2 20 57 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/843d7134195dc6614e12227d886c0275.mp3 67a236bb016e7dcf662b9aed47f47ed1 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 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 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 cassette tape Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:34:11 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 Bib #65727 Title A name given to the resource Newton's double pendulum experiment: talk and demonstration Description An account of the resource Audio recording of a lecture delivered on March 20, 1999 by Curtis Wilson. This lecture was given as part of the Isaac Newton Conference & Exhibition at St. John's College, March 19-21, 1999. Creator An entity primarily responsible for making the resource Wilson, Curtis 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 1999-03-20 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3d11123fec38eba406b71c3f006706b7.MP3 674f30d0c48c7a111f9bd0c01de43c47 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 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 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. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:58:39 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 Bib #81628 Title A name given to the resource Lessons from a Decade of Frustrating War Description An account of the resource Audio recording of a lecture delivered on April 9, 2014, by Francis J. "Bing" West as part of the LCDR Erik S. Kristensen Lecture Series. The lecture is the second in a series of joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in education of naval and military professions. Creator An entity primarily responsible for making the resource West, Francis 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 Date A point or period of time associated with an event in the lifecycle of the resource 2014-04-09 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Middle East--Foreign relations--United States United States--Military relations War and society--United States Language A language of the resource English Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2177c82ad4d8c38eb3733c166469aa53.mp3 ad241064c2d3e39900e32a7f02815c71 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 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 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 CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:33:58 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource Peters, Ralph, 1952- Title A name given to the resource The Price of Erasing History Date A point or period of time associated with an event in the lifecycle of the resource 2013-04-03 Format The file format, physical medium, or dimensions of the resource mp3 Description An account of the resource Audio recording of a lecture delivered on April 3, 2013, by Ralph Peters as part of the LCDR Erik S. Kristensen Lecture Series. The lecture is the first in a newly established joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in education of naval and military professions. 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 A signed permission form has been received stating, "I hereby grant St. John's College permission to: Make an audio recording of my lecture, and retain copies for circulation and archival preservation in the St. John's College Greenfield Library. Make an audio recording of my lecture available online. Make a typescript copy of my lecture available for circulation and archival preservation in the St. John's College Greenfield Library. Make a copy of my typescript available online." Type The nature or genre of the resource sound Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bib # 80767 Subject The topic of the resource History Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/486ad13a5acac436722101e7d008db2b.pdf b8f35161f2fc7e50a24f54aebf827fc7 PDF Text Text The Essence of Catholicism |1 This lecture has a thesis, and that thesis is that the essence of Catholicism is sacramentality. What do I mean by that? I’ll need about an hour to explain it. Sacramentality is not a word of my own, but I will be making my own use of it, so A.I. won’t have anything on it. You might as well turn off your cell phone. I like to begin lectures with apologies and disclaimers. Sometimes they’re rhetorical, sometimes wry, usually amusing, but today’s is dead serious, and it has a target audience: my own students. The disclaimer is this: DO NOT TRY THIS AT HOME: ACCIDENTS MAY BE FATAL. I want you, my students, to take me for a hypocrite, and to do as I say, not as I do. When you write an essay for me, I want you to engage the book on its own terms, to explicate its claims textually, and to offer an engaged response to your author dialectically. Do not use the text as a soapbox on which to declare your opinions on the subject-matter of the text, because even if the deceased author be not there to interrupt, your readership of one is standing with his pen poised high to gainsay you, not paragraph by paragraph, nay, but sentence by sentence. If you want to declaim without interruption, write a lecture. Speaking of which … this lecture is a reprise of years of wondering about a sentence from the first question of Aquinas’ Summa. That sentence is the springboard of this declamatory lecture upon it. The sentence comes from the last article of the first question. The first question of the Summa concerns the nature of Sacred Doctrine, but the last article of it is given to Sacred Scripture. Aquinas enumerates and organizes Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |2 traditional terms for different ways of interpreting Scripture figuratively. The question he poses is whether in Sacred Scripture a word may have several senses. The answer is Yes— which shows, yet again, how uninteresting a right answer is without a reason why. Aquinas introduces his account of why with a quotation from St. Gregory: Holy Writ by the manner of its speech excels all knowledge, because in one and the same sentence, while it describes a fact, it reveals a mystery. This is a striking quotation. To state the obvious, Holy Writ is written. One might have thought it would use words to reveal mysteries. Are we to understand that it is not the words of Holy Writ, but rather the wordless facts they describe, that reveal God’s mysteries? How do facts reveal mysteries? Aquinas straightaway offers a reason for this in the first sentence of his reply: The author of Holy Writ is God, in whose power it is to signify His meaning, not by words only— as man also can do—but also by things themselves. So, whereas in all other knowledge things are signified by words, this knowledge has the special property that the things signified by the words themselves also have a signification. Now, Aquinas seems to say that only God can do this. So, I figure it must be as the Creator of Nature or the Lord of History that God can make use of natural things, or historical events, or chosen persons, to serve as signifiers of his actions, his intentions, his mysteries. This is an interesting reversal for Sacred Theology. Aquinas had earlier said that in the natural theology of philosophers, knowledge of God is sought by reasoning from creatures as his effects to God as their primary cause, however, in sacred scripture Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |3 God reveals himself as he is known to himself alone, and by reasoning from this selfrevelation as from postulated first principles, sacred theology seeks knowledge of other truths about God. But now it turns out that God often reveals himself by means of creatures rather than words, so theology is back to reasoning about creatures. Now, it seems to me that God won’t be very impressive if he uses creatures to signify his meaning symbolically. Using a lion to signify courage, or a heart to signify love, or an eagle an empire, is the stuff of rhetoric and poetry. In this case, the relation between signifier and signified is associational, often within the context of a linguistic or artistic tradition. It seems to me that if God’s way of signifying his meaning by facts is unique to him, then it must be that he makes signs out of the intrinsic meaning of things. The natural meaning of these divine signs must matter to their divine meaning. Furthermore, a sign is a sign for someone, and in order to be significant, a sign needs to be adapted to the dative of signification. Therefore, it is not just the natural meaning of things in themselves, but rather their meaning for us human beings, that will make them significant signs for us. For example: a virgin both conceiving and giving birth virginally. Now, for us, that’s extraordinary. The question becomes, What did God mean by that? For an analogue from human affairs of this contrast between a sign that contains what it signifies naturally and a sign that points beyond itself by an association, I propose Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |4 to you the difference between a marriage vow and a marriage ring. In our legal system, the speaking of the marriage vow before a witness legally effects the martial bond. Although there are witnesses and documentation of the vow, it is the verbal act to which these witness that creates the legal bond. In contrast, the wedding ring is but a symbolic memento, associated with the vow by custom. It signifies the vow and its import socially by an extrinsic association, not as a principle of it. Similarly, smoke can signify the presence of fire as an effect of it, but the sound of a fire alarm does so by convention. In the case of his revelation, however, God is able to do something even more significant. He can make use of a thing’s own natural meaning to express his divine meaning. Take, for example, the water of Christian baptism. Baptism is the first of seven sacraments in the Church. The Church confesses these sacraments to be divine signs that contain divine power to effect what they signify. They are physical signs given by God to human beings to signify his spiritual action on them. The name sacrament is from the Latin adjective sacer, meaning sacred, and a sacramentum was a sacred pledge—in this case, a divine pledge. It was used in Christian Latin to translate the Greek work musterion, which meant a secret. In particular, it meant secret knowledge revealed only to initiates, as in ancient Greek mystery cults. The noun is from the verb to close, as initiates were to keep their mouths closed about the mystery before the uninitiated. Allow me to underscore that a religious mystery, both in pagan and Christian senses, means divinely revealed knowledge: privileged knowledge about divine things. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |5 Belief is knowledge, and unbelief is ignorance; belief is enlightened, and unbelief is blind. Such religious belief chooses to remain mute before unbelievers, because their ears are deaf to it. But the minds of believers are enlightened by it, and their hearts understand what they hear, and they judge it unfitting to dispute with the spiritually blind about divine light or with the spiritually deaf about God’s word. The Christian sacrament of baptism is an initiation into knowledge of the mystery of Christ. A ritual act of cleansing the body with water signifies a divine act of cleansing by the Spirit of God. Now, this ritual act of bodily bathing that God has adopted to signify his own act of spiritual cleansing is in fact an act of human contrivance. The New Testament testifies that John baptized repentant sinners in the Jordan River for a ritual demonstration of their repentance, and historians assure us that this was not an uncommon practice among Jews of the 1st century. Consistent with this is a long religious tradition, attested to throughout the Old Testament, of ideating sinning as staining, soiling, polluting; and accordingly of asking God for forgiveness by way of cleansing, purifying, or blotting out. This poetic symbolism recurs throughout Sacred Scripture. There is of course a natural basis for such religious symbolism. Such a natural basis is well described by Ludwig Feuerbach in his anthropological deconstruction of it. The title of my lecture is a little less presumptuous if you catch its allusion to the title of Feuerbach’s book, the Essence of Christianity. To reduce the thesis the book to a sentence, he writes, The secret of theology is anthropology. Feuerbach argues that religious Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |6 consciousness of God is nothing but the unconscious projection by a primitive human consciousness of its own essence, and that in reality the only essence there is for human consciousness to love and adore is the essence itself of human nature. In his critical effort to retrieve what is true from Christian consciousness, Feuerbach offers for an example the following deconstruction of Christian baptism: We give a true significance to Baptism, only by regarding it as a symbol of the value of water itself. Baptism should represent to us the wonderful but natural effect of water on man. Water has in fact not merely physical effects, but also, and as a result of these, moral and intellectual effects on man. Water not only cleanses man from bodily impurities, but in water the scales fall from his eyes: he sees, he thinks, more clearly; he feels himself freer; water extinguishes the fire of appetite. … In the stream of water the fever of selfishness is allayed. Water is the readiest means of making friends with Nature. The bath is a sort of chemical process, in which our individuality is resolved into the objective life of Nature. The man rising from the water is a new, a regenerate man. The doctrine that morality can do nothing without grace, has a valid meaning if, in place of imaginary, supernatural means of grace, we substitute natural means. Moral feeling can effect nothing without Nature: it must ally itself with the simplest natural means. The profoundest secrets lie in common every-day things, such as supernaturalistic religion and speculation ignore, thus sacrificing real mysteries to imaginary and illusory ones ; as in Baptism, for example, the real power of water is sacrificed to an imaginary one. … But baptism is a rational, a venerable institution, if it is understood to typify and celebrate curative virtues of water, both moral and physical. I’m persuaded by some of this description of the anthropological significance of water, but I’m not convinced of the power of my hot salt-bath to allay my selfishness, Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |7 beloved though it be after the salutary castigations of a deep tissue massage. I have no doubt that water does not have the power to cleanse my conscience of my consciousness of sin; to wash away my self-condemnation, my self-contempt, my painful self-awareness that the good I will to do, I do not do, and the evil I will not to do, that I do, wretched man that I am. I have no doubt that water does not have the power to wash away the harm my sin has done to my thinking, my feeling, my desiring; to my memory, my imagination, my will; to my perceptions, my affections, my habits; to my family, to my friends, my fellows. I’m sure that water cannot heal all those maladies of my soul, with all due disrespect to Feuerbach. The religious penitent does not look to water for healing. Such an expectation would be true superstition in the eyes of faith. Rather, the penitent adopts a ritual bath to signify his desire to be freed from his sins. He knows his sin and his need to be cleansed of its effects, and he adopts water as an expressive symbol of his desire, by way of a poetic transference from bodily needs. Implied in the religious symbolism is an analogy between what the body needs for its life and what the spirit needs for its life. This is the extent of John’s baptism: he calls it a baptism of repentance. He ministers this sign of the penitent’s acts of repenting of his sins and of asking forgiveness for them. This religious sign is an empty sign to the extent that it is a sign, not of what is present, but of what is wanted: of what is needed; of what is desired. It has no power to effect what it expresses. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |8 Now, for a Christian to reduce the significance of Christian baptism to such symbolic self-expression would suit Feuerbach’s thesis just as well as his own naturalist deconstruction. Feuerbach aimed to do for Christianity what Lucretius aimed to do for Roman religion, namely demythologize its belief in supernatural agency. Of course, Lucretius’ deconstruction of supernatural agency is a scientific deconstruction to natural causes, whereas Feuerbach’s, being anthropological, is historical in bent, offering a coming-of-age story for human consciousness. Now, Feuerbach was a student of Hegel's, who disapproved of Feuerbach's thesis. I suspect Hegel rejected it as too historically minded. For his part, Hegel concludes his Phenomenology of Spirit with a chapter about Christian theology, which we do not read in the Program. In that afterword, he purposes to demythologize Christian theology symbolically, rather than historically. In particular, he shows how the theological doctrine of the Trinity is an expression in symbolic thinking of the emergence of absolute consciousness in the world. I think that for Hegel the stages of this emergence are not historical, except incidentally. The stages are modes of consciousness rather than historical epochs of it, and their order of emergence from one another is genetic rather than historical. The fact that Hegel achieved absolute consciousness in his age doesn't mean that anybody else did. Both of these demythologizations of Christianity have been highly influential in Christian Biblical Studies, and they have trickled down to Christian preaching—or rather flooded it, I’d say. Feuerbach’s anthropological hermeneutic takes the form of historical Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �The Essence of Catholicism |9 contextualization of the Bible, and Hegel's takes the form of formal analysis. These 20th century trends in biblical hermeneutics seem to me understandable when you consider that both Theology and Biblical Studies are academic disciplines. When Physics became Queen of the sciences, History became Prince of the humanities, because history can mimic the experimental method. To qualify as scientific, humane studies need complete enumeration of measurable data, categorized according to normative definitions and analyzed according to stipulated measures. The data of the humanities are historical artifacts, archaeological or documentary. Humane sciences had to take the form either of historical or formal analysis of such measurable data to continue to count as scientific. Philosophy, for example, became History of Philosophy or Analytic Philosophy. In academic Christianity, biblical texts became historical documents to be explicated historically, or else mythopoeic narratives to be explicated symbolically. For over a century now, much of Christianity has been in search of the historical Jesus, and the hermeneutical keys of the kingdom of heaven are held by biblical historians who reveal the significance of sacred scripture in historical retellings. When Jesus told Pilate that he came to bear witness to the truth, Pilate replied, What is that? Many today would answer: the facts. Well, the scriptures cannot be trusted to testify to the historical facts, because their intention is rather to testify to the truth. Thus enter the hermeneuts, who explain to us that the biblical mode of discourse must be understood as more rhetorical Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 10 or poetical than historical. One must explicate accordingly in terms of the literary forms of the texts and the rhetorical intentions of the authors. Now, none of that is not true. It's just not the whole truth, nor the heart of the truth, so that it is only reducing the whole truth to that, that makes it untrue. I think that all these historical considerations pertain only to the historical matter of the divine signs, and not to their divine significance. Now, the natural matter of the divine sign does indeed matter. It is of the essence of Catholicism that, as Aquinas puts it, grace builds on nature and revelation on reason. Aquinas says that grace completes nature, and that nature is the natural potency of grace, so that the two are interrelated essentially as perfectible and perfection. It is of the essence of Catholicism to believe this about nature. The revelations of God are much complicated—or perhaps I should say enriched— by the fact that they are conveyed in the language of the sons of men. On a Catholic view, divine revelation is not divine dictation, but divinely inspired interpretation. Accordingly, the scriptural descriptions of the divine signs are anthropological through and through. All the human powers of the sacred writer are in play when he authors his narrative of the historical facts and his interpretation of their divine significance. His intention is to testify that these historical facts are divine signs of divine mysteries, and to explicate their mystical meaning. All the resources of human logic, rhetoric, poetry, history, science, philosophy, are at his disposal, and like any other writer, he speaks from Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 11 his own person and time to his contemporaries. But at the same time he intends to speak of eternal mysteries that transcend his own time, place, and subjectivity. God’s grace thus builds on human nature and God’s revelation on human reason. We know from sad self-experience, however, that human nature and reason are far from perfect. In fact, it is of the essence of Catholicism to testify that they are fallen from their original state of grace. Sin’s a big complication. (How’s that for understatement?) But it is of the essence of Catholicism to say that this corrupted perfectible called human nature is predestined by God to be reclaimed for supernatural sublation. Sinful nature is understood to be wounded, or ill, or sullied, yes; and it needs to be healed, purified, and restored, yes; but precisely in order to be elevated, glorified, even divinized. Every natural good is therefore to be reclaimed by the Church for the glory of God. For this reason is the Catholic Church, on its best days, a patron of all arts and sciences. For this same reason, besides its sacraments, the Church has innumerable sacramentals. Any human symbol of anthropological significance can be adopted by Catholics as a sign of their devotion. For one example, as the wedding ring is a memento of the wedding vow, so is holy water a memento of the water of baptism. For another, all the paraphernalia of Mosaic Temple sacrifice, which perished from Judaism with the Temple, has been adopted by the Catholic Church for the sacramental sacrifice of the risen Christ’s body and blood. Every new proselytized culture adds its devotional sacramentals to the treasury of Catholic tradition. The Church’s mandate is that everything naturally good, Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 12 true, or beautiful should be claimed for Christ. This burgeoning of sacramentals in the Church expresses the fecundity of the Incarnation. When the Word became flesh to dwell among us, he rendered the whole material creation fit to be a sign of his indwelling in it. Returning to John’s baptism, God has adopted this human sign, resonant with all its anthropological and religious significance, to serve as his sign of his fulfilling the need and desire that it signifies. As a human sign of a human desire, it was an empty sign. God adopted it to fulfill it. He fills the human sign with his divine power, so that it becomes a divine sign that effects what it signifies. John himself testifies to this, saying I indeed baptize you in water for repentance, but he that shall come after me, he shall baptize you in the Holy Spirit and fire. John also testifies that this power of Christ’s baptism was divinely revealed to him: The one who sent me to baptize with water said to me: ‘He upon whom you shall see the Spirit descending and remaining, he it is that baptizes with the Holy Spirit. John offers the figure of fire to signify the purgative action of Christ’s Holy Spirit. He expands upon this figure of fire as follows: His fan is in his hand and he will purge his floor, and he will gather the wheat into his barn, but the chaff he will burn with unquenchable fire. The water of Christ’s baptism is thus revealed to be a divine sign of a divine fire/ Okay, physical water signifies spiritual fire. That’s complicated. Worse yet, Christ himself never baptizes anyone with water. He will command his chosen Apostles to baptize in the name of the Father, and of the Son, and of the Holy Spirit after he leaves the world, but while in the world, neither they nor he baptize with water. On the other Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 13 hand, he does submit to John’s baptism, over John’s objection, overruling it by saying that he must fulfill all justice. Much later, he calls his sufferings to come a baptism, saying: I have a baptism with which I must be baptized, and how I am in anguish until it be accomplished. This association by Jesus of his passion with baptism resonates with John’s calling Jesus at his baptism the Lamb of God who takes away the sin of the world. This declaration identifies Jesus with the paschal lamb of the Mosaic Passover. John the Evangelist likewise testifies to this identification of Jesus with the Pasch in his gospel narrative of the crucifixion, when he relates that the Roman soldiers did not break Jesus’ bones, but rather pierced him with a lance. It was a sign yet more significant, testifies John, that there then flowed from Jesus’ pierced heart not only blood but also water. In one of his subsequent letters, the evangelist explicates this sign thus: And there are three that give testimony: the Spirit and the water and the blood. And these three are one. They are one? How are they one, John? Do you see how a sacred semiotics is what is needed to understand the signs to which the sacred scriptures testify? Neither an anthropology nor a symbology can get to the heart of the matter. The essence of sacred theology is, rather, divine semiotics. Divinely inspired scripture reveals the water of Christian baptism to be an effective sign of the purgative power both of Christ’s Spirit and of his blood. These signs, prophetically interpreted, reveal to faith both the action of God and the eternal intentions of God that are the first and final cause of his divine signs. These divine intentions are the hermeneutical key to the signs’ mystical meaning. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 14 The temporal signs are evident, but their mystical significance is not. Jesus’ signs are rather like Jesus’ parables, intended at once to conceal and to reveal. He tells his disciples that he speaks to the crowds in parables, “so that seeing they may not see, and hearing they may not understand.” Here Jesus is echoing more than one prophet. Among them is Jeremiah, who says, Hear this, O foolish and senseless people, who have eyes but do not see, who have ears but do not hear. Then there is Isaiah, who is commanded by God thus: Make the hearts of this people calloused; deafen their ears and close their eyes, lest they might see with their eyes, hear with their ears, understand with their hearts, and turn and be healed. Augustine refers to his own failure to understand the figurative meaning of scripture by saying: God resists the proud. God’s signs are performed for all the world to see, yet their divine intention resists the proud, the foolish, the hardened heart. These signs are not magical. Their effective power is for the faithful: so much so, that Jesus says to them, According to your faith, so may it be done to you;” and then, “Your faith has healed you. Perhaps the sign of all signs is Christ crucified himself. When he is presented in the Temple as a firstborn, the priest Simeon prophesies to Mary: Behold, this son of yours is set to be a sign that shall be contradicted; and a sword will pierce your own soul too, that the thoughts of many may be laid bare. His Christ rejected is a sign of God’s to men—a sign of their own human making and his divine appropriation. Paul writes, Jews demand signs and Greeks seek wisdom, but we preach Christ crucified, a scandal to Jews and foolishness to Gentiles, but to those who are called, both Jews and Greeks, Christ is the power of God and the wisdom of God. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 15 Christ crucified is for believers the ultimate sign of God’s power and wisdom at work in the world redeeming humankind from its sin. The crucifixion is a historical fact witnessed by both believers and unbelievers, but for the one, the manner of his death signifies divine wisdom and power, and for the other, human frailty and absurdity. In Matthew’s gospel account of Jesus’ crucifixion, Jesus says from his cross, My God, my God, why have you forsaken me? Jesus is quoting the well-known first line of a psalm—and Matthew well knows that his audience of Jewish Christians will know that. It is clear that Matthew thinks the psalm is prophetic of the manner of Jesus’ death. It describes a just man delivered into the hands of his enemies and tormented by them unto death, although ending with a hope of rescue by God. How shall we understand such psalm as prophecy? The historicist may well posit some contemporary historical figure who suffered; or else explain the psalm as a figurative expression of the historical sufferings of Israel; or else a prediction of the sufferings of a suffering servant to come. Now the symbolist might want to rescue us from the hermeneutical ingenuousness of such historicism by interpreting the psalm’s application to Jesus poetically: Matthew sees in the psalm’s description of the just man delivered over to his enemies a figure of Christ’s suffering, and makes use of it as a paradigmatic prefigurement of what has its culminating expression in Jesus’ crucifixion. Indeed, the evangelist may well have fictionalized details to suit his application of the psalm to the event. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 16 For an alternative to such historicist and symbolist hermeneutics, listen to how Melito of Sardis identifies Christ as the paschal lamb, in this Easter homily from the Church’s Liturgy of the Hours on Holy Thursday: There was much proclaimed by the prophets about the mystery of the Pasch: that mystery is Christ. For the sake of suffering humanity he came down from heaven to earth and clothed himself in that humanity in the Virgin’s womb. And he was born a man. Having then a body capable of suffering, he took the pain of fallen man upon himself, .... It is he who endured every kind of suffering in all those who foreshadowed him. In Abel he was slain; in Isaac he was bound; in Jacob, exiled; in Joseph, sold; in Moses, exposed to die. He was sacrificed in the Passover lamb; persecuted in David; dishonored in the prophets. On this account, God the Son takes human nature to himself in order to take to himself the history of its suffering from its sin. He suffers all manner of human sin as a just man despised, scorned, reviled, tried with torments, and unjustly condemned to death with criminals. In such sufferings, God the Son identifies himself existentially, not merely symbolically, with the sufferings of Abel at the hand of his brother; and of Jacob at the hand of his brother; and of Joseph at the hand of his brothers. As Moses was persecuted by the unjust Pharaoh; and David by the unjust Saul; and the prophets by the unjust kings of Israel; so was Christ by the rulers of Empire and Temple. In his own sufferings God the Son personally appropriated to himself the history of human suffering, learning a human obedience by what he suffered, and he adopted as his own the perennial cry of the just man in the hands of sinners: My God, my God, why have you forsaken me? He Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 17 adopted this human cry in order to convert it into a sign of his divine power to answer it with resurrection from the dead to an eternal life freed of all suffering from sin. Such intentions of God are not temporal. For us, human history unfolds, but it is present as a whole to God eternally. What he wills and does, he wills and does eternally, even if what he wills and does eternally unfolds for us temporally. Unlike ours, God’s thoughts bring about what he thinks. In human temporal terms, we say that God foresees all that he sees and predestines all that he intends, but God’s adoption of the psalmist’s cry for his own sign is not either retrospective or prospective. The psalmist’s cry is known to him and willed by him eternally, as is his adoption of it for a sign of his eternal intention to redeem us from such sufferings in time. Prophetic interpretation of God’s historical signs are enriched with symbolism because man is not only the rational or political animal, but also the artistic animal, the poetic animal, the figurative animal. Maimonides says that God speaks to the sons of men in the language of the sons of men. For Maimonides, because God transcends his creation absolutely, because his otherness to it is absolute, all scripture can’t but be metaphorical, a poetic stand-in and substitute for the ineffable. Revelation can reveal the truth about God to the metaphysically-minded believer only indirectly, in progressive negations of created perfections. Aquinas’ Catholic reply to Maimonides is that, on the contrary, it is metaphysically necessary that every effect resemble its cause, however remotely, including the first and primary cause, the Creator of all being. Thus, although it is Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 18 certainly true that the sacred scriptures are often metaphorical, revelation can also by analogy with created being reveal to us in part truths about the Creator. Such selfrevelations of God’s are called mysteries in the sense of divine knowledge revealed, spiritual enlightenment beyond human ken. The Law was given by Moses, writes St. John, but grace and truth came by Jesus Christ. The one and only Son, who is himself God and is at the Father’s side, he has made him known. It is of the essence of Catholicism to believe that you can know the truth about God, and that truth can set you free from your sin. Now, no talk on the essence of Catholicism may conclude without adulation of the Blessed Virgin Mary. Allow me to propose an understanding of that Catholic adulation in terms of Catholic sacramentality. In a word, Mary is the sacrament of the Church. To this woman, the Mother of Jesus, God vouchsafed the fullness of grace which he wills ultimately for the whole Church and for each member of the Church. By a sacramental metonymy, its preeminent member personifies the Church. She is the first member of the Church to whom the mystery of Christ is revealed, and the first to assent to it with faith. Every other member of the Church assents in faith to what God has done in her; she alone assented to his doing it. Why did God want this prior human assent given to his will? Meditation on this mystery continues in the Church to this day. It is not only by his choice that this woman mothered God, it was also by his grace. She had been prepared for her momentous assent by a fullness of God’s provident grace. In the Gosepl of Luke, the angel Gabriel greets Mary, not by her name, but by an Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 19 extraordinary new name, signifying an extraordinary vocation—a vocation far exceeding Abraham’s, for his was for a chosen people and hers is for all the world. God calls her, O fully graced! In Greek, this is the participle of the verb to grace, used substantively in the vocative voice, and in the perfect tense, which always connotes a superlative degree. Because the Latin participle does not carry this superlative connotation, the name was translated first into Latin, and then into English, by the adjectival phrase “Full of grace.” Hail, most fully graced, says the angel sent by God, the Lord is with you! The Church testifies that this extraordinary fullness of grace given Mary for her extraordinary collaboration in salvation history included sinlessness from the first moment of her conception. And her sinlessness is a sign given the Church of the sinlessness which God has promised to every member of the Church. Christ intends to render his Church holy, and immaculate, and blameless before him, testifies Scripture, and he begins with Mary for a sign. It is upon Mary, the Mother of Jesus, that the Holy Spirit of God descended, and whom the power of God overshadowed—as it did the tabernacle in which God spoke with Moses face to face—so that she might conceive in the tabernacle of her womb the Son of God, and bring him forth for the salvation of the world. In the fullness of time, writes Paul, God sent his Son, made from a woman, that we might receive the adoption of sons. Her virginal conception of Christ is a sacramental sign of the spiritual begetting by God’s Holy Spirit of every believer in Christ, as John testifies in the prologue of his Gospel: Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 20 To all who receive him, to those who believe in his name, are given the power to become children of God—children born not of blood, nor of the desire or will of man, but of God. It is at the sound of Mary’s voice that Christ’s herald, John the Baptist, is filled with the Holy Spirit from his mother’s womb. Scripture shows Mary’s voice performing the priestly function of mediating the presence of Christ, for Elizabeth testifies that as soon as Mary’s greeting sounded in her ears, the infant in her womb leapt with joy. They both fill with the Holy Spirit, and she cries out to Mary, Blessed are you among women, and blessed is the fruit of your womb! After praising Mary for believing that the promise made her by the Lord would be fulfilled, she goes on to ask, “But who am I that the Mother of my Lord should come to me? When Elizabeth thus gives Mary the Davidic title of the Queen Mother in Israel, Mary is revealed to be not only progenitor of the long-awaited Son of David, but also Queen Mother of his kingdom to come. When Mary presents Jesus in the Temple to offer up the Mosaic sacrifice for the firstborn of Israel, the prophet Simeon reveals the unique participation in Christ’s passion that her motherhood entails: This son of your is set to be a sign that shall be contradicted; and a sword will pierce your own soul too, that the secret thoughts of many may be laid bare. And when his hour does come, she is at the foot of the Cross, filling up what is lacking in the sufferings of Christ, as Paul says every Christian must. And when from his cross Jesus gives her to John as a mother, the Church identifies itself with the beloved disciple and accepts Jesus’ command: Behold your mother, as it trusts that she accepts hers, Behold your son. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 �T h e E s s e n c e o f C a t h o l i c i s m | 21 All the Church’s Marian liturgies apply to her the promises made to the Church universal; and contrariwise, apply to the Church universal the graces vouchsafed to her personally. Isaac of Stella enunciates the following hermeneutical rule of scriptural interpretation: Whatever scriptures are used of the Church in a universal sense, apply to Mary in a special sense, and to the individual Christian in a particular sense; likewise, whatever scripture says of Mary in a special sense, applies to the Church in a universal sense, and to every Christian in a particular sense. This rule of semiotic interpretation holds because Mary’s person is given by God to the Church as a living sign of that fullness of grace which he promises to all Christ’s members. She is what she signifies. The temple of God in heaven was opened…. And a great sign appeared in heaven: a woman clothed with the sun, with the moon under her feet, and a crown of twelve stars on her head. John reports this divinely given vision in his Book of Revelation. The woman gives birth to a son who will rule the nations with an iron rod. But who is this woman? Is she the old Israel, which gave birth to Christ historically? Is she the New Israel, the Church, which bears Christ to the world spiritually? Is she Mary, who gave birth to him bodily, in a manger in Bethlehem, in the reign of Tiberius, in the fullness of time? The woman is all three at once, I answer. The symbol of John’s vision resonates like a triadic chord. But what is the root note, I wonder? Well, Israel and the Church give birth to Christ figuratively, but Mary did so factually, and that makes her, not just a symbol of John’s vision, but a sacramental sign of God’s. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e , M a y 2 0 2 5 � 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 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 speechespresentationsotherlectures 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. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Essence of Catholicism Description An account of the resource Typescript of a lecture delivered on May 4, 2025, by Annapolis tutor John Tomarchio. Mr. Tomarchio describes his lecture: “This lecture is inspired by the Letter to the Hebrews as a theological tour de force. Hebrews transfigures the brutal Roman execution of Jesus into the perfect Mosaic sacrifice. The Author brings Mosaic sacrificial ritual to bear in detail on the crucifixion of Jesus, to reveal it as the quintessential offering to God that accomplishes once and for all the human intentions of all ritual sacrifice. The lecture looks at sacrifice in Genesis and in the Law of Moses to elucidate its use in the Letter to the Hebrews to sacralize the crucifixion of Jesus. This account of that death as a sacrifice has inspired much of the ritual of Christian celebration of it, which has sacramentalized Mosaic sacrifice ritual. The ulterior intention of the lecture is to elucidate these sacramental forms of Christ’s sacrifice.” Creator An entity primarily responsible for making the resource Tomarchio, John 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 2025-05-04 Rights Information about rights held in and over the resource In copyright. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Sacraments--Catholic Chursh Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Tomarchio_2025-05-04 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/694fc0c8d68adb451d2ef8161987e6d5.pdf e35a2bc81b0bfded99307ee92176c85b PDF Text Text On Christ’s Sacrifice |1 This lecture is inspired by the Letter to the Hebrews. The Letter to the Hebrews is a theological tour de force. It transfigures the brutal Roman execution of Jesus into the perfect Mosaic sacrifice. Sacralizing that crucifixion is quite a rhetorical feat. The Author of the Letter brings Mosaic sacrifice ritual to bear in detail on the crucifixion of Jesus, to reveal it as the quintessential offering to God that accomplishes once and for all the human intentions of all ritual sacrifice. It is this account of that death as a sacrificial one that has inspired so much of the ritual of the Christian celebration of it. In particular, the apostolic churches of Catholicism and Orthodoxy have adopted and perpetuated much of the paraphernalia of Mosaic ritual, which passed out of Judaism with the destruction of the second Temple at the advent of Christianity. The Mosaic religion of the Tabernacle and the Temple that had been centered on sacrifice reinvented itself in the Common Era as the Rabbinical religion of the synagogue and the shule; and of the hearth and the heart. Catholic Christianity, for its part, sublated Mosaic ritual, recasting it as sacramental forms with supernatural meanings. The ulterior intention of this lecture is to explicate the religious meaning of those sacramental forms. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |2 Let me begin with the familiar biblical narrative of Cain and Abel. I interpret one intention of this narrative to be prefigurement in the literary sense of Mosaic sacrifice. In the first place, Cain and Abel bring offerings to God, unbidden. There is of course no Law, but neither is there any command. And the narrator does not tell the reader why Cain and Abel do so. The meaning of sacrificial offering seems to be taken for granted. I think that to interpret its meaning we are meant to triangulate with both Natural Law and Mosaic Law. Aquinas claims that ritual sacrifice is as natural to the human being as speech, and he counts it a virtue of natural religion. Echoing Aristotle, he says that because human knowledge originates from bodily things, it is natural for human beings to express their thinking with bodily things. Gestures and postures are signs of our thoughts, affections, intentions, as much as words. Just as human beings nod the head, bow the body, bend the knee, to show to other human beings reverence, submission, or affection, so also to God. Gifts are likewise given by human beings as tokens of the heart. Thus do Cain and Abel bring gifts to God: Cain, a tiller of the soul, brings some of his fruits, while Abel, a keeper of sheep, brings God the best firstlings of his Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |3 flock (GEN 4:4). Now, the Law of Moses will require the choicest firstfruits of oil, wine, and wheat be offered to the Lord, for them I have given to you, says the Lord. Likewise, the firstborn of every ox, sheep, or goat are holy to the Lord: every male that opens the womb is to be offered to the Lord. Thus Abel’s best firstlings satisfy the demand of the Law freely, without a command. He does what is right from the heart. Cain , in contrast, falls short of it, and we are told that God looked unfavorably on Cain’s offering. Now, if the essence of the sacrifice is the intention of the heart, then it is Cain’s heart that God looks upon unfavorably. This disfavor points to an important disanalogy in Aquinas’ analogy with human signing. God has no need of the gifts. On the contrary, he is the giver of the gifts being offered him. In Deuteronomy God admonishes the Israelites while still in the desert about the gifts of the promised land. as follows: For the Lord you God is bringing you into a good land … a land where you will eat food without scarcity, where you will lack nothing …. When you eat and are satisfied, you are to bless the Lod your God for the good land that He has given you…. You might say in your heart, The power and strength of my hands have made this wealth for me. But remember that it is the Lord your God who gives you the power to gain wealth, in order to confirm his covenant that he swore to your fathers even to this day. (Deuteronomy 8:7ff) Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |4 Thus not only the offering but the power to produce it comes from God, so that the only offering possible is an offering of thanksgiving to God for the gift, the giving, and the power to give. Fittingly, in the Law such freewill offerings of thanksgiving are followed by a communion feast before the Lord. The Lord leaves the sacrificial gifts to the givers to enjoy, favorably regarding, rather, the intention of the heart they express. That is the heart of the sacrifice. The function of the offering as signifier points to another disanalogy with human signing. One human being signifies their thoughts to another who has no access to them otherwise. But the Psalmist testifies: O LORD, You have searched me and known me. You know when I sit and when I rise; You understand my thoughts from afar. You search out my path and my lying down; You are aware of all my ways. Even before a word is on my tongue, You know all about it, O LORD. You hem me in behind and before; You have laid Your hand upon me. Such knowledge is too wonderful for me, too lofty for me to attain. (Psalm 139:1-7) To whom, then, is the offeror signifying the intentions of his heart, if not to God, who already knows them even better than the offeror? If it is not for the benefit of God, is the sign rather for the benefit of the offeror, as was the gift? Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |5 If so, then we have here another reversal of human signing: the offeror signifies the intentions of his heart, not to make his heart known to God, but rather known to himself before God. By his rituals of sacrifice he rouses his own heart, mind, and body to the worship of God, as does the Psalmist when he addresses his own soul thus: Bless the Lord, O my soul, and all that is within me bless his holy name! Bless the Lord, O my soul, and forget not all his benefits. (Psalm 103:1) However, surely it matters that these ritual acts of self-reflection take place in the presence of God, so to speak. I say so to speak because the offeror believes that God is always present everywhere and always cognizant of the offeror. It is the offeror who builds altars and temples dedicated to mindfulness of God. When he approaches these sacred places to bring his mind, heart, and body before God, what does he seek? What desire of his heart does his sacrifice signify? He seems to wish to know himself as he is known by God, the Searcher of hearts, according to the words of the psalmist: Search me, O God, and know my heart; test me and know my concerns. See if there is any offensive way in me; lead me in the way everlasting. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |6 This judging of the heart of the offeror by God can be seen in God’s disregard of Cain’s offering. By means of a question, God refers Cain’s external offering to his internal disposition: Why are you angry, said the LORD to Cain, and why has your countenance fallen? If you do what is right, will you not be accepted? But if you refuse to do what is right, sin is crouching at your door; it desires you, but you must master it. (Genesis 4:6-7) Why indeed is Cain angry? Does he himself not know whether he meant to do what is right? It is a freewill offering, so no disregard of an express law or command is at issue. And if God has no use for the fruits of the earth, no defect in the matter of the sacrifice matters. The defect is in the intention of the heart. The visible sacrifice is regarded by God as a sign of an invisible sacrifice of the heart, and he looks with disfavor on Cain’s. This first presentation of sacrifice in the Bible reduces it to its bare essentials. The mother of all sacrifices is a freewill offering of thanks for the gifts of God. The presentation of the finest fruits of the creation and work of one’s hands is a visible expression of the invisible intentions of one’s heart: the heart seeks God’s favorable regard, and in it, its own favorable self-regard. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |7 Now, sacrificial ritual as such concerns the external expression rather than the internal intention. It takes the form of conventional signs. This first biblical vignette of ritual sacrifice anticipates a first distinction between offering fruits of the earth and fruits of the womb, or food and animal sacrifices. These two primary types are developed in the next two vignettes of Genesis: the sacrifice of Noah and of Melchizedek. The story of Noah’s sacrifice introduces animal sacrifice in the sense not only of presenting but also of slaying. As with Cain and Abel, there is no command of God’s. The sacrifice is a freewill offering of Noah’s, as follows: In Noah’s six hundred and first year, on the first day of the first month, the waters had dried up from the earth. So Noah removed the covering from the ark and saw that the surface of the ground was dry. By the twenty-seventh day of the second month, the earth was fully dry. Then God said to Noah, Come out of the ark, you and your wife, along with your sons and their wives. Bring out all the living creatures that are with you—birds, livestock, and everything that crawls upon the ground—so that they can spread out over the earth and be fruitful and multiply upon it. So Noah came out, along with his sons and his wife and his sons’ wives. Every living creature, every creeping thing, and every bird— everything that moves upon the earth—came out of the ark, kind by kind. Then Noah built an altar to the LORD. And taking from every kind of clean animal and clean bird, he offered burnt offerings on the altar. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |8 When the LORD smelled the pleasing aroma, He said in His heart, Never again will I curse the ground because of man, even though every inclination of his heart is evil from his youth. And never again will I destroy all living creatures as I have done. (Genesis 8: 13-21) This narrative prefigurement of Mosaic sacrifice anticipates several of its ritual elements: there is an altar; and there is a distinction made between clean animals acceptable for offering and unclean ones; and there is not only the slaying of the animals but the burning of them on the altar. In form, this sacrifice of Noah’s anticipates what the Law will call a whole burnt offering or holocaust, which was not feasted upon, but rather completely consumed by fire on an altar, for a pleasing aroma to God. Was this the intention of Noah’s heart in offering burnt offerings? The text does not tell us the intention of Noah’s heart. Rather, it gives us the thought of God’s heart. He is appeased enough for the evil inclination of man’s heart to vow never again to destroy the living creatures of his creation because of man’s evil. So, has sin entered in, and with it the sin-offering? But Noah was saved because he is a righteous man. A sacrifice of thanksgiving for deliverance seems called for rather than of propitiation for sin. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �On Christ’s Sacrifice |9 Can we infer the intention of Noah’s sacrifice from its prefigurement? Noah’s burnt offerings recall the daily offering that God will command Israel to offer him at the beginning and close of each day, as follows: This is what you are to offer regularly on the altar, each day: two lambs that are a year old. Offer one lamb in the morning and the other at twilight. With the first lamb offer a tenth of an ephah of fine flour, mixed with a quarter hin of oil from pressed olives, and a drink offering of a quarter hin of wine. And offer the second lamb at twilight with the same grain offering and drink offering as in the morning, as a pleasing aroma, a food offering to the LORD. For the generations to come, this burnt offering shall be made regularly at the entrance to the Tent of Meeting before the LORD, where I will meet you to speak with you. I will also meet with the Israelites there, and that place will be consecrated by My glory. So I will consecrate the Tent of Meeting and the altar, and I will consecrate Aaron and his sons to serve Me as priests. Then I will dwell among the Israelites and be their God. And they will know that I am the LORD their God, who brought them out of the land of Egypt so that I might dwell among them. These holocausts were kept burning all night and day, for a perpetual offering. The heart of this perpetual offering, the invisible offering it signifies, is Israel’s consecration to God. The complete burning up of the animal makes clear that any use of it to man is renounced. This is not a thanksgiving sacrifice for benefits received, to be delighted in before the Lord after blessing Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 10 him for it. The holocaust is, rather, an act of adoration and purification. In response to it God will consecrate the Tabernacle and altar that have been dedicated to remembering his presence, power, and favor dwelling among the Israelites. Such a daily recognition is no doubt ordered to fulfilling the first and greatest commandment of the Law: Hear, O Israel: The LORD our God, the LORD is One. And you shall love the LORD your God with all your heart and with all your soul and with all your strength. These words I am commanding you today are to be upon your hearts. In this way, again, sacrifice is a matter of the heart, indeed of love. Noah’s heart is represented as freely anticipating the demands of the Law to come. And God’s favorable regard is expressed as delight in the rising aroma of roasting meat. I take this to be a poetic transference: God’s sharing in man’s delight in the aroma figuratively expresses God’s delight in man’s offering it up. It is a poetic expression of God’s acceptance of Noah’s worship, namely, the delight Noah takes in delighting God. The pleasing aroma will be invoked repeatedly in the Law of Moses as the sign of God’s favorable regard of the sacrifice—or more to the point, his acceptance of the worship rising from of the heart of the one offering it up. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 11 God’s delight in Noah’s sacrifice is followed by an extraordinary grant by God, as follows: And God blessed Noah and his sons and said to them: Be fruitful and multiply and fill the earth. The fear and dread of you will fall on every living creature on the earth, every bird of the air, every creature that crawls on the ground, and all the fish of the sea. They are delivered into your hand. Everything that lives and moves will be food for you; just as I gave you the green plants, I now give you all things. But you must not eat meat with its lifeblood still in it. Surely I will require the life of any man or beast by whose hand your lifeblood is shed. The roasting flesh that delighted God is in turn given by God to delight man. The slaying of animals for man’s food and pleasure is sacralized: it is granted by the Lord, and a sacrificial form of acknowledging his Lordship has been initiated by the righteous patriarch Noah, the Adam of the second creation. But there is a limit to the divine grant, a perpetual reminder of the Lordship of the Lord who grants it: the lifeblood of the animal is reserved to the Lord and prohibited to man. It is the Lord who gives life, and only the Lord may justly take it away. It is only by a divine grant that man has a right to use the animals for his food and pleasure. But God remains the sole Lord of life, and he will avenge any spilling of lifeblood done without his leave. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 12 This understanding will become the heart of Mosaic animal sacrifice. The essence of the sacrifice will be the collecting of the blood of the slain animal and pouring it out at the base of the altar, or else anointing or sprinkling the altar with it. That will be the essential act of worship. Here is what the Lord says in Leviticus: For the life of the flesh is in the blood, and I have given it to you to make expiation for your souls upon the altar; for it is the blood that expiates the soul. Fatty portions of the animal are then burned on the altar for a sweet aroma, to rise up to God as a sign of the offeror’s heart being raised to God’s. In peace offerings, the other parts of the animal are shared with the priest and offeror for a sacred feast. This visible feast among men is a sign of an invisible one with God, a communion of the offeror’s heart with God’s. The offeror seeks the peace of being at one with God—hence the English coinage atonement or “atone-ment”. On the other hand, there is the unbloody form of sacrifice, which is prefigured in Genesis in the sacrifice of Melchizedek. The story seems to come out of nowhere, as does Melchizedek, in the middle of a narrative about warring kings, as follows: Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 13 After Abram returned from defeating Chedorlaomer and the kings allied with him, the king of Sodom went out to meet him in the Valley of Shaveh (that is, the King’s Valley). Then Melchizedek king of Salem brought out bread and wine—since he was priest of God Most High — and he blessed Abram and said: Blessed be Abram by God Most High, Creator of heaven and earth, and blessed be God Most High, who has delivered your enemies into your hand. Then Abram gave Melchizedek a tenth of everything. The new element of Mosaic sacrifice that the story prefigures is priesthood, an order of divinely appointed intercessors. Abraham freely gives to Melchizedek the tithe due the priest under the Law. But the narrative does not give us the lineage of this king nor tell us how he became appointed a priest of God Most High. The Law’s ordination to the priesthood of the descendants of Aaron and the tribe of Levi will be a matter of much legal and ritual detail. Notwithstanding, Melchizedek’s offering of bread and wine to God Most High, Creator of heaven and earth, as a thanksgiving sacrifice for deliverance, is clearly approved of by the narrator and by Abraham. We saw in the passage I quoted above that such cereal offerings were commanded alongside the daily holocausts. But they were also offered on their own, mixed with olive oil and frankincense for a pleasing aroma when a portion was burned on the altar, accompanied by a libation of wine. The Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 14 remainder was given to the priest as his “most holy” portion of the offering, to be eaten by him within the Holy Place. If the priest offered a cereal offering for himself, then all of it was burned on the altar for a sweet aroma to the Lord. Another offering of loaves of bread was offered perpetually on behalf of all Israel in the Sanctuary beyond the courtyard, which contained a golden table for the purpose. There was a perpetually burning menorah beside it, and another golden altar for offering incense during animal sacrifices in the courtyard. The golden table of the Presence was so called because God commanded that twelve loaves of unleavened bread for the twelve tribes of Israel be on it perpetually before his Face, together with two portions of frankincense. Once a week the priests would replace the loaves with fresh ones, and eat those removed in a sacred place. This perpetual offering of the Bread of the Presence was likewise called by the Lord a most holy part of the priest’s share of the offerings to the Lord. Beyond this Sanctuary of the two golden altars and the menorah was the curtained Holy of Holies, where the ark of the covenant was reserved, which contained the two Tables of the Law; and a portion of the manna that sustained the Israelites during their wandering in the dessert; and the rod of Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 15 Aaron which miraculously flowered to prove the divinity of his ordination as high priest. This elaborate provision of a Sanctuary, altars, and a priesthood; and detailed ordinances for the types, times, and rubrics of sacrifice, is all commanded by God expressly through the Law of Moses. God thereby appropriates and regulates human practices of ritual sacrifice. The freewill sacrifices are reformed by God and made duties of religion. God teaches the Israelites how to approach him ritually; and he teaches them how to make peace with him ritually; and he commands them to do so continually. There is a prefigurement of such divine pedagogy in the story of Abraham’s sacrifice of Isaac. Out of the blue God commands Abraham: Take your son, your only son Isaac, whom you love, and go to the land of Moriah. Offer him there as a burnt offering on one of the mountains, which I will show you. The text remains silent about what Abraham thought or felt about this command. The informed reader, knowing the story of Isaac’s miraculous conception by Sarah in her old age, may well infer that this beloved only-begotten of Abraham’s was his dearest blessing from God. The informed reader knows also that God had earlier prophesied to Abraham that his progeny would serve as slaves in a foreign land for 400 years, until God should redeem them. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 16 In the fourth generation your descendants will return here, God tells Abraham, for the iniquity of the Amorites is not yet complete. Prominent among the iniquities of the Amorites, whom God would destroy by the returning Israelites’ genocidal warfare, was the burnt offering of their children to their god Molech. God mentions this practice in particular as abominable to him. So why command Abraham to do it? Abraham does not question the command, nor remonstrate with God, as he had to save his brother Lot from God’s destruction of Sodom and Gomorrah. His carrying out of the ritual is described in dramatized detail: So Abraham got up early the next morning, saddled his donkey, and took along two of his servants and his son Isaac. He split the wood for a burnt offering and set out for the place God had designated. On the third day Abraham looked up and saw the place in the distance. Stay here with the donkey, Abraham told his servants. The boy and I will go over there to worship, and then we will return to you. Abraham took the wood for the burnt offering and placed it on his son Isaac. He himself carried the fire and the sacrificial knife, and the two of them walked on together. Then Isaac said to his father Abraham, My father! –Here I am, my son, he replied. The fire and the wood are here, said Isaac, but where is the lamb for the burnt offering? Abraham answered, God Himself will provide the lamb for the burnt offering, my son. And the two walked on together. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 17 When they arrived at the place God had designated, Abraham built the altar there and arranged the wood. He bound his son Isaac and placed him on the altar, atop the wood. Then Abraham reached out his hand and took the knife to slaughter his son. Just then the angel of the LORD called out to him from heaven, Abraham, Abraham! –Here I am!, he replied. Do not lay a hand on the boy or do anything to him, said the angel, for now I know that you fear God, since you have not withheld your only son from me. Then Abraham looked up and saw behind him a ram in a thicket, caught by its horns. So he went and took the ram and offered it as a burnt offering in place of his son. And Abraham called that place The LORD Will Provide. So to this day it is said, “On the mountain of the LORD it will be provided.” This dramatic resolution of the ritual action hearkens to the enigmatic reply of Abraham to Isaac’s question: God himself will provide the lamb for the burnt offering, my son. Was this what Abraham expected? Or hoped? Or wished for? Did he believe it? In any case, if it was an expectation, it was met; if a hope, it was realized; if a wish, it was granted; believed or not, it proved true. The narrative began with this much explanation to the reader: God put Abraham to the test. That he passed the test is perhaps clearer than what the test was. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 18 This offering of Abaraham’s was not a freewill offering, but rather commanded by God. It was a duty of obedience. Was it a thanksgiving offering? Did Abraham take delight in making it? Presumably not. Was it an act of submission, an acknowledgement of the Lord’s lordship over the lifeblood of Isaac? Perhaps it was. Was it an act of love of God above even love of Isaac? Was adoration the intention of Abraham’s heart? The narrative does not say. Rather, it reveals the thought of God’s heart: Now I know that you fear God, since you have not withheld your only son from me. God approves Abraham’s awe of him, as well as his willingness to give back to God the son God gave to him. God then provides Abraham with a ritual expression both of his awe and of his willingness to spare God nothing. It is the ritual principle of substitution. In the Law of Moses, the offeror or priest will lay his hands upon the victim, to identify the victim with the offeror and the offeror with the victim, before first slaying it and then offering it on the altar. Thus, ritually, every offering is a self-offering. By providing Abraham with the ram to slay instead of his son, God provides a ritual sign of Abraham’s willingness to not withhold even his beloved son from God, Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 19 but even more than that, to acknowledge that there is nothing God has not given and may not take away. This is still true. The willingness of Abraham must be the willingness of every believer. God has always provided the offering. The only question has ever been about the willingness of the offeror’s heart to give it up to God. In the Law of Moses, every Israelite will be commanded to offer his firstborn son to God, in remembrance of God’s destruction of the firstborn of Egypt: God commands every Isralite to redeem his firstborn by the sacrifice of a lamb. God has provided this ritual substitute as a perpetual reminder of the unconditional awe that is owed him and of the imperative of a perpetual readiness to show it. [ PREGNANT PAUSE ] Now, what has any of this to do with the crucifixion of Jesus? Well, his crucifixion is called a sacrifice in many places in the New Testament. And Jesus himself uses sacrificial language to describe his death to his disciples at his Last Supper with them, the supper itself being the communion feast following a thanksgiving offering of the Paschal lamb following the Law of Moses. Jesus had commanded Peter and John to procure the Pasch for the Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 20 supper, which meant its being sacrificed at the Temple by the priests, who poured out its blood at the base of the altar and gave back the body for a feast. When Jesus sits down with his twelve Apostles to the communion banquet, he says, With desire have I desired to eat this Pasch with you before I suffer (LK 22:15). Why? What was the intention of Jesus’ heart that night before he died? When at the usual blessing of the bread Jesus adds the words, Take and eat. This is my body, which is given up for you, he is using the language of sacrificial oblation (LK 22:19). He uses even more express sacrificial language in blessing the cup of wine: Drink from it, all of you. This is my blood of the covenant, which is poured out for many for the forgiveness of sins (MT 26:27-28). I have cited Matthew. When Luke and Paul cites Jesus’ words, they add this imperative, Do this in commemoration of me. Then Paul adds this gloss: For as often as you eat this bread and drink this cup, you show the death of the Lord until He comes (COR 11:26). How is that? How would consecrating bread to eat and wine to drink show the Jesus’ death on the cross? How is that signified? This final command of Jesus’ to his Apostles to commemorate his death in this way is a complex anticipation of that commemoration. He teaches them both what is to be commemorated and how it is to be commemorated. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 21 He had anticipated his violent death before, much to the consternation of his Apostles, telling them that he is to be betrayed into the hands of sinful men, to be condemned, mocked, and crucified. But it is on this final night with them that he interprets that death for them in sacrificial terms: his blood will be poured out and his body offered up as a sin offering, to ratify a New Covenant with them and with many in his blood. He enjoins them thus to remember his death as a sacrifice by means of a Passover rite of blessing bread and wine, a rite transformed into a cereal sacrifice by his identification of it with his bodily sacrifice. Made by him into signs of his sacrifice on the cross, the consecrated bread and wine become a sacramental sacrifice in their own right. They are in truth the cereal sacrifice of the eternal Melchizedek, the true High Priest of God Most High, who has entered with his own glorified blood into the Sanctuary of God’s Majesty to intercede for sinners. Jesus thus provides that his bloody sacrifice on the cross be commemorated by an unbloody one. In himself he has provided his Apostles with a new offering and a new priesthood. The death of the cross is a sacrifice he himself will offer but once, but believers will re-offer it perpetually in the form of a cereal sacrifice signifying it. Moreover, in the eating of it, this cereal Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 22 offering of the sacrifice of the cross takes the form also of a communion sacrifice of thanksgiving for it. Christ our Pasch has been sacrificed, writes Paul: Let us keep the feast with the unleavened bread of sincerity and truth. Thus do I come at last to the Book of Hebrews, which explicates in detail this identification by Jesus of his crucifixion with a Mosaic sin offering. To anticipate, the Author identifies Jesus’ death not only as a sacrifice of atonement, but as the consummating sacrifice of all sacrifices—not just by way of analogy with, but as a fulfillment of them all. The Letter begins by declaring that we are in the last days of divine revelation because in these days God has spoken to his through his Son, who is the radiance of his glory and the seal of his substance. He sets the keynote of his Letter when he says, After he had provided purification for sins, he sat down at the right hand of the Majesty on high. We will see, in fact, that this provided act of expiation must extend on high, in that it has its expiatory effect from a heavenly Sanctuary, of which the Mosaic Sanctuary was but an earthly image. The Letter declares that God’s intention was to bring many sons to this heavenly glory, and it was fitting for him to make the Author of their salvation perfect through suffering (2:10). He shared in our humanity so that Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 23 by his death he might destroy the power of death and the fear of death (2:1415). For this reason, writes the Author, he had to be made like his brethren in every way, so that he might become a merciful and faithful high priest in service to God, in order to make expiation for the sins of the people. Thus the identification of Son with the people and the people with him began, in the first place, with his taking on their humanity—the Son of God becoming the Son of Man—and, in the second place, with his suffering the death they suffer for their sins. Next begins the Author’s explication of his sacrifice in terms not of the Paschal lamb of the Passover, but of the sacrificial goat of the Day of Atonement. Once a year, the high priest was commanded by the Law to offer sacrifice in expiation of the sins of the whole people of Israel. On that day alone the high priest, dressed in the linen ephod, entered into the inner Sanctuary, the Holy of Holies, with the blood of the goat, to sprinkle the ark with the blood. We, however, have a great high priest, writes the Author of Hebrews, who has passed through the heavens (HEB 4:14ff). This disanalogy with the Mosaic high priest’s proves more significant than any analogy: Jesus enters the Sanctuary that is eternal, and the blood is his own glorified blood. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 24 The Author appeals to the figure of Melchizedek to explain further the difference of Jesus’ priesthood: Every high priest is appointed from among men to represent them in matters relating to God, to offer gifts and sacrifices for sins. … No one takes this honor upon himself; he must be called by God, just as Aaron was. So also Christ did not take upon Himself the glory of becoming a high priest, but He was called by the One who said to Him: You are My Son; today I have begotten you. And in another passage God says: You are a priest forever, in the order of Melchizedek. During the days of Jesus’ earthly life, He offered up prayers and petitions with loud cries and tears to the One who could save Him from death, and He was heard because of His reverence. Although He was a Son, He learned obedience from what He suffered. And having been made perfect, He became the source of eternal salvation to all who obey Him and was designated by God as high priest in the order of Melchizedek. [HEB 5:1ff] This appeal to Melchizedek clearly resonates with Jesus’ injunction to commemorate his death with an offering of bread and wine. But an eternal ordination of him by his Father as high priest is the Author’s main point. Jesus’s priesthood is from eternity and to eternity, a source of eternal salvation to all who obey him. A further disanalogy with the priesthood of Aaron is that this High Priest can sympathize with the sinners he saves, not by being a sinner, but by suffering sin, and his assimilation is perfected by his Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 25 willingness to suffer it. His offering is not a ritual substitute for himself. His sacrifice is himself; yet not offered for himself, but rather for others. We have much to say about this, but it is hard to explain, writes the Author, because you are dull of hearing. Therefore let us leave the elementary teachings about Christ and go on to maturity. [See! He too thinks the reading list is boring!] The Author bids our hope enter into the inner Sanctuary, behind the curtain, where Jesus has entered on our behalf, as a high priest forever in the order of Melchizedek (6:19-20). In a continuing comparison with Melchizedek, the Author explains that Jesus became a priest not by a law of succession, but by the power of an indestructible life (HEB 7:16). This rests the power of Jesus’ priesthood and sacrifice on his resurrection. It is because he now lives forever, because he can no longer die, because his divine life is an indestructible life, that his priesthood and its effect is permanent. It is also why he can save completely those who draw near to God through him. Christ Jesus lives eternally to intercede for sinners, who are under the power and fear of death, the wages of sin (ROM 6:23). Such sinners have need of such a high priest, says the Author, who is holy, innocent, undefiled, set apart from sinners, and exalted above the heavens. Unlike the other high priests, he does Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 26 not need to offer daily sacrifices, first for his own sins and then for the people’s: this he did once for all when he offered up himself (HEB 7:26ff). The Author proceeds to explain that the sacrificial rituals of the Law were expressions of desires they could not fulfill and signs of what was yet needed and yet to come. He describes the Sanctuary of the Mosaic Tabernacle as arranged by the Holy Spirit to show the way into the heavenly one. It is an illustration for the present time, he writes, because the gifts and sacrifices being offered were unable to cleanse the conscience of the worshipper (HEB 9:9). He called them external regulations for purification of the body. They concerned only ritual purity, a legal fitness to approach the altar of Moses. But what the heart of the approaching sinner desires is the purification of his guilty conscience. And the Law can never by the same sacrifices year after year make perfect the offerors who draw near, for it is impossible for the blood of bulls and goats to take away sins (HEB 10:1-2). Those sacrifices are intended as an annual remembrance of sins. The Law, the Author says, was only a shadow of the good things to come, not the realities (HEB 9:11ff): But when Christ came as high priest of the good things that have come, he went through the greater and more perfect Tabernacle that is not made by hands and is not a part of this creation. He did not enter by Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 27 the blood of goats and calves, but He entered the Most Holy Place once for all by His own blood, thus securing eternal redemption. For if the blood of goats and bulls and the ashes of a heifer sprinkled on those who are ceremonially unclean sanctify them so that their bodies are clean, how much more will the blood of Christ, who through the eternal Spirit offered Himself unblemished to God, purify our consciences from works of death, so that we may serve the living God! In sum, Christ has appeared once for all at the end of the ages to do away with sin by the sacrifice of himself (HEB 9:26). But self-sacrifice is not selfexplanatory, is it? The Author offers us offer us some account. He ascribes the 40th Psalm to Christ, as follows: Therefore, when Christ came into the world, he said: Sacrifice and offering you did not desire, but a body you prepared for me. In burnt offerings and sin offerings You took no delight. Then said I, Here am I: It is written about me in the scroll: I have come to do your will, O God. (HEB 10:5-7) And by that will, asserts the Author, we have been sanctified through the sacrifice of the body of Jesus Christ once for all. The essence of Christ’s sacrifice was his willingness to do the will of God. And the will of God was that he accept crucifixion at the hands of sinners, and beg forgiveness for them from the cross they prepared for him. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 28 This suffering of their evil, his victimhood at their hands, is the completion of his sacrificial identification with them, the consummation of his taking flesh to dwell among them. And now the people must identify with their victim. In his crucifixion narrative, John upon the death of Jesus quotes this prophecy of Zecharaiah’s: They shall look upon him whom they pierced; and they shall grieve for him as one grieves for an only-begotten son (12:10). The removal of sin begins with this grievous recognition. My God, my God, why have you forsaken me? is the cry of the just man in the hands of his enemies. When the Son of God makes this cry his own, and the evil of human sin is displayed in him crucified, it receives God’s final judgement. This final conviction is God’s final appeal to the human conscience. Finally his sent his Son, thinking: They will revere my son (MT 21:37). Christ obediently accepts this death. For what? He tells the Roman ruler who condemned him to it: I came into the world for this: to bear witness to the Truth. His death was the price of his bearing witness to the world of the truth about sin, and about righteousness, and about judgment (JN 16:8). Crucifixion was the price of our salvation set by the rulers of this world, the rulers of Temple and Empire. Christ’s acceptance of this price in his blood Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 29 was a freewill offering of it to God to achieve God’s will. He tells Pilate, You would have no power over me whatever if it was not willed above; and he tells Peter, Do you not think I can call on my Father to at once put at my disposal twelve legions of angles? But how then would the Scriptures be fulfilled that say it must happen in this way? For this is the way of saving sinners willed by the Father. He who knew no sin became sin for our sake by suffering our sin (2 COR 5:21). The love of God was shown for us most of all in this, writes Paul: that while we were yet sinners, Christ Jesus died for us (ROM 5:8). In an awful reversal, God did not spare his own Son, but offered him as a sacrifice for us all, writes Paul (ROM 8:32). God has provided us with the sacrifice to offer Him, the acceptable propitiation for our sins: Christ’s willingness to pay our price. There were two sin offerings under the Law. The first was to atone for unintentional sins that rendered the offeror ritually unfit to approach the altar. The second was to offer satisfaction for sins against others, including reparations. But such legal exoneration did not have the power of eternal forgiveness and regenerative sanctification wielded by the risen Christ, according to Hebrews: But when this Priest had offered for all time one sacrifice for sins, He sat down at the right hand of God. Since that time, He waits for His Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 30 enemies to be made a footstool for His feet, because by a single offering He has made perfect for all time those who are being sanctified. The Holy Spirit also testifies to us about this. First He says: This is the covenant I will make with them after those days, declares the Lord: I will put My laws in their hearts and inscribe them on their minds. Then he adds: Their sins and lawless acts I will remember no more. (HEB 10:12ff) In Christ we have the sinless intercessor who has pleased God perfectly with his perfect self-offering. God accepts his bloody intercession for sinners as an acceptable propitiation for their sins, and God has provided it to sinners as the acceptable offering to him for their sins. Therefore, writes the Author, we have confidence to enter the Most Holy Place by the blood of Jesus, by the new and living way opened for us through the curtain of his body. Here the visible body of the risen Christ is represented as the veil of his invisible divinity in the Sanctuary of God’s glory. Those who draw near with sincere heart and sure faith may do so with confidence only because their hearts have been sprinkled with blood that has power to sanctify them for entry. Let us hold resolutely to the hope we profess, writes the Author, for He who promised is faithful. And let us consider how to spur one another on to love and good deeds. If we deliberately go on sinning after we have received the knowledge of the truth, no further sacrifice remains, but only a fearful expectation of judgment (HEB 10:23ff). Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 31 It is in his commanded commemoration of if that Christ’s sacrifice on the cross becomes a sacrifice of thanksgiving, a eucharistic sacrifice. The form of this commemoration has been set by Christ himself as an oblation of bread and wine. In the risen Christ, God has provided for both the sacred offering and the sacred banquet. In the Catholic Church, the consecrated bread and wine are believed to be sacramental forms: God-given signs that contain the mystery they signify and effect what it pledges. What they signify is Christ’s body offered up and blood poured out as a sin-offering; and what they effect is the forgiveness of sins and the sanctification of believers. To begin with, the Church in its liturgy presents to God at its altars giftofferings of bread and wine, as in the Law, as fruits of the earth and works of human hands, and God is blessed for his blessings. In the Law of Moses, the oblation of such offerings was signified by an alteration of it, namely burning a portion on the altar for a sweet aroma. In these new rites of the New Covenant, God is entreated to effect the alteration by his Holy Spirit, according to the words of Christ: the bread becomes his body and the wine his blood, and under this sacramental separation of his blood from his body is shown forth ritually his death on the cross, for the adoration of believers. Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 32 This sacramental presentation of Christ’s saving death on the cross is then offered to God as a true sacrifice on behalf of those offering it, a sin-offering acceptable to God for the forgiveness of their sins and their consecration to him in Christ. It is at the same time also a sacrifice of praise and thanksgiving for this same forgiveness and sanctification. It is a sacrifice provided to the offerors by God for the benefit of the offerors, who feast on it before God in a sacred communion rite, each communicant taking and eating their priestly portion of this most holy food in the holy place. The forms of Mosaic sacrifice are signs that could not fulfill the human desires they signified. But they have all been fulfilled by Christ’s sacrifice. The forgiveness they sought has been secured by Christ; the sanctification they sought is in the power of Christ; the salvation from the power of death they sought is promised by Christ; the peace with God they sought is in Christ—and only in Christ. Christ’s sacrifice effects every intention that every other human sacrifice can but signify. In the Bread of his indwelling Presence, he descends among the offerors in the form of a most holy food, thereby to come dwell within them as their heart’s desire. This living Bread that comes down from heaven has power to nourish the spirit of the offeror with intimate Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 �O n C h r i s t ’ s S a c r i f i c e | 33 knowledge of God’s love for it; and this blessing cup can save the offeror’s soul from death by making it a partaker of Christ’s divine life. Indeed, those who with a sincere heart and sure faith partake of it, are made partakers in the divine nature (2 Peter 1:4). In the spirit of the Letter to the Hebrews, the Apostolic churches of Christianity have brought to bear on their sacramental offering to God of Christ’s sacrifice much of the ritual of Mosaic sacrifice. What perished from Judaism with the destruction of the Temple lives on in Catholicism. In Rabbinic Judaism sacrifice is perforce perpetuated only in devotional practices and spiritual symbolism; and in much of Protestantism, because of a decided eschewal of ritual sacrifice. Islam has neither sacrifice nor priesthood. It is only in the catholic and apostolic churches of Christianity across the earth that the prophecy of Malachi is believed to be fulfilled to the letter: My name will be great among the nations, from the rising of the sun to the setting thereof. In every place incense and pure offerings will be brought to me, because my name will be great among the nations, says the Lord Almighty. (Malachi 1:11) Jo h n T o ma rc h i o, S t. J o h n’ s C o ll eg e, 2 .2 2 .2 6 � 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 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 speechespresentationsotherlectures 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. 33 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 On Christ's Sacrifice Description An account of the resource Typescript of a lecture delivered on February 22, 2026, by Annapolis tutor John Tomarchio. Mr. Tomarchio describes his lecture: “This lecture is inspired by the Letter to the Hebrews as a theological tour de force. Hebrews transfigures the brutal Roman execution of Jesus into the perfect Mosaic sacrifice. The Author brings Mosaic sacrificial ritual to bear in detail on the crucifixion of Jesus, to reveal it as the quintessential offering to God that accomplishes once and for all the human intentions of all ritual sacrifice. The lecture looks at sacrifice in Genesis and in the Law of Moses to elucidate its use in the Letter to the Hebrews to sacralize the crucifixion of Jesus. This account of that death as a sacrifice has inspired much of the ritual of Christian celebration of it, which has sacramentalized Mosaic sacrifice ritual. The ulterior intention of the lecture is to elucidate these sacramental forms of Christ’s sacrifice.” Creator An entity primarily responsible for making the resource Tomarchio, John 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 2026-02-22 Rights Information about rights held in and over the resource In copyright. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Jesus Christ--Crucifixion Bible. Hebrews Sacraments--Catholic Chursh Sacrifice--Christianity Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Tomarchio_2026_02-22 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8dbd4c4937cf731077be6088c7a01dec.mp3 41ce622b496843832bea04787665ffc2 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 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 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.) 01:08:35 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 Memorial Service for J. Winfree Smith Description An account of the resource Memorial service for Annapolis tutor J. Winfree Smith, April 20, 1991. The service includes eulogies by John White, Eva Brann, William Darkey, Joseph Cohen, Francis Mason, Brother Robert, Curtis Wilson, and Douglas Allanbrook. Please note that the recording quality is poor and some speakers are difficult to hear. Creator An entity primarily responsible for making the resource White, John F., 1942-2020 Brann, Eva T. H. Darkey, William A. Cohen, Joseph Mason, Francis Smith, Robert, Brother Wilson, Curtis Allanbrook, Douglas 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 1991--04-20 Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Smith, J. Winfree Eulogies Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Tape_358 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8df75368ff8aee8317b698ab4609dfcc.pdf f4e27c629bc287e1425faeb15a20319a PDF Text Text .... Trustees .. .. NT ER. �AN ACCOUNT OF THE CEREMON Y OF LAYING THE CORNER STONE OF THE NEW BUILDING, AT ST. JOHN'S COLLEG E, PERFORMED BY THE Hon. JOHN STEPHEN, Judge of the Court of Appeals WITH AN ADDRESS DELIVERED ON THE OCCASION, BY .JOHN .JOHNSON, Esq., one of the Visitors and Governors JUNE 18TH, 1635. WITH A HISTORICAL NOTICE OF THE INSTITUTION, A CATALOGUE OF THE OFFICERS AND STUDENTS, AND .A. COPY OJ' THE SUBSCRIPTIONS MADE TO THE FUNDS ANNAPOLIS Published by request of the Board of Trustees JEREMIAH HUGHES, PRINTER �E. ORI GIN OF ST. JOH N'S COL LEG ide THE first act of Assembly in Mar ylan d, to provding for foun for Collegiate Education, passed in 178 2, requ ired , was a Seminary on the Eastern Sho re. It be raised ld shou by the char ter, that a sum of money £50 0 for to l eqna by contribution, for its endowment, s were year five each county on the Eastern Sho re; and. In an . itic,n cond allowed for the performance of this at ted prin , king erta account of the progress of the und , a1ly hatic emp d, urge Phil adel phia in 1784, it was D GOO hy e, mad be t that ''las ting pro1Jisions mus n of PA• EDU CA TIO N,fo r trai ning up a successio for LIB NEs; D1v1 and ES TRJO Ts, LAW GIV ERS , SAG re her fair ER TY will not dei~n to dwell, but whe by her side; companion KNOWLEDGE flourishes ered, but nor can GOVERNMENT be duly administ , VrnT uE, w~ere the principles of REL IGIO N, JusT ICE ENC E SCI CON for CE, DIEN SonRrnTY and OBE people of SAK E, are uph eld. " Thi s appeal to the . In less the Eastern Sho re, was not made in vainsubscribed e than.five months, upwards of £10 ,000 wer that Sho re; on ties coun ous vari the in for the College, to put the and measures wer e immediately adopted list of the Sem inar y inh> operation. An accu rate count, ~c." subscribers, is pres erve d in the above "./l.c sense of its w'.1ich exhibits, in a strik ing manner, the shington Tfla importance then felt by the people. , and own Colle!fe was accordingly opened at Chestert erconf the held its first Annual Commencement, for at rch Chu ring of Degrees, May 16th , 1783, in the aPhil of D. that place. The Rev. W. Smi th, D. son having delphia, pres ided on the occa~ion, and his �4 the been !ho ugh t ,vo rth, y of Th e Dfirst honour, spoke the valedictory oration egree of Bac hel or of trt s, was con ferr ed on fiv men, Alumni oft he ollege. Copies of the e gen~Je ~tory and salu tato ry or~ti_ons: are p1·eserved in v;~ed1 _e a ove ",llccount &c " ~n rnd1cate tha t the were of unco'mm. i,nterest and effect I exercises 4, the College on 178 ay, •.. nfM Gen W was l,onoured with a v,s1 t rom , who ToN be I.NG ASH • 13 th of er ..:ame a memb e oa rd of Tru stee s ai d •IS enrolled among th cent of its ; t l Th e College Ed'fie most munifi ns. was l60 feet in len gth ,a trhoree stories in hei gh/a bee ove the b ~ !se me nl, and con tain ed rooms ior more than 100 St uae • was nts. Per h aps 1t to an . err or, ere ct one b ·1d· of tl~ese dimensions, t~t ea, f of following the i:u atg l ? of sep ara te Halls pa o1 a smaller num ber each o different par ts of th; College grounds. In cod n e of this arra nge ;en t,hw hen the bui ldin g :;~ t~~I e some yea rs sin ce , e w ole was red uce d to ru·ms. A ? err or of more conse e wa_s committed by forming the Universitlj of if.uen~ and rn two Bra nch es one on the Eastern a~d one ar,11 tl~e We ste rn Sho re' !n_the preamble to the cha rt on • '' ashington C II of er it is ~tated tha t ''th • ~i a17 J_ la~dable und er~ ah: hat h been reta rde d ry mcz den ts of a p bl' nat ure , but chiFjiy b th gre _u g zc fi.rin di.fficulty ot'. a ~'h oree if at 'J situ atio n on eit"tter u. th • iSem a for te, Sta _zsh ' ~biar,1/ of uni ver sal learningo' 'Vmc mig ht b if • enefit and c _~f ::• youth of bothe;ho'J,~tha ~;11wa~ dete;:i.:~"::~•e~ t circumstances ze inh abi tan ts of each Sh ese sho t' fet't be uld . nce ore ;1 • o con• fi sui t· the. ir own co nvenze fre ely and g din ~un n :;: ;w i'lg a College or Sem h::t1/I ng rni lea al <;r gen if for themselves, und er p ,; law of:' n : sanctio 'd • er haps the re wer e co 11 s1 cra twn 'J • t hat p · d s m operation at ex /r1 0 , ren der ing suc h a course necessary or are we r pe ient, of which res :ot now sensible. Inteligen~ men on both Sho er, ver y generalJy, question the pol icy of tha~ a:: ::vgem ent , and app ear tyg;::~ e been far bet ter to to be convinced tha t it would hav Sta te at some one con cen trat e the pat ron age of the establishment of a the for point favourably situ ate d, n, nuw so fre que ntly Sta te University. Th is opinio the people of Ma ryex pressed in eve ry qua rter , b) effect in the Annual land, is P.mbodied wit h gre at the Hon. JoH N B • Rep ort to the Leg isla ture , by ted to visit St. Joh n's MoRRls, of the com mit tee app ni;i 3. College, De cem ber session, 183 College is dee me d n's "T he pro spe rity of St. Joh t the you th from tha a sub jec t of gre at imp ort anc e, so ns of the Sta te, isio div at eve ry portion of the two gre assurance of ed und gro l may convene wit h the wel education, and at the being able to a1.:.quire a libe ral riot ic anticipations of same time, consummate the pat ion bet wee n the two the cha rter ; ''th at the connex by uniformity in shores, will be gre atly increased the adv anc em ent of mannf:!rs and join t efforts for no way can this paLit era tur e." It is believed in d as by sustaining rental aspiration be so well rea lize rnin g at the sea t Lea on a liberal scale a Sem ina ry of chi ld are con ven ed, and ent par e her n-w of Leg isla tio me re511latio ns for the one to aid in devisrng wholeso oth er to acq uire the the welfare of So cie ty- the in the reg uhr coursP. prin cip les of knowledge, wh ich n und er the favoraof events is to be put in requisitio nne rs" and ear ly ma ble auspices of "un ifo rmi ty of associations." not be chosen to Language more felicitous could neous sentiments of utt er wh at must be the sponta who knows the story eve ry true friend of the Sta te, St. John's, like . of this unf ortu nat e institution sub jec t to calamity Washi11g/0'1, College , has been ten ce, almost simuland adv ers ity -ca lled into exis l action by a wis e tan eou sly , and set into successfu , it seems to hav e gov ern me nt and a liberal peo ple strike the m bot h, uld been fate d tha t the paralysis sho manent vigour and per the in atta before eith er could ma ture d institutions. efficiency tha t belong to well �6 e name is "l'he same wor thy agen t, whose venerabl ton College, enrolled in the earl y Hecords of Washing nt and estabtook the most active part in the endowme versity. A lishment of this second bran ch of the Uni , for the him list of the subscriptions obta ined by the books on benefit of St. John 's CoJJege, is pres erve d equal to was of the Board of Trus tees . The amount ch on bran r othe that which had been obtained for the two sum ch whi of , the Eastern Sho re; i. e. £10 ,000 and tor Rec ''the by thousand pounds wer e subs crib ed subsc:rip Visit01·s of the .11.nnapolis Scho ol." This Ann athe of tors Visi tion secu red to the Rec tor and tors Visi two g intin appo polis School, the priv ileg e of also e ileg priv a ege; Coll and Governors of St. John 's in the same exte nde d to tbe othe r class of subscribers, £10 00 each for r erno Gov and tor ratio, viz: -on e Visi Thi s corsubs crib ed and secu red for the College. Wil liam 's poration was originally called ''Ki ng s, the balScho ol," and possessed considerable fund convey to St. ance of which, 1t was proposed, also, to pleted. The John 's College, after it should be com to coup le the Rec tor and Visitors, how ever , proposed tion, that in following condition with thei r subscrip Visitors and case of a vacancy in thei r number of enin g, out happ Governors, ''to fill up the vacancy so th £10 00 wor be l of such citizens of Annapolis as shal not apwas n tatio curr ent money each ," Thi s limi ernors, Gov and prov ed or acee pted , "the Visi tors prin the izn wit! rty, not thinki:ng themselves at libe ded, foun is ege Coll the ciples of equ ality upo n 'Which conbe l shal ncy vaca that the choice to fill up such this from And lis." apo .fine d to the citiz ens of .llnn ool, Sch the of tors Visi proposition the Rec tor and s11hscription unanimously agre ed to rece de. The ir Visitors ancl two and e, mad of £20 00, was ther efor e Boa rd. the to rned retu and Gover11ors were elected 7 chosen by subscribers, The original. members, were the foll owr ng:WJL LIA ~ WCELsrGgE¥;r ' D. D. THO MA S J. NIC HOL AS CARROLL, Esq. JOH N H . STO NE, Esq. WIL LIA M BEA NES , Esq. RIC HAR D RID GEL Y, Esq. SAM UEL CHA SE, Ellq. JOHN THO MA S, Esq. THO MA S STO NE, Bsq: N ' Es q. ALE XAN DER C. HANSO THOMAS JEN NIN GS, Esq. b the Visitors and en d \ver e the following-: me1:11bers {bn The othe rcons titut e t e oar , Governors to JA~ IES BRI CE, JOH N ALL EN THOMAS, GUS TAV US R BROWN, EDW ARD GAN TT, CLE MEN T HIL L, RIC HAR D SPR IGG , CHA RLE S CAR ROL L, of C. JER EM IAH T. CHA SE, CHA RLE S WA LLA CE, os h JOH N CAR ROL L, D. D. 1,; t . Feb held h Boa rd was • fled before A. C. The first mee tmg oft e Cou rt, by 178 6. The members wer e fq~~e1 General thei r beof ion arat Hanson, one of the J ~d.ges o decl two oaths the ng taki d a repe atin g and_ s?bscr1b~n.~ Laws of and n utio ti Can h10n lief in the Chr1s.t1an Rehg ons e t by of fidelity reqm red h B ard proc eede d to this State. . ~·ng the ColJege. On the 1st of Mar ch 178 6 t i .llnnanolis and t1sd er for es!a fix upon a place prop . r e , ts wer 1 wer e .nomrna e give n . ballo Two places on Y latte r plac e. Upper Mar l borough; wheia1;:~efor the term s of the to , rdin for the former, and two. of four lot a of •of acco is, Thi s election of Annapol possess1 f the ed use o the for d base . secu r the Cha rter, with pure , in the city acre s of land r ~r �8 the public, and conveyed, in 1744, by Stephen Bord- . Iy, Esq. to Thomas Blad~n, Esq. t~en Governor of Maryland. 1 his lot has smce remarneJ the property of the College, and is the scite on which the present buildings stand. . . On the 10th of March 1786, it was resolved to finish the building, then standing on the ground, for the purposes of the College, and to add wings on the· North and South ends, according to a plan furn ished by Mr. Joseph Clarke. This plan was never executed, and is probably lost. The following gentleme n composed the Building Committee. ALEXANDER CONTEE H ANSO K , NIC HOLAS CA RRO LL , RICH ARD RI DGEL Y, Esquires. DR. JoHN McDoWELL was the first officer chosen to preside over the College as Professor of Mathe~atics; and he was afterwards promoted to the station of Principal, which office he discharged with great ability for many years. The 11th day of Nov. 1789 was selected for the occasion of opening the Institution, and the Rev. Dr. Smith was requested to attend· as Principal of the College, pro tempore, and to deliver a sermon. The dedication was performed with much solemnity, all the public bodies being in attendance, and forming a long procession from the State House to the College Hall. In addition to the sermon by Dr. Smith} an oration, by Mr. Higginbottom, Professor of Ancient Languages, was delivered on the advantages of classical education. And from the account published by the authority of the Trustees, it is evident that the high reputation of this College, for its classical course, has been owing, in a great measure, to the thorough discipline which was then provided, and which has been preserved to the present time. The Trustees proceeded to the appointment of other Professors, as the increase of their funds gave them the necessary means; and in 1792 the sum of EJ7·5 was expended for the purchase, in Loadon, of 9 ihe requisite Philosophical apparatus. Most of the articles are still found in the College, thou_gh $ome important ones, among which was a th~odolite, have been lost, At this period there were six l'rofessors and Teachers, constantly employed in the College; ~nd, for ~nany years, its reputntion was such that. a. long succession of distinguished scholars took then• ., deg rees at its annual Con1me nc'ements, On Friday, N ov. 2 2d 1805 (a day or singular fatality and ill -omen to education in Maryland,~ lea~e was granted in the Ho.use of Delegates to br_mg 1 . ''an act to withdrn:µJ the funds f rom f,flashington and St. John's Cqtleges." The strongest possiblf!: influence whi-ch the enemies· of ,the College could command was concentrated; and brought to bear upon it; but so firm were .;:he convictions of the impolicy and injustice of the a0t, then felt, that a majority pf but eight members, unde}• all the exciteme nt of the ticcasion , could be zll'evaile'd on to take the fatal step. "{his decision was not had in the House of Delegates till thy 1st of Ja111rary, 1806. And a strong indication of the dispassionate judgment of the Honse~ on this important matter, is founi;l in the vote subsequently taken at the s~me s~ssion: upon a r esolution introduced to restor~ S 1600 per annum from the funds which had been withdrawn, for the p urpose of enabling _the Trustees to continue the institution. The question was t~ken upan this resolution on the '27th· Jan. 1806, and was lost by only a· sing1e vote. In consequence of this a,ction on part of the Gov~ ernmer;it, tht:: Visitors arid Governors were under the r!ecessity of passing the following resolufion on tho. 12tQ of May 1806. . "Wherea~, by virtue of an act of the Legislature of ldaryland, at their last session, the donationfrom the State to St . .John's College of £1750 per, 9nnum,. wilt,cease am/ determine on thtJ 1§.t day of J,une next, therefore,-Resolved, that the , Principal, Vice Principal, Professors and M aste.rs of said College, be discontinued on tile 10th day of Au,'.: ~ • I �• 11 10 gust, ne:i:t." Such provisions we1·e made, howev:1, at the same time, as the funds would allow for the mamtenance of a respectable school; but its character as a College was lost. Yet the Visitors and Gover~ors hav_e never abandoned the hope under the rnostpressrng period of their necessity, of ultimately fulfilling the designs of its founders. They have, accordingly, appealed to the Legislature, at several periods, for a restoration to the enjoyment of their rights, and the justice of their claim has been repeatedly acknowledged; and acts of partial indemnity have been passed in theit• favour. In 1811 an act was passed, appropriating 81000 per annum on the same terms, with similar sums granted to other county Seminaries. In 1821 a lottery was also granted, v,hich added ~20,000 to the permanent funds. Finally, in 1833, an act of compromise was passed, by whic-h 82000 per annum, in addition to former grants, were secured to the College forever, which the Visitors and Governors accepted in full of their legal and equitable claims; and the deed of release, required by the act, was executed and entered upon the records of the court of appeals. By the same act, ten of the highest ofti• cers of the State Government were introduced into the Board of Trustees. These measures have gone far to restore to the College the confidence of the people of Maryland, and the consequent increase of patronage, has required the addition of another building for the accommodation of students. It was accordingly resolved, Feb. 15, 1835, to solicit funds, by subscription, for this purpose and for the general improvement of the library and apparatus. Upwards of deven thousand dollars have been already subscribed, and a commodious edifice, 80 feet by 40, 3 stories in height above the basement, has been commenced, and will be completed by the ensuing spring~ The foundation walls are built of stone, in the most substantial manner, furnishing one large and convenient public room, in the basement story, in addition to a kitchen, ct:llars, &c. of sufficient size for a public establishment. The walls above the basement, are of brick, with partitions of the same material, and will contain twenty-five sepa1·ate rooms, for the accommodation of fifty Students, besides rooms for the family of a· Professor of the College. The Corner Stone was cut from a single block of granite, in the form of an Octagon, four feet across, corresponding with the form and dimensions of the angular buttresses. The ceremony of laying the Corner Stone, was preceded by Prayer, by the Rev. Dr. Humphreys, the President of the Coilege. The following inscrip• tion, enclosed in a sealed gla1s vase, was deposited in a mcta\\ic box, undt•r the stone: "This corner stone wits laid on Thursday, the 18th day of June, A. D., 1835, by the Hon. John iStephen, Presiding Judge in the Court of Appeals, the Rev. Hector Humphreys~ D. D. President of St. John's College, and John Johnson, Esq. one of the Visitors and Governors, being present and assisting; His Excellency .11.ndrew Jaclrson, being President of the United States; His Excellency James Thomas, being Governor of Maryland, and the Hon. John S. Martin, Thomas Veazey, Geol'ge C. Washington, .Nathaniel F. Pftilliams, and Gwinn Harris, being the :Executive Council; and Dr. Dennis Claude, being Mayor of Annapolis. Ramsa.1/ Waters, John Johnson, Building Committee. Nicholas Brewer, Jr. R. C. Long, Architect, Elijah Welts, Builder." ! After the ceremony was performed, the following remarks were m&.de by the presiding Judge, standing on the Corner Stone. "The object of erecting the Edifice, of which the corner stone has just been laid, is one of vital importance to the future happmess, prosperity and welfare �12 ~r .that community of which we are members. fier~ likewise, is to be laid the corner stone of that mteliectual cultivation, which is to develope the powers of the youthful mind, and enable it to gather w~alth from those treasures of antiquity, which have outh~ed the wreck of Empires, and s?rvived the a!l-moulderrng hand of time. J;Iere the rising generat10n are te ac~ guire the rudiments of s~ience,_ aud to ~e taught thostl elemental principles of learmng, which elsewh~re, :µnder pigher auspices, are to be foster~d and cherished and receive additional culturP, until they expand in(o full growth and maturity. To the mind ~f the Patriot, the spectacle which the _ceremony of this day has exhibited, must bring a tram of thought, o~ t~e roost gratifying and consoling character. Withm these walls, the first lessons of that wisdom are to be taught, which is to guide and control the f~ture ~estinies of this rising Republic, to sway the dehberat1?ns of its Rulers, and elevate its character to that high ~egree of splendour,· d!gnity and ~enown, to whi~h, under the benignant smiles of Provi9ence, and a virtuous and enlightened administration of its affair&, it ~eems to be tt:nding with a step as certain as fate, aud :.ureas the advance of time itself. To the friend and Jover of his country, 'no human interest can present stronger claims to patronage and support, than the cause of science arid literature; by their lights ar.d influence, the mind is invigorated, the taste refine~, and the heart warmed with noble and elevated sentiments. But above all, in a Government founded, as ou1·'s is, upon the virtue and intellig~nce of ~he pe_ople, a gen6ral diffusion of knowledge is essential to its prosperity and permanent existence. May we not then, indulge the pleasing, the delightfol hope, that from within these w . dls, the lights ot science will go forth and pervade every corner of our land, illumine the mind() of the rising generation, and impart to posterity those blessings which learning and virtue never fail to bestow. ADDRESS BY JOHN JOHNSON, Esq. l)ELIVERED IN THE HALL OF ST. JOHN'S COLLEGE~ June 18th, 1835. The occasion which calls us together is one which ~u]dresst>s itself mo,,t powerfully to the best aftections of the human heart. We are engaged in providing means tor the education of the rising generation. In supplying that aliment for the minds of those who are to fill the places now occupied_ by us, without ;Vhich the glorious institutions transmitted by our fore1athers to ourselves, would be but a barren and unprofitable inheritance. In vain did the Heroes of the Revolution toil and bleed to free us from the galling yoke of Colonial servitude. In vain did the warm currents of their lives best blood, 8tream over the fields, whose ab~ndance we now enjoy, if we, their sons do not furnish the future owners of all these blessings, with a full knowledge of their inappreciable value: . ~t may be truly said, that the eyes of the whole c1 v1hzed world are anxiously directed to the career of youthful America. The friends of freedom regard her progress with exulting anticipations it is true, but with hopes sometimes overcast with gloomy forebodings of the future. The advocates of despotic authority, dreading the influence which her bright example may extrt over those who have so long been the victims of that authority, watch every indication of degeneraCY, eagerly longing for _the moment, when. the spectacle of bleedin~ and dismembered America may be a warning to ~woid, rather than an example to follow. ,!\nd shall we not employ all the means placed by a �14 gracious .i.Jrov1oence within our reach, to fulfill the hopes of our friends, and disappoint the expect ations of our enemies? Shall we preter mit any effort~ which may sustain, in all their purity , the be<1utiful fabric of Repub lican Institutions, purcha sed with the blood of our glorious ancestors, from a nation whose valor until then, had never been successfully resisted? and how is this priceless treasu re to be preser ved-th ese inestimable institutions upheld and defend ed, but by teachin g their full value to those to whose keepin g they must ere long be confided? There is no way in which this can be done, unless education is diffused widely among the people . To apprec iate a blessing, its worth must be known, and it can only be known , by assiduously cultiva ting the mi.nds of those upon whom the impression is to be made. A glorious destiny awaits Repub lican Ameri ca if she is faithful to the principles which led to her indepe ndence . She has already taken the lead of the older nations of Europe in the science of Government. The votaries of freedom there, pant in vain for the high prize which descen ded to us from our venera ted forefa thers- oppressed and borne down as they are with the barbar rous institutions, of barbarous and benigh ted ages; institutions interw oven with the very web of their social systems, and which cannot be overth rown, or even essentially modified, withou t dange r to the fabricks themselves; ages must roll away before the same perfec tion in Gover nment is attaine d there, as exists with us-no ne disput e our superiority in every thing which relates to political organization. It is admitted and unquestionable, and if we can likewise outstri p other nations in the cultiva tion of the sciences and the lessons of practic al wisdom, we shall prove ourselves deserv ing of the blessings we enjoy. It is not to be expec ted, or perhap s desire d, that the same high finish and elegant polish in literature, shall be acquir ed in this countr y, as is to be fount! in the higher grades of Europ ean society; There the great accumulation and concentration of wealth, in 15 the hands of a few, enable them to dedica te thcil whole lives to the cultiva tion of those arts which serve rather to adorn than benefit niank ind-w ith us, this can never be the case. 1 he genius of OUl'institutions is alike opposed to the monopoly of \~e.alth or_kno:V· ledge. They were framed 111 a sp1_r1t of d1ffus1 vc philan thropy , and \vhilst the law provides that we.llth shall not accumulate for ages, the avenues to knowledge are thrown open alike to all. The great object is to enlighten the mass. The int_elligence_of a nation consists in the aggreg ate of the wisdom of its people , and not in possessing a few dazzling ~uminaries, whos_e brilliJncy but deepen s the surrounclrng gloom. It ~s not meant that the minds of all can be equally cultivated. Societ y is a chain of dependencies, and some are invited to the discha rge of duties, which rtquir e higher attainments than are necessary. to the parts which others are called on to play. Whilst therefo re, the streng th and durabi lity of the Government, and the happiness and indepe ndence of ~he ~eople, arc essentially promo ted by the spread of rntelhgence and education 2 it is of the highes t importance that means should be liberal ly provid ed, for the more elaborate instruc tion of those who may be regard ed as the especial conser vators of the institutions of the countr y, and upon whose success in the great strugg le for mental superi ority, th@ fame of the nation must necessarily rest. For this reason, it is the duty of all who cheris h the honor and welfare of the State, not only to furnish abund antly the means of improvement to the mass of the community, to enable them to ap• precia te truly, the happiness of their condit!on, and to choose discre etly, those to whom the machi nery of Government shall be confided, but it is also their imperativ e obligation to supply semina~•ies, _where the most perfec t cultur e, of which the mmd is capabl e, may be afforded. In propor tion as these are multiplied, and society is filled with a class of men, eminently qualified for �16 the discharge of its most important duties, the danger of selecting unfaithful or incompetent trustees of the public we]fa!'e, is diminished. The conduct and qualifications of every candidate for the popular suffrage, will be vigilantly and searchingly examined, and it wiH rarely happen, that ignorance will escape detection, or presumprion fail of its rebuke. And should the various States of this happy country, ri val each oth e1· in the cat1se of education, with the same zeal which they now display in improving thei r physical condition, in opening avenues to wealth, and adding new impulses to commer<?e, a degree of pros• perity may be attained, which the imagination of the wildest visionary has not yet conceived. Every motive to exertion, which can actuate the human heart, :must exist in a nation like this. Witlt us, there are no privileged orders1 Lorn t-o fill the high places in the State. No sense of conventional inferiority, presses upon the mind here, deadening its energies, and smothering its virtuous aspirations, The highest posts in the State; posts, the possession of which; might thrill with a palpitating gladness, the bosom of the loftiest monarch of the world, are accessible to the humblest iudividual. The staridard of merit in this nation of 1:epublicans, is virtue, intelligence, integrity and devot10n to the public welfare. These are qualifications which depend aot, on blood, on wealth, or adventitious influences of any kind. The son of the humblest peasant within the wide borders of our almo~t li1~itless territory, 01: !he offspring of the poorest artisan 1n our numerous C1t1es, may by his merit alone rise to a height of true glory, whose elevation would r;nder giddy the head of the proudest potentate of Europe. He may be placed at the head of a nation of freemen, whvse selection of him for such a trust stamps him with ~ perpetual and glorious immortalit/ With these motives to stimulate to exertion, who can set bou~ds to Am:erican genius, if proper appliances· are furnished for its careful cultivation. 17 In most of the States of the confederacy, ~his momentous subject is engaging much of _the pubhc attP.?· tion, and large sums have been contr1bu~ed by pubhc and private munificence, for the promotion of ed~ca• tion. In Maryland, a fatal lethargy for ~ long time, seems to have brooded over the public mrnd. In all the other elements of greatness, sufficient activity has been manifested, especially within the compass of the last few ye11rs. Efforts have been made, and are now making, to attract within our borders, by stupen~ous works of internal improvement, the rnexhaustible riches of the western world. The lofty Alleghanies are to be pierced o~ scaled, and a tide of commerce and wealth poured rnto our lap from fields and vallies, which it was supposed we;e separated by impassable barriers. T!iese are achievements to which Maryland enterpr1ze, and Maryland treasure are freely devoted, and if successful as can scarceli be doubted, will reflect imperishabl~ honor upon those who devised, and ~hose. who executed them. But whilst we are pressmg vigorously on the heels, if not ontstrippin~ ou_r sister States in the race of physical and commercial 1mpr?vement, it is not to be disguised, that we are far bc_hrnd _m~st of them ' in furnishino-b the means of educat10,1 w1th1,1 Ve have not yet among us, any our own borders. great State lnstitu~i~n, affor<l~ng adequate facilit~es to our y,mth, of acqmrrng the higher branches of intellectual improvement. In consequ_en?e of the.absence of a liberally endowed and flour1shmg seminary of learning, our youth are compelled to resort ~o o_ther States, where feelings and prjnciples may be 1mbibe_d in opposition to the best interests of the land of their birth. It is natural to the human heart, to feel a strong yearning of affection for the spot_ where the light ?f wisdom first beamed upon_ the mm?·. The pla~~s m which we abode "when hfe was m its sprmg, and which are associated with our freshest recollections-: 3 �IS where the capacities of the mind were first unfolded a1!d the Jessons of virtue and wisdom originally in: ~tilled, ~re alw~ys remembered, even to the dying hour, with fe elings of gratitude and love. Would it not be wise then to tie the sons of Maryland by these golden cords of affection to the land of t~e~r birth, a~d not exp?se them to the perils of a .divided alleg1a?ce? I_t 1s far from the purpose of lhis _ad~ress to excite sentiments of hostili ty, or even of md1fference, to the welfare of our sister States. ~Te all constitute one great family, banded toge1her in the holy brotherhood of affection and mutual interests -Jiving un~er one common government; pursuing the same objects, and Jinked together by a thousand recollecti?ns of mutual dangers ·and mutual support, ~ha~ed with, a?d afforded to each other. The prosperity .o~ each Is the prosperity of the whole, and may the brilliancy of the constellation never be dimmed by the obscuratio n of a solitary star-on the contrarv' PU; earnest w~sh is~ that they may grow brighter, a~d bri~hter, until then· rays shall illuminate the farthest ends o_f the earth: A ll that is urged is, that it is the true d1c~ate of wisdom to bind the sons of Maryland to her s01l, by every sympathy which can penetrate to the recesses of t he human heart. They should be ,t aught_to regard the_land of their birth, as the land by which every blessmg they enjoy has been bestowed and to_whose glory and advancement, they are bound ~o dedicate the best e~ergies of their nature. They ..hould not be permitted to reflect, that whilst they ~re Mary~anders, by the _accideut of birth, they owe to other S~atcs all f~r w?1ch life is worth preserving; 1he educati?n of t heir mrnds, that moral culture which ~nsures. their resp~ct amo~g men, and those religious 1mpressions, on whwh their hopes for eternity are reposed. In additj?n to these inducements, which are surely of so?1e _weight~ the effort now making to establish a !)qur1shrng s~m;nary of learning in Maryland is re- 19 commended by considerations of the truest economy. . The amount annually expended by our young men, who are sent abroad for their education, must necessaril y far exceed the interest of the sum, which would be required to build up a college at home, adequate for every purpose. Independently of \Vhich, what is carried abroad is lost, or only returned rn attachmen ts severed from home; whilst what is expended at home is promotive of the pnblic good, by being more widely diffused . It cannot be doubted, that 8100,000 spent abroad impoverishes the State more than five times t hat su :U spent among ourselves-whilst the first is so much taken from the general mass, never to be restored ; the latter after performing a round of circulation, giving employment to the \lOor, and food to th_e ind ustrious. is returnect to the sources from whence 1t was contrib'uted, by a thousand channels. Why education has been so long neglected in Maryland it is difficult to conceive. A-. early as the year 1784 the attention of the State authorities was called to this subjec t, in order as the preamble t? the charter of Wushington College declares "to raise up, and perpetuate a succession of able and honest men, for dis charging the v.irious offices and duties of the commu11ity, both civil and religious, with usefulness and r eputatio n," and in 1784 an annual donation of £1250 was granted to this College, to be applied to the payment of the salaries of the principal, professors and tutors. In the same year 1784, an act was passed for founding a College on the western shore, and constituting the same, together with Washington College on the.eastern shore, one university, by the name of '.'the Universi ty of Maryland." This institution was in orporated by the name of the Visitors and Govern• ors of St. John's College, and for the purpose of providing a "permanent fund for the further encourage• ment and establishment of the said College," the sum of £ 1750 was ''annually and for ever thereafter given and granted, as a donation by the public, to the US" �20 'lf_thc_ saicl College on the western shore," to be applied rn the same manner as the donatiou to Washington C~lle 9e, "for. the liberal education of youth in the prmc1ples of virtue, knowledge, and useful literature." Thus it will be seen, that our ancestors, those who fought t_he b_attles_ of the Hevolution, and bequeathed us the rich_ inheritance _of freedom, were fully sensible of the mcalculable importance of education and coun_ted not price, in the means of furnishing it. They had Just emerged from the dangers of a bloody and f~arful contes}; and "frighted peace had hardly found time to ]?ant, after the ferocity of the struggle. The music of the martial trumpet, and "the earth9uake shout of victory," had scarcely ceased to ring m the1~ cars, when ~he paramount importance of education arrested their attention and in the circumstanc.e~ in which they were plac~d, the most liberal prov1si_on ~as ma~~ for it. For not only did the St~te, rn its political capacity, grant the donation which has been mentioned, but contributions to the ~m~u~t of upwards of £10,000, were furnished by md1v1duals, for the same elevated and benevolent purpose. . Among these contributors, beside a list of name:-:! "'.h1ch any age or nation might be proud to exh1b1t, 1s to be found that of Washington himself, the man, who had not only "filled the measure of his C()Untry's glory,'' but who had raised the standard of h~~amty, throughout the limits of the civilized world. ' ' 1th _the means thus supplied, St. John's College was estabhshed, and pursued for many years a career of usefulness and honor, dispensing the bles;ings of educat10~ upon hundreds of her sons, and bidding fair to raise the reputation of the State, which founded and foste_red her, to an equal height at least with any ' of her sisters. In 1805, less enlightened and liberal counsels appear to have prevailed, and the funds which had been perpetu~lly dedicated to the support of this institution, were withdrawn. It is not our purpose to speak 21 harshly of the proceedings of that day. It is enough to say, that they fell heavily upon the hearts of those, to whom the interests of education were dear, and that the brightening beams of St. John's were shorn of their lustre. The University, within whose walls had been educated many of the most illustrious men of the age, who had sent forth from her venerable shades, a number of the States, most distinguished ornaments, was doomed for a season, to sicken and languish, from the indifference of the parent, who had engaged by every sanction, to nurture her to the last. But may we not indulge the hope, that these days of neglect are past? That the minds of our fellow citizens are fully awakened to the vjtal importance of building up, and sustaining here at home, a high seminary of learning, commensurate with the progress of society, and the dignity and honor of the State. The Legislature of 1832, influenced by enlightened counsels, and stimulated by a sense of justice, restored a portion of the funds withdrawn in 1805, and incorporated in the Board of Trustees, several of the chief ufficers of the State, thus clearly impressing upon it, the characteristics of a State institution. From that auspicious moment, the progress of the College has been rapidly onward. The Board of Trustees had previously @ngag'ed the services of a gentleman in the capacity of Principal, eminently qualified for the duties of such a station. To the advantages of much experience, deep and various learning, a character of the most elevated cast, he adds a · zeal and devotion which knows no flagging, and a perseverance and assiduity which has never faltered. Under his guidance, with the growing interest manifested by the community for our welfare, the full realization of our hopes can hardly be doubted. · Occupying a position in the confederacy, eminently favorable to the development of her resources, Maryland cannot fail to become one of its most conspicuous · members, if she is faithful to her own best interests. No apathy on the subject of these interests has been' �22 displayed, save only with respect to education. In opening channtls of communication with the distant and fr uitful west, gigantic efforts have been, and arc being made, and mil lions of t1·easure unhesitatingly expended. T o ascertain what hidden treasures lie buried in the bowels of the land, and contribute our portion to the cause of science, liberal provision has been made, and we have the proud consciousness of knowing, th at with reference to the latter objects, we have taken the decided lead. The benefictal results of these wise measures, are already most sensibly felt. The spirit of commerce, which had begun to droop beneath the incubus of inactivity, 1s now buoya~t with reno vated life, and whitening every ocean with h er wings. The farn1er pursues his meritorious occupation, wit h the well founded assurn11ce of being amply r em unerate<l for his toil, and the industrious artiza ns of our towns and villages, partake largely of the general prosperity. In the midst of this reioicing, this ac t ual fruition of abundant causes of pr~sent gratulation, and prospects for the future most cheering to the hea r t of the philanthropist; it is our happiness to kn ow, that the hopes of the friends of St. Joh n's are once more reviviug. In addition to the recent bounty of the State, already adverted to, and the steps which ha ve been taken towards placing her in the footing of a State institution, a considerable accession of fu nds has been derived, from the voluntary contribution of i ndividuals. With the means thus acquired, the Ed ifice, the corner stone of which has just been laid, is to be erected. The object of the building is, to acco mm odate with board, students from a· distance, whose paren ts or guardians may wish to exclude them fro m the city. The want of such an appenda&'e to the College, has been Jong felt; and ~hen fimshed, we confidently hope, will infuse new vigour i_nto !ts r~vi ving energies. The appeal however which 1s berng made to the public liberality has been hut partially r esponded to. ' 23 T o place the institution upon the lofty ground, which i t deserves to occupy, to ena~le it to f~lfil the h opes of its friends, and to a~compl~sh the high J?Ur • poses of the patriotic generat10n which founded it, a far more generous supply of means is ~ndispeosab)y necessar y. That they will not be furlllshe~, we_w~ll not believe- Maryland can, and will maintain w1thm her bosom one high seminary of learn_ing, where her sons may drink freely, of those '.ountnrns _of trot~, of wisdom and of virtue, so essential tf) their happrness and pro'motive of her aggrandisement. _Why should not th e pu re and elevating lessons of ph~l?sophy, the profoun d recesses of science, the beaut~fu\ and cap tivating graces of Grecian and H.omart literature, be as effectually incukated, explored, and un_folde? here, as el sew here? The libel, that the ''gemu~ sickens, and the fancy dies" in A 111erica, has long srnce been ex ploded. The p1·oductions of our st~tesmeu, and our orators, our poets, and_ our men of ~cience, arc b0rne across the broad Atlantic, to be admired_, wond_ercd at, and imitated, by those who taunted us rn our _infancy. The profound argument, the deep discuss10n, th e clear perc eption of the duties of gover~m_ent,. the flashing wit, the withe:in_g sa:cnsm, the brilliant _ima• gination, which have d1st111gu1shed our c~ngress10nal debates, not only demonstr;lte that gemus does not languish in America, b~t that she has f?und new worshippers here, to krndle her _flames rnto a ret brigh ter effulgence. Wl~at _Ame_rican does not i~el h is bosom swell with patnot1c pn<le, when he hears the p raises of her sons wafted back from tlie shores of E urope? What has become now of th_c ~neer, '~w~o :-ea<l s an American hook?" Where, w1tl~m the hnnts of the wide world, are such accurate news of (?o· vern ment ente rtained? Where so pure a morality inculcated, and such rapid advances in ~II that ca~ adorn and elevate humanity, made, as m youth~ul America. The nations of Europe, though c~nturies pefore us in the order of time, :tre nearly distanced �26 24 in the race of prosperity. In reforming their political constitutions, in tearing down the cumbrous ma~hi~er~ of remote ages, and substituting in their place, I?stitutions better adapted to the progress of civilization. In ab0lishing complications which oppress, and supplying simplicity which relieves; in destroying de_spotism and establishing freedom, the example of this west_ern Republic is exerting a mighty ard most salutary influence. In all these important requisites of human. happiness, the space between us and them, can har~ly be measured by comparison. We are young, vigorous and free, full of present e;njoyment and radiant with hopes of the future. They old f~eble, and enslaved, Jiving under institutions cr:1mb~ hog be~eath the hand ~f time, and heaving to their foundat10ns under the billows of popular discontent. Th_e same shores which received the pilgrim fathers, flymg from shackles forged for their consciences, are now t~e. refuge ~o~ the oppressed of every clime. The victim of political m,urpation, he who is made to contribute from his scanty means to support a church whose creed carries no consolation to his bosom; th; !over ~f freedom, and _the slave of tyranny; the starv1ng Irish, and the exiled Pole, all seek and find an asyl?m on the shores of happy America. With these motives to warm our hearts with gratitude towards our creator, should we not strain every nerve tor the fulfilment of his holy precepts? And why should not on_e great Temple to learning be erected here on ~his spo~, associated as it is, with some of the :Uost rnterestrng events in our history? 'Twas here the father o[ his ~ountry resigned that sword, which had waved m trrnmph over the fields, on which the batt~es of inde_pendence ha~ been fought. 'Twas here he bade adieu to au~hor1ty, suppressing, if he ever felt them, the promptrngs of ambition, and presenting to the world a spectacle of sublimity, which never has been eqq.alled, and never can b~ excelled. If education is to be fostered in Maryland as its importance demands, no location more favo.rable for its cultivation could be selected than this. The building now existing,_ and th~t in the course of con• struction are seated m a plam of great extent and unrivalled beauty. The climate of the place is un• surpassed for salubrity, and whilst the moral co~taminntion incident to the vicinity of a large Town, 1s not to be dreaded, the presence of the seat of Government is full of advantages. Every thing conspires to render St. John's a favo• rite of the State. It was built up by the purchasers of our freedom, whilst the storms of the revoluti~n, were yet rocking the battlements of the Repuhhc. It has enrolled among its alumni some of the brightest ornaments of the nation, and continued its usefulness to the last, though frowned.upon a~d discouraged ~y the parent which cre~ted 1t. . It i~ endeared by its origin; venerable for Its age; 11lustr1ous for the great minds nurtured within it:i walls, and entitled to our gratitude for yet striving to do good. Let us then hope, as we do hope, that the days of its discouragement are past, and that from the walls now about to rise, a race of virtuous and enlightened men may he sent, who shall add new lustre to their country's glory, until the bright star of the Republic shall scatter the rays of liberty to the uttermost ends of the _Earth. No maxim is more universally admitted than that wealth and knowledge are mighty elements of power. That nation which is possessed of these, in the largest abundance, not onlyholds her own liberties impregnable to the _assaults of o~hers, but the fate of others is generally i!l her kee~rng._ Extensive territory, and a teeming popula~1~n if ~es• titute of these resources, so far from givmg vigor to a Government, invite aggression and encourage rapacity. Points accessible to attack are generally plUltiplied in proportion to territorial extent; and the dangers of internal dissentiou are increased by the ex:4 �26 istence of a dei,se, if unenlightened, populatio n. Iq every nation spre ad over a large exte nt of surface, thr.re must, by the unalterable laws of natu re, exis t geographical distinctions, whic h wisdom and patr iotism can alone appease. If these are wanting, not only 'Yill actual diversities of inter est impel to disunion, ~nd ensure weakqess, but inte rests only seemingly ~onflicting, will be ia:flamed by the designin g into irreconcilable differences. Wha t was it, but the sound good sense of thf' Ame rica n people, the love of coun try and jts laws, which result from understan ding thei r ~'Xce11ence, which saved these Unit ed Stat es ftom dismemberment, duri ng the rece nt violent poli ~gitations. It was said, and no doubt believed, tical by the pe~ple_ of ~n imp~ rtan t division of the coun try, that thei r r~ghts a~d mter ests were sacrificed to enri ch pthe r sections, less favored by natu re than them selves. The y were told that the bounties whic h Prov iden ce had showereq upon them with a prodigal libe ralit y, ~ere wr~sted from thei r enjoyment by a tyra nnic al ~ourse of legislation. Eve ry avenue by whic h the ~urnan hear t can be appr oach ed, was assa iled with maddening an~ soul stirr ing appeals. The ir thei r interei:;ts, thei r feelings of Stat e prid e, honor, the natural in~ignation of a gallant people at oppr essio n, ~ere all m turn addr esse d by the eloquent victims of ~ . fearful delus~~n. It is impossible to cont emp late with out shud deri ng, the consequences whic h mig ht have rei;µltetl fr~m th~se ~auses, if the peop le of these Unit ed Stat es haq not felt, and known, the value of pheir gove mme nt. The Halls of Congress would in vain hay~ rung wjth the eloquent voices of our unfiV!U~d oratorll. Tpe ir warnings, thei r invo cations, the~r deep s~ga~ity, thei r solemn adjuratio ns, and th!11' beseeching appeals, would have been all, all in yam, and the same fields on which Green and How ~r.d had fought for thei r coun try's inde pend pught have been crimsoned with American bloo ence , d shed ~y A~~ ri~a n han~s. ' 27 nd how is 1t that the English nation, for so many centuries, has maintained liel' ascendancy amo ng !he nations of Europe? Her terri tory and popu lation compared with many of them, ~ould, b~t for othe r causes plac e her far below them 1a the scale of grea tness. 'The se causes are, her superior weal th and knowledge. By thei r means: s~e has not on!y and maintained herself on a footing of equa pla~ed lity, w1t.h the most powerful of th_em all,_ but has been ~nal>le_d to interpose her prot ectrn g reg1~, to sa~~ them rn thei r extr eme st danger. The warlike spm t of ~ran_ce, blown into an intx ting uish able flame, by the whir lwm d of the Revolution, and guid ed and cont:entrated by the matchless genius of N~poleon, threatened the world with universal conquest. One _after a?~t her, nations of Euro pe yielded to his domuuon . ~he . I he Alps and the 1-yrene~s, presen~ed no _obstacle to the victorious march of his conquerrng leg10ns, and deat h and desolation follo\'Ved resistance to his will. Italy , the seat of th~ once prou d mistress of t_he_ wo:l d, Spain, unmindful of the glory which ?nee d1st1 ~gmshed her atnong the nations, Aust:ia, Prus ~ia, a?d Russia with theil· countlesg armies and imperial scep tr;s, had all quailed before the eagles of invincible Fran ce. In this full care er of conquest, however, ther e was one spot to which thei r victorivus pinions could neve r reach, and that was the land of our forefathers· that island anchored in the deep, who se wealth and whose knowledge bid defiance to thei r flight. Not only did she preserve_ her own sh?res, unprofaned by a hostile foot, thougo ever y nat10n of Euro pe, at one time, was leagued for her overthro w,. but I?ersevered in the struggle, until the star ot the victo r pale d before her bann er, and "the arbitP.r of othe rs' fates, became a supp liant for his ?Wn." _And thes e mig hty efforts were made, and this sple~d1d consummation accomplished, by the potent engrnes of wealth and knowledge, for ''no towers or bulwarks along the stee p," ever were deemed necessary to tht safety of England. �28 Whilst however, the power which reswlts from i!ea]th, ex_erts a treme~dous _influence upon the destmy of _nations, tha~ which arises from superior knowledge, .1~ far more hkely to ensure thei1· happiness and tranquility. The acquisition of the former not un• freq~ent1y brings with it, luxuries which vitiate the pubhc morals, and vices that contaminate the ver) sour~es of pub]i~ vir!ue; whilst the latter expels cor• ruphon, where 1t existed before, and purifies, as with :fire, the foulness which preceded it. In seeking therefore,. to better our condition, to promote ou: own happ~ness, and a~vance the power of the nation, let us not !n the pursuf~ of riches:, overlook the paramount ~la1ms of ed~cation; but rather, let us be doubly desirous to acquire th~ latter, that the vast energies of the former may be directed to better and holiel' purposes. SUBSCR iPTIONS MADS 1'0 THJ_,; FU N.U • The subscription mentioned in the prefatory re• marks, was made in three, equal, annual, instalments. It wa·s carried through the several counties on the Western Shore. and the amount obtained, was· ten thousand pounds. In 1821 , at a meeting of the Alumni, in the Senate Chamber, at Annapolis, a plan of subscription was drawn up, a condition being inserted that the whole should be void, unless the sum of ten thousand dollars should be obtained. Severa\ names were subscribed upon the spot, but no agent was appointed; the requisite sum was not obtained, and the subscrip• tion paper has been lost. The only record of it t~at remains, is the payment of the following sum, which was discharged by the donor, though not required to do so by the terms~ 8200. Isaac McKim, for the plan a exhibit s The following resolution in the now and 1834, in same object, undertake n courie of prosecution. Resolved, by the Visitors and Governors of St. John's College, that the Principal be authorised and requested to collect subscriptions, payable to the Visitors and Governors, to be applied by them, in the erection of suitable buildings, for the accommodation of students, and for improving and extending the Library and Philosophical Apparatus of the College, and that the Treasure r be authorised to pay to the Prinitipal, the expenses he may incur, in carrying ,to effect this resolution. Resolved, by the Visitors and Governors of St; John's College, that the Governor of this State, His Excellency JAMES THoMAs, and the Hon. BENJAMIN S. FoRREST, and the Hon. THOMAS WRIGHT, 3d. �31 members of this Board, be a committee to co-operate· with the Principal, in making all suitable preparations to carry into effect the resolution of the Board, to coUect subscriptions for the benefit of this institution: St. John's College, Feb. 15th, 1834. COPY OF THE SUBSCRIPTIO N. We, the subscribers, hereby agree to pay to the Visitors and Governors of St. John's College, at Annapolis, Maryland, or order, th'e sums of money opposite our names, respectively, in two equal instalments, to be applied in carrying into effect the foregoing resolutions: provided, however, that this subscription shall be void, unless at least ten thousand dollars shall be subscribed, as aforesaid; and on the completion o{ said subscription, the first instalment above mentioned, shall become due, and the other instalment, twelve months thereafter. Sept. 9, 1834. James Thomas; William Hughlett; Robe1·t W. Bowie, Wm. H. Marriott, ~lexancler C. Magruder, Henry Maynadier, H. H. Harwood, George Mackubin, Dennis Claude, Ramsay Waters, John Johnson, Nicholas Brewer, Jr. Alexander Randall, Thomas S. Alexander, George "\\'ells, Brice J. Worthington, Richard Harwood, of Thos. Richard I. Jones, Thomas Oliver, J. I. Cohen, Jr. Walter Farnandis, $500 ' 300 .250 250 •· 200 200' 200 200 20() .200 200 200 200 200 200 200 200 200 200 200 lbO Hector Humphreys, Robert W. Kent, Dauiel Clarke, Gabriel Duvall, Fielder Cross, William D. Bowie, John H. Sothoron, William Reeder, Robert Ghiselin, Samuel Mayn11rd, Thomas Franklin, R. M. Chase, Thomas S. Culbreth, Hyde Ray, James Iglehart, Swann ~ Iglehart, George F. Worthington, George G. B~ewer, John B. Moms, Andrew McLaughlin, IJ.'homas B. Dorsey, William G. Tilghman, Charles Goldsborough, John C. Henry, Joseph E. Muse, Henry Page, G. C. Washington, Benjamin S. Forrest, J. Nevitt Steele, Allen Thomas, Charles W. Dorsey, R. G. Stockett, R. W. Dorsey, Larkin Dorsey, John C. Weems, Chas. S. W. Dorsey, Daniel !v.l urray, John H. Alexander, Gwinn Harris, N. F. Williams, '!'homas Sappington, Thomas Snowden, George Brown, F. S. Key, $100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 JOO 100 100 100 100 100 100 100 100 100 llJO 100 JOO JOO 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 �82 v·rga Maxcy, Joseph Todhunte r Thos. H. Carroll, , .Jonathan Ellicott & Sons, Francis Thomas, John S. Sellman, Robert H. Goldsborough E. 8. Winder, ' Andrew Skinner J:is. B. Steele ' Brice J. Gold;borough Thomas Hayward ' William W. Eccle~ton Chas. J. Kilgour, ' J. H. W ilkiuson 'l'humas E. Sudl~r J. Hughes, ' R. I. Cowman, John Randall, George McNeir Basil Shephard ,, R..J. Crabb, Thomas Duckett, Jo~n. H. Waring, W Ilham Ghiselin J. G. Chapman, ' Leonard Iglehart, Wm. D. Merrick, Charles H. Steele Wm. T. Goldsbo:ough H. W. Evans, ' Nathan R. Smith Daniel Randall 2 James Wilson ' David Baruum' James Carroll J' Wm. Denny, R. Potts, John Tyler, Benry K, Randall Thomas J. Dorse'tt John Iglehart, , A~n Iglehart, ft1chard Marriott, 33 $100 100 100 100 100 100 50 bO 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 50 pO 50 60 50 50 50 50 50 50 50 50 50 50 50 The names of future subscribers will be embraced in the next Annual Report of the College, to the Legislature, It is proposed to collect at least thirty thousand dollars, for the above objects. The present buildings, when completed, will be insufficient for the purposes of the College. The old building contains all the necessary public rooms for such an establishment, being 80 feet in length, by 60 feet in width, and three stories high, above the basement. But a separate building is required, for the exclusive accommodation of the GRAMMA R ScnooL. And, should the number of students increase, according to present prospects, a third CoLLEGE EDIFICE will J)ecome necessary, at no distant period. tiO 50 s �BOA RD OF VISI TOR S AND GOV ERN O,!IS OF ST. JOH N'S CO LLE GE . His Excellency JAME S THOM AS, ex-officio Presid ent. Hon. ,, JOHN BUCHANAN. JOHN STEP HEN . " STEV ENSO N ARCH ER. " THOMAS B. DORSEY. " EZEK IEL F. CHAM BERS . " C. ASA SPEN CE. " THEODORIC IlLAND. " JOHN G. CHAPMAN. " WILLIAM J . .BLAKISTONE. " JOSE PH KEN T. " RO.BERT W. BOW IE. ALEX AND ER C. MAG RUD ER, Esq. SAM UEL RIDOUT, Esq. JAME S .BOYLE, Esq. NICHOLAS BREW ER, Esq. HEN RY MAY NAD IER, Esq. WILL IAM H. MAR RIOT T, Esq. THO. MASH . CARROLL, Esq. THOMAS S. ALEX AND ER, Esq. JOHN N. WAT KINS , Esq. THO.MAS FRAN KLIN , Esq. RAM SAY WAT ERS, Esq. DR. DENN IS CLAU DE, Esq. NICHOLAS BREW ER, JR. Eiq. JERE MIAH HUG HES, Esq. GIDEON WHI TE, Esq. ALEX AND ER RAN DALL , Esq. JOSE PH H. NICHOLSON, Esq. JOHN JOHNSON, Esq. TRE ASU RER , GEOR GE ~1ACKUBIN, Esq. SECR ETAR Y. GEOR GE WELLS, E;11. FA CU LT Y. Rev. HEC TOR HUMPHREYS, D. D., PRESIDENT AND PROFESSOR OF MORAL SCIEN CE. JULIUS T. DUCATEL, M. D., PROFE SSOR OF CHEM ISTRY , JIIINER ALOGY , AND GEOLO GY. EDW ARD SP ARKS, 1\1. D., PROFE SSOR OF .ANCIE NT LANGU AGES, THOMAS E. SUDLER, A. .M., :ilRO.F.ESiOR OF IIIATH EMAT ICS AND CIVIL ESGIN EERfl' \'O. WILLIAM B. LEAR Y, A. M., PROFE SSOR OF GRAlll MAR. CHA RLES T. FLUSSER, Esq., PROFE SSOR OF .l\ICIDE RN LANG UAGE S. �37 JUNIO R CLASS RESIDEN CE, NAMES, CATAL OGUE OF THE STUDE N1'S OF ST. JOHN 'S COLL EGE. 1835. • George B. Dunkel, John Buchanan Hall, John W. Martin, Joseph Trapnell, Trueman Tyler, • CLASS GRADUATED, FEBRUARY 21st, 1835. NAlllES. RESIDEN CE, THOMAS HOLME HAGNER, A. B. ABRAM CLAUDE, A. B. EDWIN BOYLE, A. B. RICH.A.RD SMtTH CULBRETH, A. B. RICHARD CREAGH MACKUBIN, A. B. RICHARD WEEMS, English Diploma, Washington City. .llnnapolis. .llnnapolis, Caroline County. .llnnapolis. .llnne Jlrundel Co, • SENIO R CLASS . NAlllES. Thomas Granger, George Grundy , William R. Hayward, Joshua D. Johnson George F. Johnson', George Edward Musa, William I. Reder John H. Reeder ' ' . Henry W. Thomas Franklin Weems ' gton, Nicholas B. Worthin St. J\fary's County, Charles County. Baltimore City. Washington County. Cambridge, Frederick. Prince George's County . John M. Bt·ome, Frederic k S. Brown, SOPHO MORE CLASS . RESIDEN CE. NAMES, William Tell Claude, Marius Duvall, Jlnnapolis. Do lJavid Edgar, Thomas Iglehart, Charles N. Mackuhin, Jlnne Jlrimdel Comity. Baltimore City. .flnnapolis. Do Baltimore County. William C. Thompson, Edward Worthington, • RESIDEN CE. FRESH MAN CLASS. Queen .llnne's County. Baltimo re City. Cambri.dge Frederick. .fl,mapolis, Cambridge. Baltimore City. no St. Mctry's County. Ellcridge. .llnne .flrundel County, NAMJ,:S, RESIDEN CE. .llrmapolis. John M. Brewer, Do Philip Culbreth, . Elkridge Cale Iii Dorsey, Do "William H. G. Dorsey, Do John Thomas B. Dor11ey, .llnnapolis. John W. Duval!, Calt•ert County. Thomas C. Gantt, Somerset County. Benjamin Gray, �38 39 Reverdy Ghisclin, Jeremiah L. Hughes, Richard II ughl ett, Thomas R. Kent, Absa'om Ridgely, William C, Tuck, Prince George's County. .!lrmapolis. Talbot County. .!Jnne .!lrnndel County, .linnapolis, Brice J. Worthington, .!lnne .llrundel County. Do B. Thos. B. W orthin 0o-ton. D<J • PARTIAL STUDENTS. NAMES, R E SIDE N CE. WiJli11m R. Goodman Edwin E. Pratt, .llnnapolis. Queen Jlnne's County. .llnne .llrundet County, ' Samuel Ridout, • STUDENTS IN THE NAJIIES. GRAMMAR SCHOOL. RESIDENCE, George Barrott, John Basil, Robert Bowie, Lewellin Boyle, Jeremiah T. Chase J0hn Clayton, 1-lenry Duvall, ' Richard R. Gaither , Alexander H. Gambrill Benjamin H. Hall, Dennis D. Hart Benjamin Harwood, George S. Ilumphrevs, John T. E. Hyde, ' Washingto,1 City. Jlnnapolis. Prince George's County, .linnapc,l is. Do Do Do Do Do Jlnne .lirundel County. .!lnnapolis. Jlnne .lirundtl Count y, .IJ,mcipolis . Do Edward G, Maynard, Walter McNeir, George McNeir, Amiapolis. Do Nicholas Holland, James McNeir, Washington City. Annapolis, George Miller, Edward C. Mills, Thomas McParlin, Henry M. Murray, Horatio S. Ridout, Samuel Ricrout, Richard Ridgely, Allred G. Ridgely, William Ridgely, Richard H. Schwarar, Francis H. Stockett, John T. Taylor, ;)ennis C. Thompson, James C Welch, Do Do Jlnne .flrundel County. Jlnnapol is. Do Jlnne Jlrundel County, Jlnnapolis. Do Do Do Do Anne .llrundel County. .finnapolis. Do Levin Winder, James M. Winder, Charles F. Worthington, Do Easton. Do .finne .11.rundel County; Nathan Moore, John G, Gamble, Baltimore City. Weelaunee, Florida. ~dam Smith, Allan Quynn, Baltimore City. .finnapolis. �41 SOPHOMORE CLA.SS. FIRST TERM, f0.URSE ~F STUDIES, EXPENSBS, &c! Juvenal, ( Leverett's.) Homer'& Iii ad, (Robinson's.} Plane Geometry, (Legendre's.) SECOND TERM, Pl:tEPARATORY STU;DIES, VIZ: ;English G:rammar; Geography; Arithmetick; Latin Gram'Q ~ar; C?rderms~ lEsop's Fables; Eras ,, us; C~sar's Com~ men~anes, '!r _Sallu~t; Eclogues, and first six books of th~ 1En_e1d, of V1rg1l; Cicero's Orations; Mair's Introduction, or L aun Tutor; Greek Grammar; Greek Delectus; and Jacob's Greek Reader, and Prosody. • Pupils not intending to enter College will als b • t h E 1· h ' , o e rece1v• e d m o t e , ng 1~ Departm~nt, and will pursue such ·t ~ranches of Education, embraced in the course as Jheir particular views. ' ' iµay sui Cicero de Oratore, or Quintilian. Grreca Majora, (Odyssey and Hesiod.) Solid Geometry, (Legendre's.) THIRD TERM. Rhetorick and Belles Lettres.-(Whateley.) Grreca Majora.-(Tragedians.) Logarithms; Plane and Spherical Trigonometry: Exercises in original Compositidn and Elocution, during the year. • JUNIOR CLASS. P O ~ L E G I ~ 'I' E COU R s E . FRESHMAN CLAS$. · FIRST .T ERM. ,olsom's Livy. Prreca Majora-(Xenophon Herodotus Thucyd' d J preek and Roman 'Antiquiti;s, History, ~nd Myth~l!;y. SECOND TERM. 1Jorace, (~des.) 'firgil's Georgicks. 1rreca MaJ?ra, (Lysias, Demosthenes Isocrates ) _ gebra, with Arithmetic revised. ' • • FIRST TERM, Grreca Majora. (Minor Poets.) Applications of Trigonometry to the Mensuration of Heights . and Distances, Navigation, Surveying, Levelling, 4-'c. Moral Philosophy. Abercrombie's Intellectual Powers. SECOND TERM , Tacitus.-(History.) Conick Sections. Chemistry, with Lectures. (Turner's.) G , A TH!RD TEJ.UI. Hora~,,, (Satires and Epistles.) GAlrreca ~ajora, (Xenophon's Memorabilia Plato ) gebra completed. ' • raus!at!ons, Them~s, and Declamations du~ing the y~ar,. 'f THIRD TERM. Tacitus-(Manners of the Germans, and Life of Agricola.) Natural Philosophy, with Lectures. (Olmsted's:) Elements of Criticism, with Lectures on the Frne Arts.. (Karnes') Debates, Compositions, and Declamations, during the year• 6 �42 43 SENIOR CLASS. EXPENSE S. FIRST TERM. Natural l?hilosophy, finished, with Lectures. (Olmsted's.) Horace, De Arte Poetica; with Lecturns on Taste, and a Revision of Latin. J,qgic, and Philosophy of the Mind. (Whateley's.) SECOND TERM. Astronomy-wi th Lectures. (Cambridge.) Political Economy-with Lectures. (Say's.) ~vidences of Christianity and Natural Theology. (Paley's.) THIRD TERM. Laws of Natwns-Consti tution, and Civil and PDlitical History ot the United States. (Kent.) Butter's Analogy. Civil Engineering-(c onstruction of Machines, Bridges, Roads, Canals, &c.) Mineralogy and Geology. (Shepard's.) ))ec:amat1ons of Original Pieces, Extemporaneou s Debates, • and Exercises in Criticism, during the year. The study of the Modern Languages, shall be so arranged ~snot materially to interfere with the College course. The officers of instruction, will endeavor to make the horough as possible; and in no case will course of study as t_ a Scholar be allowed to pass, to an advanced standin"', till he _shall _have sustained all the previous examinations, to the ~atisfasllon of the Faculty. Full Courses of Lectures are delivered to th€' classes on (;hemistry, Mineralogy and Geology, and on Natural Philosophy and Astronomy. . The State Cabinet of Minerals, collected by the Geolo~ gist of Mary Ian~, is deposited in the College, anJ may be us~d, together with the College Cabinet, which ot !!self is quite respectable, in illustrating the Lectures on Miner.1logy ~nd ~eology. The College Bills are payable quarterly, in advance, as ol lows, viz: $24 per annum. English Department, do. 40 do. Preparatory Classes, do. Freshman and Sophomore Classes, 40 do, do. 50 do. Senior and Junior Classes, The above Bills include all extras. No Commons are established; but board may be had in . private families, for $120 per annum. Parents and Guardians are requested to place all momes intended for the use of the students, in the hand~ of ~ne ?f th p ofessors who will exercise a parental discret10n, 10 th:ir ~isburse~1ent; and lhe following ~aw o~ the ~late, passed December session, 1834, is published for the rntor• mation of all persons concerned. Section 1. Be it enacted by the General .lissembly of .Jl,faryland, That no person or persobn~ shall ~'!Ve cre?htt tot atnhy e Student of St. John's College, emg a mrn~r, wit ou consent, in writing, of his Parent or Guarclian, or ?f such Officer or Officers of the College, as may be authorised by the government thereof, to act in such cases, except for . ,, washing or medical aid, Sec. 2. .find be it enacted, I hat if any_ person or person$ shall give credit to any minor as afotesa1d, c~ntrary to the provisions of this act, he or they shall fo~fe1t and pay to the Treasurer of the H' estern Shore of this State, a sum not Jess than tv,enty, nor more than three hundre~ doll~rs, according to the nature of the offence, and at tl!e d1scret1on of the Court of Anoe Arundel Countr, which may be recovered in any proper nction, before said Court. Sec. 3. .!lnd be it enacted, That it s~all be the duty of the Attorney General of this State, or _his Deputy, on the complaint of any of the Officers aforesaid, to prosecute for all violations of this act. ��� 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 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 speechespresentationsotherlectures 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. 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 An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds Description An account of the resource An Account of the Ceremony of Laying the Corner Stone of the New Building, at St. John's College, Performed by the Hon. John Stephen, Judge of the Court of Appeals, with an Address Delivered on the Occasion, by John Johnson, Esq., One of the Visitors and Governors, June 18th, 1835, with a Historical Notice of the Institution, a Catalogue of the Officers and Students, and a Copy of the Subscriptions Made to the Funds. The pamphlet was published by the Board of Trustees and printed by Jeremiah Hughes. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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 1835 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 Subject The topic of the resource Cornerstone laying College trustees College students Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LD_4811_A249_S14 Contributor An entity responsible for making contributions to the resource Stephen, John, -1844 Johnson, John, 1798-1856 Humphreys Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f855ca60a3964a4fe115f364c98f0e9a.mp3 8ffc53ecf7ac556e5fa3061a25e08fb7 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 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 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 m4a Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:43:35 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 Myth and Mycelium Description An account of the resource Audio recording of a lecture given by Sophie Strand on April 22, 2023 as part of the Carol J. Worrell Annual Lecture Series on Literature. A description of the event: "For most of human history knowledge was kept alive through our relationships to each other and to our environments. Storytelling and scripture did not live on the page but in boats of breath, buoyed between generations. Our most important information was nested in oral narrative vessels compelling and flexible enough that they could reliably sail through cultural collapse, disaster, and climatological pressures. In oral cultures and the historical oral traditions, we see narratives that are intimately responsive to their environments and concerned with right relationship to land. What happens when we start writing our stories down so that they can no longer evolve? What happens when we shift from breath to text, from direct relationship to land to abstracted marks on a static page? When we uproot knowledge from its ecosystem – its map of relationships – it becomes more vulnerable to misinterpretation and misuse. What if oral culture’s cultivation of resilient community, narrative plasticity, and environmental embeddedness is exactly what we need to look to in an age of ecological peril? We cannot return to the folk traditions of our distant ancestors. But we can reclaim knowledge as inherently relational and environmentally situated. What if we could reclaim narrative as a way of rooting back into a resilient multi-species network of beings with more feral suggestions on how to dismantle paradigms of domination? The type of stories we are called to write and tell now are probably somewhere closer to composting. We live in a culture that is remarkably good at abstracting itself from waste and off-loading it onto the marginalized communities least responsible for its creation. We cannot simply decide that civilization and patriarchy are toxic and then reject them. Instead, we can take responsibility for our entangled inheritance of bad stories through the transformative power of rot. On the compost heap, nothing is exiled. Beliefs and epistemologies never designed to touch, inappropriately combine in the moist refuse pile, fermenting into soil that can grow something freshly adapted to our dire circumstances. Let us reroot our favorite texts in their original environments to recover the ecological wisdom they were built to transmit." Creator An entity primarily responsible for making the resource Strand, Sophie, 1993- Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2023-04-22 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Storytelling Cultural narrative Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_StrandS_Myth_and_Mycelium_2023-04-22 Worrell lecture https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/29deb5b9a2d1d9e9ac8af69a25d90204.mp4 1b9783e1587090c75a2485aa0540ef51 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 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 speechespresentationsotherlectures Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:30:32 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Enduring Relevance of Thucydides’ <em>Peloponnesian War</em> Description An account of the resource Video recording of a lecture delivered on April 6, 2022, by Jeffrey R. Macris as part of the LCDR Erik S. Kristensen Lecture Series. <br /><br />Twenty-four centuries ago the ancient Greek world erupted in a fratricidal war that pitted Athens and its allies versus Sparta and theirs. Exiled by his Athenian peers, the general Thucydides penned a history of the Peloponnesian War that drew upon eyewitness accounts and objective evidence. His quest to seek an objective truth, free from bias or national hyperbole, has earned for him the title of “father of scientific history.” Dr. Macris’ lecture, entitled “The Enduring Relevance of Thucydides’ <em>Peloponnesian War</em>,” explores why students of history, international affairs, and war still debate and find meaning in his work today. <br /><br />Dr. Macris is the Deputy Director of the Naval Academy’ Stockdale Center. Previously he was a Presidential Visiting Fellow at Yale University as well as a professor in the Naval Academy’s History Department where he earned the 2016 Military Professor of the Year Award. He has published several academic articles as well as two books on the Great Powers of the Middle East. <br /><br />The lecture is part of a joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in the education of naval and military professionals. Creator An entity primarily responsible for making the resource Macris, Jeffrey R. 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 2022-04-06 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John’s College permission to make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library. To make a recording of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Thucydides. History of the Peloponnesian War--Influence Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context LEC_Macris_Jeffrey_2022-04-06 Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bdeff912feca1bc3d17ac8d8ab677d56.pdf 83bf46fde507d962f63a4c6b483cc192 PDF Text Text A DISCOURSE ON Published at the request of the Society of the Alumni, and the Faculty of St. John's College. -OFFICE OF THEMARYLAND GAZETTE, J . GREEN, PRINT. 1827. ANNAPOLIS. �A DISCOURSE ON EDUCATION, Delivered in St . Anne's Church Annapolis, after the Commencement of St. John's College FEBRUARY 22d, 1827. BY FRANCIS S. KEY, ESQ. ALUMNUS OF ST. JOHN'S COLLEGE. Published at the request of the Society of the Alumni, and the Faculty of St. John'1 College. -OFFICE OF THE MARYLAND GAZETTE, J. GREEN, PRINT, 1827. ANNAPOLIS. �As St. John's College dedicates a new auditorium as a memorial to Francis Scott Key, patriot, attorney, and educator, it seems right to reprint his famous address of 1827. Key's concern for education is our concern for education: real security for a democracy originates in its liberally educated citizens. Men who can think rationally and imaginatively, who can write and speak clearly and effectively, and who can choose with wisdom are the best guarantee for a nation's future. They must supply the broad perception of executive leadership, the continuing critical appraisal of developing institutions, the personal initiative for bold enterprise, and the constant responsiveness to social obligations. Education once equipped free men of this type to establish the principles upon which our society and government are founded. The Declaration of Independence and the Constitution of the United States document their genius. St. John's College since 1937 has been embarked upon a new curriculum which is the modern equivalent of the education which the Founding Fathers of this Republic received. Through direct contact with the great minds of Western civilization and through rigorous exercises in language, mathematics, music and laboratory sciences, St. John's College is seeking to develop free and rational men with understanding of the basic unity of knowledge, appreciation of our common cultural heritage, and consciousness of obligations, social and moral. To educate a man is an immensely difficult and frustrating task. There is no guarantee that a college will succeed. It has no other choice but to try. Key recognized the College's tremendous responsibility when he said that it must "make man master of himself through life". To achieve this end he proposed that a student be "made familiar with the sages and heroes of antiquity, to catch the inspiration of their genius and their virtue, and the great and the good of every age and of every land are to be made his associates, his instructors, his examples". This is what St. John's College seeks to do. D. WEIGLE President, St. John's College RICHARD �ST. JOHN'S COLLEGE. -- Annapolis, Feb. 22, 1827. At a meeting of the Alumni, the Faculty, and Visitors and Governors of St. John's College, held this day at St. Anne's Church, in this City, the following proceedings took place. JOHN C. HERBERT, Esq. was appointed Chairman. GEORGE SHAW, Secretary. On motion, the following gentlemen, viz. A. C. Magruder, F. S. Key, and James Murray, Esquires, wereappomted by the Chairman a committee, to prepare a Constitution for the organization of a Society of the Alumni of St. John's College. The meeting then adjourned, to convene at 7 o'clock this evening, at the City Hall. FEBRUARY 22, 1827.-7 o'clock, P. M. The meeting convened, according to adjournment. Mr. Magruder, from the committee, reported the following Constitution, which was unanimously adopted: Constitution of the Alumni of St. John's College. 1st. This Society shall be composed of the Faculty, the Visitors and Governors, and the Alumni of St. John's College. 2d. The Officers of the Society shall be a President, two Vice-Presidents, and a Secretary, to be appointed by the Society at each annual meeting. 3d. There shall be a meeting of the Society annually, to take place in the City of Annapolis, on the second Monday in January, at which time one of the Alumni shall deliver an Oration. The Society shall appoint the person who is to deliver the same; and in case the person so appointed should be unable to attend the next meeting, the President is required to select another of the Alumni for the purpose. 4th. A committee to consist of nine of the Alumni, shall be appointed at each annual meeting, and whose especial duty it shall be to promote the interests of St. John's College. 5th. The Committee may make provision for the admission of Honorary Members. .) The Meeting then proceeded to the choice of the Officers, agreeably to the second article of the Constitution, �4 when the following gentlemen were unanimously elected: JOHN C. HERBERT, of Prince-George's county, President ROBERT H. GOLDSBOROUGH, Talbot of county, first Vice President. RICHARD HARWOOD, of Thos. of Annapolis, second Vice President. GEORGE SHAW, of Annapolis, Secretary. The Society being organized by the appointment of its Officers, proceeded agreeably to the third article of the constitution, to the appointment of one of the Alumm, to deliver an Oration on the second Monday of January next, when John C. Herbert, Esq. was unanimously appointed to perform this duty. The following gentlemen were then appointed :i, Committee, agreeably to the 4th article of the Constitution. DR. DENNIS CLAUDE, A. C. MAGRUDER, JAMES BOYLE, ALEXANDER RANDALL, THOMAS s. ALEXANDER, JAMES MURRAY, JOHN N. w ATKINS, THOMAS H. CARROLL, DR. JOHN RIDOUT The following .Resolution was adopted by the Society. Resolved unanimously, That the thanks of this Association be presented to Francis S. Key, Esq. for the very able and eloquent Oration, delivered by him this day, to the Alumni of St. John's College, and that he be requested to furnish the Principal of St. John's College, with a copy thereof, for publication. GEORGE SHAW, Secretary. A DISCOURSE, &c. THE Gentlemen who preside over the institution, whose interesting exercises we have witnessed, have wished to avail themselves of this occasion to lay its claims before the public, and to call upon their fellow-citizens to join them in the great object which they are labouring to promote. In their behalf, and to fulfil this wish, I appear before you-teeling myself honoured by such a request, ar.d bound to endeavour to obey it. For, however excusable I might have thought myself in declining the delivery ot the usual address on such occasions, and leaving the claims of learning to other advocates more indebted for its advantages, and more able to display them, yet a call from this institution to appear in its behalf, and to plead its cause, was not.to be resisted. If gratitude for the richest of all earthly blessings, in the culture and discipline of my earliest and happiest years; if an ardent desire to see this venerable seat of learning restored to her former splendour, and dispensing these blessings to the rising generation of Maryland, the future ornaments and pillars of the state; if any degree of this gratitude, and this desire, could impart the ability to perform what they forbid ·me to decline, then should I appear before you with no other feelings than those of confidence and exultation--then should I be such an advocate as such a cause deserves-then could I even trust .to the inspiration of the moment, and of the scene now before me. If I shall be found to have undertaken what I may not be enabled to execute, the impulse that has prompted my obedience will be my excuse. It is my purpose to make a plain, and (if I can) a strong appeal to the understandings of my hearers; to set befcre them an object of great interest and high duty; and to enforce its obligations by every motive that should influence them as men and citizens. We have the happiness of living under a free government, where, whatsoever the community wills, is to be done. That it may choose what it shall will, it m ust be informed; and the subjects that arise are therefore, on all fit occasions, to be proposed to the people that they may consider and determine them. We live also in an age of great improvement. A spirit of enquiry and enterprize is awakened-Hence subjects new to the public mind, or new views of subjects, will continua1ly occur, as long as enterprize excites, or experience teaches. �6 7 I have before me an audience composed of citizens of Maryland forming, in point of numbers, and perhaps also of influence, but a small proportion of the community to which they'belong. I appear with no pretensions of my own to claim any consideration for what I may propose to them. But I appear in behalf of those who do deserve that any proposition, they may wish to have submitted to their fellow-citizens, should be respectfully considered; and above all the proposition itself deserves such consideration. If my hearers were less considerable in point of numbers and influence than they are, yet, if they shall favourably receive what I may propose, and shall make it (as they will do if they so receive it,) their care to excite a common interest in behalf of a common object, the public mind will be informed, and the public will, will be pronounced in its favour. I have therefore to invite your attention to a subject, which, if you will consider it, will speak for itself. It is, as you may suppose from the occasion, the subject of Education. I mean to shew that the public mind should have higher views than the public voice has yet expressed upon this subject; that it is the duty of the state to do more, in this respect, for the happiness of its people, and its own honour and interest, than it has done. I mean to speak freely, as becomes him who speaks to freemen. A government administered for the benefit of all, should provide all practicable means of happiness for all. It must also provide useful citizens competent to the discharge of the various services the public interests may require. Education confers happiness, and usefulness, and therefore demands attention. No maxim is more readily admitted than, that a wise and free government should provide for theeducation of its citizens; but the maxim seems not to be admitted to its just extent. A state affords to the poor or labouring class of its population the means of obtaining a common education, such an one as prepares them for the ordinary duties of their situation, and of which alone they oan generally avail themselves, who can give but a small portion of their time, and none of their means, to such pur- can be done, even for those for whose benefit what is done is intended, as I shall hereafter shew. And what is done for the other numerous and important classes of the community? And why are they to be neglected? In all political 1ocieties there will be men of different cond1t1ons and circumstances. They cannot be all limited by the same necessities, nor destined to the same employments. Nor is it desirable, nor, from the nature of things, possible that it should be so. If they could be reduced to the same level, they could not be kept to it. Idleness and vice would sink below it, honourable effort would rise above 1t. There are, and ever will be, the poor and the rich, the men of labour and the men of leisure, and the state which neglects either, neglects a duty, and neglects it at its peril, for which ever 1t neglects will be not only useless but mischievous. They have equal claims to the means of happiness. They are capable of making equal returns of service to the public. It is admitted that the neglect of one of these classes is unjust and impolitic. Why is it not so as to the other? If it is improper to leave. the man of labour uneducated, deprived of the means of improvement he can receive and requires, is it not at least equally so, to leave the man of leisure whose situation does not oblige him to labour, and who therefore will not labour, to rust in sloth, or to riot in dissipation? If there be any difference, it is more impolitic to neglect the latter, for he has more m his power either for good or for evil, will be more apt, from his greater temptations, to be depraved himself and the corrupter of others. This neglect would be peculiarly unwise in a government like ours. Luxury is the vice most fatal to republics; and idleness, and want of education in the rich, promote it in its most disgusting forms. Nor let it be thought that we have no cause to guard against this evil. It is perhaps the most imminent of our perils.* While, therefore, I readily subscribe to the principle, which all admit, that it is essential, in a free government, that the whole population should be sufficiently instructed to understand their rights, and be qualified for their duties, and that for this purpose suits. *Whoever observes that we have resident among us four or five foreign ministers from the most luxurious courts of Europe, with costly establishments and large incomes--that we send our citizens to all these courts as resident ministers-Whoever notes the change of manners, thus introduced, will see that we have departed far from the republican simplicity of better days, and that it is time fur our people, to consider whether either of these modes of importing foreignvices and And it is too generally thought that this is enough--that the state has discharged its duty-and that what remains to be done, to fit men for higher degrees of happiness and usefulness, and to qualify them for a wider sphere of duty, may be left to itself. But it is not enough. More, far more luxuries be necessary. �8 9 such an education as their situation will enable them to receive, should be provided for all, yet! will not fear to maintain (what is not so generally admitted,) that it is just as essential to a wise and proper administration of such a government that there should be found among its citizens, men of more exalted attainments, who can give their whole youth, and their whole lives, to the highest pursuits of every da. partment of useful science. I might prove this by a general enquiry into the nature of the services which the various circumstances of a state require from its citizens, and the nature of the talents, and how they are acquired, that fit men for such duties. And I might adduce instances from the history of the world, of what has been accomplished by the labours of those who have been thus prepared for eminent usefulness. But l need not waste your time in proving what I may assume. The connection of science, with all the sources of a people's greatness and happiness, requires no other proof than the evidence of the senses. What gives to agriculture her plains of smiling plenty) To commerce, her wide domain upon the mighty waters? To the arts, the very materials of their labour, as well as the skill to mould them? And what gives the power to defend, and the wisdom to govern the country they enrich? And has science accomplished all her conquests for man? Has she no further rewards for her votaries? Is she not now, in our own days, analyzing the earth for agricultture, and revealing the very elements of fertility? Has she not just given to the arts that safe and cheering light,* which descends into its deepest caverns, and makes its hidden treasures the prize, no longer of the fearful daring, but of the commanding wisdom of man? And is not her richest boon to commerce, the mightiest power with which she rules her dominions, the gift but of yesterday? She has, and will have, as long as man is doomed to labour, rewards for his labour, blessings to fit him for the enjoyment and diffusion of happiness here, and to prepare for the brighter glory of a higher state to which she teaches him to aspire. I may perhaps be told that it is not equally the duty of the state to provide these means of higher education, because it is not equally necessary; that the wealthier classes of the community have it in their power, without publie assistance, to provide such means. And can it be thought that this is popular doctrine? That the people are desirous that all, but the rich, shall be ex- cluded from the higher attainments of learning, and from all the power and advantage that such attainments bestow? If the rich can provide these means, and it is left only to them, the benefits will be confined to them. The state must interpose if provision is made for others. Surely the people at large will have intelligence enough to perceive that such interposition is manifestly in their favour. But in truth it has seldom, perhaps never, been found, that the wealth and patronage of individuals, without public aid and encouragement, was sufficient for such a purpose. And if the state is concerned, (as it evidently is) in the object, why should it not be made its care to secure it? I do not mean that such persons should have their children educatccl at the public expense, as should be the case with those whose necessities require it, but that they should be enabled to find within the state, an establishment founded by its bounty, and governed by its care, where their youth can he received and trained for the discharge of the duties required by their circumstances. The views I am endeavouring to present are intended to shew that this great subject of public education has not bee11 sufficiently attended to. There is wanting in Maryland, an institution worthy of her patronage, and adequate to the wants of her people, where the higher branches of literature and science should be cultivated. She has established her primary schools, and in this she has done wisely. She has thus provided, (though not sufficiently as I shall hereafter shew,) for one class, and an important class of her population. But she must not aspire to greater merit than that of having done part of a great duty. Till something is done for her other classes, and for a higher grade of edncation, her duty is unfulfilled. Till provision is made for a succession of competent teach ers in the primary schools, the very foundation of her system is imperfect. If the maxim I have referred to, be allowed to the ex!ent I have stated it, if a government is bound to extend a just and equal care to all its citizens, and see that means uf education, suited to the different circumstances of its people, are made accessible to all, I have only to ask how Maryland has discharged this obligation, when we know that her people have not these advantages; that hundreds of her youth are either excluded from the degree of improvement required by their condition in life, or obtain it by being sent to other states? I might sufficiently prove her obligation to enlarge and complete her system of education, by the attempts she has *Sir H. Davy's invention for lighting Mines. 2 �10 already made to provide something beyond the primary schools. She affords support, in most of the counties, to academies for teaching the rudiments of some of the learn-• ed languages, and some of the sciences. In this also she has clone wisely. And not a reason can be given for the wisdom of this, that does not shew the obligation to do more, and that without doing more, much that has been done will be fruitless. A boy of ten or twelve years of age, at one of the primary schools, or elsewhere, has acquired a plain English education. His parents are affluent, and have the means of enabling him to devnte his youth to education, and are desirous he should do so. When he has passed through his English School, he must either go home, and spend his youth in idleness, or be removed to some higher institution, where he can improve what he has acquired, and engage in other studies. The county academy furnishes generally the means of accomplishing this. But in three or four years he has passed through this also; and though the ability and inclination of the parent may still continue, the state has afforded no means of doing more. He is educated. I ask if it is admitted to be wise to afford the means of a higher education, and for continuing, under the exercise of discipline, a boy of twelve, who then leaves his first school? Does not wisdom equally demand that he should have the opportunity of learning more than he can have acquired at an ordinary academy? And is it not far· more important that a youth of fifteen should be placed under the wholesome restraint of college discipline, and not turned loose upon the world, free from the inspection and contronl of authority, to pass the most perilous period of his life? Parents cannot guard his morals, direct his judgment, restrain his pass10ns, and guide his- pursuits with the same advantages as a well conducted college. Or, if they could, they have other occupations inconsistent with such asuperintendance. We all know the character of youth; we see it now, as painted by the Roman Poet, who in that instance was no satyrist. "lmherbis juvenis, tandem custode remoto, Guadet equis, canibusque, et aprici gramine campi Cereusin vitium flecti, monitoribus asper, " Utillum tardus provisor, prodigus aeris, Snbl1m1s, cup1dusque, et amata relinqeure pernix." To permit so interesting a being, at such an eventful period of his existence, with all the attractions of a deceitful world around him, to throw off the yoke of obedience, and run the reckless course to which his own passions or the vices of others may allure him, is the deepest cruelty. 11 Restraint, judicious, gentle and persevering-employment, •controling the restless energies of an awakening mind and an excited imagination, are essential to his safety. Nor is it only as a refuge from the dangers of youth that such an institution is to be regarded. It is to give strength and preparation for the whole life. It is then that habits, principles and tastes, that fix the colour of succeeding years, are to be formed. Then are the victories to be -achieved over the temper and disposition, over the temptations from within, and from without, that make the man the master of himself through lite. Patience in investigation, accuracy of research, perseverance in labour, resolution to conquer difficulty, zeal in the cause of learning and virtue, are then to be acquired. Then is science to display her charms, and literature her delights, and a refined and exalted taste to lure him, by higher gratifications, from the vain pleasures of the world. Then is he to be made familiar with the sages and heroes of antiquity, to catch the inspiration of their genius and their virtues, and the great and the good of every age and of every land are to be made his associates, his instructors, his examples. Need I say more to shew that institutions, capable of dispensing such means of happiness and safety to so large and interesting a portion of the community, deserve the patronage of a state? But it is not only the safety and happiness of the indviduals, thus benefited, that is to be considered. The welfare of nations, and the improvement of mankind, are promoted by such establishments. It requires no argument to shew this-the man enlightened by learning, gifted with the high powers which education confers, strengthened by the habits which order and early discipline establish, enriched by collected stores from the wisdom and experience of ages, holds not these sacred trusts only for himself. His greatest enjoyment is to wield them for the glory and prosperity of that country which conferred such privileges upon him. Will not a grateful sense of these benefits heighten the ardour of his patriotism, and will he not serve a country that cherished and adorned his youth with more devotion, as well as with far more ability? It may be that love of country springs from some undefinable and hidden instinct of our nature, wisely given to the heart of man, to fit him for the filial duties which he owes to the land of his birth. But, this impulse, however pure and high its origin, must submit to the common destiny of all human affections. It may glow with increasing ardour, elevate itself above all our desires, and �12 13 reign the ruling passion of the soul. And it may grow cold, languish and expire. A country, like a parent, should meet this instinctive feehng of her children with a corresponding affection; should call it forth to early and continual exercise, by early and continual blessings, by setting before them illustrious examples, and all the high rewards of virtue, and preparing them for all the enjoyments and duties of life. Such a country will not want patrwts. But the land that does nothing to cherish or reward the natural affection of her sons, that associates with their early recollections no sense of benefits conferred, sets before them no ennobling incentives to honourable effort, and fits them neither to !eel the love, nor to discharge the duties, of patriots, must look for them in vain. She may spread before them the fairest scenes of nature, but they are regarded with a sigh. And the name and the thought of their country awakens no emotions but those of shame and reproach. It is reasonable, it is just, that it should be so. That a nation should be loved in proportion as 1t ments the love of its people. And it is so. The history of the world tells us from what altars the highest and purest flames of of patriotism have ascended. The slave of the despot, who leaves. an ill-fated country, and wherever he may wander, finds a fairer heritage and a better home, knows nothing of the "maladie du pays." It 1s the free and hardy Swiss, who hears in distant lands the notes that charmed his ear upon his native mountains, and sickens, pines and dies, with love of coun- tions and individuals are alike under obligations to uphold the general cause of humanity to contribute to the common stock of human happiness. The beneficent Creator who has placed us in this scene of probation, has made this both our duty and our interest. Our country has already been made the instrument of signal blessings to many portions of the earth.. In the science of government particularly, much of the improvement made, and now making in the condition of the world, is to be attributed to the free and enlightened discussion of its principles among us, and to the influence of our example. America has held forth the light of liberty to the world. To exalt still higher the lustre of her fame, to give perpetuity to our own institutions, and to dispense more widely the same blessings to others, let her now hold forth the torch of science. lf it be true, as the oldest and greatest critic* has pronounced, and a great modern historian§ has acknowledged, that free governments are best adapted to the successful cultivation of literature and the arts, then is it more our duty and our interest to encourage such pursuits. W c have then before us every motive and encouragement that can excite the heart of man. Love to ourselves, to our children, to our country, to our fellow creatures, to God, the giver of all our mercies, who has cast our lot ma land of light and liberty, and who reqmres us to shew our sense of the blessings we receive, by the blessrngs we confer-these are the feelings which we are to cherish or to stifle; these are the obligations which we are to fulfil or to slight at our peril. However great that object must seem that connects itself with the improvement and welfare of a country and of the world, yet are there belonging to it still higher considerations. Weprofess to be a christian people We have received a revelation, to which every thing within us and around us bears testimony of the high destiny of man, to which he is to be exalted when the ever changing scenes of this probationary state shall have passed away, and fo1· which he is to be fitted, by the due cultivation and employment of the faculties conferred upon him here. Whatever improves these faculties, enlarges the understanding, and exalts the affections, tends to prepare man to receive this faith and qualifies him to adorn it-makes him a shining light in a world of darkness, enables him to endure the conflicts of a life of trial, to "rejoice in the hope set before him," and try. . And is it nothing to a country thus to exalt itself rn the estimation and affection of her sons? Is it unworthy of her care to form institutions for her youth, that shall knit their hearts by the strongest ties to the land of their birth and education? That shall animate them to the highest zeal, and fit them for her greatest exigencies? To what can a nation look for her strength, security and glory, but to a succession of patriots thus trained for her service? Wisdom to discern, firmness to pursue, eloquence and argument to support the measures necessary for her welfare, will all be theirs. Mental improvement, the attainments of learning, in some way or other acquired, are generally essential to the discharge of such duties, and the state that fosters not institutions to afford them, has no right to expect them. Nor is it only to his own country that the man, thus fitted for his duties, dispenses blessings. They extend over the world, and descend to future generations. Let not this be thought too wide a sphere of duty. Na- §Hume. �14 fits him to communicate the blessedness of that hope to others This faith in the triumphs it is visibly achieving before our eyes, over the moral and intellectual darkness of the world, disdains not the aid of human learning. It suffers the calm lights of philosophy and science to mrngle with its purer and brighter rays, and shrne upon the path of its conquests. If then the institutions of literature have any tendency to promote such results, upon what principle can any people consent to remain destitute of their advantages? Who, among those who hear me, can be called upon m vam to aid in the effort that, I trust, is now to be made for the attainment of such an object? . And here I see before me those who are honou red with the confidence of the people of Maryland, who, I know, will not consider it presumptuous in me,. or in the houourable gentlemen in whose name I speak, 1f I address myself particularly to them, upon a subject so interesting to those whom they represent. that MaUpon this .subject I know 1t has been thought ryland has long since expressed her opnuon. That she has not thought it a matter of public concern to provide these mea,ns of education for her youth, and has therefore withdrawn the support she once afforded to the only institution competent to afford them-thus leaving to private enterprize an object, to the success of which she was either indifferent, or supposed would, without her care, be sufficiently attended to. I undertake, however, to deny that there has been any fair expression of the sense of the people of Maryland upon the subject. At the unfortunate period to which I refer when the brightest ornament of the state was cast away fro;n her protection, it was not the voice of the people, but the strife of party, by which 1t fell. It is notcensori-ous s to say of the opposing politicians who then divided an d distracted the state, that in their struggles for pre-emmence, each class considered its own ascendancy as the greatest concern of the state. In their eager search for pretexts to catch the popular ear, the College was thought of. As the of it, and a great people at large seldom saw it or heard proportion of them, from their situation, felt no immediate interest in its continuance, 1t was thought the saving of the funds could be called economy, and that the many, who were to be flattered, would be pleased with the destruction of what appeared to be only for the benefit of the few, Had a fair appeal been made by either side to the intelligence and patriotism of the people, and their own great interest in the i.nstitution been set before them, there is no reason to doubt but that the sound policy which had originally appropriated these tunds to such a purpose, and of which no complaint had been made, would have been sustained. But no such appeal was made. Each party caught at the advantage to be gained by the apparent popularity of the measure, and the real interests and honour of the state were sacrificed by each. These days have passed away-and their delusions with them. To suppose that the people of Maryland would now upon a full and impartial consideration of this great subject, with all the lights which experience has thrownupon it, and the view which they must now take of their peculiar political relations, refuse to afford support to such an institution, would be to impute to them a degree of ignorance and prejudice, of which I trust and believe they are undeserving. If there were once doubts upon this subject, there can be none now. We have lived to witness the operation of the politrcal institutions founded by our fathers, E vents of the greatest interest have occurred, questions of the utmost moment have arisen, and principles vitally affecting us have been discussed and settled, and others arc continually recurring. In all these events and questions and discussions, the people of the United States have been made to sec and feel the force of talent, the power of mi nd, and sometimes also to see and feel the want of them. T alent and mental power, if not always conferred, yet are always increased by education; and that private enterprize is not to be rehed on to provide for their developcment and improvement, experience has proved. Therefore in almost all the states, particularly in such of them as have been most interested in these occurrences, oublic attention has been drawn to this subject, and wisely determining to call forth all the strength of their people, the public patronage has been given to the institutions of education. Maryland is a member of the American confederacy, united with the other independent states in one general government. It is her concern that her own political course should be directed by wisdom, and for this she must necessarily look to her own citizens. It is also and equally her concern that the general government should be wisely administered, and with a just regard to her own peculiar interests. She must furnish her quota of talent there. Her duty to the union requires this, her own preservation demands it. It is not enough for her that there should be fou nd there, wisdom and talent and patriotism; but she must see to it that Maryland wisdom and talent and patriotism arc found there. There is a great common inte- �i6 rest among thesestates, a bond of union, strong enough, we all hope, to endure the occasional conflicts of subordinate local interests. Bnt there are and ever will be these interests, and they will necessarily produce collision and eompetition. Hence will continually arise questions of great national concern, and more or less, according to their respective interests, of vital importance to the states. These are all to be considered, discussed and settled. That they may be settled with justice to herself, Maryland must meet this competition with all her strength. It is not in the number of her delegation that she is to trust. She may send one man who may be in himself a host. It is essential to her that her interest should be seen and felt, and that those who sec and feel it, should maintain it with all the power that talent and patriotism can wield. It is essential to her, and to every member of the union, that the agitations excited by these collisions should be kept from endangering the foundations upon which the fabric of our free institutions has been reared-that men of the highest powers and the purest principles should rule the deliberations of our ·national councils on these occasions of difficulty and danger, and preserve, through every storm that may assail it the union, the ark of our safety. It is no reproach to the wisdom of those who framed our constitution that they have left it exposed to danger from the separate interests and powers of the states. It was not to be avoided but by incurring far greater dangers. Nor is our situation in that respect without its advantages. These local interests are powerful excitements to the states to prepare and enrich their public men with the highest possible endowments. Their own immediate interest would afford a more constant and powerful stimulus to do this, than one more remote and felt only in common, which too often leaves its share of duty to others. But for this, a general degeneracy in talent and principle might prevail, and the great concerns of a growing nation sink into hands unfitted to sustain them. If Providence shall preserve us from these dangers, and give perpetmty to our institutions, Maryland will continue to see an increasing necessity (if she would avail herself of a just share of the benefits they are designed to confer) for calling forth and cultivating all her resources. And if this hope fails us, if the union is dissolved, in the distractions and dangers that will follow, she will, if possible, still more require the highest aid that the wisdom of her sons can afford, to guide her through that night of darkness. Time will not permit me to illustrate, as I would wish to do, what I have endeavoured to say of the peculiar politi- cal relations of the states, by exhibiting even a brief view of the various questions that have arisen, and of the principles that are yet to be settled between them. I will mention but one-one, which perhaps now occupies and divides the public mind more than any other. I mean internal improvement. It is yet unsettled whether this great concern is within the powers of the general government or is to devolve exclusively on the states. The interest of Maryland in the determination of this question is obvious; and if legislation upon this subject shall be assumed by congress, it is evident that new and continual competitions of great and increasing interest must arise among the states. In these how is Maryland to hope for success but from the ability of her representatives there? Whatever may be her natural and commercial advantages, it would be madness to trust to them alone to plead for her. If it shall be decided that the states alone are to have this subject within their direction, it becomes no less imperiously the duty of Maryland to call and qualify for that direction, all the talent it requires. I need not seek to awaken Maryland upon this subject. She is already regarding it with anxiety. But is there not an object for internal improvement, which, if overlooked, will render her anxiety unavailing? And does it not demand her first and greatest care? I mean not rivers, roads, canals, nor all the facilities of commerce--butthat which is above them all-which commands them all-at whose bidding the mountain opens to its base, and the waters of the cataract are still. I mean the mass of mind, the native talent of her population. And what is this without improvement? Inert and dead as the rocks and mountains upon which it would labour; wild and wasteful as the torrents it would controul--achaos of confusion, till called into life and form and vigour, by the light of science; and then, able to reduce into subjection all the elements of nature. This is the power which has placed a sister state foremost among the competitors for internal improvement; that has achieved for her the work to which she justly looks for the continuance of her pre-eminence. It is not to the instruments of labour, with which the work has been accomplished, nor to the hands that wielded them, that the people of that state are to ascribe the success of their efforts. These instruments might have been wielded forever in vain, even by their whole population. A far higher power must be called to these labours. The man of science must go before, and shew blind strength where he is to 3 �18 strike. And by the side of this man of science, or before him, must go the man of another and a higher science. The patriot and statesman, who makes all the powers of nature,. and the resources of art, tributary to his country's greatness -who works upon the noblest of all materials-the mind of man-and achieves higher .conquests than he who overcomes the obstacles of nature. For he has mountains of prejudice to remove, floods of passion to controul, mightier than those of nature. He is not only to form his own designs but he is to be ever prepared, to convince, to refute, to persuade, and to turn the judgments and affections of others into the channel of his own conceptions. This is the power which has given to New York the work to which she owes her ascendancy. And none can doubt to whom the monument should be erected that is to perpetuate the memory of the founder of her greatness. If then the accomplishment of such an object is to be attributed· not to matter, but to mind--and if thecultivation of the mind is essential to its successful operations, where is the wisdom of neglecting this, and attending to far inferior subjects of improvement? Shall Maryland apply her resources to roads and rivers, and make no effort to ohtam the science that is to form them into the veins and sinews of her strength? Shall she give millions for canals, and nothing for the makers of canals? . That her institutions of education are insufficient for the proper instruction of her youth, cannot be denied. Shall I be told that this is well? That Maryland may save her own revenues, and avail herself of the expenditures of other states? To this I answer, that it is neither to the honour nor interest of the state that 1t should be so. But 1t there be wisdom in such a policy, may not the other states be expected to adopt it, and thus the means of instruction be attainable no where? And can 1t be either honourable or safe to depend on the men of science of other states. even if we were sure they could be obtained there, when those very states may be our rivals in the objects for which we would engage them? We must therefore determine, either to rest contented in a perpetual and degrading inferiority, or depend, for the necessary means of success, only on ourselves. *If only 100 of her youth only are sent to other institutions, (and the number is believed to be greater,) the amount annually expended by them would exceed $20,000, which, if applied to an institution our own, would be adequate to the instruction of a much larger of number. 19 There has never been but one objection urged against the establishment of a college, that has the least appearance of pfausibility. It may be proper to consider it It is said to be partial in its benefits,. that its advantages are confined to its immediate neighbourhood, and to the wealthy of other portions of the state. If this were admitted, it might be asked if the same objection does not apply to every other institution? Locate your courts of justice, legislatures, academies, where you will, and some portions of the community will be more benefited by them than others. Again, place a college where you will, multiply them to any extent, and it will be only those who have some wealth and leisure that can enjoy their advantages. And shall nothing be done for the benefit of the community, because some portion of it may not be equally partakers of the benefit? It concerns the state that both poor and rich should be educated, as far as their means and situation will permit; but because it is impossible to give a high degree of education to the poor, shall it therefore be denied to the rich? But the supposition need not be admitted. It does confer great though not equal benefits, upon evt!ry class of society. Indirectlr, by the general improvement of the state, (if such as I have endeavoured to shew arc its effects) its benefits to all are obvious. But such an establishment may be so conducted as to present great and direct advantages to all. It may be mad,e, and should be made, a part of a general system of education, adapted to the wants and situation of the whole population. A connection may subsist between such an institution, and the academies and primary schools, equally important to all. The want of competent teachers for these academies, and the common schools in the state, has been long felt. And when the primary schools, about to be put in operation, call for their teachers, it will be found far easier to pass a law for schools, and to build school houses, than to procure teachers. The population of our own state, though the most proper on many accounts to resort to, is wholly insufficient to supply the present demand. Nor will it be found that they can be obtained from other states, witbout the temptation of exorbitant salaries, nor perhaps even then; for the same want is felt every where. Even in Massachusetts, where education has always been a most favourite object, the defi• ciency of teachers has been so great a subject of complaint, that they are now about to establish an institution for the purpose of preparing young men for such employments. �20 Maryland may establish a college which besides its other advantages, may supply this defect. What is to prevent the state's educating, at its college, a sufficient number of the poor of each county, under engagements that they shall teach in the primary schools and academies until they shall thus have repaid the expense of their education? A system like this, it is obvious, would, in a few years, ensure to those schools and academies, an adequate supply of teachers, from among our own people, qualified for the important trusts committed to them. Such a system would call forth, and cultivate, and apply to the most useful purposes, all the talent of the state, and diffuse its blessings among all classes of her population. Such a system would be as little partial in its benefits as any that could be devised. It would afford the only means of giving a competent education to all the poor, and of calling many of them to a still higher degree of instruction, which in no other way it would be possible for them to attain. Let it also be remembered, that every well taught citizen, whatever may be his condition, to whatever station in life he may belong, is, generally speaking, an advantage to the public. Therefore, although but a small number, in proportion to the whole population, may be qualified for higher usefulness by the acquisitions of learning, yet among them may be found some whom the state may proudly reckon as her greatest ornaments-to whom she may be indebted even for her preservation. The Roman historian, who records the effect produced upon the Roman senate by the prudence and eloquence of Cato, upon an occasion of imminent peril to the republic, shews how powerfully he was impressed by the consideration of what the efforts &f one man might accomplish, for the welfare of a nation. He is led, by the instance before him, to look back upon the past dangers, difficulties, and deliverances of his country, and he remarks of the "praeclara facinora," that adorned her history, that their success and jtlory are to be attributed to the exalted excellence of a few citizens "paucorum civium eximia virtus." We too may look back upon the short but eventful history of our country, and see a few names standing highly eminent above jeor associates. Men who first received in their own exalted minds the great conception, whose impulse they communicated to others-who led the way a the career af glory, and will ever be remembered as the fathers of the republic. In this great enterprize, requiring every faculty that nature could give, or art improve, or high principles excite, who can say they would have attained-who can say they would have attempted succenp if destitute of that intellectual and moral power which impelled and fitted them to the crisis? Take the opinion of one who stood conspicuous amon.g them-the author of the declaration of that independence which he had aided in accomplishing, who had employed a long life and a great mind in observing the springs of human conduct, and the policy of states, has left a memorable proof of the value at which he estimated literary institutions. His last and most zealous labours were devoted to the accomplishment of this object for his native state; and he regarded it as the greatest work he had been permitted to effect, expressing his desire, in preference to every other memorial of a life of public service, to b:e remembered "as the founder of the University of Virginia." Take also the opinion of another, who stood pre-eminent above them all-who will ever hold the .first place in the hearts of his countrymen, and in the admiration of the world -Read it in his farewell address, and in the generous appropriation uf his private funds, to secure this safe-guard to the liberties of his rescued country. Take further. the opinion of your own men-the patriots and statesmen of Maryland. who in '82, and again in '84, directed their earliest and most earnest efforts to the establishment of literary institutions under the patronage of the state, and declared that they considered them "as the surest basis of the stability and glory of a free republic.''* Will it be pretended that men like these were ignorant of the qualifications necessary to form useful citizens, or of the means of acquiring them, or that they overlooked the consideration that such means could not be afforded to all? Admitting, therefore, to the objection I have been con,sidering, all it uemands-that but few comparatively can receive the advantages that the establishment of a literary institution affords-it is still a sufficient answer, that those few may be looked to with confidence, to make full returns to the state for her care and patronage. Every eminent and gifted man, who may be thus prepared for usefulness becomes the property of the state, will be of more value, and will be more valued, than all the wealth that a parsimonious policy could heap together in her treasury. *See in Appendix page i. �May I not call then upon the legislators of Maryland, who are to provide for her present welfare, and her future glory, to consider whether it should not be their first and greatest care to secure for her service, successive generations of en- lightened patriots? Whether it be wise to confine the progress. of improvement to the mere surface of her earth, and shut ·out its light and vivifyi.ng influence from the bosoms of her children? May I not call upon them to make perfect and effectual the system of instruction they have commenced, to apply in this age of improvement, the spirit of improvement to its greatest and noblest objects, and to lay the deep and broad foundations of their country's greatness, in the religious, moral, and intellectual culture of her people. As I believe that a just consideration of thi,s subject now, or a further experience of the danger of neglecting it, will bring us to resolve that the state shall.no longer remain destitute of an institution for qualifying her citizens for her service, permit me, before I conclude, to endeavour to shew that the establishment should be here. I have already said that the state should not only furnish the necessary funds for .its support, but also that care and superintendance, which arc equally necessary for its success. The public should be made to understand and sec and feel its interest in the object, to take a pride in its annual displays of cultivated talent, and to encourage, by the incitement of its presence and approbation, youthful ardour to its highest efforts. Where else can the interest, inspection and patronage of the state be adequately called forth, and advantageously exercised, but at the scat of government? Where else can it be situated to be made conspicuous throughout the state, where its progress can be made the subject of general observation, the public care directed to its improvement, and right views of its importance and usefulness diffused among the citizens? These attentions will be essential during the years of its infancy; and when its fruits.shall appear and be distributed among the counties, when they are seen in the various departments of .honourable employment, and felt in imparting new vigour to the enterprize and character of the state, it will win its way, by the benefits it bestows, to the favour it demands. Where else, I may also ask, can the influence and excitements so important to impel the youthful mind to the arduous prosecution of its labours, be so effectually afforded as here? where the highest talents of the state are col- lected before them, and called to their highest exercise-where measures of the deepest interest to the state and general governments are discussed and decided, and the exalted feelings and duties of patriotism are mingled with their earliest conceptions-where they are perpetually reminded, by what they see and hear, of their obligations, as men and citizens of a free and happy country, and encouraged to perseverance by the examples placed before them of what diligence may accomplish. I will further say, that it should be here-because it was here. Justice demands its restitution. Thirty years ago I stood within tbat hall, with the associates of my early joys and labours, and bade farewell to them; to our revered instructors, to the scenes of our youthful happiness, and received the parting benediction of that beloved and venerated man* who ruled the institution he had reared, and adorned, not more by the force of authority than of affection. In a few short years I returned;• and the companions and the guides of my youth were gone--andthe glory of the temple of science, which the wisdom and piety of our fathers had founded, was departed. I saw in its place a dreary ru,in. I wandered over its beautiful and silent green, no longer sacred to the meditations of the enraptured student, nor vocal with the joyous shout of youthful merriment. I sat upon the mouldering steps of that lonely porticol and beneath the shadow of that ancient tree, that seemed hke me to lament its lost companions-and the dreams of other days came over me-and I mourned over the madness that had worked this desolation. . If I have ever felt the impulse to mingle in the councilof my country, it was in these scenes and at these moments, when filial affection to my alma mater, and love to ·my native state, united to impel me to redress the wrongs of the one, and efface the foulest blot upon the name of the other. Though compelled to leave these duties to other sons, and to become an alien to my state,my heart has been ever steadfast in its allegiance--and the request, with which I have been honomed to appear on this occasion, revived recollections and desires I could make no effort to resist. Let it be shewn then to the people, and legislature of Maryland, that if the high arid warm feelings of patriotism cannot be roused to give to the state an institution essential *Dr. John McDowell. �to her honour and her safety, the eolder but sterner principle of justice may be appealed to, and must yield it. Let it be shewn that the state was not the sole founder of the College--that individuals made liberal donations to its funds, upon the plighted faith of the state, that they should bemade available by a public appropriation, adequate to its support. Though its friends and patrons have long mourned over its declension, though deprived of the public patronage it was left to languish and almost to die, and the pathetic 'exclamation of "Troja fuit" was the language of her sons. Yet are we now presented with brighter views. We owe our thanks for this to those whose zeal and ardour have excited them to renewed efforts in her behalf· who with. limited means, and against many difficulties, haveexhibited before us on this occasion the interesting and gratifying fruits of their labours. But little, compared with the greatness of the object, is required to be done, to give to the state what it once had h e rliterary e , institution, a equal in usefulness to any other in our country. I may have spoken in vain to the legislators and the citizens of Maryland. Public opinion may be slower in its discernments and operations, than one as inexperienced as l am on such subjects, may have supposed. But I have the consolation of knowing that experience, if a slow, is a sure teacher; and that it cannot he long before .Maryland will be made to feel her need of men of high attainments in political and natural science, gifted with the powers necessary to successful service, and to see that the only way to secure them, 1s to rear them herself. I have also the consolation of knowing, (and I cannot express the gratification with which I feel it,) that I have not spoken in vain-that I could not speak in vam, upon such a subject, to some who are my hearers--who required no speaker to awaken in their bosoms emotions that no language could excite; to whom it 1s excitement enough that they are here-in the midst of scenes that ,call around them the recollections of the days that are past, when the morning of life, and the light of. intellectual 1_mprovement, and the warm associations of early friendship, gave all their brightness to the joys and the visions of youth. To whom it is still more exciting that they are here together, assembled as brethren, bound by the same ties ot love, and veneration to their common mother, to· do her honour, and (may I not say) to do her service. *See Appendix. For shall we separate from these scenes and extinguish these teelings? May I not call upon the Alumni of St. John's, and those whom we have this day welcomed to a participation in her honours, to stand forth and pledge themselves to her cause? To make an appeal inher behalf to the patriotism and justice of their fellow-citizens-to make it till it is heard throughout the bounds of the state-to make it till it is successful? Let not this filial duty be delayed. Death has already thinned your ranks. Your eldest bretheren * have run their brief but honourable course, and are no more. He, too, who had caught within that hall the bold spirit of the ancient eloquence from its mightiest master; who, if he had been spared to stand before you this day, would have roused you from your seats, and called you to join your hearts and hands in a sacred covenant to restore its honours to St. Joh n's, and tu swear to its fulfilment by the memory of the dead, the hopes of the living, an'd the glory of unborn generations-He, alas! is a light shining no more upon the earth. He, also, who excelled in all the attainments of mind, and charmed with all the attractions of virtue; who could descend at will from the highest soaring in the regions of fancy, and be found foremost in the steepest ascents of the paths of science; he who had here caught - - - - - "the glow, "The warmth divine that Poets know.'' And whose lyre, upon a theme that touched these scenes of his inspiration, would have poured forth its most impassioned strains, and compelled the hearts that eloquence could not subdue, to bow to the magic of its song. He, too, the ornament of St. Joh n's, and the leader of her tenth. legion,§ has had our tears, and sleeps not in an honoured grave. but beneath the wave of the ocean. Nor can he\! be forgotten, the last but not least lamented of our departed brethren, who would have been among the foremost to offer the feelings of a warm heart, and the powers of a gifted mind, to the labours to which I have invit*Alexander-Carr-Lomax. ¶ John Hanson Thomas, of Frederick. The allusion is to a passage in his oration at the commencemept·in which his class graduated, exhibiting a most l1appy imitation of the celebrated oath of Demosthenes. The Virginia University ity is now indebted to that class for her Professor of Law, and Chairman of her Faculty. § John Shaw, M. D. of Annapolis, whose class used to be thus designated by the c classicVice President of the College. Henry M. Murray of Annapolis. 4 �ed you. Who had already done so, and stands enrolled 1n the records of the college, among those who repaid, by their counsels at her board, the honours she had bestowed. Whose zeal and ability would have performed more than his share of the duty, while his unassuming and generous nature would have refused any portion of the praise. The awful providence which removed him, in the midst of life and usefulness, from the profession he adorned, the society he blessed, and the friends he delighted, has called upon our College to mourn the double loss of an honoured son, and a devoted patron. But it becomes us not to murmur under this mysterious dispensation-rather to be thankful that it has left, to console and animate us, a cherished memory and a high example. You have lost the assistance of associates like these. And we who survive, are soon to follow them. But let the thought of your diminished strength, and the remembrance of what you have lost, urge you-not to despair, but to effort Remember the truth declared and attested by history, that the accomplishment of great events depends often, if not always,,on the ardour and energy of a few. And when Maryland shall receive from the institution, your labours shall have revived, her able and well trained advocates, the promoters of her future greatness; when, by the aid thus afforded, she shall attain her just rank in the American Union, and the full measure of her prosperity, then shall it be said of her "praeclara facinora," as of those of Rome, "paucorum civium eximiam virtutem cuneta. patravisse." APPENDIX -♦- Preamble to an act passed April session 1822, chap. 8. ' "WHEREAS institutions for the liberal education of youth in the principles of virtue, knowledge, and useful litera ture are of the highest benefit to society, in order to raise up and perpetuate a succession of able and honest men, for discharging the various offices and duties of the community, both civil and religious with usefulness and reputation, and such institutions of learning have accordmgly merited and received the attention and encouragement of the wisest and best regulated states: And whereasformer legislatures of this state have, accordmg to their best abilities, laid a considerable foundation in this good work, in sundry laws for the establishment and encouragement of county schools, for the study of Latin, Greek, Writing, and the like, intending, as their future circumstances might permit to engraft or raise, on the foundation of said schools, more extensive seminaries oflearning, by erecting one or more colleges, or places of universal study, not onJy in the learned languages, but in philosophy, divinity, law, physic, and other useful and ornamental arts and sciences: And whereas this great and laudable undertaking hath been retarded by sundry mcidents of a public nature, but chiefly by the great difficulty. of fixing a situat10n on either shore of this state for a semmary of universal learning, which might be of equal benefit and convemence to the' youth of both shores; and it having been represented to this general assembly, that it would probab_ly tend most to the immediate advancement of literature in this state, if the inhabitants of each shore should be left to consult their own convenience, in founding and freely endowmg a college or seminary of general learning, each for themselves, under the sanction of law; which two colleges or seminaries if thought most conducive to the advancement of learning, religion and good government, may afterwards, by common consent, when duly founded and endowed, united under one supreme legislature and visitatorial jurisdiction, as distinct branches or members of the same ui,iversity, notwithstandmg their distance of situation: And whereas Joseph Nicholson, James Anderson, John he state �ii APPENDIX. Scot, William Boardly, and Peregrine Lethrbury, Esqrs. William Smith, Doctor of Divinity, and Benjamin Chambers, Esquire, the present visitors of Kent county school in the town of Chester, have representeu to this general nssembly, that the said school hath of late increased greatly, by an accession of students and scholars from various parts of the eastern shore of this state, and the neighbouring Delaware state, there being now about one hundred and forty students and scholars in the said school, and the number expected soon to increase to at least two hundred; and that the Latin and Greek languages, English, French, writing, merchants accounts, and the different branches of the mathematics, are taught in the same, under a sufficient number of able and approved masters; that sundry of the students are preparing and desirous to enter upon a course of philosophy, and must repair to some other state, at a very grievous and inconvenient expense, to finish their education, unless they, the said visitors, are enabled to enlarge the plan of the said school, by engrafting thereon a system of liberal education in the arts and sciences, and providing necessary books and apparatus, with an additional number of masters and profes:sors; and the said visitors have further expressed their assurance, that if they were made capable in law of erecting the said school into a college or general seminary of learning for the eastern shore, or peninsula between the bays of Chesapeake and Delaware, (maintaining the original design of the said school as a foundation not to be violated) very considerable sums could be raised in a few years, within the said peninsula, by free and voluntary contributions, for the establishment and support of such seminary, and have accordingly prayed, that a law may be passed to enable them, the said visitors, to enlarge and improve the said school into a college, or place of universal learning, with the usual privileges: Now this general assembly, taking the said petition into their serious consideration, and being desirous to encourage and promote knowledge within this state, have agreed to enact." Preamble, &c. to an act passed November session 1784, chap. 37. "WHEREAS institutions for the liberal education of youth m the prmc1ples of virtue, knowledge, and useful literature, are of the highest benefit to society, 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, with usefulness and reputation, and such institutions of learning have accordingly been promoted and APPENDIX. iii encouraged by the wisest and best regulated states: And whereas it appears to this general assembly, that. many publie spirited rnd1v1duals, from an earnest desrre to promote the founding a college or seminary of learning on the western shore of this state, have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said shore, if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning, with such salutary plan, and with such legislative assistance and direction as the general assembly might think fit; and this general assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favourable occas1011 of peace and prosperity, for making lasting provision for the encouragement and advancen1ent of all useful knowledge and literature through every part of this state." "XIX. And, to provide a permanent fund for the further encouragement and establishment of the said college on the western shore, Be it enacted, That the sum of one thousand seven hundred and fifty pounds current money, be annually and for ever hereafter given and granted as a donation by the public, to the use of the said college on the western shore, to be applied by the visitors and governors. of the said college to the payment of salaries to the principal, professors and tutors, of the said college. "XX. And, as a certain and permanent fund to procure the said sum of one thousand seven hundred and fifty pounds current money annually, for the use aforesaid, Be it enacted, That the sum of twenty-five shillings current money, imposed by the act, entitled, An act concerning marriages, for every marriage licence, and hereafter to be received by the clerks of any of the counties of the western shore, and paid by them to the treasurer of the said shore, agreeably to the directions of the said act, shall remain in his hands, subject to the order of tbe visitors and governors of the said college, to be drawn according to the directions of this act. "XXI. And be it enacted, That every fine, penalty or forfeiture, for any offence (except only for treason) at common law, or by any act of assembly now in force, or hereafter to be made, and hereafter imposed by the general court on the western shore, or by any county court of that shore, or any judge of justice of either court, and every recognizance taken by the general or any county court on. �iv APPENDIX. APPENDIX. the western shore, or any judge or justice- of either of the said courts, and hereafter forfeited in the said general court or county court, and collected or received, shall be paid to the treasurer of the western shore, and shall remain in his hands, subject to the orders of the visitorsand governors of the said college, to be drawn accordrng to the directions of this act. "XXII. And be it enacted, That the regulations and provisions made in the act of assembly, entitled, An act for licensing. and regulating ordinary keepers, passed at March session, seventeen hundred and eighty, (except such parts of the said act as relate to the retailing of liquors by merchants or store-keepers, or at horse races,) shall be and remain in full force for ever, as to the granting licences on the western shore (except in the city of Annapolis and the precincts thereof;) and the money hereafter collected for ordinary licences granted on the western shore, and paid to the treasurer of the said shore, shall remain in his hands, subject to the orders of the vis_itors and governors of the said college, to be drawn according to the d1rect1ons of this OUTLINE OF A COLLEGE. The following sketch has been prepared in consequence of a suggestion to that effect from some gentlemen who feel interested in the subject, and who think it desirable that a view of the nature of the institution to be established, and of the manner of its government and support, should be presented for the consideration of the public. I have made use of the best means in my power to enable me to do this, having .consulted with some intelligent friends, and examined such of the most modern systems of public education; with some of the more ancient, to which I could have access. As I hope others, who have leisure will feel disposed to consider this interesting subject, would recommend them to refer to Rollin's Method, (4th vol.) and Jardme's Outlmes of Ph1losoph1cal Education. act." Since the decision, in 4th Wheaton, 518, of Dartmouth College against Woodward, it cannot be questioned, but that the provisions in the charter above specified, operate as a contract, which no act of the legislature, without the consent of the college, can constitutionally revoke. I GOVERNMENT I would recommend a modification of the present charter, so as to place the government of the college in the Governor of the stateand two Visitors from each county. The visitors in each county to be annually appointed by the Judges of the County Court, or by the Grand Jury. These should form a body to appoint the Professors and Faculty, pass by-laws for their government, and determine the course of study. The Faculty to consist of the President and Professors and an Officer* to be annually elected by the Faculty and Students, called the Rector or Patron, to whom they are to resort as the guardian of their privileges, to whose recommendations, upon all their appeals to him, they are to submit, and whose consent should be necessary to every sentence of expulsion. The most important duty of the Governor and Visitors would relate to the adoption of a pr_oper course of study. By selectmg two gentlemen of learnmg and experience in each county, who before they meet, can consider the subject, and then compare with each other the views they have respectively thought proper to present, the best opportunity will be afforded for digesting a perfect and satisfactory system . *This idea is taken from an account of the University of Glasgow. Jt perhaps also usual in the other Scotch Colleges. It is thought to have a good effect m promoting orcler and submission to authority. If conferred (as 1t is -generally in Glasgow) upon the most distinguighed men, they would consequently have considerable influence with the students. He should deliver an annual address, as is usual there. is �vi APPENDIX, FUNDS. The annual amount furnished by the state to St. John's College, by the act of 1784, was £1750. If it is determined that there should be but one institution for the whole state, twice that amount might be given. As it is intended to propose to institute six fellowships for the most deserving among the graduates, (as will be explained hereafter,) estimated at $300 each, and to maintain and educate* twenty boys gratuitously, which will cost about $200 each, $5,800 should be added on these accounts. Making, say $9,300, to be applied annually by the state to the institution. As, however, it is proposed that these twenty boys should repay these expenses incurred for them, by their services as teachers afterwards, $4000 of the above should be considered as loaned, not given. But if the state made an annual donation of $12,000 to such a purpose, it could not be considered unreasonably applied to so important an object. If it was found necessary to raise it by a direct tax, it cannot be supposed that the people would consider it a burden, when its objects and consequences were explained to them, and when they see most of the states doing so much more. It some indirect mode must be resorted to, I would suggest a small tax upon legacies. This would be paid without being felt, and collected without expense, a very trifling commission being deducted, and paid into the registry of the orphans court of each county, on the passing of the administrator's account. A donation from the state will also be required at the establishment of the college, to compleat the library and philosophical apparatus. COURSE OFSTUDIES. This being left, as before proposed, to the determination of the Governor and Visitors, the following is offered for their consideration: The course to be completed in four years, one vacation of two months in each year, and another of two weeks, dividing the period of instruction into two terms oi four months and three weeks each. The last two weeks of each term to be devoted to reviewing the studies of the term, and preparation for examination. Public examinations of each class, during the two last days of each term, and exercises in public. *These should be selected ln the counties by the Visitors appointed by each county. APPENDIX. vii Studies of the first year, or Freshman Class. 1st Term. Latin. Greek. English Language,* and Literature. Readings and Recitations of English prose writers. Compositions in English. Arithmetic. 2d Term. Same as above, with the addition of Readings and Recitations of English Poets. Algebra. Mathematics begun, and attending a weekly lecture to be delivered by one of the fellows, or a student of the senior class, on Natural History. To be admitted to this class the student should be able to read Ovid and Sallust, and to make Latin exercises with facility, with a thorough knowledge of the Grammar, and sufficient Prosody to read Hexameter verse.§ In Greek, he should have passed carefully through Jacob's Reader, and be well acquainted with the grammar, (not meaning the whole of Buttman,) and be able to make Greek exercises. He should write a plain hand, read correctly, and know the ordinary rules in Arithmetic. The attention to English, duringthis year, I think important. The exercises required in that language will prepare the students for the translation and themes of the higher classes, which they will do more easily, and better, after acquiring a knowledge of their own language, and some practice in composition. Reading and Reciting English is ·necessary to make them good readers, and is the only true foundation for properly teaihing elocution. An hour a day, or every other day, should be thus employed. Their teacher ( who should be a man of taste, and a good reader,) should select passages, requiring all the varieties of manner and expression, from the best authors, which he should read to them, and make them read to him, till they could deliver them with proper effect. And as it would be necessary they should understand and feel what they read, (the true secret of reading well,) this exercise would improve their understandings, feelings and tastes. The weekly lecture on Natural History, like the readings I have just mentioned, should be an intellectual treat to • Abridgement of Tooke's Diversions of Purley, and a few extracts rfom Murray's large Grammar, and selections from Blair. ~If the candidate were deficient in this he should be made to acquire it, (as he could in a week,) before he joined the class. 5 �viii APPENDIX. the students; and it . is important to make some of their studies agreeable. It should be a sort of introduction to the science, and an allurement to prosecute it, by setting before them some of the most interesting researches that have been made The preparation into the subjects of which it treats. and delivery of these lecture would be a highly impruvmg exerc1se to the senior class, to whom, or to the fellows occasionally, it shoulcl be altogether allotted. SOPHOMORE CLASS. 1st Term. Latin. Greek. English composition, and Mathematics continued. Ancient History and Geography. 2d Term. Same-applying English compositions to translations from Latin and Greek, and themes ·on subjects proposed in the Lectures; with the addition of French and lectures on Intellectual Philosophy. ' Durmg this year Latin and Greek are continued by reading the authors in the usual way. English compositions in the last term, are _applied to written translations from those languages. The lectures on Intellectual Philosophy should embrace a sufficient portion both of Logic and Metaphysics; I mean as they are both now improved. They should teach the student not only that the mind has the faculty of reasoning, and how it is to be exercised and improved, but should put it into exercise upon various subjects. JUNIOR CLASS. 1st Term. Critical reading of select Latin Classics, with translations from Latin to English, and from English to Latin. Greek continued. Modern History and Geography. French and Mathematics continued. 2d Term-Same continued, with lectures on Belles Lettres, and Natural History. Reading the Latin Classics is now made an exercise of criticism upon passages selected for that purpose, and the translations should be required to be more free and spirited. Greek is continued in the usual way. ix APPENDIX. SENIOR CLASS. 1st Term. Translations from select Latin Classics, and from English writers int0 Latir.. Critical readings of Greek Classics. French and Mathematics continued. History and Geography reviewed. Study of German Language.* Natural Philosophy. Lectures on the Evidences of Christianity. 2d Term-Translations from Latin and Greek to English, and from English to Latin and Greek. Translations from French. Mathematirs. Natural Philosophy and German concluded. Hebrew. t Original compositions in English, to be read in public. Lectures on the Evidences of Christianity concluded. Lectures on Political Economy. The Greek is read in this year during the first term, only critically, in selected passages, as the Latin in the former year, and in the last term; instruction in both those languages is confined to written translations, which should be given out twice or thrice a week, these should be read in the class, and commented on by the Professor. It will be observed, that I propose to continue instruction in Mathematics and the Classics throughout the course. I consider them the most important studies. The one improves the mind, and gives the ability to think better than any other study. The other, to give taste, and the power of expressing thought and feeling in the most.effectual manner, is indispensable. If the classics are omitted, or much neglected during the last year, (as is too common,) there is not only no improvement made, but what was learned is lost, and the student is taught the strange lesson of neglecting and forgetting, for the sake of other acquisitions, what he has already learned. The above is rroposed as a course for the under graduates. I have omitted Moral Philosophy, because the Latin and Greek, and the New Testament, which they will read, will furnish a better system of instruction, (in the hands of competent and pious teachers,) than could be afforded in a course of lectures. I have not made a Professorship of Logic, because a little of it will be given in the lectures of what I have termed "Intellectual Philosophy," and the art of reasoning will be better acquired by the mathematical studies, and the exercises in composition, than by any regular system of logic. *This should be a voluntary study. Voluntary. �xi APPENDIX. APPENDIX. It is meant that the classes should be regularly examined upon every lecture they attend, and write th emes upon the subjects discussed in them, and also that half (or ii necessary the whole) of one day in each week, should be devoted to the review of that week's studies, preparatory to a weekly examination; and in the same manner a like review and examination at the close of each month, at which the Principal, and all the Professors, are to attend. Such a course as is here specified would require the fol. lowing Professors, in addition to the President: Professor of Latin and Ancient History and Geography. Professor· of Greek and Hebrew. Professor of Delles L ettres, English Literature, Modem History and Geography. Professor of Mathematics. Professor of Natural Philosophy and N atural History. Professor of French and German. The duties of the President should be those of a general superintendence and lecturing on the evidences of Ch ri stianity. He should also perform the daily religious exercises of the College, and preach to the students on Sundays in the hall, or appoint one of the professors to that duty. Students, whose parents desired it, could be allowed to attend any other place of worship. THE PROFESSOR OF EDUCATION. That this is a science, and a very difficult one, will be admitted. Yet among the number engaged in it, very few have received any instruction. It is true there are some good works upon the subject, but there also bad ones. Nor is it certain that those who are so employed seek for information on the subject. Every teacher adopts his own system, and improves it only by his own experience. This cannot be supposed nght by any one who will consider its importance. The most learned man in sciences and languages may be utterly unable to excite a desire for learning in his pupils, to form their minds, dispositions, habits and tastes, and to impart his knowledge to them in a way best suited to their capacities. And all this is certainly his business as a teacher. To acquire this, he should have the benefit of consulting the wisdom and experience of others, and become informed of the many improvements that are continually making in this as in other pursuits.* As it is contemplated to make teachcr.s in the primary schools and academics, of the students who arc to be gratuitously educated at the college from the different count ies, it will be rnore necessary that a branch of instruction, so extensively useful, should not be neglected, x PROFESSIONAL EDUCATION For the benefit of such of the graduates as might remain and such other students as might attend, I would propos; the following additional Professorships: 1st. Of the Science of Agriculture. 2d. Of Education. 3d. Of Eloquence. 4th. Of Law. 5th. Of Military and Civil Engineering and Mili tary Tactics. It will be necessary to explain what is meant by them . There are branches of Mechanics, Chemi stry, N atural Philosophy, and Natural History, whose conn ection with agriculture is obvious. A course of lectures for a year upon those sciences as thus connected, would afford the best preparation for agricultural life. They could be made so interesting and useful that very few educated young men, rntendmg to devote themselves to that pursuit, would fail to attend them. PROFESSOR OF ELOQUENCE This professorship is recommended by Jardine, t and would certainly be highly useful, not only to the law students, but to many others. It should occupy one year, and should be so arranged that it could be attended to with the two former and with the first year of the law lectures. Of the remaining two nothing need be particularly said. The legal course should occupy two years, allowing the student to devote his third year to the more practical parts of his profession, in the office of a lawyer in business, and in attending the courts. I have omitted two professions, Divinity and Medicine, not as being less important, but because they can be better attend ed to elsewhere. The latter, it is obvious, is already sufficiently provided for, at a place where eminent teachers can be more readily obtained, and greater facilities afforded for giving instruction. The former it is difficult if not impossible to combine with a general system of See extracts from Carter's Essays Page xiii See Page xvi �xii APPENDIX. education. Preference could not be given to any particular sect, and to allow, (as is done in the Virginia University, and some others) each denomination to establish a professorship of its own, would it may be feared, produce confusion and controversy. The religious part of the community seem sensible of this, and therefore no attempt has been made, by any denomination, to avail themselves of such a privilege. These professerships, being intended for the graduates, and other students, need not considerably increase the expenses-of the institution. If eminent men are appointed, they would, in several, if not in all of them, command classes that would make it unnecessary to give salaries; or at least they might be very moderate. The professor of education would perhaps require a salary competent to his support; and from the. nature of his services in quahfyrng teachers for all the institutions of learning in the state, it would be proper to afford it This would be the more reasonable, as he would have the instruction of the graduates who were gratuitously educated for that purpose. There remains one other subject of rem31rk-the Fellowships. I have suggested six. These should be elected by the Faculty, from among the most meritorious graduates. I have estimated them at $300 each, as that sum would afford a tolerable support to a single man, and at the same time excite them to exertions to add to their income by useful publications a:1d improvements. They should have the benefit of the College Library, and rooms and apparatus, and devote themselves to such branches of science and literature as they might prefer. To prevent them from becoming sinecures for sloth or amusement, they should understand it to be expected of them, to produ.ce some useful results from their studies, and at the end of each year, there should be a re-election, when all who had done nothing, nor given hopes of doing any thing, could be removed. It wouldalso be useful to adopt the idea of Lord Bacon in his Nova Atlantis, and send two of theln every year to visit the other states and foreign countries, for their improvement, and to bring back with them the knowledge of such important inventions and works, as might be introduced into our country. It is impossible to calculate the advantages that might result from the labours of a small body of learned men, thus devoting all their time to such pursuits. If the state had possessed such men thirty or forty years ago, the many APPENDIX. xiii thousands of dollars thrown into the Potomac river, for the impracticable pu,rpose of making it navigable by removing the obstructions in its channel, would have been saved. And this want of men of science is as much felt now, and the consequences may be the same to some of the many works now projected. We are to send to England, or other parts of Europe, for such men. Besides the consideration that there is something a little degrading in this, is our success certain? Can our confidence be the same as if a man of our own was selected? Such men, as we should wish to come for such a purpose, will not come, for they can get, and will prefer employment at home. That some will come, there is no doubt -and they will do, or undertake to do, whatever we chuse to pay them for. The following Extracts are from the excellent Essays of Mr. Carter upon Popular Education. "It will do but little good, for example, for the legislature of a state to make large appropriations directly for the support of schools, till a judicious expenditure of them can be ensured. And in order to this, we must have skilful teachers at hand. It will do but little good to class the children, till we have instructors properly prepared to take charge of the classes. It will do absolutely no good to constitute an independent tribunal to decide on the qualifications of the teachers, while they have not had the opportunities necessary for coming up to the proper standard. And it will do no good to overlook and report upon their success, when we know beforehand, that they have not the means of success. It would be beginning wrong, to build houses, and to tell your young and inexperienced instructors to teach this, or to teach that subject, however desirable a knowledge of such subjects might be, while it is obvious, they cannot know how, properly, to teach any subject. The science of teaching, for it must be made a science, is first, in the order of nature, to be inculcated. And it is to this point that the public attention must first be turned, to effect any essential improvement. And here, let me remark upon a distinction in the qualifications of teachers, which has never been practically made; though it seems astonishing that it has so long escaped notice. �xiv xv APPENDIX. I allude to the distinction between the possession or knowledge, and the ability to communicate it to other minds. When we are looking for a teacher, we inquire how much he knows, not how much he can communicate; as if the latter qualification were of no consequence to us. Now it seems to me, that parents and children, to say the least, are as much interested in the latter qualification of their instructor as in the former. Though a teacher cannot communicate more knowledge than he possesses; yet he may possess much, and still b able to impart but little. And the knowledge of Sir Isaac Newton could be of but trifling use to a school while it was locked up safely in the head of a country school-master. So far as the object of a school or of instruction, therefore, is the acquisition of knowledge, novel as the opinion may seem, it does appear to me, that both parents and pupils are even more intel'ested, in the part of their teacher's knowledge, which they will be likely to get, than in the part which they certainly cannot get. One great object in the education of teachers, which it is so desirable on every account to attain, is to establish an intelligible language of commumcation between the instructor and his pupil, and enable the former to open his head and his heart, and infuse into the other some of the thoughts and feelings which lie hid there. Instructors and pupils do not understand each other. They do not speak the same language. They may use the same words; but this can hardly be called the same language, while they attach to them such very different meanings. We must either, by some magic or supernatural power bring children at once to comprehend all our abstract and difficult terms; or our teachers must unlearn 'themselves and come down to the comprehensions of children. One of these alternatives is only difficult, while the other is impossible. The direct, careful preparation of instructors for the profession of teaching, must surmount this difficulty; and I doubt if there be any other way, in which it can be surmounted. When instructors understand their profession; that is, in a word, when they understand the philosophy of the infant mind, what powers are earliest developed, and what studies are best adapted to their developernent; then it will be time to lay out and subdivide their work into an energetic system of public instruction. Till this step towards a reform, which is preliminary to its very nature, be taken, every other measure must be adopted in the dark, and, therefore, be liable to fail utterly of its intended result. Houses and funds and books, are all indeed important; but they are only the means of enabling the minds of the teachers to act upon the minds of the pupils. And they must, inevitably, fail of their happiest effects, till the minds of the teachers have been prepared to act upon those of their pupils to the greatest advantage. "The philosophy of theinfant mind must be understood by the instructor, before much progress can be made in the science of education; for a principal branch of the scienee consists in forming the mind. And the skill of the teacher in this department is chiefly to be seen in his judicious adaptation of means to the developement of the intellectual faculties. Every book, therefore, which would aid in the analysis of the youthful mind, should be placed in the library of the proposed institution. "The human heart, the philosophy of its passions and its affections, must be studied by those who expect to influence those passions and form those affections. This branch of the subject includes the government of children, especially in the earliest stages of their discipline. The success of the teacher here depends upon the good judgment with which he arranges and presents to his pupils the motives that will soonest move them, and most permanently influence their actions. "The mistaken or wicked principles of parents and instructors, in this department of education, have no doubt perverted the dispositions, of many hopeful children. If successful experience has been recorded, it should be brought to the assistance of those who must otherwise act without experience. "After the young candidate for an instructor therefore has aquired sufficient knowledge for directing those exercises, and teaching those branches which he wishes to profess, he must then begin his labours under the scrutinizing eyes of one who will note his mistakes of government, and faults of instruction, and correct them; the experienced and skilful professor of the science will observe how the mind of the young teacher acts upon that of the learner, he will see how far and how perfectly they understand each other, ahd which is at fault, if they do not understand each other at all. If the more inexperienced teacher should attempt to force upon the mind of a child an idea or a process of reasoning,for which it was not in a proper state, he would be checked at once, and told of his fault; and thus perhaps 6 �xvi APPENDIX.. the pupil would be spared a disgust for a particular study, or an aversion to all study. As our earliest experience would in this manner be under the direction of those wiser than ourselves, it would the more easily be classed under general principles for our direction afterwards. This part of the necessary course in an institution for the education of teachers might be much aided by lectures. Children exhibit such and such intellectual phenomena; the scientific professor of education can explain those phenomena and tell from what they arise. If they are favourable, he can direct how they are to be encouraged and turned to account in the developement and formation of the mind. If they are unfavourable, he can explain by what means they are to be overcome or corrected. Seeing intellectual results he can trace them, even through complicated circumstances, to their causes; or, knowing the causes and circumstances, he can predict the result that will follow them. Thus every days experience would be carefully examined, and made to limit or extend the comprehension of the general principles of the science. Is there any other process or method than this to arrive at a philosophical system of education? If any occurs to other minds it is to be hoped that the public may soon have the benefit of it." Extract from Professor Jardine's Outlines of Philosophical Education, p. 509, on Professional Education. "The third branch which I have proposed as an addition to the course of professional education, is a class for the improvement of eloquence. "This proposal I am aware, may appear to many persons to be both less practicable and less useful, than either of the two former-and besides, as there are already in our universities professors of rhetoric, whose office it is to teach at least the principles of eloquence, an additional rnstitution for a purpose so nearly similar may appear unnecessary. These remarks, however, do not apply to the object whicb I have in view. It is not the science of eloquence merely which I would have taught in our colleges; it is the art of speaking, founded on practice, and illustrated by example, which I regard as a valuable desideratum in our academical course. But before I can distinctly state the object of the class I am now proposing, there are two or three points which must be discussed and settled, in order to establish its practicability. In the first place, I should not despair APPENDIX. xvii found being able to prove, that the seeds of eloquence are to be found scattered in every mind, in a greater or less degree; and also, that there is a certain attainable improvement in that art, to which every student may be successfully carried, by means of judicious training. It is not pretended, indeed, that even the best system of instruction, in this department, will render a man a Demosthenes or a Cicero; but it is maintained, at the same time, that much benefit may arise from cultivating the original powers of the mind, of the voice, and of the ear, whatever may be their limits; as well as from presenting an opportunity to young men, of ascertaining the extent of the gifts which they have received from nature, and of turning them to the best advantage. In this, as in all other branches of education, many individuals, it is true, will derive little profit from the labours of the teacher. "Again, I have to observe, that considering the great importance of eloquence to public men, it is an object worthy of national attention to provide means for improving it, even though the greater number of students should fail to attain the qualifications of a finished orator. The advantages attending such a class would not; however1 be confined to a few. The majority of the young men who should enter it, would infallibly gain improvement, as well from their own practice, as from the example of others; and if we estimate aright the high value of a distinct and effective mode of delivery, in the church, at the bar, and above all in the two houses of Parliament, we shall find that 1t 1s of more consequence to promote, even though in an inferior degree, the general culture of this talent, than to confer the highest oratorical accomplishments on a few individuals whose abilities might naturally be fitted to receive them. "I have to remark, too, in the third place, that the means, not less than the capacity of improvement, are in the hands of every one. It is not necessary that the student of eloquence should have recourse to the precepts of Aristotle, of Cicero or of Quintilian, or that he should sedulously form himself on the models of a high antiquity Nature, and the example of an able teacher, will point out the species of eloquence which he should endeavour to acquire; and a constant well regulated exercise will prove of more avail for the accomplishment of his purpose, than the most painful study of all thathas been written by Greeks and Romans, on the theory of declamation, and on the. art. of moving the passions. But I forbear at present entering into details relative to the plan of conducting this important. �iviii APPENDIX. branch of professional education, having some intention of expressing my opinions, in regard to its object, and the practical methods by which alone this object can be attained, in a separate publication, on a kindred subject. If I shall be able to follow out my intentions respecting this third division, one object which I shall keep in view is, to give up the method of teaching eloquence, by explaining the abstract systems of rhetoric, as laid down in the work• of Aristotle, Cicero, or Quintilian, which has been so long practiced, and with so little success; nor shall I satisfy myself by extracting brilliant passages or figures from celebrated orations, as has commonly been done. I propose to make a selection of such - orations, ancient or modern, as will best suit my purpose, to make the whole and not detached parts of the oration, the subject of my criticism, to direct the minds of youth to the substance, spirit, intelligence, feeling and association, which it contains, from the beginning to the end; and if I shall be successful in this part of my work, it will not be difficult to conduct the other parts of it in such a manner, as to afford a specimen of teaching by example. This complete analysis leads to simple and rational rules of elocution and delivery, within the reach of every student to understand and to apply. " DEDICATION Francis Scott Key Memorial St. John's College Annapolis, Maryland 1958 Reprinted in 1958 to commemorate the dedication of the Francis Scott Key M emorial � 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 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 speechespresentationsotherlectures 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. 25 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 A Discourse on Education (reprint) Description An account of the resource A Discourse on Education, delivered in St. Anne's Church, Annapolis, after the Commencement of St. John's College, February 22d, 1827, by Francis S. Key, Esq., alumnus of St. John's College. Reprinted in 1958 to commemorate the dedication of the Francis Scott Key Memorial. Creator An entity primarily responsible for making the resource Key, Francis Scott, 1779-1843 Publisher An entity responsible for making the resource available St. John's College Maryland gazette (Annapolis, Md. : 1727) 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 1958 Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.). Alumni Association Education and state--Maryland Language A language of the resource English Identifier An unambiguous reference to the resource within a given context DiscourseOnEducation_Reprint_1958 Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d6f39725ddb1828610067938a0bf60e7.mp4 0777bfd32b8c3ac1c3295150f7430cbb 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 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 speechespresentationsotherlectures Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:47:50 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 America and Russia in the Information Environment: How to Survive in Today’s Social Media Battlefield Description An account of the resource Video recording of a lecture delivered on April 21, 2021 by Dr. David V. Gioe as part of the LCDR Erik S. Kristensen Lecture Series. David Gioe is an Assistant Professor of History at the U.S. Military Academy at West Point, a History Fellow for the Army Cyber Institute, and, currently, a Visiting Senior Research Fellow in the Department of War Studies, King’s College, London. In his Global Professorship at King’s College, he is examining why and how state intelligence services have harnessed emerging technologies – social media platforms in particular – to shape the information environment for strategic ends. This interdisciplinary project applies intelligence history, strategic studies and technological perspectives to evaluate and to counter influence operations that seek to advance state security interests in an asymmetric manner short of war. Gioe was an intelligence officer, serving as a counterterrorism analyst and serving multiple overseas tours as an operations officer. His articles have appeared The Washington Post, The Washington Times, The National Interest, and Foreign Policy. The lecture is part of a joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in the education of naval and military professions. Creator An entity primarily responsible for making the resource Gioe, David, 1977- 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 2021-04-21 Rights Information about rights held in and over the resource A signed permission form has been received stating: "I hereby grant St. John’s College permission to make a recording of my lecture, and retain copies for circulation and archival preservation at the St. John’s College Greenfield Library. To make a recording of my lecture available online." Type The nature or genre of the resource moving image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Disinformation National security Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Gioe_David_2021-04-21 Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/071884928c03ae207de14a3f374811b2.mp3 f511bfe1dc8362fc31732a869b96fc2a 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 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 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.) 01:20:38 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 Memorial for Elliott Zuckerman Description An account of the resource Memorial service for Annapolis Tutor Elliott Zuckerman, October 27, 2019. The program includes musical tributes and eulogies by Jamie Young, Kirk Duncan, Dylan Knight Rogers, Eric Stoltzfus, Eva Brann, Christopher Nelson, Chester Burke, James Siranovich, Jonathan Tuck, Zena Hitz, Howard Zeiderman, and the St. John's College Ensemble. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2019-10-27 Creator An entity primarily responsible for making the resource Young, Jamie Zuckerman Duncan, Kirk Rogers, Dylan Knight Brann, Eva T. H. Stoltzfus, Eric Nelson, Christopher B., 1948- Burke, Chester Siranovich, James Tuck, Jonathan Hitz, Zena, 1973- Zeiderman, Howard Rights Information about rights held in and over the resource Signed permission forms have been received stating, "I hereby grant St. John's College permission to make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library and to make an audio recording of my lecture available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Zuckerman, Elliott Eulogies Music Contributor An entity responsible for making contributions to the resource Abbott, Robert Charles, Jr. Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Zuckerman_Elliott_MemorialService_2019-10-27 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2c9681c631a750f266a929096f63fc0c.mp4 536fb345b5b2972647931398a82eee82 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 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 speechespresentationsotherlectures Moving Image A series of visual representations imparting an impression of motion when shown in succession. Examples include animations, movies, television programs, videos, zoetropes, or visual output from a simulation. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data Zoom video conference Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:36:02 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 Learning While Alone Together On-Screen Description An account of the resource Video recording of an online lecture by Annapolis tutor William Braithwaite given on April 15, 2020. <br /><br />Braithwaite describes his lecture: "In <em>Memory and Recollection</em>, Aristotle distinguishes that calling-back to conscious attention which we name 'remembering,' from the kindred activity of re-assembling that ensemble of original perceptions and primary intuitions ('connecting the dots'?) which together constitute knowing some one thing whole. <br /><br />Are our e-meetings working as well as they are because we are able to remember and recollect the on-campus being-together that preceded them? <br /><br />This communal experience, now a memory, had at its heart a paradox: we regularly met face-to-face, in the same place, to read together books written long ago (some in languages not our own), in far-away places, by men and women whose faces we can never see, whose voices no technology can let us hear. How is such a way of learning fruitful? Can it be done through a screen? <br /><br />Drawing on our books, I shall offer some preliminary reflections on the differences, which we are now experiencing, between the screen and the page."<br /><br /><span>Enkh-Od Batzorig of the Student Committee on Instruction introduces Braithwaite's lecture.</span> Creator An entity primarily responsible for making the resource Braithwaite, William T. (William Thomas) 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 2020-04-15 Rights Information about rights held in and over the resource Permission to record the lecture and provide online access to the recording has been received. Type The nature or genre of the resource image Format The file format, physical medium, or dimensions of the resource mp4 Subject The topic of the resource Distance education Technology--Philosophy Quarantine Contributor An entity responsible for making contributions to the resource Batzorig, Enkh-Od Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Braithwaite_William_2020-04-15 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/25b777525cae22f837f9073697e1aeb2.pdf 6fa41f0ac81f6495db88f562260abe58 PDF Text Text In Remembrance of Jonathan Hand July 6, 1958 - November 6, 2019 ST JOHN'S College SANTA FE • ANNAPOLIS ST. JOHN'S COLLEGE FEBRUARY 1, 2020 3:00 P.M., GREAT HALL �Lara Fabian ''Mistral Gagnant" lyrics They say that souls wait around before returning to earth That's what they say Sometimes I think of this child of mine which is not yet here And whom I am waitingfor And I am so afraid for it WELCOME Michael Golluber Ah to sit down on a bench for jive minutes with you And watch all the people, Such as there are. Talk to you ofthe good time Which is dead or which'll come back Squeezing within my hand your little fingers Then give something to eat to idiotic pigeons Aim a few kicks at them in pretend . To hear your laughter which splits cracks in the walls Which can cure above all wounds that I've had. To tell you for a while how I once was: "Mino The Fabulous Bombecs", Which we used to pinch from the shop. "Car en Sac" and "Minto caramels"for one franc And the "Mistrals" that win a prize. To walk in the rain for five minutes with you And watch life go past Such as there is. To tell you tales ofthe earth feasting my eyes on you Speak to you ofyour mum a little while Ofjumping in puddles to make her grumbleRuining our shoes and having jun. And to hear your laughter as one hears the sea Stopping then starting offon the way back. To tell ofabove all the "Carambars" of times past And the "Coco- hoers" and the real "Roudoudous" Which used to cut our lips and chipped our teeth enamel And the "Mistrals" that win a prize. Ah to sit on a bench for five minutes with you Watching the sun going down Talk to you ofa good time which is dead and I don't care To tell you those in the wrong that wasn't us. That ifI am crazy it's onlyfor your eyes For they have the advantage of coming in twos And hearing your laughter flying up as high As fly up the cries of the birds To tell you in the end that you need to love life And love it even if time is a great killer And takes off with him the laughter of children And the "Mistrals" that win a prize. And the "Mistrals" that win a prize. Emily Axelberg David Levine Ave verum corpus Performed by the SJC Schola Cantorum (William Byrd) Frank Pagano Allison Levy Benjamin Storey Jenna Silber Storey Mistral Gagnant (Renaud Pierre Manuel Sechan) Performed by Christopher Young (piano) and Natalie Gammill (vocals) Thato Kgalema Walter Sterling Remarks from Jonathan '.s Family Reception in the Junior Common Room Cover image: Athena, Greek Goddess of Wisdom and War �Tutor Michael Golluber Jonathan - or "Mr. Hand" as my wife Tracey always playfully addressed him, easily embarrassing him - he was so easy to tease, and he enjoyed being teased more than most , because he knew we were all flirting with him. So, for example, one could say to him (as I in fact did) "I'm not entirely sure what kind of look you're going for, Jonathan, but you've neglected to shave a noticeable portion of the left side of your face." Jonathan was a great friend and magnificent colleague. Life here at the college for me has not been the same since he left us, and I suffer from losing him each and every day. Jonathan, as everyone knows, was a most enjoyable and joyful interlocuter. I learned so much from him during my many serious, and my many silly conversations with him (there was of course hardly any - if any at all - of a distinction between silliness and seriousness when f spoke with Jonathan - he nailed "that tragedy and comedy of life" thing down). Jonathan had a twinkle or sparkle in his eye {I imagine he would prefer "sparkle" - "twinkle" doesn't quite lend itself to the manliness he pretended to care about, dressing up as he did every day as a lumberjack) . It was that sparkle that I saw, when, at a question period after a lecture, I had just finished asking a question, and he turned around, and with a wink, let me know that he knew that my question was not in fact a real question, but rather was a polite and indirect way of pointing out that the lecturer didn't know what the heck they were talking about. He was much more bold, straightforward and ruthless in communicating such things than I, and to my astonishment he always got away with it somehow. It was that same sparkle that I saw, when , sitting across from me in my Camille Paglia study group (Paglia, by the way, is someone Jonathan was madly in love with, and he wanted to ask to her to marry him, despite (and maybe because) she identifies as an "Amazonian lesbian") it was that sparkle I saw when I asked a question of our dear students that he could not quite believe I could get away with asking, a question he knew he could never get away with as king. And it was the same sparkle when at one of our many lunch conversations, I would say something that he decided was exactly false. Behind the smile and that sparkle, he was thinking: "Michael - there is no way you could have gotten it any more wrong than that! " Or at another lunch, after things got a little heated, he would back down, acknowledging that maybe, just maybe there was something I got a bit right and that he might give it some further consideration. The final setting for such conversation was in the context of my present study group on Simone de Beauvoir' s "The Second Sex" (Beauvoir, by the way, was someone Jonathan had no desire whatsoever to marry). Jonathan came to the first couple of these meetings. But with great selflessness, sincere selflessness, he decided to leave the group because he was sure his crankiness about the book would lead to some misbehavior on his part. After all, Jonathan cared most of all for our students and their education. The strange thing, though, was that �when I walked out of the Private Dining Room and into the dining hall after these meetings, I was always greeted by Jonathan, sitting alone at a table, waiting for me to come out. There was no wave of a hand, there was only that intense sparkle, commanding me to come sit down and join him. You see, he had been keeping up with the Beauvoir readings as our group was reading them. And he demanded from me, after each and every meeting, a minute by minute account of who said what about this astonishing claim or that inexplicable argument, and then demanded an account of why I thought that this student had said that, and then, applying psychology to ontology, demanded that we decipher together what this "why", of the "that" which was said by this particular student, about this book - what that could possibly mean for the present and future of the human as such. And he grew irritated and delighted at the very same time. As deeply irritated as Jonathan may have been with us at one time or another, Jonathan deeply loved us even more. He and his speeches remind one of how Alcibiades described Socrates and his speeches as a sileinos, in all appearances a hubristic satyr, the inside of which is really something altogether divine, having the largest number of images of virtue within, applying to the whole area that is proper to examine for one who is going to be beautiful and good. �Student Emily Axelberg The most difficult part of Mr. Hand's passing, for me, has been accepting the fact that I will never get the chance to adequately thank him for being my teacher, if such a thing is ever really possible. With this brief speech, I would like to try to begin to express my gratitude. I would like, first, to thank Mr. Hand for his seriousness. This one might surprise some of you who knew him well, because Mr. Hand made a lot of jokes. He seemed never to miss an oppo1tunity for biting sarcasm, and often didn't appear to pay much mind to whether or not those around him would deem his humor appropriate to the context. However, I'd like to reference briefly a commencement address that another excellent teacher of mine, Lise van Boxel, gave that touched on this point. Sh~ astutely observed in that speech that, "seriousness does not have to be grave." I think this is one of the most important lessons that I learned from Mr. Hand. He openly rejoiced in the work that we do here, in the books, and in the company of his colleagues and students. This rejoicing often took the form of a particularly effusive and lively approach to teaching and conversation. Mr. Hand's ability to do the work here with impressive diligence and rigor while unapologetically having the most fun possible is the standard by which I continue to evaluate my own work. He taught me that the most serious response to the great books is an ecstatic kind of joy, a lightness. In a document entitled "Mr. Hand's paper advice to freshmen ," which he sent to our freshman language class, he wrote, "these authors are suns: we, at best, mere moons, straining to reflect some of that original brilliance." Mr. Hand's particular sort of seriousness reflected the original brilliance of our authors to me and revealed the undeniable vitality of their dusty old books when I was just starting out at the college. He was my first shining example of what it means to search for humanity in the books we read, and to celebrate when we find it. His last point of advice in that same document simply reads, " have fun. Really." I believe this advice, though it might not seem like much, is one of the deepest and most imp01tant lessons I have learned at St. John's. I would also like to thank Mr. Hand for his continued commitment to my education. Mr. Hand demonstrated a persistent dedication to my growth as a student and as a human being, even at times when I was not so dedicated. A good example of this, which I will relate here mostly because it's funny, is his contribution to my don rag about my performance in language class during the second semester of my freshman year. When it was his turn to speak, he very curtly declared something like: "I think Ms. Axelberg has gotten cocky and lazy." He, of course, followed this remark by saying that my writing was basically satisfactory and there were no major problems with my class participation, etc, but his first statement really stuck with me because it was the truest thing that any one of my tutors said in that don rag. Even though my work in class had been just fine, he knew that I was capable of doing better and called me to account for it so directly that I couldn't disregard him . I remember that Ms. van Boxel even asked him if she should write the first part down in the don rag notes, to which he responded, "I don't see why not." This story is just one of many examples throughout my time at the college of �Mr. Hand noticing me slipping, academically or personally, and encouraging me to do better with the kind of totally unveiled criticism that it seems only he could get away with. The reason he got away with it, though, is because even when he was at his harshest, I never doubted that he was in my corner and wanted me to succeed. I know that the only reason he was so tough on me is because my education mattered to him just as much, if not, at times, more than it mattered to me. Without his constant support, I don't know how I would have persisted through some of my roughest patches over the past four years. I don't think I really have to tell any of you how much it means to have a great teacher believe in you and your work. Obviously, it means a great deal. I will briefly mention my gratitude to Mr. Hand for his lesson on friendship. He once told me that he reads to make friends, and the time I spent reading with him over the past four years proved that to be abundantly true. I enjoyed reading with Mr. Hand not only because I had a lot to learn from him about how to read the great books, but also because it provided an opportunity for me to build the kind of trust and mutual respect with him that I had long been searching for in a mentor. Because of this willingness of his to become a friend to me, I will cherish our time together not only for how it contributed to my academic growth, but how it came to shape me more broadly as a human being in my ability to be a better friend . My last conversation with Mr. Hand was supposed to be on Book II of Rousseau's Emile, but we ended up returning to a discussion that began for us in my freshman language class when we were translating the Meno. We often revisited this conversation, which usually began with one of us asking, "why do we even read these books anyway? What is it we're doing here? What do we really hope to learn or gain?" Both of us struggled to provide an answer sometimes . It seemed to me that Mr. Hand, like me, wasn't always completely sold on the promise of ultimate happiness some people claim you will attain once you manage to figure out all the secrets hidden in the pages of our most revered texts. Still, though, this work was the work of his life, and I know now that it is mine, too. Faced with this version of Meno's paradox the last time we spoke to one another, Mr. Hand and I once again sided with Socrates, agreeing that, " in supposing one ought to seek what one does not know we would be better men, more able to be brave and less idle than if we supposed that which we do not know we are neither capable of discovering nor ought to seek -- on behalf of that I would surely battle, so far as I am able, both in word and deed ." With Mr. Hand as my example, I feel confident I will continue to side with Socrates and attempt always, through my seeking, to be better, braver, and less idle. Thank you. �Tutor Frank Pagano A few words on Jonathan I am Frank Pagano, a tutor at the college and like so many others a friend of Jonathan's. I do not think I am capable of speaking adequately about the personal characteristics that made Jonathan uniq ue like his sunrise smile that glowed with good will, joy and mischief. Instead I shall try to speak of the nobility of his mind. My theme, therefore, is Jonathan's daring intellect and courageous soul, but I must start from afar, for Jonathan was at heart a St. John's tutor. The college promotes and is defined by the conversation between the students and the great books. The tutors are peripheral since it is not their education to which the college is devoted. According to the St. John's Statement of the Program, tutors do not teach directly, they do not profess. The vocation of a tutor is to ask good questions. Recently this humble calling has become harder to follow because good questions presume that there are true questions. In our time the value of the truth itself is problematic. Frequently we ask questions to avoid the truth. Jonathan was one of the few who dared constantly to ask true questions. Let us try for our sakes to understand the truth of his questions. Jonathan wrote primarily about Hegel, the man of many answers. Jonathan told me that he regarded Rousseau as greater than Hegel. Each of the statements in Rousseau's Second Discourse is a hundred questions. Jonathan did not share publicly his questioning of Rousseau. Instead he devoted himself to demonstrating for us the inestimable worth of the truth. Thus his turn to Hegel. In some ways Hegel is the culmination of modernity, but for Jonathan Hegel is not strictly speaking a complete modern, at least from the vantage of the contemporary moment. Jonathan begins his lecture, "Reconciling Subjectivity and Substance: Hegel's Critique of Pure Personhood," with the claim: "Dissatisfaction with or at least ambivalence about modernity is part of modernity1.'' The reconciliation that Hegel attempted is in one way a departure from the spirit of modernity. Hegel thinks that he has achieved, according to Jonathan, an integration of the state, society and family that prevents our person from being empty and our being from descending into nihilism and producing a human nothingness. If Hegel's philosophical enterprise was successful, then there seems to be nothing peculiar to our time for us to ask him. What then is the question? Jonathan's lecture is an act of startling intellectual daring for it reveals how the true question lives. The true question, the question that does not already know the answer, seeks out the right interlocutor. In our education, we must learn to be the right interlocutor for the true question. But we do not know what for us the true question is. Because a true question is a hybrid mixing ignorance and knowledge, our questioner must know and hope and fear. The question must hold out hope for the truth and fear of the error of self-congratulation. Accordingly in Jonathan's lecture Hegel is not the interlocutor, he is the questioner. Hegel puts the question to modernity, including our contemporary pieties. Hegel integrates the human world, family, society, and state. In contrast the way we like to talk is that modernity is revolutionary. Following 1 Hand, Jonathan. Reconciling Subjectivity and Substance: Hegel's Critique of Pure Personhood, Draft of March 10, 2019. �Jonathan's Hegel we see this revolution is really disintegration. The contemporary revolutionary movements in the family, society and state tear apart the Hegelian integration. This has always been the spirit of modernity. In terms more convivial to my cruder mind, since its founding modernity has been in decline. What then does Hegel ask our contemporaries? He asks, What is the worth of your person without the truth? This in its fullness is a terrifying question. Jonathan suggests that Hegel asks this questi on because he has seen us once before. Hobbes claims that each of us awards ourselves infinite value and our neighbors no value in themselves. We are the persistent deceivers of ourselves. Jonathan's Hegel implicitly reveals that value, that social valuation, is an incomplete understanding of ou r fellow human beings. It is merely the coin of the social marketplace. "I have my values and you yours" is the social echo of an empty soul. Jonathan was not a pure Hegelian. He recognized Hegel as the proper interrogator of our times, not the least because he developed many of our approaches to our condition. Jonathan revealed how to suspend the tyrannical spirit of modernity. Without fear he showed how to bring modernity to question its own spirit. True questioning of ourselves, of the dominant spirit of our time, shining a light in our cave, requires the strength of soul and the courage of a giant. �Tutor Allison Levy Jonathan Jonathan was a true friend . To the College, to his students, to me and others. He and I got to be friends back before I was a tutor, when I used to join David for lunch in the cafeteria and observe the fights he and Jonathan had there over the mean ing of pretty much every seminar reading. It wasn't that Jonathan didn't enjoy those fights -- I think he liked them, and I know David loved them - but at some point Jonathan conceived the hope that the wife might prove a less misguided and argumentative Hegel-hater than the husband, so one day he asked me to lunch alone. From this grew our tradition of four- or five-hour margarita lunches at Harry's Roadhouse . From me he got less fighting about philosophy, more drunken gossip, obscene jokes, and petty complaints, which he always treated with great compassion. From him I got what everyone who's been fortunate enough to call Jonathan a friend did: a profound, even visceral concern for my suffering and my good fortune, a fierce loyalty that often defeated the dispassionate judgments of his prodigious intellect, a sensitive and deeply thoughtful conversation partner, and a lively, irreverently funny drinking buddy who delighted in the ridiculous, with which life and the College kept him generously supplied. He had a sharp wit and a particular gift for impressions; if I had his talent and didn't mind getting fired, I'd share some. But one of the many wonderful memories Jonathan has given me sticks with me and seems fitting to mention. Last year, I happened to have all five of my senior essay orals scheduled over only two weeks, which is a bit of a crunch and which occasioned much grumbling from me. Without mentioning it to me, Jonathan noted the date and time of my last oral; when I came out of it, there he was, with a bottle of champagne to congratulate me. We drank it in the coffee shop, where he complained to everyone who walked by about the wrong I had suffered in being subjected to so grueling a schedule; he made sure everyone knew of my heroic virtue in enduring such a trial, and called angrily for the punishment of all responsible . little did he know, my feat was much less impressive than he imagined. It was Jonathan's practice to devote to each senior oral an entire weekend of preparation, which issued in multiple typed, single-spaced pages of careful commentary for every single essay; it didn' t seem to occur to him that most of us give of ourselves less generously than he did, which was certainly the truth in my case. Anyway, after we polished off the bottle I left; Jonathan struck up a two-hour conversation with a student, about books and the meaning of friendship, a conversation which so impressed the student that he told me about it many months later. This was all standard Jonathan, I think. His generosity and intense care for his friends, for his obligations to the College, for students in general, were central to who he was. As has been said, he was gravely concerned about the possibility of deep human attachment in the modern world - in his own words, taken from a speech he gave in honor of his beloved mother on her 801h birthday, "modernity is a world of self-interest, of commerce, of fluid, contractual relationships, of social ties that are made and unmade daily." His favorite image of modern human beings, as slices of "kraft singles" cheese -- that is, of human beings as mass produced, identical " person units," individually sealed off and protected from one another by plastic wrap -- was invoked often. Happily, Jonathan himself provided a very different example of what human connection could be. His intensity of feeling and devotion to what he thought right could make him quick to anger -- but unlike so many bloodless academics, he cared about things worth caring about, and had the nerve to stick up for what was important even when it didn't win him any friends. This combination of intense liveliness and awareness of the most pressing human concerns, �together with an intellect as powerful as his, is extremely rare. Jonathan was a great boon to the College and great delight and comfort to his friends. I miss him very much, and count myself extremely grateful to have known him. �Benjamin Storey Jonathan Bradford Hand, 1958-2019 I met Jonathan some twentyyears ago. Both of us were graduate students at the C.Omrnittee on Social Thought at the University of Chicago. It was the spring of 1999; I was finishing my first year, and was still more than a little green-curious and eager, but inexperienced and poorly read. I was a kid who showed up from my state school education in the south to find myself surrounded by people from Yale and other such places, who were infinitely better initiated into the ways of the academic world than I. Jonathan was older and wiser; he had read widely and traveled much. But he was also utterly devoid of academic pretension. He never dropped names; he never jingled his Phi Beta Kappa key. He had an infinite amount to share with me, which he did with great generosity. But he was also unfailingly curious, always asking about what I was reading and thinking about, with his eyes always peeled for new things that might engage his indefatigable attention. We were both there to study philosophy, and philosophy, for Jonathan, was three things: political, personal, and comedic. Political: Jonathan had no taste for metaphysical abstractions-he was interested in the question of how to live, and how the spirit of the laws we live under shape our souls. Personal: Jonathan thought that the thinkers and ideas that interested us were reflections of our character, that you could tell a lot about a person from that person's taste in books and ideas. And finally, comedic. & everyone who knew Jonathan knows, he was a great teacher, and he was honored with a teaching award while we were in Chicago. Interviewed about that award, he remarked that a good teacher was pan priest, pan lawyer, and pan comedian. He could do all three, �but his comic talents were extraordinary. He excelled in imitations of the sages, living and dead, who surrounded us in Hyde Park His Allan Bloom was forever spraying cigarette ashes about and saying, "the-ahh, the-ahh, problem of, ahh, lxdng," his Martha Nussbaum was forever droning on in an absurd falsetto about autonomy and wearing leather pants in solidarity with somebody or other. He gave marvelous nicknames. For example, the chairman of the Committee on Social Thought, Robert Pippin, was and is a brilliant scholar who commanded the respect of all of us, Jonathan very much included. But Jonathan didn't respect him too much to give him a nickname. Pippin was then writing about Hegel, whose progressive theory of history culminates in the liberal, bourgeois modem life that we all find ourselves living, with all its material trappings, from the white picket fence to the microwave oven. Jonathan cut through all the technical, Hegelian vocabulary in which Pippin was so fluent so as to give him a splendid moniker: "The High Priest of the Minivan." Jonathan's wit always brought life and thought together. In his way of thinking and talking, I found the kind of playful, honest, learned but unpretentious philosophy I had come to Chicago to study. Jonathan was my unofficial but deeply influential teacher, and he shaped my own way of thinking and talking as much as anyone on the actual faculty of the university. The classroom in which I got my lessons from Jonathan was a Hyde Park greasy spoon called Salonica. There, we would meet almost every Sunday for long, leisurely brunches. Jonathan would peruse the menu, for form's sake, and then proceed to order the same thing every time: skirt steak and eggs, the steak medium rare, the eggs over easy-plus whole wheat toast, for health's sake. He would do so in flirtatious engagements with his favorite waitress, a crusty Chicago dame who gave as good as she got and who plainly enjoyed their repartee. We would spend about three hours there, drinking large quantities of thin, American coffee and talking about everything: Plato, Shakespeare, Tocqueville, our teachers, our friends, the young �women in our circle. It was at that table, in Jonathan's company, that I really learned to think my life through. For it was at that table that I learned how life and thought come together. Afterwards, in the summer, we would repair to Promontory Point Park, where would swim off our brunch in Lake Michigan. It was Jonathan who taught me that swimming in Lake Michigan was in fact possible, in spite of the frigid temperatures and the occasional e-coli warnings. For he was an adventurous spirit as much as a learned one. And we never caught either e-coli or frostbite. Before long, I started dating one of the young women in our circle, Jenna Silber. Jenna and Jonathan were friends, as well, and the three of us spent many hours in one another's company. Both of us formed our adult selves in conversation with him, andJenna and I became a couple in the context of those conversations. When we married in 2003, Jonathan gave a mischievous, beautiful toast at our rehearsal dinner that people would remark to me about for many years thereafter. Eventually, we both left Hyde Park for our teaching careers, mine at Furman University in Greenville, South Carolina; Jonathan here. You all know Jonathan's work here better than I do, but I always thought that St. John's was made for Jonathan, and Jonathan for St. John's. For the mind of a St. John's tutor must be both powerful and ready for anything-two qualities Jonathan had in spades. My own teaching at Furman was deeply marked by his influence. I agree with Jonathan that a teacher is part priest, part lawyer, part comedian. I'm more priestly than Jonathan was, but I make efforts at wit, as well. And when I listen to myself talk, I sometimes realize that I'm repeating phrases I learned from him. More than that, my own who way of thinking about philosophy, as something intimate and personal, something that we can see in all of our everyday interactions, from the breakfast table to the convenience store, comes from him. One could see this influence in our �shared love of the gauche Swiss-French philosopher Rousseau, who brought life and thought together in a sprawling, unholy, but brilliant mess equal parts intellect, honesty, and absurdity. Jonathan visited my family many times in Greenville, sometimes at Christmas or Thanksgiving, sometimes just to hang out. Once, we all went for a hike in the mountains near there. On the way home, we stopped for lunch at a squirrely-looking South Carolina roadside joint called the F-Man. The proprietor, a guywith a handlebar mustache, a ten-gallon hat, and a brass belt buckle the size and shape of Texas, took one look at us and decided he'd have some fun. When he found out we were college professors, he began quizzing us on all manner of trivia he had picked up in his correspondence school education, which wasn't~ bad. After he'd stumped me, the political science professor, by asking about the running mates of failed presidential candidates of the 1890s, he turned toward science, and Jonathan took over. Mr. F-Man had met his match. Before long, he was sitting slack-jawed at our table, as Jonathan patiently explained the theory of relativity to him, using the salt and pepper shakers to illustrate. When we told my kids of Jonathan's death, and were talking about his brilliance and honesty with them, my middle daughter, Rosalind, reminded us of his bravery. For she remembered the stories he told when visited us after spending a sabbatical sailing across the Atlantic, through a near hurricane in a boat that was no match for such weather. Most professors, after all, spend their sabbaticals in libraries. Not Jonathan. In thinking about what it means to have and to lose a friend such as Jonathan, a remark of one of his favorite authors, Alexis de Tocqueville sprang to my mind. In his memoirs, Tocqueville writes that " Whenever there is nothing in a man's thoughts to or feelings that strikes me," " I, so to speak, do not see him. I have always supposed that mediocrities as well as men of parts had a nose, mouth and eyes, but I have never been able to fix in my memory the forms that those features take in each �particular case. I must constantly ask for the names of such men; yet it is not that I despise them, but I have little truck with them, feeling that they are like so many cliches. I respect them, for they make the world, but they bore me profoundly." Who has ever been less of a cliche than Jonathan Hand? And who has ever been bored by him? Jonathan suffered and he could be difficult; everyone who knew him well knew that. But I knew him in the roles in which he was at his best: as my teacher and my friend. A few years ago, the two of us met up in Roscoe, New York for a weekend. The place was an old haunt of Jonathan's, and boasted of the two things that, in Jonathan's eyes, guaranteed a good weekend: a very good diner and an excellent swimming lake. It was delightful, and Jonathan plainly delighted in introducing me to it. He had discovered many beautiful things in life, and he was always eager to share them. The man I am, the person mywife and children and students know, was formed by and through him. He was a singular and decisive presence in my life, whose like I have no hope of meeting again. I do not know if Jonathan believed in blessings, but he was a blessing, to me and to many others. To his sisters, and his parents in Ithaca, thank you for sharing this extraordinary man with me and with my family for so many years. �Reflection for Memorial Service for Jonathan Hand February l5t, 2020 J. Walter Sterling, Dean St. John' s College, Santa Fe Welcome and Opening Welcome, thank you for joining us. Thanks especially to Michael Golluber, but also to other faculty, staff, students, for planning and working on this event, and thanks to all of our speakers today. I want to recognize Jonathan' s sisters, Sonya, Pattie, and Brooke, and his dear friends Ben and Jenna Storey, and their children, Eleanor, Rosalind, and Charles, all of whom traveled so far to be here. You 've heard some music playing now, by the Beatles, music which Jonathan enjoyed and associated with lifelong memories . We'll hear more music in his honor ... We do well simply to recognize the sadness and loss that many of us are carrying, but we are here today to honor the memory of our friend, colleague, and teacher, and to celebrate together the gift of his life, and in doing so we are strengthened as a community and brought closer together; and we renew our sense of purpose. In that spirit, I invite our first speaker, Michael Golluber, to begin when he is ready. Reflection Words, phrases, memories, images, quotes .. . jokes, so many jokes ... have flooded my imagination, daily, since Jonathan 's passing. But it remains so difficult for me to wrap words around it all. We wish, I wish, to honor and celebrate his life, to express the profound gratitude I feel for the indelible, decisive mark he left on me, for the outrageously delightful and sometimes maddening, often delightful because maddening, times we spent together. But my feelings of sadness, confusion, and, yes, anger at his passing, and the powerful sense that a Jonathan-shaped hole in my world will travel with me for a long time, forever, are all still with me. I have to acknowledge that. It wasn't easy living with him as a friend, and it is much harder still to let him go. His sister Pattie said recently he was larger than life. So true, so beautifully, absurdly, magnificently true. Jonathan contained fascinating multitudes within him and even people who knew him well could be forgiven for not really seeing or believing all of it: his academic accomplishments, most vi sible for us, perhaps, but also: - his incredible, unscripted, and sometimes remarkably dangerous travels all over the world; his teaching sailing over many summers; his crewing a sailboat on a physically exhausting North Atlantic passage on his sabbatical; summers spent traveling in the Greek isles, or Turkey, or Italy; long daily swims in the Mediterranean; taking his bike on the train to Albuquerque and cycling all around; his Jove of smart pop culture, going to see stand-up comedy or Weird Al Yankovic (as he once reported, to my surprise); his serious study, if I might put it that way, of Mad Men, or Downton Abbey, or South Park. His love of jokes and impersonations. (One former student once sent him a mix tape, titled "I see London, I see France .. ." with the rest of that off-color playground taunt left unstated, the tape had British Invasion rock, the Stones, the Beatles, on one side, and some of his favorite French pop music on the other - he loved that; he loved how that student got him , his playfulness, his sense of humor and inuendo, his delight in that pop music, his love of Europe.) - and: his deep connection to C_ �his family, especially his devotion to his parents, his rootedness in his eternal home in Ithaca. All of that lurking behind his jaunty grin, with a cocked hat on his head. ( As dean and as a colleague, I will say now what I would say to some people while he was with us, risking hyperbole: He was the best reader, the best teacher, we had here. He had enormous intellectual gifts (surprisingly voracious for, obsessive with, mathematics and physics, and with politics, and with the philosophy and literature that were his foundation) and he combined his gifts with an intensity, a relentlessness, an incandescence, that was powerful and even more rare - at times, too powerful to be contained in the word "teacher." One philosopher famously wrote, "I am dynamite!" and sometimes, often even, Jonathan could feel like such dynamite. He learned from some of his teachers - Harvey Mansfield, Allan Bloom ... -that it was possible for these books, for philosophy, and for teachers, to make all the difference, if and only if teachers, and students, could go right to the nerves of the books and the arguments, where everything was at stake - to cut through jargon, to risk impoliteness and offense, to (as I long said of Jonathan, to Jonathan) "strip and wrestle naked," to use a Platonic image for the most serious business of conversation and dialectic. He got into the game for all of that- not to play it safe, not to have a career, not to be esteemed or win accolades, but to be ready, like a great poker player, to push out all his chips when it mattered most, to drop everything and follow the argument wherever it led. Book after book, conversation after conversation, he was able to take me, take students, take friends, to the center of things, to the difficult places where our hearts' and souls' demands were all at stake and in play. But what a risk, and sometimes what a cost! I know, I know, that sometimes, when he sensed it could matter, he put more hours, many more hours, sleepless nights, of reading and thinking into, say, preparing for one senior oral where he thought the stakes were high, more than I believe (from my experience) any of my other colleagues do, certainly more than I ever had or would - more than once, I saw a senior on the business end of that preparation, in copious notes Jonathan wrote but especially in an oral bordering on interrogation, and that wasn't always ... easy to watch. Would they learn from that? Would they be grateful for it? Would they realize that it came from respect - from seeing them as worth that effort, that tension? I hope so, but it was a risk, it was teaching without a net, and whatever the outcome, he poured his lifeblood into that kind of effort. In reading hundreds of old emails from him in recent weeks, I came across one where a student who had left the college had written a cringeworthy casual, familiar, and self-deluded, request to Jonathan for a letter of recommendation, after failing Jonathan's class. Serious miscalculation. Jonathan was the only tutor I know who would have responded as he did, and he copied me in (as dean): he wrote a long letter, a brutally honest letter let's say ... and added, is that the letter you want sent? St John's is forgiving, the world less, so, he said, closing with, " buckle up." He put hours into crafting that, trying to do good for that student, to jolt that student into waking up; in fact, hi s sincere plea was that the student really should return to the college. I, like many of us I think, would probably have written a two-sentence note politely declining. One of the things that he and I agreed strongly about is that beyond the job as a job, beyond colleges as institutions, beyond all our rules and practices, beyond syllabuses and curricula, beyond the books, beyond teaching as a vocation even, at the heart of it all was and is an uncontrollable, unmanageable, quest to get to the bottom of everything, to get to what matters, to fight for what matters ... you can' t domesticate that, and for someone like Jonathan who was �always ready to push his chips out, there would always be risks and costs. Prices he'd pay, bruises others would take. If all of us were like Jonathan, we wouldn't have a college, but if none of us are like him, the peak of what we are about ceases to be visible. Without someone like Jonathan, some of us would never hear the one thing needful, we'd never realize both how deep and how immediate the books can be in speaking to us. To borrow from a revered author he respected, Jonathan reminds us of "the sacrifices we must make in order that our minds may be free." Like Falstaff, like Socrates, life is simpler, maybe easier, without him ... but real education will always involve such dynamite. Certainly, some of us carry bruises, he carried bruises, from his not playing it safer - but I know so many students and friends who were given treasures and riches through his teaching, through that incandescence, and for us it was worth all the costs. He was my late friend, my last friend, with whom the conversation could, would, go on forever. Not everyone understands these friendships that are forged through hours and hours of arguing about philosophy, about the good, the true, and the beautiful, with all that entails, but here at St. John's I don't think it sounds too strange. I venture to say that for those of us for whom that is the highest, or one of the highest, forms of friendship, we recognize that you only get a few, a very few, friends with whom you can share almost everything, understand each other, drive each other to the edge of what you understand, bring to articulation the questions that are just beyond that understanding. And if you can do that with shared loves of music, poetry, film, travel, food and drink, well, all the better .. . what a miracle ... - and, it seems to me, those friendships tend to come during, and perhaps fade after, a certain season of life. ( l I met Jonathan our first week as tutors at the college, in August 2003, sitting at the Coyote Cafe. I can say now, I never expected at that point in my life to have another friend, to join maybe the one or two from the previous decades, with whom I could share all of that. I thought that season of life was over. That friend you see on your way somewhere else ... and end up still at the coffee shop, the bar, the park bench, driving in the country, hours and hours later, having forgotten whatever else you meant to do that day. That day, Jonathan and I sat down together over a margarita and talked - and talked. Our first conversation went on for hours (I still remember exact phrases and formulations we used), we disclosed our views on religion, our deepest commitments, our loves and lost loves, the books and authors we had in common, and ... for many years, all the intervening years, that conversation - though interrupted by days, weeks, months, and, much later, even years - never ended. I thought the season for such friendship, for such ecstatic and wonderfully desperate conversation, had ended - but Jonathan at his core was a kind of eternal springtime of the possibility of such friendship. It was what he lived for agonizingly irreconcilable as it might be with what counts as daily life for many of us. Part of Jonathan's vocation was to be (as Plato wrote of the Greeks) "forever young" in this way. I think any of Jonathan's close friends, and his many interlocutors and colleagues with shared interests, know him as the one who would keep that dialogue going - forever, all night, as in Plato' s Symposium, as long as we could go to what matters. - It was hard to keep up, and it was hard to sustain. My memories of Jonathan include so many nights where he would nurse a last drink, or jealously defend a last bite on a plate from waiters and busboys, or he might end up reclined on your couch ... and he would seem content if the conversation never ended. You felt, I felt, like a mortal, who needed sleep and rest, hanging on by a thread, with an Olympian who was prepared to stay at the feast forever. At the end of every semester, we used to plan one escapist day in Albuquerque. For years he loved to make that drive in my Miata convertible, top down, music �playing, driving and talking, walking and talking, eating and drinking and talking ... peripatetics, dreamers, adventurers of the mind. In search of. .. serendipity. Serendipity: he was with me at the dinner in 2005, where I chanced to meet Meghan, in the great good fortune of my life, and he was the first person I talked to the next morning, "see, that is the kind of woman I should be with ... " Jonathan was a great acolyte of serendipity: Among his favorite films, one we discussed many times, for many hours, was Richard Linklater's Before Sunrise, together with the rest of that amazingly conceived trilogy, tracking the fate of a romance sparked on a train, with one night of wandering the streets of Vienna, during which two kindred souls passing in the night test their destiny together. Jonathan consciously and well understood that he lived his life as if the magic of that movie might strike ... anywhere, any day, as romance, as friendship, as intellectual insight or epiphany. We all have those hopes in us, but he lived it relentlessly, ever renewed; it animated his European wanderings, it animated his desire never to end the conversation, it animated his interest in what surprising next thing might come from a student's first reading of Plato, from the exigencies of a seminar, from nature, from art. I said of him, to him, that "he loved not wisely, but too well," like Othello, and I said that from a place of deep sympathy and shared, unreasonable hopes; I have thought of that phrase often since his passing. That edge of glistening, romantic hope married to such a rigorous intellect was ... dynamite. As his friend, it was hard to keep the faith, hard not to disappoint, like Prince Hal with Fal staff, hard not to be the first one to blink, to give up on the quest and return to ... life, to the demands of the day. But Jonathan was always ... there ... waiting, ready ... there on the far side of all of everyday life, ready to renew the quest, to forgive all, if we could just go again straight to the heart of things. He was larger than life, he was Falstaff (which I intend and he took as the highest praise) - his ideas and words, his wit, his perpetual youth, his incandescence, will stay with many of us who were blessed to get close to him, to travel with him, in all senses. With a gratefu l heart, I today mourn the passing, but celebrate with abundant gratitude the life, of a great teacher, the rarest of friends, and a bright, restless soul who illuminated the world for me and many others, one with whom I shared so many adventures, adventures that are the stuff of life. - J. Walter Sterling �Williatn Byrd (c.1539-1623) Ave verum corpus ( Published by :-«. Aoede Consort :-«. Troy, New York Copyright© 2012 Dan Foster, Aoede Inc. Edition may be freely distributed, duplicated, performed or recorded. Please give credit. ________________________________________. ( \_, .._ www.AoedeConsort.org Aoede@AoedeConsort.org �Ave verum Corpus 2 Processional Hymn, Corpus Christi Gradualia I, 1605, vol.2 no.5 Pope Innocent VI (d.1342) Superius Medi us ; ~ William Byrd (c.1539- 1623) fl I • t) fl 1IR1z~ c ~~lzlz ... 1-( 2:~& ve ...... -eve A ve rum A ve A ve -- I " Cor ,pus, -6- -0'" rum ...... y "<. Cor pus, ~! 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T. - - t..I I me ' ,........, i. . ., �5 44 ,,, fl I I 2. r.\ s. \ eJ A - i. fl men. I eJ ~"?" - I. I I T. l) -~ - i. ..__ J -&- - A 77 ---- - - :: ~ men. (';'\ I ~ "~ I I I A I men. r.\ I B. -- -- A. (';'\ :;- ' I - i. A I I men. Ave verum corpus natum de Maria Virgine. vere passum immolatum in cruce pro homine: cuius Iatum perforatum fluxit aqua et sanguine: esto nobis praegustatum mortis in examine. 0 [Iesu] dulcis! 0 [Iesu] pie! 0 Iesu fili Marire. Miserere mei. Amen. Hail true body: that was born of the Virgin Mary, That truly suffered and was sacrificed on the Cross for us men, From whose pierced side flowed water and blood; Be for us a foretaste of death and judgement. 0 sweet Jesus! 0 gentle Jesus! 0 Jesus son of Mary. Have mercy upon us. Amen. \_.. . �. IN LOVING MEMORY OF ...................................................................................................................................................................................................................... �_00J-J ~~~~~ L,,_J '"~ J~-~~\·. ~rk~~ /).~ .. 1~~~ 1~ ~== . :. . V'--1 L "e-q , , I nitAltor-ei,r: 0 It] N~~it~~~:; ·:~ ~~-~~~~ ::·.~~ -~;~ . . sk0.,(...k~ .kt ~ D~k?.~ - · · · · · · · · · · · U·k.:c ·~-~-- · · · · · . . . . . . . . . . ~- .. . . . . . . . . . . ..... . . . . . . . . . . . . . ... ...... .~.W\_~0.. . . . ... . . .. . ... . . . . . . . . . ... . .. . . . . ..... ... ... . . .... . . . . ...... 7~-~~~~~ - ~ - ~~~I~h\, ~±~ : ~~~ -~ 8( M +: J ~- ~ R . Cl- ( V\ c::~ 'QCX-VI t1 C<- .............................................................................................................................................................................................................. ,, , . ()_ -{p { lu, v vt {,,,,' ( ( .... , ................................................................................................................................ fV t-z- L c;>f-~ 1J&u~&: fvlc\J2>~lc9 ��D ~--· rz~-- - ._ __ __ � 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 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 speechespresentationsotherlectures 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. 28 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 Jonathan Hand Memorial Program Description An account of the resource Program for the Jonathan Hand Memorial that took place on February 1, 2020 in the Great Hall of the Santa Fe campus. Creator An entity primarily responsible for making the resource Golluber, Michael Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-02-01 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 Contributor An entity responsible for making contributions to the resource Axelberg, Emily Levy, Allison Pagano, Frank N. Sterling, J. Walter Storey, Benjamin Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Jonathan_Hand_Memorial_Program_2020-02-01 Relation A related resource <a href="http://digitalarchives.sjc.edu/items/show/6759">Recording of Jonathan Hand Memorial</a> Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/61fa706e7dc1257f1905211828b35f6a.mp3 d4882424c10f261139aa4ccc0b3d17b4 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 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 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 01:34:09 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 Jonathan Hand Memorial Description An account of the resource Audio recording of the memorial for tutor Jonathan Hand that took place on February 1, 2020 in the Great Hall of the Santa Fe campus. Creator An entity primarily responsible for making the resource Golluber, Michael Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2020-02-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this recording. 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 Axelberg, Emily Kgalema, Thato Levine, David Lawrence Levy, Allison Pagano, Frank N. Sterling, J. Walter Storey, Benjamin Storey, Jenna Silber Stover, Sonya Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF_Jonathan_Hand_Memorial_2020-02-01 Relation A related resource <a href="http://digitalarchives.sjc.edu/items/show/6760">Jonathan Hand Memorial Program</a> Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7adf00f044b4062c642d91fb7662da57.mp3 29a43c2a17a9e6f80d25fd53ff7cd492 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 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 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 wav Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 042:46 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 Age of Illusions: America after the Cold War Description An account of the resource Audio recording of a lecture delivered on Apr. 26, 2019 by Andrew Bacevich as part of the LCDR Erik S. Kristensen Lecture Series. The lecture is part of a joint lectures series between St. John's College and the U.S. Naval Academy to honor the memory of Lieutenant Commander Erik S. Kristensen. An alumnus of the United States Naval Academy and the St. John's College Graduate Institute, Kristensen, a Navy SEAL, was killed in the line of duty in Afghanistan in 2005. This lecture series aims to create even greater ties between the two schools, as well as to educate the public about civil-military relations and the place of the liberal arts in education of naval and military professions. Creator An entity primarily responsible for making the resource Bacevich, Andrew J. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2019-04-26 Rights Information about rights held in and over the resource A signed permission form has been received stating, "I hereby grant St. John's College permission to make an audio recording of my lecture, and retain copies for circulation and archival preservation at the St. John's College Greenfield Library and to make an audio recording of my lecture available online." Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bacevich_Andrew_2019-04-26 Kristensen lecture series U.S. Naval Academy https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/43e2401fcc861144bbd67199a9f0371e.pdf 87d787c91c78a5ecbb37ba5ced932e09 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 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 speechespresentationsotherlectures 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. 7 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Chains of the Skyway: Freedom in the Liberal Arts Description An account of the resource Typescript of a lecture given by Jonathan Tuck. Creator An entity primarily responsible for making the resource Tuck, Jonathan 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 undated Rights Information about rights held in and over the resource St. John's College was given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Identifier An unambiguous reference to the resource within a given context lec Tuck The Chains of the Skyway Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c440fc226b4b81c1f79b87e056bc2c1f.pdf 26f54ec8c87c313cf7cbc4637071dc30 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 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 speechespresentationsotherlectures 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. 23 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Virtue of Recollection in Plato's Meno Description An account of the resource Typescript of a lecture delivered on October 8, 2015 by Peter Kalkavage Creator An entity primarily responsible for making the resource Kalkavage, Peter 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 2015-10-08 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context lec Kalkavage 2015-10-08 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/afea2ae171d789c12478e682068a6fce.pdf 8360f6da375392dfb620b965fa215e83 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 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 speechespresentationsotherlectures 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. 9 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 Weigle Inaugural Address 1950 Title A name given to the resource Inaugural Address of President Richard D. Weigle Date A point or period of time associated with an event in the lifecycle of the resource 1950-10-28 Description An account of the resource The Inaugural Address given by St. John's College President Richard D. Weigle on October 28, 1950. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Creator An entity primarily responsible for making the resource Weigle, Richard D. https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb208eb22c84aed089e07c4c03b5dc12.pdf 168471a4a7376273c851c1fc394fed08 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 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 speechespresentationsotherlectures 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 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 Richards Scofield 1898-1970 Title A name given to the resource Richard Scofield (1898-1970) Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Description An account of the resource Program of the transcript for the memorial services of Tutor Richard Scofield, held in The Great Hall on the Annapolis Campus, October 17, 1970. Subject The topic of the resource memorial