2
20
50
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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
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
25.5 x 20.5 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-1077
Title
A name given to the resource
Inauguration of John Spangler Kieffer - Faculty in Academic Robes Standing during Inauguration, 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
1947-10-25
Creator
An entity primarily responsible for making the resource
Official U.S. Navy Photograph
Subject
The topic of the resource
VanDupeu, Henry P.
Kieffer, John Spangler.
Type
The nature or genre of the resource
still image
Format
The file format, physical medium, or dimensions of the resource
jpeg
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
Relation
A related resource
<a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a>
Inauguration
Tutors
-
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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
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
25.5 x 20.5 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-1078
Title
A name given to the resource
Inauguration of John Spangler Kieffer - Inauguration Procession with Faculty in Academic Robes and Naval Academy Officers in Uniform, 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
1947-10-25
Creator
An entity primarily responsible for making the resource
Official U.S. Navy Photograph
Subject
The topic of the resource
VanDupeu, Henry P.
Kieffer, John Spangler.
Type
The nature or genre of the resource
still image
Format
The file format, physical medium, or dimensions of the resource
jpeg
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
Relation
A related resource
<a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a>
Inauguration
Tutors
U.S. Naval Academy
-
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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
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
25.5 x 20.5 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-1079
Title
A name given to the resource
Inauguration of John Spangler Kieffer - Faculty and a Naval Academy Officer, 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
1947-10-25
Creator
An entity primarily responsible for making the resource
Official U.S. Navy Photograph
Subject
The topic of the resource
VanDupeu, Henry P.
Kieffer, John Spangler.
Type
The nature or genre of the resource
still image
Format
The file format, physical medium, or dimensions of the resource
jpeg
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
Relation
A related resource
<a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a>
Inauguration
Tutors
U.S. Naval Academy
-
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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
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
20.5 x 25.5 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-1080
Title
A name given to the resource
Inauguration of John Spangler Kieffer - Attendees in Academic Robes Standing near McDowell Hall after Inauguration Ceremony
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
1947-10-25
Creator
An entity primarily responsible for making the resource
Official U.S. Navy Photograph
Subject
The topic of the resource
VanDupeu, Henry P.
Kieffer, John Spangler.
Type
The nature or genre of the resource
still image
Format
The file format, physical medium, or dimensions of the resource
jpeg
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
Relation
A related resource
<a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/1324">Inauguration Program</a>
Inauguration
McDowell Hall
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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
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.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
photograph
Physical Dimensions
The actual physical size of the original image
25.5 cm x 20 cm
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
Christopher B. Nelson with Victor Frenkil and Richard D. Weigle at Christopher B. Nelson’s Inauguration Reception in the Francis Scott Key Lobby, Mellon Hall
Description
An account of the resource
1 photographic print : b&w
Creator
An entity primarily responsible for making the resource
Harvey & Harvey Photographers
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
1991-10-18
Type
The nature or genre of the resource
still image
Format
The file format, physical medium, or dimensions of the resource
jpeg
Subject
The topic of the resource
Nelson, Christopher B., 1948-
Frenkil, Victor, 1908-
Weigle, Richard Daniel, 1912-
Identifier
An unambiguous reference to the resource within a given context
COM-NEL-P-0003
Francis Scott Key Lobby
Inauguration
Mellon Hall
Presidents
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Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Playbills & Programs
Description
An account of the resource
Playbills and programs from various St. John's College events. Many of these items are from productions by The King William Players, the St. John's student theater troupe.<br /><br />Click on <strong><a title="Playbills & Programs" href="http://digitalarchives.sjc.edu/items/browse?collection=20">Items in the Playbills & Programs Collection</a></strong> to view and sort all items in the collection.
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
Contributor
An entity responsible for making contributions to the resource
St. John's College Greenfield Library
Identifier
An unambiguous reference to the resource within a given context
playbillsprograms
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Page numeration
Number of pages in the original item.
4 pages
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Inauguration Ceremony of Panayiotis Kanelos
Description
An account of the resource
Program for the Inauguration Ceremony of Panayiotis Kanelos as the 24th President of St. John's College, Annapolis.
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
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
2017-10-28
Rights
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St. John's College owns the rights to this publication.
Type
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text
Format
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pdf
Language
A language of the resource
English
Identifier
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Inauguration Program for Panayiotis Kanelos (10-28-17)
Contributor
An entity responsible for making contributions to the resource
Saunders-Albin, Pamela
Roosevelt, Mark
Macfarland, Joseph C.
Kemmer, Brittany
Ongley, Jennifer
Fielding, Ronald
Kanelos, Panayiotis
Relation
A related resource
<a title="Audio recording" href="http://digitalarchives.sjc.edu/items/show/3445">Audio Recording</a>
<a title="Typescript" href="http://digitalarchives.sjc.edu/items/show/3446">Typescript</a>
Deans
Inauguration
Presidents
-
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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
Speeches, presentations, and other lectures
Description
An account of the resource
Speeches, presentations, and other lectures given at St. John's College. These include convocation addresses delivered in both Annapolis, MD and Santa Fe, NM.<br /><br />Click on <strong><a title="Speeches, presentations, and other lectures" href="http://digitalarchives.sjc.edu/items/browse?collection=15">Items in the Speeches, presentations, and other lectures Collection</a></strong> to <span>view and sort all items in the collection.</span>
Contributor
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St. John's College Greenfield Library
Identifier
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speechespresentationsotherlectures
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.)
01:04:29
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
Inauguration Ceremony of Panayiotis Kanelos
Description
An account of the resource
Audio recording of the Inauguration Ceremony of Panayiotis Kanelos held on October 28, 2017 in Annapolis, MD.
Creator
An entity primarily responsible for making the resource
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
2017-10-28
Type
The nature or genre of the resource
sound
Format
The file format, physical medium, or dimensions of the resource
mp3
Contributor
An entity responsible for making contributions to the resource
Saunders-Albin, Pamela
Roosevelt, Mark
Macfarland, Joseph C.
Kemmer, Brittany
Ongley, Jennifer
Fielding, Ronald
Kanelos, Panayiotis
Language
A language of the resource
English
Identifier
An unambiguous reference to the resource within a given context
Kanelos Inauguration 10-28-17
Relation
A related resource
<a title="Inauguration Program" href="http://digitalarchives.sjc.edu/items/show/3444">Inauguration Program</a>
<a title="Typescript" href="http://digitalarchives.sjc.edu/items/show/3446">Typescript</a>
Deans
Inauguration
Presidents
-
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PDF Text
Text
Inauguration Lecture
St. John’s College, Annapolis
October 28, 2017
Panayiotis Kanelos
St. John’s College is indeed a college. But it is very much more than that. It is both an idea and
an ideal. It is a place designed from the inside out, according to principles that are both unique
and universal. It is its own theorem and its own proof. It is the most vital institution in higher
education. It is a place that inspires love not because it is perfect, but because it is perfectly
itself.
I am the luckiest person in higher education. How many people can claim that they have
passionately admired an institution from afar for a very long time, and then have been invited to
join that community? I’m simply pleased as punch to be here. This is a community, however,
that exacts a price. From the moment one becomes a Johnnie, one finds oneself drawn into that
most characteristic Johnnie behavior, talking endlessly about rather important things.
I have been here just over four months. During that time, I have had the great pleasure of getting
to know my colleagues through conversation. They have pressed me to think carefully about the
project we are engaged in. I have participated in seminars, attended lectures, and read with a
rollicking group through a Shakespearean play. And just this week, I had the honor of leading
my first preceptorial on one of my favorite authors, Jorge Luis Borges. Most importantly, I have
spent many hours in conversation with our students. My admiration for their courage, having
�selected to follow the most rigorous path towards a college degree that anyone might pursue, is
profound. They are much more courageous than I was at their age, or am even now.
My short time as part of the St. John’s community, already rich in conversation, has led me to
think quite a lot about this thing we call liberal education. What I would like to offer this
afternoon is a series of reflections on what we do and why we do it. These reflections are much
too short, too rough and too raw to be dignified with the title of essays. They also lack the
virtues of concision and precision found in a well-wrought aphorism. They’re really just
paragraphs, and not very finely crafted at that. But to make me feel better, let’s call them
something elevated, like folia, leaves. Like the Sybil’s leaves, they are interchangeable and will
fall where they may. Since their subject is the liberal arts, seven folia seems like an appropriate
number.
1. The Liberal Arts are the Arts of Memory
Contemporary culture appears to be averse to the pursuit of liberal education. This should not
surprise us. To call the era we live in "modernity" is to fetishize the present. We live in a
perpetual "now"—this “modern” age—and that “now” is held to be qualitatively superior to the
“not-now,” otherwise known as the past. The newest, the flashiest, the most up-to-date is the
thing most desirable. The state of modernity is thus the state of perpetual forgetting. To valorize
the present is to slough off the past. Liberal education, however, is predicated upon
memory. The heart of liberal education is conversation in shared space, but the soul of liberal
education is conversation across time. To take seriously the thoughts of those who have come
before us is to add dimensionality to the otherwise flattened experience of living in a perpetual
now. This is radically unfashionable, but it is essential nonetheless.
�2. Liberal Education and Liberty
It is commonplace to claim that the purpose of liberal education is to free the individual,
“liberal” coming from the Latin, liber, to be free. Of course, what is not commonly agreed upon
is what the individual is meant to be freed from. In the ancient world, liberal education was the
education of the free man -- that is, one who was not bound to labor and could therefore spend
time cultivating one's mind. Leisure was the precondition of such an education. This was also
the Oxford of Cardinal Newman or Evelyn Waugh, and still lingers in the notion of the
undergraduate years at college as a sort of Arcadia (one populated at most colleges, I might add,
by groups of libertines suspiciously calling themselves Greeks). Another claim made upon
liberal education is that it frees one from prejudice. Human beings are encased within a cocoon
of pre-spun ideas, opinions and preferences. Liberal education splices open that cocoon. We
emerge into the world in an altered state, transformed, capable of flight. Others hold that to be
liberally educated is to be freed from illusions. Our movement is from the cave of shadows into
the searing day. This is the model that promises enlightenment.
I would argue that the telos of
liberal education is to free us from ourselves. Our work is primarily internal, an activity of the
soul. We are bound tightly by our pride. It constrains us. It isolates us. It distorts our
relationships with others, with the world, and with Truth. The first order of business in a liberal
education is to chasten.
3. Virtue or Virtuosity
Modern education has become increasingly oriented towards virtuosity. It promotes the honing
of skills, generally towards useful ends. It is technical and narrow in focus. We have witnessed
�over the past decades the ascendancy of the STEM disciplines, Science, Technology,
Engineering and Math, and the dominance of Business as the single largest major in the nation.
Anyone pursuing a degree in the liberal arts has been cornered at one time or another by a
fretting uncle or a dismissive neighbor: “What are you going to do with that?” Yet the goal of
liberal education is not virtuosity, but virtue. The Greeks used the term, arête, for excellence. It
refers to the single-minded pursuit of an admirable goal. We might seek to become an excellent
X, where X might be a violinist, a computer programmer, or a pole vaulter. Liberal education,
however, challenges the notion that we should be defined by what we do. It suggests, rather, that
we should be concerned first and foremost with who we are. In a liberal education, the primary
object of study is the human being. Turning inquiry back upon ourselves, we find that what
defines us is that we are “thinking things.” We are above all else rational creatures. Our pursuit
of arête ought therefore to be the pursuit of logos. This, then, defines the proper focus of a
liberal arts college. Were we a conservatory we would seek excellence in the arts. Were we a
seminary, we would seek excellence of the spirit. Yet we are something like a conservatory of
the mind, dedicated to the proposition that the most characteristic trait of the human being is that
we are thinking things, and that the virtue we strive for is the excellence of the intellect. This
conviction does not deny nor diminish other forms of excellence in the world -- but it argues that
self-reflective inquiry lays the foundation for the art of being human.
4. Liberal Education Leads to Civil Discourse
A commitment to the arête of being human, leads to a capacity for civil discourse. If the pursuit
of excellence of the mind is predicated upon conversation and discussion, that is, if the arena of
the intellect is the exchange of ideas, one must treat other minds as infinitely valuable. This
�involves a significant degree of humility, accepting that we each superimpose upon the world a
kaleidoscopic set of opinions, which shift and change shape chaotically. It also involves a
degree of confidence, allowing that while we may often be wrong, we are not always so. A
seminar is civil discourse in action -- it is a conclave of those willing to revise and amend
opinion; it is a polis, where the currency is persuasion and the treasury a reliquary of truth.
5. There is no such thing as a "liberal art"
The term “liberal art” is in and of itself an absurdity. There is no singular art that liberates.
Liberal education runs across a network of ways of knowing the world. It understands that as
human beings, we can know the world only imperfectly. Let me offer an illustration. Each of
our five senses communicates something distinct, yet vital, to us. We can smell the freshly
baked apple pie, see the nicely browned apple pie, feel the toothsome pie crust in our mouth,
taste the gelatinous sweetness of the pie on our tongue, hear praise of the pie. In isolation, each
of our senses offers a fragmented perspective on phenomena. Taken together, we experience the
whole. Similarly, the liberal arts have historically offered seven “senses,” seven organs for
knowing the world. In the Middle Ages, these fields of knowledge were categorized as the
trivium – grammar, logic, and rhetoric – and the quadrivium – mathematics, astronomy,
geometry and music. Today, our notion of the liberal arts, as with most things, is more fluid.
Yet what must not be lost is the commitment of liberal education to aspire towards a multivalent
approach to knowledge. A true education must traverse a broad landscape of subjects, from
literature and philosophy to mathematics, the sciences and the languages, and put those subjects
in conversation with one another. Where truth is to be found, it is found only fleetingly, as one
synapse fires to the next, leaping across the arts of knowing.
�6. One Cannot Receive an Education
Words matter. We commonly, and casually, say that we received our education at School X or
College Y. This is a category error of the first order. To receive something is to accept it. It
puts the receiver in a passive posture. To “receive” an education, one would have to be a
receptacle of some sort, a container waiting to be filled. Yet the word itself, education, expresses
the opposite. The term originates from the Latin, “ex ducere”, which means “to lead out.” What
does this tell us about the process of education? It involves movement. It is active. It is
participatory. It entails collaboration between one who is led and one who leads. These leaders
we call “teachers”. A teacher may be another person, present to the learner, perhaps around a
seminar table. A teacher may also be one who has lived long before the student, who has left
traces of profound insight or resplendent beauty, that draw, like a lodestone, one out of oneself.
Teachers do not push, they do not drag, they do not compel. They invite the student on a
pilgrimage, one in which they are fellow travelers. Taking up the call, the student is led out of
complacency, out of docility, out of ignorance.
Some may think that to be led, to follow, is not in accord with the freedom inherent in a liberal
education: Why these 120 books? Why this tradition? This skepticism assumes a rather
desiccated notion of liberty, a rather modern notion, which takes autonomy, self-governance, as
its starting point. Self-governance, however, is the end point of education. To be liberally
educated is to have been led out of bondage. There are many forms of slavery, all pernicious,
and overcoming the first, ignorance, is only the beginning of the journey.
�7. We see through a glass, darkly…
There are, broadly speaking, two ways of knowing the world, both of which are necessary, yet
ultimately irreconcilable. What we know can be divided into two categories – that which we can
measure, and that which we cannot. On the one hand, human life is finite, bounded, defined by
ridges and borders. On the other, we touch the infinite. Because we are more than mechanical,
because we each have a mysterious sort of agency, our lives are imbued with the qualities of
better and worse. We make choices, and try to do so with the best information possible. This is
reflected in the liberal arts, divided into the trivium and the quadrivium. The first set of
disciplines encompasses the qualitative aspects of human experience: speech, expression,
discernment. The latter, the aspects of the world that we can measure – time, distance, breadth,
number. Our work as seekers of truth is to hold all these forms of knowing in our minds
simultaneously and to craft a synthesis that reconciles the whole. None of us is capable such a
project– we see through the glass, darkly – but were we able to achieve this synthesis, we would
approach that ever-elusive quality called wisdom.
I hope you will forgive me for these underdeveloped ideas, forgive me if I have been tedious, or
if I have been simply wrong. That quality called wisdom certainly eludes me. Yet let me
conclude be restating what I do know is true:
St. John’s College is indeed a college. But it is very much more than that. It is both an idea and
an ideal. It is a place designed from the inside out, according to principles that are both unique
and universal. It is its own theorem and its own proof. It is the most vital institution in higher
education. It is a place that inspires love not because it is perfect, but because it is perfectly
�itself. It is an institution that I have come to love rather quickly, and will cherish always. Thank
you for allowing me to join this community.
�
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Presidential Inauguration Speech, 2017
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Kanelos Inauguration Lecture 2017
Inauguration
Presidents
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fe805614d241495241b7c6b9b46843ae
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Text
No. 4
VOLUME II
BULLETIN
ST~
OF
JOHN'S COLLEGE
IN ANNAPOLIS
INAUGURAL
PROCEEDINGS
ANNAPOLIS~
MARYLAND
DECEMBER, 1950
Fou!llded as King William'§ School, 1696. Chartered as St. John's College, 1785
�THE INAUGURATION OF
RICHARD DANIEL WEIGLE
AS EIGHTEENTH PRESIDENT
OF ST. JOHN'S COLLEGE
THE INAUGURATION CEREMONY
UNDER THE LIBERTY
TREE,
IN ANNAPOLIS, ON SATURDAY,
OCTOBER THE TWENTY-EIGHTH
NINETEEN HUNDRED AND FIFTY
�THE INAUGURATION PROGRAM
THE CHORUS "Nature's Praise of God"
Elgar
THE PROCESSIONAL "Pomp and Circumstance" .
Beethoven
The Heavens sing praises to God in His glory,
And all earth echoes with His name;
The universe tells the wonderful story
And to the spheres His might proclaim!
Annapolis High School Band
THE ACADEMIC PROCESSION
Who
Who
That
Then
The Marshal
The Delegates from Universities and Colleges
The Delegates from Learned Societies
The Former Presidents of St. John's College
Edward Julius Clarke, Class of 1881
Robert Otis Jones, Class of 1916 '
set the numberless stars in their places?
from its tent does draw the sun?
like a hero smiles brightly upon us,
goeth forth his race to run.
Then, Mortal, praise thou the Lord in His glory,
All Nature doth proclaim His might.
It tells of wisdom, of law and of order,
And of His mercy infinite!
The stars that glitter afar in the heavens
0 Mortal, canst thou count them all?
To Him be glory who thee hath created;
Now on thy knees before Him fall!
President of St. John's College Alumni Association
The Members of the Faculty
The Members of the Board of Visitors and Governors
David Spergin Jenkins, Class of 1930
German Text hy Christian F. Gellert
Superintendent of Schools of Anne Arundel County
Roscoe Conkling Rowe
THE ADDRESS
Mayor of Annapolis
Jobn Whitefield Owens
Editor Emeritus of the Baltimore Sunpapers
William Francis Stromeyer, Class of 1916
State Senator from Anne Arundel County
Thomas G. Pullen,
Jr.
THE NATIONAL ANTHEM
State Superintendent of Schools
Lansdale G. Sasscer
Oh say l can you see, by the dawn's early light,
What so proudly we hailed at the twilight's last gleaming?
United States Representative
Herbert Romulus O"Conor
Whose broad stripes and bright stars, through the perilous fight
O'er the ramparts we watched were so gallantly streaming!
United States Senator
The Right Reverend Noble Cilley Powell
And the rocket's red glare, the bombs bursting in air
Gave proof through the night that our :Bag was still there.
Bishop of Maryland
The Right Reverend Monsignor Frederick G. Hochwalt
Secretary General, Natiomil Catholic Educational Association
Oh say, does that Star-Spangled Banner yet wave
O'er the land of the free and the home of the brave?
Richard Daniel Weigle
President of the College
Fr1tn~i.J
John White.field Owens
Scott Key, Clim of 1796
Editor Emeritus of the Baltimore Sunpapers
Richard Folsom Oeveland
THE BENEDICTION
Chairman 0£ the Board of Visitors and Governoxs
William Preston Lane,
The Right Reverend Monsignor Frederick G. Hochwalt
Secretary General, National Catholic Educational Association
Jr.
Governor of Maryland
THE RECESSIONAL "Soldiers' Chorus"'
THE INVOCATION
The Right Reverend Noble Cilley Powell
Gounod
Annapolis High School Band
Bishop of Maryland
INTRODUCTION OF THE CHAIRMAN OF THE BOARD OF VISITORS
AND GOVERNORS
William Preston Lane, Jr.
Governor of Maryland
THE ADMINISTRATION OF THE OATH OF OFFICE
Richard Folsom Cleveland
Chairman of the Board
THE INAUGURAL ADDRESS
. Richard Daniel Weigle
President of the College
$
* * *
�INAUGURAL ADDRESS
RICHARD D. WEIGLE
PRESIDENT OF ST. JOHN'S COLLEGE
It is with a sense of deep humility that I accept the charge you have
placed upon me today-that of guiding the destinies of St. John's
College in the years ahead. No man could ask for a more challenging
an~ inspiring task at a time when education is so vital for the very
existence of our Republic. No man could desire a finer heritage than
that of this respected Maryland institution which boasts its historical
b~ginni~gs under the Crown in 1696. No man could hope for a more
st1mulatmg and important idea than that which undergirds the whole
educational program of this College. I am glad that this is happening
to me today under this venerable Liberty Tree, rather than on the platform or in the stadium of some other college or university. To the entire
College community-students, faculty, Visitors and Governors, and
alumni-and to the many devoted friends of the College both within
and outside of this great State of Maryland both Mrs. Weigle and I pledge
our energies and our talents that St. John's College may prosper and
that it may continue to exert a salutary influence upon the education of
this nation.
Sensitive as I am to the honor you all have paid me, I would urge
that a college and not a man receive recognition today. Few institutions
have endured more crises and vicissitudes than St. John's College throughout the 254 years of its history. Twice during the first half of this
very century the basic character of the institution was changed-once at
the time of the abandonment of the military course in Major Garey's
regime, and again with the advent of Stringfellow Barr and Scott
Buchanan when the present curriculum was adopted. Such transitions
are not easy. Even since 193 7 the College has been beset with obstadesthe gradual evaporation of a student body during World War II, the
bout with our neighbor across the wall over the question of real estate,
and then the departure of the two men who had conceived and brought
mto bemg the new program. Suffice it to say that the College did survive,
and that very fact is a tribute to the efficacy of the idea and the soundness of the program. It now appears to be a clearly established fact that
the College is greater than any individual or even any group on its
faculty.
Thirteen years have elapsed since books and balances began their
appointed tasks on this campus. In that period of time ten classes have
graduated two hundred men. Some two hundred others have matriculated
but fallen victims to military service, financial necessity, unaccustomed
freedom or the gods of practicality and vocation" Perhaps it is not too
of the
for the success of any
to educate.
men it has
should be dialectic in the best St.
success. Are men to be judged by
financial
or their inclusion in Who's Vv ho? Is the criterion
to~ Is the
to be the number or cars one drives Of the dubs one
are there
answer to be found in man's service to his fellow man?
other
criteria?
as to
I am going to suggest that a college has attained its objectives if its
graduates meet three conditions: first, that they have developed their intellectual faculties to the point where they can reason well, make free
decisions, and speak clearly and persuasively; second, that they understand
and appreciate the great cultural heritage in the forward movement of
which they stand; and, third, that they have thought out for themselves a
philosophy of life which is personally satisfying, which shows true appreciation of religious and moral values and which stimulates participation
with their fellows in meeting the common responsibilities of the Republic
that is ours. It is my contention that this College in some real degree has
achieved just this over the last thirteen years"
A questionnaire was recently mailed by an alumni committee to all
men who matriculated since September of 1937. Replies from approximately one-third of the graduates and one-quarter of the non-graduates
have already been received and permit interesting, if tentative, conclusions.
One criticism always aimed at St John's by its detractors is that the student is trained for no particular job. Less than half of the graduates believed that their St John's education had helped them to choose a vocation,
but several claimed it enabled them to derive satisfaction from whatever
they did. Queried as to what part of their education they now found
most important to them, the young alumni replied: "Training in analytical
thinking," a "philosophy of living," "intellectual self-confidence," the
to make independent judgments," "perspective," "a critical active
to problems," and the "habit of careful evaluation."
It was the general consensus that the
meaning of a St John's
education outweighed the utilitarian,
one man expressed it, the program "develops the whole person," Or in the words of another, "I consider the values of the human spirit which I began to realize at St. John's
the highest in my own life." More than three-quarters of the group
stated that it had brought an ability to fulfill better the responsibilities
of a citizen, although a minority claimed a tendency to neglect "the
practical life in favor of the pursuit of speculative truth." On the other
hand, another wrote that St. John's gave him a "keener sense of political
responsibility" than he had had before.
�As to the program itself, there was overwhelming approval of the
non-elective aspect of the curriculum. Only a handful found the course
too serious, although half of those answering felt that academic discipline
had not been sufficient. Of all phases of the program, the laboratory
received most criticism, a situation which we have tried to alleviate, I
trust with some success. Other constructive criticisms had to do with
strengthening the faculty and with stimulating contacts with other colleges
to prevent too much insularity. All of these suggestions and many others
will receive the careful scrutiny of the Instruction Committee of the
Faculty as it continues the process of solidifying, improving and, when
necessary, modifying the curriculum.
With respect to graduate work, the questionnaires indicated that threefifths of those answering had gone on to graduate and professional
schools. Most found difficulty in a lack of basic subject matter and of
an historical sense during the first year. They adjusted themselves only
gradually to the strange pedagogy of incessant lectures. After the first
year or so, however, the broad view of things and the ability to think
critically more than compensated for the initial disadvantages. Almost
without exception the entire group reported that the benefits outweighed
the difficulties arising from a St. John's education,
Probably the best gauge of the program was the response to the question as to whether the individual would again choose St. John's if he
were commencing his college course anew. Only three of the sixty graduates qualified their affirmative answer in the slightest degree. Of the
fifty non-graduates, three-quarters answered "yes," and only five replied
in the negative.
This then is the verdict of the alumni of the present curriculum at
St. John's-lawyers, doctors; business men, government officials, teachers,
farmers, social workers, artists, ministers. Few have achieved distinction
as yet in their chosen fields of endeavor, yet almost all may be said to
be masters of themselves and their talents, free men with free minds.
To this extent the College has succeeded and the curriculum proven
itself sound.
But no remarks on this occasion would be complete without some expression from the new President of his educational philosophy and his
plans for the future. It must be apparent to all that I stand firmly
committed to the St. John's program. I can think of no better vehicle to
fulfill the purpose stated in the Charter of the College, that is, "the
liberal education of youth ... in order to train up and perpetuate a succession of able and honest men for discharging the various offices and
duties of life, both civil and religious." That does not preclude changes
and modifications as experience shows them to be necessary. I am particularly concerned that the very quality of uniqueness in the St. John's
program not result in its being looked upon as some sort of sacred
shibboleth. There must be no cult, no unreasoning adherence to any
set of principles simply for the sake of preserving non-conformity. On
the other hand, there will be no compromise of the fundamental principles
upon which the program is based. The introduction of the required music
tutorial in the Freshman year seems a promising innovation. The College
has been reproached for failing to provide historical perspective. On the
contrary, it is our contention that a better illumination of the past is
gained through the St. John's curriculum. We have perhaps reached the
point, however, where certain lectures may be devoted to the great periods
and movements of history. We plan too to introduce in limited degree
lectures on the culture and traditions of the East, so that the student
will acquire some conception of the background and hopes of the peoples
of Asia, who will impinge upon us in the years ahead to an ever increasing
degree.
A strong and inspiring faculty will remain our chief concern. Even
though the books continue to be the great teachers, the St. John's program will never be stronger than the men who lead the seminars and
instruct in the tutorials and laboratories. The new College Polity already
adopted indicates our intention to grant early tenure to those tutors who
have demonstrated their abilities to work within the program. The
College must also have constant infusions of new talent, as men of
broad scholarship and intellectual vigor are attracted to Annapolis. Of
no less importance is the student body itself. The present ratio of geographical distribution commends itself with roughly half of the men
coming from Maryland and the other half from the other states of the
Union. The immediate need is to stimulate the imaginations of an everwidening circle of able and well prepared young men so that the College
may best fulfill its function as a community of learning.
The road ahead is not easy. St. John's College persists as one of the
strongest challenges to conventional higher education in this country. It
is a source of satisfaction to read that other institutions are now trying
to remedy the same situation that St John's College has been concerned
with for over a decade. As President Douglas McGregor of Antioch College has said:
"The inertia of past ways of thinking and acting, the inevitable
suspicion attending any break with habitual patterns, the unforeseen practical obstacles which must be overcome-these are
the constant nightmares of a college with the courage to undertake real pioneering in our tradition-bound educational system."
I am convinced in my own mind that our times are sorely in need of the
liberal arts education which this College provides and I would gladly share
�the patents and copyrights with any dozen other colleges in this country
tomorrow.
The parlous state of education in this country is well described by
Bernard Iddings Bell in LIFE'S recent special issue on U S. Schools. He
argues well for a "Know Why" in what we are doing while accusing our
schools of suffering from "complacent orthodoxy, from deadening devotion to a theory of man and a theory of knowledge that can only lead to
disaster tomorrow.". As so fully discussed in the Harvard Report on
General Educatzon m a Free Society, which incidentally appeared some
years after the St. John's program was established, the phenomenal growth
of kn~wledge and society has produced a veritable eruption of our whole
educational system, and vocational specialism has tended "to take from
the college what theoretical unity it had." There must be some unifying
force, some purpose and direction to education that will. prevent men
from moving farther and farther apart as they fly off on the tangents of
their specialized tasks.
These are truly times to try men's souls. Democracy is being tested in
the crucible of ideological conflict and even of open warfare. Fundamental concepts and beliefs are being challenged. It is no longer enough
to assume rather naively that democracy is the best of all possible worlds.
The onus is on us in these United States to prove our contention. As
never before we must demonstrate that democracy can and does work. As
never before education must contribute to this end.
First and foremost our colleges must provide men who can think.
There is too much doing in this country without enough thinking. The
~hole tempo of American life contributes to this end. Perhaps it results
m part fron: our competitiveness as a people. Perhaps it is sheer intellectual lazmess. Too many men are afflicted with "in and out boxitis" they are happy as long as they are passing papers from their in-boxes to
their out-boxes. The avalanche of paper successfully forestalls the need
for thinking through basic problems. Even more tragic, there is ultimately
a numbing of the intellect which precludes constructive thought should
the flow of paper miraculously stop.
Unfortunately most college graduates have never learned to think.
They have been too busy taking notes and boning for examinations. They
have lost themselves in veritable haystacks of facts. A true liberal arts
education must free the mind. It must teach how to approach a problem, how to define the alternatives, how to make decisions, and how to
communicate to others the logic and reasonableness of the decision or
idea. Democracy must have such men to survive-both as the philosopher
guardians of the Republic and as the citizens vigilant who elect them to
office.
Moreover, the colleges must inculcate a consciousness of heritage. No
man can hope to understand the present intelligently without some genuine
awareness of the currents of thought which flow down to us from the
Greeks, _the Jews, and the Romans, through the great minds of Western
ovil1zation. The educate~ man must know the struggles of his predecessor~ to .resolve the dichotomy of faith and reason, of authority and
p:agmatJsm If he IS to reach an intelligent and satisfying conclusion for
himself. How can he appreciate freedom else he read and discuss it in
the writings. of Mill, Locke,. Rousseau, and the founding fathers. Only
then can he mterpret that hentage and make it meaningful and compelling
on the ideological battlefront.
The great da?ger that we face is the loss of that heritage of freedomnot to commumsm ~ut to those who in misguided zeal against the enemy
would sacrifice certam of the very bas!c principles of freedom which they
fi~ht to defend. .As President Momll of the University of Minnesota
said at Chapel Hill this month, "The last citadel of all freedom is intellectual freedo~." Teachers oaths are dangerous and stultifying things.
They are a defimte step along the road to regimentation and statism which
we must at all costs avoid. The man who knows his heritage appreciates the
a~e-long struggle to achieve this freedom we would now so blindly curtail. I for one believe that the answer to the threat of communism is not
in oaths and suppressive laws but rather in the fullest revelation of communisms' shortcomings and false promises. I have enough faith in
democracy to believe that communism must always come out second best
in the market place of ideas.
. ~inally, to meet the present crisis the college must impart that which
1s nght. As the Harvard r.eport so correctly stated, "Never in the history
of_ the world have vulganty and debilitation beat so insistently on the
mmd as they now do from screen, radio, and newsstand." Wars and their
aftermath are destroying the moral fibre of our people, and callous and
mesp_ons1ble_ defamation of character is sapping our political life and
effectively d1scouragmg able men from seeking public office. Our concern that ~t~te and. church ren:ain separate has now brought a Supreme
Court declSlon which would m effect completely proscribe religion in
our schools. Men's regard for their mutual religious sensibilities has had
the effect of promoting thoughtless secularism.
It is the duty_ of the college to provide the means whereby each student
may arnve at his own understanding of how he shall live his life. Many
a supposedly educated. college graduate. has. refused to face the simple
questions of what he is and where he 1s gomg. When confronted with
them his answer is a superior or indifferent shrug of the shoulder or a
bewildered c~nfession of his intellectual impotency. How can a man
discover the mner resources to carry him through a rich and satisfying
life else he have struggled to some solution of the great questions of
�God and man and nature. How can he make right and happy judgments
else he have arrived at some appreciation of what is right and good.
I believe that there must be an acceptance of the dignity of the individual man, a concept so basic to democracy, Christianity and our whole
Western tradition. I should hope also that there would come the discovery of a motivating and inspiring Power higher than man and beyond
his comprehension. Then man can attain to the deep reservoirs of inner
strength and the dynamic impulses to recognize his duty to his fellows.
Then man will not be content to live unto himself but he will be impelled
into the market place. He will return to Plato's Cave and thus his
destiny as an educated man will have been fulfilled. To this end we af
St. John's College will continue to devote our energies.
ADDRESS
JOHN W. OWENS
EDITOR EMERITUS OF THE BALTIMORE SuNPAPERS
At the outset, I shall make the way easier for myself by confessing
that I speak in platitude. As some of you may know, most of my life
has been spent in an environment in which platitude is an ever-present
help in time of trouble. But today I use the platitude not because of indolence; rather, I hope that it may be of some value" After all, a platitude is supposed to be a truism. There are times when the air is filled
with a babel of voices and a man's integrity of thought may be served
by holding fast to some long-tested truism and saying within himself:
"This I believe .I" In this particular setting, I venture to recall a truism
of thought and of conduct which is some 2,000 years old. It is recorded
in one of the great books-Matthew xxii chapter, xxi verse: "Render
therefore unto Caesar the things which are Caesar's; and unto God the
things that are God's." President Weigle has given you a sensitive review and appraisal of the idea which rules St. John's College. That idea
stands, of course, against the background of our times. Taken together,
the idea and the times make the truism laid down in Matthew centuries
ago a primary rule in our society.
As all of you know, we live in an age of autpority-an age of expanding authority in government. Wherever you turn your eyes in social
organization you see expansion of authority. In the East of Europe
and farther East, you see nation after nation which has passed under iron
authority. This authority professes a philosophy which resembles the
tender teaching of Christ. But its rule is iron. In the West of Europe,
you see efforts under the democratic process to expand authority without
the use of iron. In Britain, which taught us much of what we know about
constitutional rights of the individual, one of the most fascinating of all
experiments in social authority is pressed without ceasing. It is pressed
by men who remain at heart libertarians. In differing measures, the movement runs throughout the old civilizations in the West of Europe. Here
in the United States you have seen in less than 20 years a social revolution
which has profoundly altered much of our economy and much of our
thought. Again under the democratic process, the authority of government has been exprnded as never before in our history.
Almost nowhere is there sign of substantial retrogression in this
movement to expand the authority of government. In Britain, where
debate probably has been better than anywhere else, the issue is not on
whether to travel backward, but on whether to slow down. In large parts
of the British economy, the choice is between Socialists who say, "We
�will," and Tories who say, "We must." In our vast land, the movement toward authority is not so far advanced as in Britain, but again the
debate is, in actuality, not on whether to travel backward, but on
whether to slow down. I have not the time or the competence to trace
the threads which have led from cause to effect in this movement toward
authority. All of you read daily some section of the debate on cause and
effect. All of you have read a thousand times discussion of the influence
of modern industrialism on the social order. All of you have heard a
thousand times discussion of the effects on the social order of the two
deadliest of wars. All of you have heard theories on the interplay of
industrialism and wars in forcing social change. letting such discussion
take its course, we find ourselves living before the towering fact that
expansion of authority in government proceeds stubbornly throughout
the world-almost as though it were ordained evolution.
Arising under the general phenomena and spreading its effects throughout the world is another towering fact. That is the division between East
and West which affects the terms of government in all lands. In few
nations are the effects more pronounced than in this country. Division
compels us to prodigious measures of defense on a scale that may be
called global. These measures of defense ratify and confirm the movement toward expansion of authority in government. Over and over
again, additional authority must be delegated to the Chief Executive
who also is the Commander-in-Chief. Often the new authority which
is delegated must be exercised in a degree of secrecy which is without
precedent and gives further concentration to authority. No other course
is feasible or possible.
All of this sums up into a condition which may be stated simply. In
this gathering there is not one young man who can imagine, for himself, the freedom from regulation by government which older men, in
their youth, took for granted as they took for granted the air they
breathed. Regulation in this country is usually self-critical. For the
most part, it is in the hands of men whose inner attitudes were formed
in a day of freer individualism. Moreover, they are aware of public
opinion and of the ballot. We retain the right to turn out one party
and put in another. Nevertheless-with one party in power or anotherspreading regulation by government is the rule. Authority to decide
whether young men shall be free to build civilian careers or shall be
dedicated to the military arts is a more imminent power than this nation
ever has known save in actual war. Many thousands of young men-and
many thousands of those who can see the first hints of middle age-cannot be sure how much of their lives and careers shall be at the order of
government. But this is only the more intimate phase. As you know,
regulation by government reaches into civilian life-into industry, into
finance, into agriculture, into labor. Unless the fates favor us, regula-
tion will reach deeper and deeper into civilian life-sometimes indirectly
sometimes directly.
'
There is no occasion for me to speak of the dangers which inhere in
expansion and centralization of authority in government. You hear
warnings each day and none is needed from me. But I should like to
says a few words about protection against these known dangers. I believe
that the foundation of protection will be found in the work of such
schools of liberal education as St. John's College. For, in asking protection, we can no longer comfortably assume that our fathers did for
us all that is necessary when they surrounded authority with signs which
read: "Thou. shah not!" We _cannot rely upon negations which long
ago were wntten mto constitutions and statutes. We have seen limitation afrer limitation give way under necessity or appearance of necessity.
In this age of authority, protection must once again be found in the
affirmative will of the peQple themselves to preserve the essence of
libe:ty-.not alw~ys the old forms of liberty, but the essence. Our generation, m the orcumstances of our generation, must themselves preserve
liberty as our. fathers in their generation found a way to do. We may
find strength m our day by remembering that the will of our fathers to
pr_eserve _liberty taught ~hem in their day the way to forge instruments
with which to serve thelt ends. Their will made the difference between
success and_ failure. Their will caused them to plant the Bill of Rights
m the wntten statement of our constitutional principles. But, had
~hey not d~ne. so, their . will would have planted the Bill of Rights
m our constituttonal practices.
. I? thi~ country, the protection which must be sought is against failures
m mtelhgence, rather than failures in character. As I have said, we
retain the power to ~rn out one party and put in another. But, apart
from the ballot, we live m no danger that authority will produce the
man on horseback. Ours is not the climate in which Napoleons are produced. The muscular humor of the bleachers pervades our politics. The
first of the actual dangers against which we need protection is the danger
that we_ s?all not find and_ gather the i.ntelligence which will be required
m admm1stratlon of the gigantic machme of authority. We may blunder
into acts of oppression. Broadly speaking, administration of the gigantic
machine of government which has been erected calls for two types of
men. One is the technician who can keep the particulars in movement.
The supply is fairly abundant. The other is-for want of a better word
-the statesman who can keep the particulars in proportion and build
them into a firm and yet flexible unit. That supply is not abundant. The
next of the great dangers against which we must find protection is failure
of the people to think. Already, the machine of governmental authority
is so gig<1ntic that there is no hope that the people can know more than
�fragments ot the particulars with which technicians deal. The machine
is so gigantic that many of the people also lose sight of the general
movements with which those we have called statesmen must deal. The
bur~en of understanding is so heavy that the people could drift into
habits of complacent obedience to authority, relieved only by more or
less aimless outbursts of temper at the polls.
The broad base of protection against these twin dangers of failure in
i?telligence-failure in the vast authority and failure in the people who
live. uncle~ authority--can be stated in simple terms. The base of protect10n will be in enrichment of the quality of citizenship. The base of
protection will be in spotting the life of our country with men who are
bigger than their daily tasks. The base of protection will be in spotting
the life of our country with good lawyers who are more than good
lawyers; with good engineers who are more than good engineers; with
good doctors who are more than good doctors; with good financiers who
are more than good fin2nciers; with good farmers who are more than
good farmers. The base of protection against the dangers of this age
of authority will be in spotting our country with lawyers and engineers
and doctors and financiers and farmers who are citizens of the world of
thought which lives above and beyond tasks of the day. Out of such
material we may breed the quality of men who will be big enough to administer the gigantic machine of authority and out of such material we
may . breed the quality of men who will lead the people in perception
and m reason as they exercise their sovereign authority over the authority
of government.
You may say that already we have spotted the life of our country
with men of the quality that is required. The point can be argued.
Certainly, we have spotted the life of our country with good men in
the professions and in all the lines of material production. But a case
can be made that we have compressed their minds. Nearly two centuries
have passed since Adam Smith dropped into the melting pot of ideas
his elucidation of the principle of division of labor. In our country, we
have divided with a vengeance. Professions have been divided into subprofessions. We take the most promising material that comes out of
the law schools and in a little while this material is divided into tax
lawyers, insurance lawyers, admiralty lawyers, labor lawyers~all of them
experts in narrow fields. The course is followed in other professions. One
can hear a throat doctor tell a patient that he does not touch heart cases.
For anything that I know to the contrary, there may be bankers who are
equivalents of throat men and heart men. We have made this division
and subdivision of labor pay material dividends of which Adam Smith
could not dream. But in our American way of doing things, we have
brought into society able, brilliant, distinguished specialists who often
know practically all there is to know in their own specialized fields and are
dull mediocrity itself beyond their fields. So far as social and political institutions are concerned, there are distinguished specialists in the professions who seem to know no more than could be learned in a highschool course in civics. Some have had little time to learn more. And
that is not all. In this greatest of democratic experiments, brilliant
minds which are set apart for specialization are often taught that their
priestly robes must not be contaminated by contact with the practicalities
of government or politics-save in special circumstances which will set
them apart from pollution. Few things deserve more of satire than the
condescension toward government and politics of fortunate men who
themselves do little more than the casting of an angry ballot or the
sending of an angry check to the tax-collector.
Now, nothing could be more foolish than to deal lightly wi~h. ~he
abundant fruits of division and subdivision of labor even when division
is carried into the refinemrnts of specialization which we know. The
special training which makes a great throat doctor or a great heart
doctor is one of the blessings of the human race. But, equally, we cannot be so foolish as to take much of our best brains and set it apart from
the central issues of society-from vital things in the COf!lmon life. ~ e
cannot afford to take much of our best brains in this age of expandmg
authority in government and so narrow the life .and w~r~ of . those
brains that they yield but scant material either for wise admm1strat10n of
vast authority in government or for wise criticism which will keep
authority in its place. Our task is to keep the goo_d mmds and the
brilliant minds as good and brilliant as ever in their own fields and
yet to enlarge them for full performance of the duties of democrat_ic
citizenship in a period in which these duties call for all that we have m
intelligence.
If you will allow me to speak somewhat dogmatically in a fi~ld in
which I should speak with extreme hmid_ity, I will say that product10n of
big citizenship in this democracy is today one of the first thmgs that
must be rendered unto God. After all has been rendered unto Caesar
that must be rendered in this age of authority, there remains to be
rendered unto God the production and development of those qualities in
men which keep them erect on their feet as men and as i:nembers of a
free society. Nowhere can that work be done so well as m the sch~ols
of liberal education. You do not, of course, have a monopoly. Sooety
always has hidden assets. In some unknown hamlet, an unknown
Lincoln may in this hour save coins with which to buy one or two great
books, to be read after the day's toil and to be treasured as pearls of
great price. He may appear. And he may voice. the .dreams of men m
words so pregnant and so poetic that they will smg m the ears of pos-
�But we cannot afford to wait for genius. A democracy must use
its good material.. And nowhere is there such opportunity as in the
schools to take the good material that lies all around and to treat and
develop and fashion it into fine materiaL Nowhere else is there such
to
men who are destined to be competent or dis.fields and to make them into active members of
which must be the foundation of democratic
Nowhere
is there such opportunity to teach the final
lesson that the search for wider communion of thought stops at no milestone and marches with man to the grave.
When I speak in these terms before a gathering at St. John's College,
I realize that I do no more than reaffirm as best I can the doctrine by
which you live and in which you have reared an exalted example. Perhaps, I should excuse myself for trying to say things which you have
shown so well. that you are able to say for yourselves and to do for yourselves. If an excuse is necessary, it is to be found in my conviction that
St. John's College-in training men to think and to think of many
things, in training them to be bigger within their own minds than the daily
tasks which await them-is meeting the first requirement of our democracy
in this day. And, since our American democracy does not exist solely for
its own glory, St. John's is doing the work of which mankind is most in
need.
You are about to move into a new stage 0f your work. You are about
to do so in a time when history races at top speed. And you will go into
this stage under new leadership. I shall not occupy your time with conventional recital of the record in other places which shaped Richard
Weigle for leadership of St. John's. You know the record. Instead,
I shall embarrass President Weigle. Some of you have learned to read
the stories which are written on the faces of men by their inner thoughts.
You will know that President Weigle is, inside of himself, the scholar
whose life is dedicated to pursuit of truth. No more need be said of
his coming to St
But I should like to say one word to the young
scholars of St
Were 1 of your age, facing the world that lies
ahead of us, I
that I would be wise enough to offer humble thanks
been given me, here in these quiet and gracious
that a little time
halls, to follow Richard Weigle in meditation with the great minds and
the great souls who lighted lanterns in the darkness of the past.
Delegates From Universities And Colleges
HARVARD UNNERSITY (1636)
Captain S. E. Dickinson, U. S. Navy, Retired, A.B.
COLLEGE OF WILLIAM AND MARY (1693)
John Tyler, A.B., A.M.
YALE UNNERSITY (1701)
Robert Lowry Calhoun, B.A., B.D., M.A., Ph.D.
PRlNCETON UNNERSIIT (1746)
Thomas Guthrie Speers, A.B., D.D.
BROWN UNIVERSIIY (1764)
John C. Reed, A.B., B.Litt.
DARTMOUTH COLLEGE (1769)
Alden R. Hefler, A.B., M.A., Ph.D.
UNNERSITY OF VIRGINIA (1819)
Captain J. Beverly Pollard, U. S. Navy, Medical
Corps, Retired, M.D.
INDIANA UNNERSITY (1820)
John Royston Smithson, M.S.
AMHERST COLLEGE (1821)
Warren Randolph Church, A.B., A.M., Ph.D.
THE GEORGE WASHINGTON UNIVERSITY (1821)
Vivian Simpson, A.B., LL.B.
TRINITY COLLEGE (1823)
Amos Francis Hutchins, Jr., B.S.
LAFAYETTE COLLEGE (1826)
Captain James T. Reside, U. S. Navy, C.E., Doctor
of Science
DICKINSON COLLEGE (1773)
J. Luther Neff, A.B., S.T.B., D.D.
RANDOLPH-MACON COLLEGE (1830)
HAMPDEN·SYDNEY COLLEGE (1776)
George A. Lyle, B.S., M.S.
UNNERSITY OF RICHMOND (1830)
J.
Earl Moreland, A.B., M.A., LL.D., L.H.D.
George M. Modlin, Ph.D., LL.D.
WASHINGTON AND }EFFERSON COLLEGE (1780)
David W. Weaver, Th.B.
WASHINGTON COLLEGE (1782)
Charles B. Oark, A.B., M.A., Ph.D.
FRANKLIN AND MARSHALL COLLEGE (1787)
Melvin F. Reynolds, B.S., M.S., Ph.D.
UNIVERSITY OF NORTH CAROLINA (1789)
James B. Scarborough, A.B., M.A.
WILLIAMS COLLEGE (1793)
Wendell M. Coates
BOWDOIN COLLEGE ( 1 794)
Winston Bryant Stephens, A.B., A.M.
UNIVERSITY OF TENNESSEE (1794)
Charles Lee Lewis, A.B., B.S., A.M.
UNION COLLEGE (1795)
Charles V. 0. Terwilliger, B.E., M.S. in E.E.,
Dr. Eng.
UNIVERSITY OF DELAWARE (1833)
Francis H. Squire, A.B., Ph.D.
HAVERFORD COLLEGE (1833)
Felix Morley, Ph.D. LL.D., D.Litt.
KALAMAZOO COLLEGE (1833)
Louis Graff, A.B.
OBERLIN COLLEGE (1833)
Donald C. Gilley, B.Mus., M.Mus.
TULANE UNNERSITY (1834)
Frederick C. Oechsner, A.B., LL.B.
WHEATON COLLEGE (1834)
Mrs. Sam B. Warner
ALBION COLLEGE (1835)
Ebon E. Betz, A.B., A.M., Ph.D.
EMORY UNNERSITY (1836)
Dillard B. Lasseter, A.B., M.A.
MIDDLEBURY COLLEGE (1800)
Daniel Marsh Shewbrooks, A.B., M.D.
EMORY AND HENRY COLLEGE (1836)
MOUNT ST. MARY S COLLEGE (1808)
John L. Sheridan, A.M., LL.D.
UNION THEOLOGICAL SEMINARY (1836)
HAMILTON COLLEGE (1812)
KNOX COLLEGE (1837)
Sam Thomas Galovich, A.B.
0
Robert M. Langdon, M.A.
Mrs. Edgar G. Pruet
Burrett E. McBee, B.A., B.D.
COLBY COLLEGE (1813)
Albert Hills Haynes, A.B., A.M.
MOUNT HOLYOKE COLLEGE (1837)
ALLEGHENY COLLEGE (1815)
DUKE UNNERSITY (1838)
Floyd M. Riddick, A.B., M.A., Ph.D.
Joseph S. Baldwin, B.S.
UNNERSITY OF MlCHIGAN (1817)
Theodore Maxwell Collier, A.B., A.M., LL.B.
COLGATE UNNERSIIY (1819)
Herman Arno Brautigam, LLB., B.D., Ph.D.
Mts. Harold D. Krafft, A.B.
BOSTON UNNERSITY (1839)
Charles Henry lley, A.B., A.M., S.T.B.
UNIVERSITY OF
Mlssouru
(1839)
Paola E. Coletta, B.S. in Ed., A.M., Ph.D.
�CORNELL COLLEGE (1853)
Elwyn A. Mauck, A.B., A.M., Ph.D.
WELLS COLLEGE (1868)
Mrs. W. C. Ferris, B.A.
THE CATHOLIC UNIVERSITY OF AMERICA (1887)
FORDHAM UNNERSITY (1841)
Captain Alphonse R. Miele, U. S. Air Force, B.A.
WASHINGTON UNIVERSITY (1853)
R. S. Glasgow, Ph.D.
PENNSYLVANIA COLLEGE FOR WOMEN (1869)
OCCIDENTAL COLLEGE (1887)
MAfly BALDWIN COLLEGE (1841)
Mrs. G. Douglas Wise, B.S., B.A.
HAMLINE UNIVERSITY (1854)
Robert H. Kells
WILSON COLLEGE (1869)
Irene Bullen lechthaler, A.B.
THE OTADEL (1842)
Thomas D. Sherer, B.S., M.A.
BEREA COLLEGE (1855)
Francis S. Hutchins, LLD.
HUNTER COLLEGE OF THE
HOLLINS COLLEGE (1842)
Mrs. Ernest I. Cornbrooks, Jr., B.A.
PENNSYLVANIA STATE COLLEGE (1855)
OHIO STATE UNNERSITY
VNNERSITY OF NOTRE DAME (1842)
THE UNIVERSITY OF THE SOUTH (1857)
H. H. Lumpkin, B.A., M.A.
VIRGINIA MILITARY INSTITUTE (1839)
E. T. Morris, Jr., B.S., M.S.
Howard Kenna, M.S.
Omo WESLEYAN UNNERSITY (1842)
William F. Quillian, Jr., B.A., B.D., Ph.D.
Robert McCain Johnston, B.S., M.S.
BARD COLLEGE (1860)
Edward Slater Dunlap, B.A., M.A.
Paul R. Anderson, B.A., Ph.D., LL.D.
(1870)
William W. Hammerschmidt, B.A., M.A., Ph.D.
UNIVERSITY OF CHICAGO (1891)
John A. Morrison, S.B., S.M., Ph.D.
DREXEL INSTITUTE OF TECHNOLOGY (1891)
WELLESLEY COLLEGE (1870)
WEST VIRGINIA WESLEYAN COLLEGE (1891)
Mrs. Cecil I. Cullom, B.A.
Hoon COLLEGE (1893)
Andrew G. Truxal, Ph.D., LL.D.
BOSTON COLLEGE (1863)
William L. Keleher, M.S., S.T.L.
UNIVERSITY OF COLORADO (1876)
Orval H. Polk, B.S., M.S.
UNITED STATES NAVAL ACADEMY (1845)
Captain Robert H. Rice, U. S. Navy
BATES COLLEGE (1864)
John R. Fredland, A.B.
THE JOHNS HOPKINS UNIVERSITY (1876)
Thomas B. Turner, B.S., M.D.
WITTENBERG COLLEGE (1845)
Paul J. Kiefer, A.B., B.S. in M.E., M.E.
SwAETHMORE CoLLEGE (1864)
T. Rowe Price, Jr., B.A.
THE CREIGHTON UNIVERSITY
BELOIT COLLEGE (1846)
Carroll S. Alden, B.A., M.A., Ph.D.
CORNELL UNIVERSITY (1865)
Duane W. Oark, B.S.
BUCKNELL UNIVERSITY (1846)
Alvin S. Wagner, A.B.
STATE TEACHERS COLLEGE, TOWSON (1865)
Earle T. Hawkins, A.B., M.A., Ph.D., LL.D.
UNNERSITY OF BUFFALO (1846)
Harold Lyons, B.A.
CARLETON COLLEGE (1866)
John P. C. McCarthy, A.B., A.M.
' COLLEGE OF WOOSTER (1866)
Benjamin H. Willier, Ph.D., Sc.D.
ROCKFORD COLLEGE (1847)
Mrs. J. W. Hamburg, B.A.
DREW UNIVERSITY (1867)
J. Turnbull Spicknall, A.B., B.D., D.D.
STATE UNNERSITY OF IOWA (1847)
Captain Fred K. Elder, U. S. Navy, Retired, B.S.,
M.A., Ph.D.
HOWARD UNIVERSITY (1867)
Edward S. Hope, B.S., M.S., Ed.D.
MUHLENBERG COLLEGE (1848)
P. S. Baringer, D.D.
UNIVERSITY OF ILLINOIS (1867)
Commander Walter M. Enger, (C.E.C.), U. S.
Navy, B.S.
DEFIANCE COLLEGE (1850)
Alfred Hurst, M.A., D.B., D.D.
MOREHOUSE COLLEGE (1867)
Edward S. Hope, B.S., M.S., Ed.D.
HIRAM COLLEGE (1850)
Harold E. Davis, B.A., M.A., Ph.D.
MORGAN STATE COLLEGE (1867)
George C. Grant, A.B., M.A.
UNNERSITY OF ROCHESTER (1850)
VIRGINIA UNION UNIVERSITY (1867)
John M. Ellison, A.M., Ph.D. LL.D.
Jacques Redway Hammond, A.B., A.M.
CoE COLLEGE (1851)
John B. Logan, B.A., M.A.
WEST VIRGINIA UNIVERSITY (1867)
NORTHWESTERN UNNERSITY (1851)
WESTERN MARYLAND COLLEGE (1867)
Lowell S. Ensor, A.B., B.D., D.D., L.H.D.
Ernest F. Burchard, B.S., M.S., Sc.D.
Nancy Baxter Bond, A.B.
Thomas W. Haught, A.B., M.A.
WHITTIER COLLEGE (1891)
Homer Halvorson, A.B., A.M., Ph.D.
COLORADO COLLEGE (1876)
W. W. Cort, A.B., A.M., Ph.D.
GRINNELL COLLEGE (1846)
Rodney R. Gleysteen
Ernest J. Hall, M.A., Ph.D.
SMITH COLLEGE (1871)
Mrs. Thomas A. Rymer, B.A., M.A.
VASSAE COLLEGE (1861)
Mrs. S. J. Zeigler, A.B., A.M.
James Mitchell Magruder, B.S., D.D.
Paul F. Douglass, Ph.D.
SYRACUSE UNIVERSITY (1870)
Louis H. Bolander, A.B.
COLLEGE OF THE HOLY CROSS (1843)
UNNERSITY OF MISSISSIPPI (1844)
Edward A. Daehler, Ph.D.
THE AMERICAN UNIVERSITY (1891)
:MASSACHUSETTS INSTITUTE OF TECHNOLOGY (1861)
Joseph F. Thorning, Ph.D., S.T.D., Litt.D.
Charles W. Seekins, B.A., Ph.D.
MOUNT SA1NT AGNES COLLEGE ( 1890)
CITY OF NEW YORK (1870)
Mrs'. Charles R. Speaker, B.A., M.A.
ROANOKE COLLEGE (1842)
George P. Grove, LLB.
Emerson K. Patten, S.B., S.M.
Maurice S. Sheehy, Ph.D.
RANDOLPH-MACON WOMAN'S COLLEGE (1893)
Mrs. Earl W. Thomson
UPSALA COLLEGE (1893)
Lloyd Holt
COLLEGE OF NOTRE DAME OF MARYLAND (1895)
(1878)
Brig. Gen. Wallace H. Graham, (M.C.), U. S.
Ai.r Force Reserve, A.B., B.S., M.D.
Virginia Fardwell Otto, Ph.D.
NORTHEASTERN UNIVERSITY (1898)
Herman Christian Stotz, B.C.E., A.M.
DRAKE UNIVERSITY (1881)
Roger M. Herriott, A.B., A.M., Ph.D.
YALE-IN-CHINA (1906)
Edward H. Hume, B.A., M.A., M.D.
YANKTON COLLEGE (1881)
Joseph Ward, 2nd, B.A., M.A., B.D., B.Mus.
MAD!SON COLLEGE (1908)
Walter John Gifford, A.B., A.M., Ph.D.
JAMESTOWN COLLEGE (1883)
James Curtis Fahl, A.B., B.D.
UNITED STATES NAVAL POSTGRADUATE SCHOOL (1909)
SETON HILL COLLEGE (1883)
lvirs. E. T. Hankamer, Ph.D., Habil.D.
UNNERSITY OF REDLANDS (1909)
GOUCHER COLLEGE (1885)
Otto F. Kraushaar, Ph.D., LL.D.
REED INSTITUTE (1911)
James Donald Watson, B.A., M.B.A., C.L.U.,
Ph.D.
MACALESTER COLLEGE (1885)
HIGH POINT COLLEGE (1924)
Mrs. Dorothea Andrews Jordan, A.B.
Eugenio M. Fonbuena, A.B., M.A., Ph.D., LL.B.
Rear Adm. Ernest E. Herrmann, U. S. NaV"/, B.S.
Robert 0. Bonnell
ROLLINS COLLEGE (1885)
Robert Anton Spurr, A.B., B.S., Ph.D.
SAEAH LAWRENCE COLLEGE (1926)
Mrs. Robert T. Bower, B.A.
COLLEGE OF Sr. THOMAS (1885)
John Courtney, LL.B.
SCRIPPS COLLEGE (1926)
Rene Sanford, A.B., M.A.
�Delegates From Learned Societies
AMERICAN HISTORICAL AssocIATION (1884)
Charles S. Campbell,
NATIONAL
Jr.,
B.A., M.A., Ph.D.
CATHOLIC EDUCATIONAL AssOCIATION
(1904)
Frederick G. Hochwalt, M.A., Ph.D., -LLD.
AMERICAN
AssoclATJON OF UNIVERSITY PROFESSORS (1915)
Leo Maynard Bellerose, A.B., M.A., Ph.D:
ASSOCIATION OF AMERICAN COLLEGES (1915)
Paul F. Douglass, Ph.D.
AMERICAN COUNCIL ON EDUCATION (1918)
Roy Tasco Davis, A.B., Ph.D.
��
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Title
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The Bulletin
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St. John's College Greenfield Library
Description
An account of the resource
<em>The Bulletin</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include Reports of the Presidents and Dean's Statements.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin Collection</a></strong> to view and sort all items in the collection.
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Page numeration
Number of pages in the original item.
24 pages
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
paper
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Identifier
An unambiguous reference to the resource within a given context
Bulletin December 1950-Vol II #4a-Inaugural Procedings
Title
A name given to the resource
Bulletin of St. John's College in Annapolis, December 1950
Description
An account of the resource
Volume II, No. 4 of the Bulletin of St. John's College in Annapolis, Inaugural Proceedings. Published in December 1950.
Date
A point or period of time associated with an event in the lifecycle of the resource
1950-12
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
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
Rights
Information about rights held in and over the resource
St. John's College owns the rights to this publication.
Type
The nature or genre of the resource
text
Format
The file format, physical medium, or dimensions of the resource
pdf
Language
A language of the resource
English
Subject
The topic of the resource
Weigle, Richard Daniel, 1912-
Inauguration
Presidents
-
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4b8fbfb8b3f412a0bcf9402109e505ae
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
25.5 x 20.5 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-1635
Title
A name given to the resource
Procession for the Inaugurarion of Edwin J. Delattre Extending Down College Avenue from Front Campus, Annapolis, Maryland, Fall 1980
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
1980-09
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.
Inauguration
-
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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
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
25.5 x 20.5 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-1636
Title
A name given to the resource
Procession for the Inaugurarion of Edwin J. Delattre on the Central Walkway on Front Campus, Annapolis, Maryland, Fall 1980
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
1980-09
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.
Inauguration
-
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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
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
25.5 x 20.5 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-1637
Title
A name given to the resource
Procession for the Inaugurarion of Edwin J. Delattre Moving across Campus with Mrs. Crockett, wife of Steven Crockett, and Children, Annapolis, Maryland, Fall 1980
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
1980-09
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.
Inauguration
-
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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
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
20.5 x 25.5 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-1638
Title
A name given to the resource
Delegates and Faculty Assemble in the Great Hall of McDowell Hall for the Inaguration of Edwin J. Delattre, Fall 1980
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
1980-09
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.
Inauguration
-
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4af71cc8f47ab4718ab05da057807dae
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
20.5 x 25.5 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-1639
Title
A name given to the resource
Delagates and Faculty March to the Inaugural Platform near the Liberty Tree on Front Campus, Annapolis, Maryland, Fall 1980
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
1980-09
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.
Inauguration
Liberty tree
-
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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
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
25.5 x 20.5 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-1640
Title
A name given to the resource
Edwin J. Delattre Delivers his Inagural Speech in Front of Woodward Hall Library, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Delattre, Edwin J.
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.
Inauguration
Presidents
-
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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
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
25.5 x 20.5 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-1641
Title
A name given to the resource
President John R. Silber and President Edwin J. Delattre in Academic Robes during the Inauguration Ceremony for Edwin J. Delattre, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Delattre, Edwin J.
Silber, John R.
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.
Inauguration
Presidents
-
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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
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
25.5 x 20.5 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-1642
Title
A name given to the resource
President Emeritus Richard D. Weigle and President Edwin J. Delattre in Academic Robes outside of Mellon Hall after the Inauguration Ceremony for Edwin J. Delattre, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Weigle, Richard Daniel 1912-
Delattre, Edwin J.
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.
Honorary Alumni
Inauguration
Presidents
-
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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
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
25.5 x 20.5 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-1643
Title
A name given to the resource
Edwin J. Delattre, in Academic Robe, with Wife Alice Delattre and Mrs. Nancy Scott after the Inauguration Ceremony for Edwin J. Delattre, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Delattre, Edwin J.
Delattre, Alice
Scott, Nancy
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.
Inauguration
Presidents
-
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edb879a95171f99ed0e98f8ee2c71028
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
25.5 x 20.5 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-1644
Title
A name given to the resource
Edwin J. Delattre, in Academic Robe, and Wife Alice Delattre Embrace outside of Mellon Hall after the Inauguration Ceremony for Edwin J. Delattre, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Delattre, Edwin J.
Delattre, Alice
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.
Inauguration
Presidents
-
https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5950cfc24fff62a6f8ac3c2c4961043b.jpg
035b0a0a2d74cdfbe82911ee416f6d55
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
25.5 x 20.5 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-1645
Title
A name given to the resource
Jay Cole and Vice President J. Buchenal Ault, in Academic Robe, Shake Hands outside of Mellon Hall after the Inauguration Ceremony for Edwin J. Delattre, Annapolis, Maryland, Fall 1980
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
1980-09
Creator
An entity primarily responsible for making the resource
Unknown
Subject
The topic of the resource
Cole, Jay
Ault, J. Buchenal
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
Inauguration
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