Ivlelbourne; University Fellow and Bess Heflin Fellow, University of Texas, 1962-64; Tutor, St. John's
College, Annapolis, 1964-56, Santa Fe, 1965-, Director, Graduate Institute in Liberal
Education, 1973-75, 1978-80.
Robert M. Bunker
AR, Harvard University, 1939; AJ'v'L, 1954, Ph.D., 1955, University of New Mexico; United Pueblos Agency, Bureau of Indian AJfairs, 1940-51; United States Navy,
1942-46; Executive Secretary, Bernalillo City-County Consolidation Cornmittee,
1952-56; Instructor, University of New l\1exico, 1955-56; Professor of English and
Philosophy, and Chairman of both Departments, New Mexico Highlands University, 1956-65; Tutor, St. John's College, Santa Fe, 1965-<
Don B. Cook
A.B., Occidental College, 1958; Ph.D., University of California at Davis, 1965;
Woodrow Wilson Honorary Fellow, University of California at Davis, 1959;
National Science Foundation Fellow, 1959-61; Tutor, St. John's College, Santa Fe,
1965-72, 1973-, Assistant Dean, 1981-; Teacher, Santa Fe Preparatory School,
1972-73.
Elliot T. Skinner
B.A., University of Colorado, 1961; M.A., Princeton University, 1963; Ph.D. Candidate in Philosophy, Princeton University; Assistant and Preceptor, VVoodrow Wil-
FACULTY/ 75
son Fellowship, Princeton University, l964; Fellow of the Council for Philosophical
Studies, Summer Institute in Greek Philosophy and Science, 1970; Tutor, St. John's
College, Santa Fe, 1965-.
Stuart Boyd
M.A., Aberdeen University, Scotland, 1948; Ph.D., Aberdeen University Medical
School, 1952; Military Service, 1940-45; Assistant Lecturer, Clinical Psychology,
Department of Psychiatry, Aberdeen University, 1948-52; Instructor, Medical Psychology, University of Colorado Medical School, 1952-53; Director, Doctoral Training in Clinical Psychology, Denver University, 1954-57; Professor of Psychology and
Chairman, Department of Behavioral Sciences, New Mexico Highlands University,
1957-64; Lecturer, Department of Psychiatry, Edinburgh University, Scotland,
1964-65; Professor of Psychiatry (Psychology), University of IV1issouri Medical
School, Kansas City, 1965-66; Fellow, American Psychological Association; Tutor,
St. John's College, Santa Fe, 1966-.
Roger S. Peterson
A.B,, Harvard College, 1953; A.M., 1957, Ph.D., Botany, 1959, University of Michigan; United States Navy, 1953-56; U.S. Forest Service Research, Colorado State University, 1959-62, Utah State Univetsity, 1962-66; Tutor, St. John's College, Santa Fe,
1966-.
E. Ray Davis, Jr.
University of Wisconsin, 1953-55; B.A., St. John's College, 1962; M.A., History and
Philosophy of Science, University of Indiana, 1965; N. D. E .A. Fellowship, University
of Indiana, 1962-65; Ph.D., University of California, Riverside, 1980; Tutor, St.
John's College, Santa Fe, 1966-, Assistant Dean, 1977-81.
Ralph Swentzel!
B.S., New Mexico Highlands University, 1963; Instructor, Computer Programming,
New lVIexico Highlands University, 1965-66; Tutor, St. John's College, Santa Fe,
1966-.
Timothy P. Miller
A.B., Harvard University, 1948; B.Mus., 1949, lVUvius., 1951, Yale University;
D.Mus., Indiana University, 1957; Instructor in Music and Freshman Studies,
Lawrence College, 1951-53; Fulbright Scholar, Hamburg, Germany, 1955-56; Assistant and Associate Professor of Music, Agnes Scoti: College, 1957-61; Director of
Music, University of Richmond, 1961-66; Piano Chainnan and Member of Graduate
Faculty, College-Conservatory of Music, University of Cincinnati, 1965-67; Tutor,
St John's College, Santa Fe, 1967-.
R. Thomas Harris,
B.A., Reed College, 1955; M.A., 1956, Ph.D., Mathematics, 1959, University of Illinois; University Fellow, 1955-58, Graduate Teaching Assistant and National Science
Foundation Contract Fellow, 1958-59, University of Illinois; Research Instructor,
Duke University, 1959-60; Assistant Professor, 1960-65, with Leave of Absence as
Assistant Professor, University of California at Berkeley, 1962-63; Associate Professor, University of Maryland, 1965-68; National Science Foundation Consultant for
India Project, Lucknow, India, Summer, 1967; Visiting Associate Professor, 1967-68,
Visiting Professor, Summer, 1969, New York University; Corporate Consultant,
Management Science, IBM, Armonk, New York, Summer, 1968; Tutor, SL John's
College, Santa Fe, 1968-.
Glenn A. Freitas
B.A., Classical Languages, St. Mary's College, California, 1957; Th.L, Universite
Laval, Quebec, 1964; Licentiate in Sacred Scnpture, Pontifical Biblical Commission,
Rome, 1966; L'Ecole Biblique et Archeologique Francaise de Jerusalem, 1964-66;
�76 I ST. JOHN'S COLLEGE
Assistant Professor, Theology, St. Mary's College, 1967-69; Tutor, St. John's College, Santa Fe, 1969-.
David Edward Starr
B.A., Gordon College, 1962; M.A., 1966, Ph.D., 1972, Boston University; Graduate
Assistant in Philosophy, Boston University, 1963-64; Teaching Intern, Boston University College of Basic Studies, 1964-66; Instructor in Philosophy, University of
Rhode Island, 1966-71; Tutor, St. John's College, Annapolis, 1972-80, Director of The
Graduate Institute in Liberal Education, Santa Fe, 1980-.
Paul David Mannick
B.A., California State College at Long Beach, 1970; M.A., St. John's College, Santa
Fe, 1973; Ph.D. Candidate, University of St. .Andrew's, Scotland, 1975; University of
St. Andrew's Scholarship, 1975-77; Tutor, St. John's College, Santa Fe, 1974-.
Phillip LeCuyer
B. A., Colorado College, 1966; B.A, Merton College, Oxford University, 1969;
Studies in Biology, University of New Mexico, 1970-72; Boettcher Scholar, 1962-66;
Perkins Scholar, 1963-66; Rhodes Scholar, 1966-69; Danforth Graduate Fellow,
1966-72; Woodrow Wilson Fellow (honorary), 1966; Tutor, English Literature, Summer Humanities Institute, Colorado College, 1968; Tutor, Biology and Chemistry, Institute of Social Research and Development, University of New Mexico, 1971-72;
Tutor, St. John's College, Santa Fe, 1972-.
Stephen R. Van Luchene
B.A., Arizona State University, 1969; lvtA., 1971, Ph.D., 1973, University of Notre
Dame; Teaching Assistant, Department of English, Notre Dame, 1971-73; Tutor,
St. John's College, Santa Fe, 1973-, Director of Admissions, 1979-81.
Bruce E. Venable
B.A., St. Mary's College, California, 1969; M.A., 1972, Ph.D., Classics, 1976, University of Washington; Ti1tor, St. John's College, Santa Fe, 1973-.
Gerald Lee Myers
B.A, University of Colorado, 1964; Ph.D., University of Colorado Medical Center,
1969; American Cancer Society Postdoctoral Fellow, 1969-71, Seessel Research
Fellow, Yale University, 1971-72; Faculty, Shimer College, 1972-74; Tutor, St. John's
College, Santa Fe, 1974-.
Kent H. Taylor
B.A, Yale University, 1963; M.A., University of Georgia, 1965; Ph.D., Universit-y of
California at Santa Cruz, 1976; University of California at Santa Cruz, 1967-68;
Defense Language Institute, Monterey, California, 1968-69; Heidelberg University,
1971-73; Instructor, University of Georgia, 1965-67; Teaching Assistant, University
of California at Santa Cruz, 1967-71; Tutor, St. John's College, Santa Fe, 1974-.
Georgia S. Knight
B.S., Philosophy, 1970, M.A., English, 1972, Doctoral Candidate, 1974, U!)iversity
of Utah; Teaching Fellow, University of Utah, 1970-74; Tutor, St. John's College,
Santa Fe, 1974-.
Elizabeth S. Engel
B.A., Pomona College, 1967; M.Phil., 1971, Ph.D., Philosophy, 1973, Teaching
Assistant, 1969, Yale University,; Teacher, Shimer College, 1971-73; Assistant Professor of Philosophy, California State University at Humboldt, 1973-75; Tutor,
St. John's College, Santa Fe, 1975-.
FACULTY 177
John Joseph Verdi
B.S., Psychology, Fordham.University, 1972; M.':'1-., 1974, Ph.D., Philosophy, 1975,
Um:rers1ty of Sou.them California; M.A., Expenmental Psychology, University of
Cahforma, San Diego, 1978; Tutor, St. John's College, Santa Fe, 1975-.
Phillip Prescott Chandler, H
B._A., St. John's. College, Santa Fe, 1968; Ph.D., University of California at San
Diego, 1975; Junior Fellow, Center for the Study of Democratic Institutions, 1968-69·
Graduate Study, Mathem_atics and Philosophy, Oklahoma State University, 1969-70;
ND.KA. Fellow, 1970-76, D1ssertat10n Fellow, 1973-74, University of California at
San Diego; Instructor, Mathematics, Oklahoma State University, Summer, 1973,
~ummer, 1975; Instructor, 1974-75, Assistant Professor, 1975-76, Assistant Director,
c1prmg 1976, "Collegiate Semmar Program, University of Notre Dame; Tutor,
Graduate Institute m Liberal Education, Santa Fe, 1976, Tutor, St. John's College,
Santa Fe, 1976-.
Lynda Jean Myers
B.A., St. John's College, Santa Fe, 1971; M.A. University of North Carolina, 1975·
Ph.D. Cmd1date, The Catholic University of America; Tutor, St. John's Colle<>e'
0
Santa Fe, 1977-.
'
Grietje Sloan
B.A., Radcliffe College, 1953; M.A., 1963, Ph.D., 1974, University of California at
Berkeley; Instructor m French, University of Arizona, 1960-61; University Fellow,
1962.-63, Teachmg Assistant, 1963-65, Graduate Traveling Fellow, 1966-67, Instructor
~n ~i~tory, ~(68-_69,c:U~iversi~ California, Berkeley; Instructor, Chico State Uni~eLity, Lah1orma, ':'.pnng l9!::i; 1eachmg and Re~earch Fellow_, Stanford University,
- all, 1975, Facul~y, Holy Names College, 1977; Lecturer, Urnvers1ty of California
Berkeley, 1977; Instructor, University of New Mexico, 1977-78; N.E.H. Summe~
Semmar, 1978; Tutor, St. John's College, Santa Fe, 1978-"
o!
Sharon H. Garvey
Universidad Anahuac, Mexico City, 1973-74; B.EA, University of Notre Dame
19~7; M.A., St. Joh~'s College, 1978; Instructor, University of Notre Dame, Fal(
1915; Tutor, St. Johns College, Santa Fe, 1978-.
Scott R. Stripling
B.A, University of Texas, 1969; Studies in Philosophy, University of Toledo, 1970;
Ph.D., Philosophy, Pennsylvania State University, 1975; Instructor, University of
Alaska~at jl.nc~orage, 1975-78; Instructor, Anchorage Community College, 1977;
Tutor, ::it. Johns College, Santa Fe, 1979-.
Nancy Dunning Buchenaur
B.A., History, 1967'. M.A., Ancient History, Cornell University, 1969; Ph.D., Classics, Brown Umvers1ty, 1980; Ford Foundation Fellow, 1966-68; University Fellow in
Classics, Brown University, 1969-70; Tutor, St. John's College, Santa Fe, 1980-.
Michael G. Oink
B.A., Harvard University, 1970-72; M.A. St. John's College, Annapolis, 1975; Philosophy, The Catholic University of America, 1978; Teaching Assistant and Doctoral
Candidate, The Catholic University of America, 1978-80; Tutor, St. John's College,
Santa Fe, 1980-.
Charlotte H. Gray
B.A., University of Colorado, 1972; Deutscher Akademischer Austauschdienst
!?ankstipendium, University of Freiburg, 1972-73; Ph.D., Classics and Comparative
:,tu dies, Boston University, 1979; Teaching Fellow, Boston University, 1975-78; Visit-
�78 I ST. JOHN'S COLLEGE
ing Lecturer, Colorado College, 1978-79; Assistant Professor, University of Colorado, Spring, 1980; Tutor, St. John's College, Santa Fe, 1980-.
FACULTY 179
OFFICERS, ASSOCIATES AND STAFF
Peter Dragan Pesic
ANNAPOLIS
SANTA FE
AB., Harvard University, 1969; M.S., 1970, Ph.D., 1975, Stanford University; Danforth Graduate Fellow, 1969-75; Research Assistant and Associate, Stanford Linear
Accelerator Center, 1970-75; Lecturer, Stanford University, 1976-80; Tutor,
St. John's College, Santa Fe, 1980-.
President
Edwin J. Delattre
President
Edwin J. Delattre
Dean
Edward G. Sparrow
Dean
Robert S. Bart
Provost
PRESIDENTS EMERITI
Stringfellow Barr
Douglas H. Gordon
Richard D. Weigle
TUTORS EMERITI
William Kyle Smith
Wiley W. Crawford
M. Tolbert
HONORARY FELLOWS
J. Burchenal Ault
Treasurer
Charles T. Elzey
Treasurer
Emery C. Jennings
Assistant Deans
Barbara H. Leonard
Curtis A. Wilson
Director of Graduate Institute
David Edward Starr
Assistant Dean
Don Cook
Registrar
Nancy R. Winter
Director of Admissions
John M. Christensen
Libararian
Kathryn Kinzer
Paul Mellon
Director of Athletics
Bryce Du Val Jacobsen
B.A, Yale University, 1929; B.A, 1931, MlL, 1938, Cambridge University; Litt.D., Oxford
University, 1961; LL.D., Carnegie Institute of Technology, 1967; LH.D., Yale University,
Director of Financial Aid
Caroline 0. Taylor
1967.
Provost
J. Burchenal Ault
John Gaw Meem
Director of Continuing Education
Benjamin Milner
ScB., Virginia Military Institute, 1914; M.A., Colorado College, 1936; A.F.D., University
of New Mexico.
Director of Graduate Institute
Benjamin Milner
Director of Alumni Activities
Thomas Parran, Jr.
Registrar
Ellen Gant
Director of Admissions
Stephen R. Van Luchene
Acting Librarian
James Benefiel
Director of Student Activities
Istvan Fehervary
Director of Financial Aid
Marsha Drennon
Director of Aduli Education
Gerald L. Myers
Director of Career Counseling
Janet Lange
Business Manager
Svend Schmidt
Superintendent of
Buildings and Grounds
Carlos Vigil
Director of Career Counseling
Marianne Braun
College Nurse
Peggy H. Elrington
Superintendent of
Buildings and Grounds
Charles L Wallace
College Physicians
Charles W. Kinzer
Sigmund A Amitin
Thomas M. Stubbs
Musician in Residence
Landon Young
Director of Laboratories
Hans von Briesen
College Nurse
Marilyn Mylander
Artist in Residence
Burton Blistein
�80 I ST. JOHN'S COLLEGE
<fl
().)
0
'-cl
Profile: Freshman Classes:
Entering Fall 1980
1981
Annapolis
States Represented.
Alaska.
Arizona.
California.
Colorado
Connecticut .
Delaware
District of Columbia .
Florida
Georgia.
Hawaii
Idaho ..
Illinois.
Indiana .
Iowa
Kansas
Kentucky
Louisiana .
Maryland.
Massachusetts .
Michigan
Minnesota
Missouri ..
New Hampshire ...
New Jersey .
New Mexico ...
New York.
North Carolina
Ohio ..
Oklahoma
Oregon ...
Pennsylvania .
Rhode Island
South Carolina
South Dakota ..
Tennessee .
Texas ..
Vermont.
Virginia.
Washington
West Virginia .
Wisconsin.
Wyoming.
Utah
Austria ..
Israel .
Japan.
Puerto Rico
29
32
2
5
3
22
5
1
2
2
4
3
1
1
2
2
1
2
1
3
3
5
1
2
2
1
1
2
19
6
5
7
3
1
2
2
3
9
2
15
11
8
2
8
1
1
9
3
2
5
1
1
2
2
1
7
11
2
4
3
1
1
1
1
1
1
1
1
Annapolis Santa Fe
Santa Fe
Number of Students
Fall 1980
January 1981 ...
Men ...
Women.
Early Entrance ....
Previous! y At tended
College ....
Range of Ages
Veterans ..
Kind of School Attended
Public ..
Independent ..
Parochial
GED
Receiving Financial
Aid
Rank in Class
First Fifth
First Tenth
Second Tenth ...
Second Fifth ..
Third Fifth
Fourth Fifth
Last Fifth.
Not Available
National Merit Honors:
Scholars
Finalists ..
Semi-finalists .
Commended Scholars
130
106
24
69
61
115
98
17
67
48
4
2
48
16-33
42
16-34
6
1
84
27
19
76
29
5
3
:l
47%
64%
i
65%
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26
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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
[Statement of the St. John's Program 1981-82]
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
College Catalogs and Statements of the Program
Creator
An entity primarily responsible for making the resource
St. John's College
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Description
An account of the resource
Statements of the Program are published each Academic Year. They provide an overview of the program and historical information about the college. <br /><br />The titles of these publications have changed over the course of the College's history. From the 19th century through 1971 they were titled Catalogue. During this period, some Catalogues were distributed as issues of <em>The Bulletin of St. John's College</em>. The title changed from Catalogues to Statement of the Program with the 1972-1973 publication. <br /><br />Also included in this collection are Graduate Institute catalogs and promotional publications about the St. John's program. <br /><br />Click on <strong><a title="College Catalogues" href="http://digitalarchives.sjc.edu/items/browse?collection=10">Items in the College Catalogs and Statements of the Program Collection</a></strong> to view and sort all items in the collection.
Identifier
An unambiguous reference to the resource within a given context
collegecatalogs
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.
80 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/.
Creator
An entity primarily responsible for making the resource
St. John's College
Title
A name given to the resource
[Statement of the St. John's Program 1981-82]
Date
A point or period of time associated with an event in the lifecycle of the resource
1981-1982
Format
The file format, physical medium, or dimensions of the resource
pdf
Type
The nature or genre of the resource
text
Language
A language of the resource
English
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
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
Santa Fe, NM
Publisher
An entity responsible for making the resource available
St. John's College
Description
An account of the resource
College catalog for the years 1981-1982
Catalog
Catalogue
-
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c60b70bb78a119c62bdea83e83f5c7b3
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
Photographic Archive—Annapolis
Description
An account of the resource
<p>The Greenfield Library photographic archive houses over 5,000 photographs. The photographs in the collection document the history, academic, and community life of St. John’s College. The Library’s mission is to organize and preserve these unique visual materials, and to provide access to this collection. </p>
To learn more about our photographic use policy or to obtain high resolution images, please see the <strong><a title="Photographic Archive Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener">Library’s Photographic Archive Use Policy</a></strong>.<br /><br />Click on <strong><a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7">Items in the Photographic Archive—Annapolis Collection</a></strong> to view and sort all items in the collection.
Publisher
An entity responsible for making the resource available
St. John's College
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
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
Identifier
An unambiguous reference to the resource within a given context
photographicarchiveannapolis
Still Image
A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.
Physical Dimensions
The actual physical size of the original image
18 x 12.5 cm.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Photograph
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/.
Identifier
An unambiguous reference to the resource within a given context
SJC-P-0761
Title
A name given to the resource
[Students] Seated at Table Eating Lunch in the Private Dining Hall in Randall Hall, St. John's College, Annapolis, Maryland
Description
An account of the resource
1 photographic print : b&w
Date
A point or period of time associated with an event in the lifecycle of the resource
1970-1980 [circa]
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
St. John's College (Annapolis, Md.). -- Students.
Luncheons
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
Type
The nature or genre of the resource
Still Image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this photograph.
Alumni
Dining Hall
Randall Hall
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2cae7a3b0a498dec8f748f28b5e0c575.mp3
acc9c50eff25c21372270f26f2ffc8e4
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/.
Description
An account of the resource
Items in this collection are part of a series of lectures given every year at St. John's College. During the Fall and Spring semesters, lectures are given on Friday nights. Items include audio and video recordings and typescripts.<br /><br />For more information, and for a schedule of upcoming lectures, please visit the <strong><a href="http://www.sjc.edu/programs-and-events/annapolis/formal-lecture-series/" target="_blank" rel="noreferrer noopener">St. John's College website</a></strong>. <br /><br />Click on <strong><a title="Formal Lecture Series" href="http://digitalarchives.sjc.edu/items/browse?collection=5">Items in the St. John's College Formal Lecture Series—Annapolis Collection</a></strong> to view and sort all items in the collection.<br /><br />A growing number of lecture recordings are also available on the St. John's College (Annapolis) Lectures podcast. Visit <a href="https://anchor.fm/greenfieldlibrary" title="Anchor.fm">Anchor.fm</a>, <a href="https://podcasts.apple.com/us/podcast/st-johns-college-annapolis-lectures/id1695157772">Apple Podcasts</a>, <a href="https://podcasts.google.com/feed/aHR0cHM6Ly9hbmNob3IuZm0vcy84Yzk5MzdhYy9wb2RjYXN0L3Jzcw" title="Google Podcasts">Google Podcasts</a>, or <a href="https://open.spotify.com/show/6GDsIRqC8SWZ28AY72BsYM?si=f2ecfa9e247a456f" title="Spotify">Spotify</a> to listen and subscribe.
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Title
A name given to the resource
St. John's College Formal Lecture Series—Annapolis
Identifier
An unambiguous reference to the resource within a given context
formallectureseriesannapolis
Sound
A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
mp3
Duration
Length of time involved (seconds, minutes, hours, days, class periods, etc.)
01:10:17
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
<div style="text-align:left;">Johann Sebastian Bach and <em>The Six Suites for Cello Solo - A Fanciful and Extravagant Allegory</em></div>
Description
An account of the resource
Audio recording of a lecture delivered on April 21, 2017 by Steven Hancoff as part of the Formal Lecture Series.
Creator
An entity primarily responsible for making the resource
Hancoff, Steven
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
2017-04-21
Rights
Information about rights held in and over the resource
A signed permission form has been received stating, "I hereby grant St. John's College permission to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library."
Type
The nature or genre of the resource
sound
Format
The file format, physical medium, or dimensions of the resource
mp3
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Hancoff_Steven_2017-04-21
Alumni
Friday night lecture
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