6 20 171 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/19253c452647d7da42b757e2f771e44e.pdf c7c85e977859e35e0cc5d6c24a907f63 PDF Text Text ST. JOHN'S COl~LEGE ANNAPOLIS, MARYLAND 1696-1936 COIVIMENCEMENT EXERCISES Under the Liberty Tree WEDNESDAY. JUNE THIRD .NINETEEN HUNDRED THIRTY-SIX ELEVEN O'CLOCK �CANDIDATES FOR DEGREES Commencement Exercises ~ BACHELOR OF ARTS PROGRAMME· Magna cum Laude PROCESSIONAL JOSEPH BURNHAM GRAY ......................................... Annapolis Meyerbeer March from "The Prophet" St. John's College Orchestra Magna cum Laude et cum Honore THE ORDER OF THE ACADEMIC PROCESSION: EDWARD TYLER HEISE (in French) ................................ Annapolis The Marshal, the Student Body, the Graduating Class, Alumni, the Faculty, the Clergy, Doctor Thomas Parran, Jr. (Candidate for an Honorary Degree) with Doctor Amos F. Hutchins (his Sponsor), Members of the Board of Visitors and Governors of St. John's College, Presidents and Representatives of other <lolleges, the Head of the United St11.tes Naval Post Graduate School, the Superintendent •Of the United States Naval Academy and the Aide to the Superintendent, Rabbi Morris S. Lazaron, the Rev. Thomas E. Green, D.D., the Honorable Harry W. Nice, the President of St. John's College. Cum Laude CHARLES JACOB KIBLER ........................................ Greensboro The Rev. E. Cranston Riggin INVOCATION Gounod Sanctus from "St. Cecilia Mass" St. John's College Orchestra REMARKS BY THE PRESIDENT OF THE COLLEGE Rabbi Morris S. Lazaron ADDRESS TO THE GRADUATING CLASS Pilgrim Chorus from ''Tannhaeuser" Wagner St. John's College Orchestra ANNOUNCEMENT BY THE MARSHAL THAT THE CANDIDATES FOR THE DEGREE OF BACHELOR OF ARTS ARE PRESENT CONFERRING OF THE DEGREE OF BACHELOR OF ARTS The President of the College DELIVERING OF THE DIPLOMAS Hon. Harry W. Nice, The Governor of Maryland Moszkowsky Bolero St. John's College Orchestra CONFERRING OF HONORARY DEGREE: THOMAS PARRAN, JR., Doctor of Laws, proposed by Dr. Amos F. Hutchins, Chairman of the Board of Visitors and Governors of St. John's College PRESENTATION OF THE PRIZES IN THE ESSAY CONTESTS The Rev. Thomas E. Green, D.D. PRESENTATION OF OTHER PRIZES AND AWARDS The President of the College The Rev. James M. Magruder, BENEDICTION Ode to St. John's D.D. Starr RECESSIONAL Pomp and Circumstance St. John's College Orchestra Elgar Rite JOHN REEVES BLAKISTONE ...................................... Bushwood JAMES PIERCE BRADLEY ......................................... California JAMES MCCOMBS BROWN .....................•................... Baltimore THOMAS WARREN CHANDLEE ............................. Delta, Pennsylvania GARNETT YELVERTON CLARK ........................ , ... , ........ Annapolis GILBERT ALBERT CRANDALL ..................................... Annapolis LAWRASON LEVERING CRANE ...................................... Baltimore HERBERT HENRY ECCLESTON .......................... Hackensack, New Jersey FRANK RICHARD GESSNER, JR..................................... Annapolis WILLIAM GOTTSCHALK GIDEON .................................... Baltimore RALPH JOSEPH GIORDANO ................................ Newark, New Jersey CHARLES GEORGE GOY ............................... Nashua, New Hampshire CALVIN LEWIS HORN, JR ......................................... Baltimore SAMUEL MILTON IVREY ...................•....................... Annapolis PAUL JOSEPH KESMODEL ......................................... Baltimore ROBERT GLYN LEWIS ............................................ B.altimore HARRY PATRICK LUZ .................................. Woodmere, New York DANIEL HUTCHINSON MATHERS ................................... Annapolis IRVING KAHLER MEGINNIS ........................................ Baltimore WILLIAM ROBERT MILLER ........................................ Baltimore CYRIL RAYMOND MURPHY, .JR..................................... Baltimore WARDER ROBERT NETHKEN ...................................... Baltimore CHARLES FRANCIS PEACE, III .................................... Round· Bay JAMES ANDREW PHILLIPS ................................. · ........ Quantico WILLIAM NELSON RAIRIGH ........................................ Ridgely RALPH MURRAY SCHLEY ...........................•............. Baltimore RICHARD BROOKE SELLMAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Poolesville LEROY GARDNER WEBSTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Deal' s Island CHARLES TYLDEN WESTCOTT ..................................... Baltimore RICHARD TALBOT WILLIAMS ..........................•........... Waterbury GEORGE THOMAS WINGATE ....................................... Baltimore �HONORS AND PRIZES To the member of the Senior Class who has at- l tained the highest average in his four years' academic work, a gold medal. Offered by the · · .... · · . · · .... JOSEPH BURNHAM GRAY Board of Visitors and Governors. J To the member of the Graduating Class, intend-1 ing to study medicine, who has the highest standing iri courses taken in the Division of the Sciences and Mathematics, a prize of $10. ~ffered by the Sigma Alpha Epsilon Fratermty. l ·.· · · · · · · · · ·HERBERT f j HENRY ECCLESTON To the student who, in the opinion of the Fae- l culty, has contributed most to the College during the year, a medal. Offered by the Phi · · . · · . · · · . · ... GEORGE TYLER COULSON Sigma Kappa Fraternity. J To the student who has written the best essay on a subject taught regularly in the Division of· the Languages, Literature, and Art, a prize of $25.00. Offered by the Reverend Doctor Thomas E. Green. 1· .............. GUSTAV EDWARD HERZER (HONORABLE MENTION: Edward Tyler Heise and Robert Levin). To the student who has written the best essay on l a subject taught regularly in the Division· of I the Sciences and Mathematics, a prize of r $25.00. Offered by the Reverend Doctor I Thomas E. Green. J ................ ROBERT GRAHAM MOSS To the member of the Graduating Class who has l demonstrated the greatest interest in general) reading, twenty-inch books~e.lf. Offered by ........... CHARLES TYLDEN WESTCOTT a member of the Board of VlSltors and Governors. .. a To the retiring President of the Student Council, l a gavel. Offered by the Beta Mu Chapter of r ........... THOMAS WARREN CHANDLEE the Kappa Alpha Fraternity. · J To some person, not a student in the Coliege, but l intimately connected with the affairs of the I College, who, in the opinion of .the Faculty, possesses such characteristics of heart, mind, and conduct, as evince a spirit of love for and helpfulness to other men and women, as were .............. AMOS FRANCIS HUTCHINS exemplified by Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. J The Hodgson Cup-for excellence in English. r ............. .... EDWARD TYLER HEISE The Jamison Cup-for excellence in Biology. r .......... .RICHARD The Woodcock Cup-for excellence in Chemistry. L f · · · · · · · · · · · · · · TALBOT WILLIAMS JOSEPH Bl'.JR. G . NHAM RAY The Keene Cup-for excellence in Mathematics. r ............... JOSEPH The Dearing Cup-for excellence in Economics. r ............. LEROY The Harrison ~up-for th_e best all-around student .(athletics, scholarship, and character) . r ........... LAWRASON BURNHAM GRAY GARDNER WEBSTER LEVERING CRANE � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1936-06-03 Description An account of the resource Commencement Exercises Under the Liberty Tree. 1696-1936 Identifier An unambiguous reference to the resource within a given context Commencement Exercises from 1936 {1936-06-03} 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 Title A name given to the resource Commencement Program, 1936 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b8dddcd944c37191d5a9bce8e0d558db.pdf 16c0705b0feed397883beccf02cda8b0 PDF Text Text Cotninenceillent Day St. John's College 1696-1920 Friday June ele-Yenth Nineteen-twenty �Commencement Exercises .GRAJ)UATE. DEGREES BACHELOR OF ARTS PROGRAMME JUNE 11, FRIDAY, 10:30 A. M. Procession of Candidates for Degrees, Alumni, the Board of Visitors and Governors, Distinguished Visitors, the Orators, and the President of the College. Reading of Scripture ........................ By the Rev. J. M. Gillum Invocation ................................ By the Rev. J. D. La Mothe Howard A.lonzo Batty .. , •.......... ,.,, ...•........... > •• Baltimm;e, Md. Milton William Baylis .............................. Pocomoke City, Md. John Ho9ver Birely; ............ ' .......... ·...... ·.· ..... Cavetown, Mel. Eclward Inyin _Blafoe, Jr ..... : ........ :: ... .' ...... Pocomoke City, Mel. Paul Moyer Cassen .... '. . ,....... .'. ·........................ Towson, Mel. Robert Edward Cough'an, Jr ... , .......... '." .•. , ........ Baltimore, Mel. Ea,rl Rol!1nd ,•Custis ................................ Pocomo:ke City, Mel. ~eginald Foster Hall. .................... · .. ·"., .. , .. , .Washington, D. C. Echnoncl Hough Johnson.-........... ·" ........ : : ............ Snow Hill, Mel. Howard Andrew Kinhart .............................. White Hall, Md. Francis James L~oyd, Jr ............. .':. _. ... : ...... Pocomoke City, Mel. Norman Hampden Smith .................... -. ............ Hebron, Mel. Thomas Payne Thompson ... _................ -. .. ,, ....... BeBl Air, Mel. Music. Awarding of Prize. in behalf_ of the Alumni Association for the best Original Oration in the Senior Class and for G,eneral Excellence - By Osborne Yellott,_Esq. Music. Aclclress to Graduates ....................... By Hon. Albert C. Ritchie, Governor of Maryland. Awarding of Gold Medal for Highest Average in Graduating Class By Hon. Robert Moss. Awarding of other Prizes for Distinguished Scholarship. BACHELOR OF SCIENCE John Davis Alexander ......... ·: .... : ............... Deal 's Island, Md . .Charles Waugh Fitzgerald, Jr ........ ,.''. ........... ,Prine.ess Anne, Md. Burleigh Clayton Fooks ........... ._ ... , ................ Snow Hill, Md. Samuel Roy Hetzer ................ ·, ................ Williamsport, Md. Raymond Sergeant Hyson .............................. Hampstead, Md . . Albert Fuad Jumblatt ................................ Philadelphia, Pa. Joseph John Kleback ..................... : ............. Wyoming, Pa. James Anson Logan ................................... Baltimore, Md. Karl Schumacher ...................................... Pottstown, Pa. Cliifor Oscar Webster ......... : ..................... Deal's Island, Md. Music. Conferring of Degrees on Graduates. Conferring of Honorary Degrees. Music. Awarding of Sabre to Captain of Color Company. MASTER OF ARTS; IN COU:R.SE Charles. Raymond Halbert, B.A.1 HJOS ................ Washington, D. C. William Neill, Jr., B.A., 1908 ........................... Baltimore, Md. Wilbert L. Merriken, B.A., 1915-. .• ,,·..---.· ................. Baltimore, Mel. Henry L; D. Stanford, B.A., 1917 ....................... Ba:ltimore, Mel. William E. Olivet, B.A., 1919 ........................... Annapolis, Mel. Military Announcements. BP.necliction .............................. By Rev. William L. De Vries MASTER OF SCIENdE, IN COURSE Edward Hall Bowie ................................ Washington, D. C. �HONORARY DEGREES DOCTOR OF SCIENCE Emerson B. Roberts .................................. Wilkinsburg, Pa. DOCTOR OF LAWS Governo,r Albert 0. Ritchie ............................ Anna polis, Md. Rear Admiral Archibald H. Scales, U. S. N .............. Annapolis, Md. Assistant Secretary of Navy Franklin D. Roosevelt ... Washington, D. C. Ambassador Jean J. J usserand ...................... Washington, D. C. Major General R. Alexander, U. S. A ................. Washington, D. 0. Rev. Rev. Rev. Rev. Rev. DOCTOR OF DIVINITY William L. DeVries ........................... Washington, D. C. Sidney K. Evans, U. S. N ......................... Annapolis, Md. John Dominique LaMothe ......................... Baltimore, M('.. Benjamin B. Lovett .............................. Baltimore, Md. Jacob M. Gillum ................................. Baltimore, Md. Prize of $20.00 offered by the Alumni Association of St. John's College for the best Original Oration. E. R. Custis. Prize of Gold Medal a,warded by tho Alumni Association of St. John's for General Excellence. Francis J. Lloyd, Jr. Prize of $25.00 given by Rev. James M. Magruder, D.D., for best essay on Colonial History of Maryland. Lawrence W. Hecht. Prize of Set of Books given by Walter H. Hart, Esq., of Annapolis, to member of Freshman Class most distingui8hed in English Composition. Samuel P. Schill~g. Prize of Gold Medal to tha,t member of SenJor Class who has attained the Highest Average in Academic Work. Francis J. Lloyd, Jr. The Philo Sherman Bennett Prize of $215.00 for best Essay on The Principles -0f Free Government. Raymond S. Hyson. Prize of Gold Medal given by the President of the College to that member of the Junior Class who gains the first p)aee in the Oratorical Contest of that Class. Franklin C. Hall. ' Awarding of Silver Cup presented by Professor Hazard to Color Company. Company B. � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 1920-06-11 Description An account of the resource Commencement Day. St. John's College 1969-1920. Identifier An unambiguous reference to the resource within a given context Commencement Exercises from 1920 {1920-06-11} 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 Title A name given to the resource Commencement Program, 1920 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7fba504bb37057a09cc0965c47b3e8c7.pdf b57ef5df8a40826ff5094121db024184 PDF Text Text ,. ·~·' ( .• ') ·, t ' '' ) ~\- \- ,_\ ~·· ,, .'' • ) I ,. < �sADDRESS TO THE ALUMNI OF ST. tTOHN'S COLLEGE, ANNAPOLIS, MARYLAND, -ON- COMMENCEMENT DAY, :f"'CT'NE 3 0 t h , l.SSO, -BY- JAMES M. GARNETT, M.A., LL.D., Principal of ST. JOHN'S COLLEGE. Published by request of the Soci ety of the Alumni. ANNAPOLIS: L. F . COLTON & co., 1880. PRINTERS. �ADDRESS. Before bidding good-bye to the youngest Alumni, I desire, in view of the present circumstances of the College, to say a few words to the older Alumni, and to put the situation plainly before them, for now more than ever is their a~sistance needed in assuring the future of their Alma Mater. If time permitted, it would be interesting to review the history of collegiate education in the State, and to note the efforts made to procure, and still more to retain, State support for it, although it is a history of repeated failures and but partial success.· I shall, however, allude but briefly to the attempts made to establish a college in Maryland before this time-honored institution was chartered,* and shall narrate its history in as few words as possible. The first legislative action of which we have record with regard to education was that taken by the General Assembly convened in the city of St. Mary's in 1671, when an Act was passed by the Upper House £or ".found-: ing and erecting a school or college for the. education of youth in learning and virtue." This was returned by the Lower House with certain amendments providing for differences in religious views existing among th.e people, which amendments were not acceptable to the Upper *Th e historical facts r elating to education in Maryland previous to the charter of St. John's Colleg<o (1784) were taken originally from a manuscript document on file in the U. S. Bureau of Education, and were included in an address on "The Past and Present of Edu cation in Maryland," delivered by the pre~ent writer before the Maryland State Teachers' Assoeiation, at Hagerstown, Aug. 27, 1873, and in "A. Brief Historical Sketch" prefixed to the Catalogue of Graduates and Alumni of St. J;ohn's College, published in 1874. The facts relating to the history of the College have been frequently published, ana especia.lly in two appeals to the people of Maryland by the Visitors and Governors of the College, one publishe<l ii::t August, 1868, and the other in November, 1870, and in the Reports of the Principal of the College to the General Assembly of 1868 and to that of 1878. I �4 House, and thus ended the first well-meant effort for the establighment of a school or college in the Province of Maryland. Passing over the message of Gov. Nicholson of 1694, and th!3 Act of 1696, we come to the establishment under that Act of the King Williarn School, noted. as the Alma Mater of many distinguished men, and especially of the celebrated lawyer and statesman, William Pinkney. This ~chool was opened in 1701 and eighty-five years later was mcorporated with St. John's Oollege. The next importan.t record relating to collegiate education is ~ paper, sa1d to be still in the Ex~cutive Department, entitled "Proposals for founding a. College at Annapolis," and dated 1732, whieh was read in the Upper House and recommended to the consideration of the Lower House of A,ssemhly. The author of the paper laments "the great want of some well-ni?gulated seminary for the propagation of polite and useful learning , in this large and. growing -colony," and urges the project "that gentlemen may be under no necessity of sending their sons at great expense to Europe for education," and that native teachers may 'be educated, "it not being worth the while of men of genius te come from England to teach for the precarious stipends provided.'' The plan was a very liberal and comprehensive one, at a , time too when Harvard College in Massachusetts, and \Villiam and Mary College in Virginia, were the only collegiate institutions in this country ; but the General Assembly seems to have neglected to perfect the requisite legislation, and so this second attempt to establish a college in Maryland failed. We do mt find the project of establishing a colleae revived untill763, when a Report to the General Asse;ibly says: 5 "Your committee are of opinion that the house in the City of .Annapolis which was intended for the Governor <>f this Province, be completely finished and used for the ·college proposed to be established." This house is the building in which we are now assembled, begun in 1746 and intended for Gov. Bladen, but from remaining long 'unfinished known to local history as "Bladen's Folly." The expenses 'of the college were to be defrayed out of the Public Treasury, and among other estimated resources were a tax on licenses and a tax on bachelors-from 5 to 20 shillings apiece. The Report was adopted and an Act passed in the Lower House, but it failed in the Upper House, and we are told that, after a lengthy and acrimonious discussion, with several messages from one House to the other without producing harmony of sentiment, the AsRembly was finally prorogued, and so this third effort met with the fate of its predecessors. But the intention of establishing a college at Annapolis was not abandoned, for we have a letter, dated Oct. 4, 1773, from William Eddis, Surveyor of Customs at Annapolis, to a friend in England, stating that "the Legislature bas determined to found a college for the education of youth in ev,ery liberal an~ useful br:;tnch of scienc~, which will precmde the necess1ty of crossmg the Atlantic for the completion of a classical and polite education," and that it had been determined to finish the building on the banks of the Severn formerly designed for the Gover· nor's mansion, and to apply it to the purposes of collegiate educatioJl. · The Revolutionary War interfered with the immediate fulfillment of this wis~ plan, but in 1782 ·washington College, at Chestertown, was chartered, the Pr~amble to the Act stating "that previous attempts had failed because .of the difficulty of fixing a sibation on either shore of €qual convenience to youth of both shores, and it was �I 6 therefore desirable that the inhabitants of each shore should consult their own convenience in founding a college for th~mselv~s:" This Act was soon followed by that of 1784, contammg the charter of St. John's College, and t~e two colleges were declared one university under the title o~ "The l!niv.e rsity of Maryland,'' but this provision was never earned mto effect and was afterwards repealed. After repe~ted a~.tempts and failures,, we see two colleges at l~st established m the State and provision made by the Legislature for. their s~pport. Would that this provision ~ad bee~ ?ontmued With the same liberality with which 1t ';as ~ngrnally granted! The history of collegiate education .m Maryland might then have been very different, and this appeal to the Alumni of St. John's College would have been unnecessary. The ~barter of this College is a most comprehensive one. It provides that the College "shall be founded and maintained forever upon a most liberal plan, for the benefit of yout? of every religious denomination, who shall be freely admitted to equal privileges and advantages of education an~ to all. the .literary honors of the College, according to th~Ir. ment, ';;thout requiring or enforcing a~y civil or rehgwus .test. Oould any legal provision be wider, or appeal With surer confidence to all classes of citizens ? More.over, the subscriptions already obtained were made the L~sis for e~tendi~g legislative support, and authority _was giVen for mcreasmg them by appointing, in the charter, the Rev. Mr. John Carroll, the R'jv, William Smith and P~trick .Allison, clergymen respectively of the Roman Ca~~o~IC, Episcop~l ~nd Presbyterian churches, ,;agents for sohc1tmg and receivmg subscriptiG>ns and contributions for ~he said intended College and Seminary of universallearnmg of any per~o~ or persons, bodies politic and corporate, who may be w11lmg to promote so go?d a design;" and it was further enacted that "to provide a permanent fund for 7 the further encouragement and establishment of the said College, the sum of 1750£ current money be annually and forever hereafter given and granted by the public for the use of the said College.'' . The sum of $32,000 was obtained by subscription fro!:fi about two hundred imd fifty citizens of the State, among whom we find the names of Carroll, Chase, Stone, Martin, Dgle, Howard, Harrison, Paca, Clagett, Plater, ;Bowie, Barnes, Key, Henry, Weems, Gantt, Magruder, Chapman and others. The first meeting of the Board of Visitors and Governors was held Feb. 28th, 1786, and on the following day Annapolis was selected as the place for the location of the College, Annapolis and Upper Marlboro' being the only places voted for, and thus this building and four acres of land attached were obtained as a donation from' the State under the terms of the charter. On the 11th of November, 1789, the College was opened with imposing ceremonies of dedication and all due solemnity, and we are told that "all the public bodies were in attendance and formed a long procession from the State House to the College H all." The first commencement took place in 1793 and from that time until 1806 we have lists of graduates for almost every year. Among the students during this period are found those who were afterwards members of the U, S. Senate and Hous.e of Representatives, Governors of th'e State, members of the Executive Council, Judges of the Court of Appeals, Circuit and other State Courts, and not ·only s0ns of Maryland, but of her sister States also. How then was this career of prosperity interrupted ? · By the violation ·of plighted faith on the part of the State. By an Act passed J auuary 1, 1806, by a majority of eight, the State's donation was withdrawn, and a resolution immediately introduced to restore :1 portion of tile annuity fail ed by one vote. Whatever were the causes which led �8 to this action of the Legislature, Francis S. Key, in hi& oration before the Alumni, Feb. 22, 1827, referring to it says : "l 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 _reriod to which I refer, when the brightest ornament Df the State was cast. away from her protection, it was not the voice of the people but the strife of party by which it fell."-"As the ' people at large seldom saw it o~ heard of it, and a grea;t proportion of them, from their situation, felt no immediateinterest in its continuance, it was thought that 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 th€7 few."-"Each party caught at the advantage to be gained by the apparent popularity of the measme, and the reaL interests and honor of the Btate were sacrificed by each." Might we not say that history repeats itself after the lapse of three-quarters of a century? , In consequence of this action of the Legislature the College was temporarily suspended, and there is a blarak in its list of graduates until 1810, when the oldest living: alumnus of the College received his degree, the vene.rable Dr. John Ridout, who still lives to exert his influence in ·behalf of the College as a member of the Board of Visitors and Governors. In 1811 oae thousand dollars of the annuity were restored, but the College €Ontinued to languish until 1821, when a lottery granted by Act of Legislature added $20,000 to its funds. In the next year the· names of graduates reappear, one of whom was the Hon. Alex. Randall, Chairman of the Executive Committee, w_ ose unceasing devotion to the interests of tbe College is h continually illustrated by his earnest efforts to. promote its. welfare. 9. In the year 1832, in response to an urgent memorial of the Board of Visitors and Governors, reciting briefly the history of the College, and calling the attention of the General Assembly to the decision of the Supreme Court of the United States in the case of Dartmouth College, in which the Acts of the New Hampshire Legislature w~re declared to· be "repugnant to the Constitution of the U nitedt States and so not valid,"-the Legislature restored two· thousand dollars more of the annuity but coupled it with the condition that this should be received "in full satisfaction of all legal and equitable. claims the College might have or be supposed to have against the State." ~he arrearages of the College annuity amoun.ted at tha.t time· to over $100,000, and in order to obtam any assistance· at all from the Sta.te the College was required to relinquish this amount and accept the meagre sum of three thousand dollars per annum in full of all legal and equita?le dai~s. Here was might vs. right. There is no question t~at If,. at any time between 1819, when t~e Dartmouth College decision was rendered, and 1832, smt had been brought,. the full amount. of the arrearages might have been recovered but in defence of the Board of Visitors and Gover' nors it may be said that "they believed their rights were· entirely in the power of the State and without any means. of being enforced " so "the deed of release was executed and E:ntered upon ' the records of the Court of Appeals. " · The resolution restoring two thousand dollars of t}1e annuity provided that the Governor of the State, President of the Senate, Speaker of the House of Delegates, ana Judges of the Court of Appeals, should be ex officio members of the Board of Visitors and Governors, and a c0m- ·· mittee was appointed to visit the College, which reported; at the December Session, 1833, as follows: "The prosperity of St. J ohn's College is deemed a subject of great importance, so that the youth from every �10 portion of the two great divisions of the State may convene with the well-grounded assurance of being able to acquire a liberal education and at the same time consummate the patriotic anticipations of the charter." "It is believed in no way can this [object] be so well realized as by sustaining on a liberal scale a seminary of learning at the seat of legislation." The committee recommend raising money by subscription, which was undertaken, and through the exertions of the late Rev. Dr. Hector Humphreys, Principal of the College, the sum of $11,000 was ·collected, which was applied in the erection of Humphreys Hall. The corner-stone of this building was laid on the 18th of June, 1835, by the presiding Judge of the Court of Appeals, and an address was delivered by Chancellor Johnson. On this subscription list we find the names of Bowie, Thomas, Magruder, Mackubin, Brewer, Randall, Alexander, Chase, Dorsey, Goldsborough, Murray, Key, Carroll, Merrick and others. It was the whole State which joined in contributing to the support of St. J ohn'q College and increasing the facilities for educating the sons ·of Maryland within her own borders. From this time on the College continued to graduate students until the beginnecessarily closed. ning of the late war when its doors were • But the Board of Visitors and Governors could not rest satisfied with the arbitrary settlement made with the State -in 1832, by which advantage was taken of their unfortunate condition to legalize apparently the supposed illegal Act of 1805, and consid.eringtoo that, under the terms of the charter itself, their predecessors had transcended their powers* and had no right to give the release required,•:The sixteenth section of the charter, which was relied on to sustain this view, reads as follows: "But in case at any time hereafter, through oversight or otherwise throu gh misapprehensions and mistalcen constructions of the powers, liberties and franchises, in this charter or act of incorporation granted or intended to be gt·anted, a n y ordinance should be made by the said Corporation of Visitors and Governors or any matters. don e a nd transacted by the CorporatiOn contrary to the tenor thereof, it is e;,:tcted that, although all such ordinances, acts and 'doings shall, in �12 of justice, the General Assembly appropriated to the support of the College the sum of $12,000 annYally for five· years from June 1, 1868-a sum which. with the former $3,000, did not equal the interest on· the amount claimed as. d~e to the College-and in consequence of this appropnatwn the appeal was abandoned. · This, :hen, is the history of the appropriation of $12,000: which was reluctantly renewed for six years by the Legislature of 1872, and still more reluctantly for two years by that of 1878, and which the recent Legislature re:used to con~inue _any longer. This was the appropriation upon whiCh, With the $3,000 already mentioned, the· College was dependent for support, and in return for which,. when first received, the Visitors and Governors established o.ne hundred and fifty scholarships for tuition, a:ssigning s1~ t~ each Senatorial District in the State. This appropnahon, moreover, was not connected with the subsequent. appropriation of $10,000 by the Legislature of 1 872:~ reduced to $5,200 by that of 1878, for furnishing board\ to two stude:pts (now one student), from each SenatoriaL District on condition that they teach two years within the· State, except in se far as the latter appropriation applied' to students who held scholarships for tuition under the former appropriation. Whatever may have influenced the action of the lateLegislature, it iB not now pertinent to inquire. Doubtless a false idea of economy influenced some, and perhaps personal motives influenced others, but if we look around andi inquire what other States are doing for their institutions of learning, we shall find that liberal appropriations are made from the State Treasury for their support. Some even go so far as to impose a special tax on the assessed value of property ·n the State for their leading college or university. It is not considered economy to restrict these institutions, and force those who desire a collegiate educa- 13 tion to take their money out of the State which theywould willingly spend within it, but it is found profitable· even to attract students from other States. But, there is no use crying over the past, and the question is, what are you going to do about it? The Collegeis shut up now to rely upon its present small appropriation. and the exertions of its Board of Visitors, its Faculty andi its Alumni, but with harmony of action between these three bodies, much may be accomplished. 'l'he recent action of the Faculty of the University of Missouri may furnish an example worthy of imitation, who, at the request of the· Board of Curators, "promised hearty co-operation in the effort to build up and make known the State University," distributed awong themselves the several Congressional Districts of the State, and agreed to visit them and present the claims of the University. The future Faculty of this College may well apportion the Congressional Districts and visit them to present the wants and claims of the· College-to speak publicly in its behalf, if the opportunity presents; if not, to make known privately its condition: and necessities, and try to enlist the interest and support of the people of the State-to induce them to imitate· their ancestors by liberal subscriptions, or at least to send their sons to be educated here. It is well to rewember that, with the numerous and. well equipped colleges of adjoining States, with the· wealthy instit ution in the City of Baltimore, strong in. the nur~ber .and ability of its instructors, and in the appliances for . instruction, and giving · both collegiate and university education-many students may not re~ main here long enough to obtain degrees. I t is manifest that the system of board and tuition scholarshipshas for some years furnishect the majority of the graduates,. and, if not repealed, will continue to furnish a few each year, but while the State is perfectly able to maintain it. �14 ),', 15 :·as a system of prizes for the best scholars from the schools ·1n each Senatorial District, strong objections have been :.made to it, and another Legislature may repeal it too. It is an unfortunate thing for a literary institution to be · dependent upon the caprices of any legislative body. But it is well to remember also that thorough preparation 'for higher instruction is very much needed in the State. .Even for our great University, instruction extending at least through the Sophomore year of an• ordinary college :is required, and there is no reason why the preparatory and :}ower collegiate classes of this College should not be filled to o verflowing. An institution furnishing such preparation is a great desideratum. There is room for it, and a wide field of usefulness is open before it. The higher instruction corresponding to the course of the Junior and Senior _ years should be retained'· for those who preferred to remain :here and obtain their degrees-for local circumstances, .Jamily ties, and ~he schol$-rship system (as long as it lasts,) ·will furnish some-but the course should be modified to . suit the number and labors of the Faculty employed. Moreover, the retention of this course will furnish a stimulus . ,to the lower classes, and will pr2serve the scholastic tradition, always strong in an old institution of learning. . Sentiment and rrwerence for the past is not to be disTegarded, for it has a powerful effect upon the future. But to bri.ng the College before the people, the present l 1elp of the Alumni _s needed. Each Alumnus can be a ceni ..tre of influence in his neighborhood or in his county. He ~-can visit the men of means and get subscriptions. I .notice that one object of_ the Society of the Alumni of Georgetown College, specified in its Constitution, is ''to seek to obtain donations and endowments, and to secure for the College the most favorable legislation," and why . should not that be an object of the Society of Alumni of .t his College? The older A.l)lmni can give their money and their sons. It is a notable fact that nearly all the tuition. money the College receives comes from Annapolis, and the bulk of that from Alumni of the College. Theyounger Alumni, of whom a goodly number has been turned out in the last thirteen years, and who owe all the education they. have to this College, can give their time and their energies in its behalf, can make known its ad.~ vantages and induce others to support it. Cast your eyes around this hall and witness the seventy-five names in,.. scribed on these shields of its graduates during the past ten years. These names are the silent representatives of numbers of others who completed here their collegiate education and left without reaching graduation. The young Alumni of the College are scattered through every county in the State, and if they will go to work in their counties and work persistently, I believe that at least a thousand dollars could be easily 1~aised in each county and much more in the City of Baltimore~ I cannot believe that the appropriation would have failed if all the Alumni, both old and young, had used the influence they possessed wi~h the Delegates from their counties. The Alumni as a body have never felt called upon before to go to work . in earnest and lend their aid in building up the College. It is true, meeting~ have been held on Commencement Day, speeches made~ and committees appointed to seU:d out circulars which met no response, but this is not work. A Board of Visitors and a Faculty cannot do every ~ thing. If the former discharge faithfully the duties of supervision and watch scrupulously ovel' the finances, and the latter fulfill efficiently the duties of administration and instruction with which they are charged, they are accom.plishing the objects for which they are appointed. ':l_1he reputation of a College must, after all, rest upon the fidelity and efficiency with which these duties are discharged ~ �I __ 16 •upon the exce~lence of its nnt~rnal administration and the thoroughness of ite1 instructivn. If the Faculty fulfill these ·duties satisfactorily, it is as much as can ordinarily he ·e xpected of them, hut in an emergency, such as has now arisen here, .they must labor more diligent] y outside of the <College, and in this they must be helped ·by the Alumni who have affection for their Alma Mater and will work ener:getically to increase her means and facilities for instruction. The suggestions made, if approved, can be acted upon, :and your own wisdom can arrange the necessary details ·for carrying them into effect. But the point to be kept ·in view is to bring the College more prominently before the people as a place of education for the whole State, to ·interest them in it, and evincing your own interest in a practical manner will inevitably awaken the interest of others. If people see that the Alumni and friends of the ·College, ncvw in its time of need, make no effort in its behalf, they will naturally fetl no interest in it and will •send their sons to more favored institutions. But if a strong and combined effort by Visitors, Faculty and Alumni is made to obtain money and students for the ·College, it must tell, and the failure of the appropriation may not be such a severe blow after all, and will not be, ·if it awakens this renewed interest on the part of friends - nd Alumni, and results in putting the College on a firmer a basis. The men tu,r ned out hy a college are the best testimony to its value and to the quality of its work-not ·all, for unfortunately aH do mot take advantage of the opportunities presented to the·m -but if those who do and who hold the imprim11.,iur of • the ·eollege for work faithfully done, take their stand along side of other men in active life, in the ·church, on the be• ch, at the bar, in the n .sick-room, school-.roo:m, ·counting-room or work-shop, .a nd hold their own amo:mg the first, the world will ask no better tes~imony dio .tJ:~<e 'tr.aini!{g th~y .hav.e received. . / 17 Therefore, my young friends, t(} you I would address . a ~few parting words. Yoa ihlave lahore~ through. your three, ..r five years course and have JUSt receiVed the relOur, or ' hl 'f 't ward of your labors. But that diploma. is wort ess 1 : ·does not represent this ·diligent labor, this power of .a~~hthis training of the mind to intellectual acqUisition t. .ca IOn, . 'Z • • • d t which must go with you through hfe. Tms It IS, an ~o < meagre attainments in any branch of knowledge whiCh the you may have made • that must gauge the value of your · d t ains w1ilst here. If you can use your mm s so as o get from them their best work, if you can turn them at to any mental effort and show some result of h effort your stay ihere has not been m vam. And sue ' ' l d t d while prizing highly the pG>wer to gain know e ge, .o evelop thought, and to benefit mankind by the .exercise of :thought, forget not that more important ~xerCise of your moral na t ure, Which you heard so forCibly presented 1a · iew evenings since, and -rhich must go on unconscious y ·whether yon will or no-the development o~ characte:. Of this more certain'l y than of me.ntal. acq~uem,~nts IS our motto strictly true-"nulla d~es sme _hnea. unconsciously made often develop mto consciOus .acts of good or evil. Guard well then the avenues of th.e heart and leave no way open for the entrance of e~Il . . Strength of character will be your best aid ~ ImpreSSIOnS. ·• . ·to success in life. Self-reliaRce is rrecessary, but there .Is . 'd difference between -self-reliance and self-conceit. .a Wl e f . d h. h The former is consistent with true hnmili~y o mi.n· , w lC . ks strength for even the ordinary duties of hfe from a .see . k · · lf d Power hiaher than serf. T;Jue latte;r is wea Ill Itse al) is alway: an index of weaknes~ of char~cter. Let r~al •strength of character ibe your aullil., and m whatev~r Clr..cumstances you are placed, r eed your Alma M~ter s adh monition, "quit yourselves like men, be strong, . and rest . ever attend you. In her .as sure.d that her iblessing wiilQ • ,name I bid you :a heariifelt Godspeed. ;ill -~ressions ta~gibl~ !m- ��.~JD. ' ' ... J \ " ,. ·' ,, j' ' 0 ,. r •• -::.~· .(. >.• I I .. 'rr: r. ',, '"; '·' '· . 'f I ,( "·• . ,. . '' ' ., r •' - "'., r··· < . ~ !< '' '· •( ";• }, A 'I)" ., ', ' ( I � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 17 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 Commencement Address, 1880 Description An account of the resource Address to the Alumni of St. John's College, Annapolis, Maryland, on Commencement Day, June 30th, 1880, by James M. Garnett, M.A., LL.D., Principal of St. John's College. Published by request of the Society of the Alumni. Creator An entity primarily responsible for making the resource Garnett, James M. (James Mercer), 1840-1916 Publisher An entity responsible for making the resource available L. F. Colton & Co., Printers 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 1880-06-30 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context CommencementAddress1880 Commencement Principals https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7bce3126834aa03cecceb7c29df86157.pdf b5a1109833af8b132903fd3f8b19d988 PDF Text Text �('JJ!llmmi:Hu• Senior Promenade Robert Otis Jones, Chairman Dunlevy Courtney Downs Joseph Dent Hungerford Arthur Brenner Jacques James Carlyle Miller Class Shield Gabriel Thornton Mackenzie, Chairman Harry Joseph Sel'by James Thomas Duke F'red Bielaski Commencement Invitation Charles Lester Hartsock, Chairman William Francis Stromeyer OJ:l11tS!'!li' ®ffi.cJtrg President-JAMES THOMAS DUKE Vice-President--HARRY JAMES ANDREW Treasurer- ROBERT OTIS JONES Secretary-JACOB MYERS PEARCE ARTHUR BRENNER JACQUES Sergeant-at-Arms-LEA ALVIN DARLEY Historian- �{[jw ~a~ Gf~~ab':mdht~ mhr:$~ qf ,~itrl: ~Dku~ @gJ1lt_g~ :lr'~;qu:~§t tlw Jiququ:Jr' .ad t!:J!iTU:n: ~~~~Je"~ Wt fliu l29fk.J\nnum (!Jgmmm:tn:Jtt~t !f?x~:r-Jti$-t.5 ~u:<N~ ~ix:Jt;g~Jl~ -lb~- t1lu~uib~fi:lr'~Jt J\-u:llm:;yqH§, ~rS\t~k~~ "'' y / ~ �FRED BIELASKI ........................... . ..........••..•..•...• . •• ANNAPOLIS, THOMAS EUGENE BOURKE ....................•........•.... •• ... . SEVERNA PARK, HARRY HUBERT BOWERS ...... . .... . ...... .. ............... . ...•.... FREDERICK, JAMES HAMILTON BROWN BRASHEARS ........ . .. ..........• ... . .... ANNAPOLIS, LEA ALVIN DARLEY ........ ....... .. . . . .. .................. . .... . •.. BALTIMORE, DUNLEVY COURTNEY DOWNS ... . .. ....•.. • .... .... .. .• .. . . . ....•.•.. ANNAPOLIS, GEORGE ElWELL DRYDEN ..............•. ... . ....... .. ...... .• . ..... SNOW HILL, JAMES THOMAS DUKE . . ...... ..... . ..•....... ....... .. . .. .... ....... MORGANZA, LORRAINE DOUGLAS FIIDLDS ......... . . . .. ...... ; ... ... ...........•. PIKESVILLE, CHARLES LESTER HARTSOCK ..... . ....... . ........... . .....• . .•... CUMBERLAND. JOHN IRVIN HEISE . .. .......•••.•.. ... ..•..............• • . . . • ... .. .. BALTIMORID, JOSEPH DENT HUNGERFORD •••... .. .• •........•..•...••. . ...•. MARSHALL HALL, FREDERICK WESTON HYDE ••.... .. ........ . . .......... ...• .• .• . .•.. ANNAPOLIS, ARTHUR BRENNER JACQUES ....•.... ...... .. .......... . .......••.. SMITHSBURG, ROBERT OTIS JONES .... ........ ..... .. . ..•....•...•. .•.. .. ......... BALTIMORE, THOMAS WATKINS LIGON ............•.. . •. ... . • ..•..• • •....• .. . ELLICOTT CITY, GABRIEL THORNTON MACKENZIE .. . ...••.•...... • .•.•.•.... ... . .•. HAGERSTOWN, CHAUNCEY ST. CLAIRE McNEILL .. • .••• . .• . ••..••••• • •..· .•..••.• .... ANNAPOLIS, LUTHER THOMAS MILES, JR. •••••••... . .•••.•••• • .••••• • •••••• . MARION STATION, JAMES CARLYLE MILLER .•.••.• • . • •• • • •. .••.•• •• ••• ••• ••••••••••••. BALTIMORE, JACOB MYERS PEARCE, JR .....•.••.•••• • • . •..•••.•••••••. • • . ••• •• ..... MONKTON, HIRAM FRANKLIN PLUMMER ••••••.•••..•••.••..••••••••• ••• •••.• . PORTSMOUTH, HARRY JOSEPH SE-LBY . ..........• • .••..•...•.••••..•.••••• • ••.•• ••• ..... IVORY, WILLIAM FRANCIS STROME-YER •••••.. •••• ••••••.•••.•••••••• •••. ••• ANNAPOLIS, ABRAM WRIGHT WILLIAMS ••••••••••••• •• • •• • •••••.••••••• • • PRINCE FREDERICK, MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. MD. VA. MD. MD. MD. �0 THURSDAY, JUNE 15 8:00 P.M.-Junior Oratorical Contest. FRIDAY, JUNE 16 6.00' P . M.-Dress Parade. 8.00 P.M.-St. John's Dramatic Club. "Fun in a Flat." SATURDAY, JUNE 17 11.00 A. M.-Senior Oratorical Contest. 8.00 P. M.-Interfraternity Dance. Phi Sigma Kappa and Kappa Alpha Fraternities. SUNDAY, JUNE 18 11.00 A.M.-Baccalaureate Sermon, at St. Anne's Church by RIGHT REVEREND LEWIS W. BURTON, Bishop of Lexington, Kentucky. �MONDAY, TUESDAY, 0 JUNE 19 6.00 P . M.-Dress Parade. 8.00 P . M.-Annual Debate Between Representatives of the Philomathean and Philokaiion Societies. JUNE 20 10.30' A. M.-Class Exercises in McDowell Hall. 3.00 P . M.-Baseball Game Between Students and Alumni. 8.,00 P.M.-Farewell Ball. WEDNESDAY, JUNE 21 10.30 A. M.-Graduation Exercises. 1.00 P.M.-Luncheon in Randall Hall. 2.30 P . M.-Annual Meeting of the Alumni in McDowell Hall. 9.00 P . M.-Senior Promenade and Reception at Carvel Hall. ��ST. ,Tohns College Grace Re~edic, Domine, nos et haec tua dona , quae de tua bonitate sumus sumpturi. Per Christum ... Domin~ nostrum. Amen �Wf1t Jrtnihtttt auh 1ITarulty nf i\uunpnlis. illllb. ARRANGEMENTS HAVE BEEN MADE FOR ENTER TAINING ALUMNI AT THE WHERE, DURING THIS QUESTED THAT THOSE COLLEGE, OR PERIOD WHO AVAIL THEMSELVES OF THIS SEND THEIR NAMES TO PROF . SHORT TIME IN ADVANCE OF AND MAY IT ELSEIS DESIRE RE TO INVITATION WILL R. E. THEIR GROVE, A rtnputfully iunitt ynu tn ht prtsrnt ARRIVAL . nt tqe nnt f1unhrth anh twrnty-fnurtf1 Annual atnmmrnrrmrnt �Qtnmmrnrrmrnt 1£xrrrinrn 1916 mnnhay. 31une l !ltlf• .6.UU J . fl1!l. mrr1111 Jarallr. B.OU J. !1lil. Annual mrhatr hdturrn lRrprrsrnta- tiurs nf t4r Jl)ilnmatl)ran null l'ill)ilnkalinn !i!l>nrirtira. Wueshay. 3June Jrogrammr ar4urshay. 31unt 15tlf. B.nn J. i11Jl. 3Juninr ®ratnrtral (!Jn11trst. 2m4. 1U.3U A. i11ll. Jrr11r11tatinn nf (!Jlas.11 !i!l>l)irlh hl! tlir l'S>rninr (!Jla11s. 3.UO J. i11Jl. i!lnarhnll ~antr hdwrrn j)tullrnts null Alumni. a.nu '· m. llfnrrwrll iLlall. 31111dhmihay. 31une 21st. 11Trihay. 31une 1litlf. .6.UU J. !llil. mrrss Jarallr. B.UU J. i11Jl. ~t. 3Jnl)n's mramatir Qlluh, "1Jfun in a 1J!lnt." i;;aturhay, 31uue 1 714. 11.rrn A . i11Jl. j)rninr ®ratnrirnl (!Juntrst. B.00 J . ~- mantr hy Jl)i i'igma iKappa anti 3!Cappa Alpl)a 1Jfratrrnitirs. 1'1tnhay, 31une 1 Bth. 11.Ull A. !llil. i!1arralaurratr l'S>rrmnn. at B>t. Annr'11 (!Jqurrl). hy filigl)t iRturrrull ~rwi11 lllil. ilurtnn, i!liaqnp nf ~rxingtnn, iKrnturky. m. ~rnhuntinn 1Exrrri.11r.11. 1!Junr4rntt in iRanllall i!iall• m. Annmtl illllrrting nf tl)r Alumni in lll.3U A. l.llll ' · 2.3U J . m. !llildllnwrll l!fnll. Y.OU J . i!t1!. §3.rninr 1!1anrr nnll lRrrrptinn at (!Jururl iljnll. � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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 (leather bound program) Page numeration Number of pages in the original item. 5, 1, 4 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource St. John's Commencement MCMXVI. 129th annual Commencement in Annapolis, MD. Also includes a note card with "St. John's College Grace" and an invitation. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available [Elliott] Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Philadelphia, PA Date A point or period of time associated with an event in the lifecycle of the resource 1916-06-(15-21) Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Latin Identifier An unambiguous reference to the resource within a given context CommencementExercises1916 Title A name given to the resource Commencement Program, 1916 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dd504c209d4f121c43fd8a6d32f3a229.pdf 72518c67891138612d5ef463e8938c40 PDF Text Text ---.H'M. ~lnt~.sttay, ~tttt-e 26th, 1$ 90. 'YWV"- �7HO:R.S2'J.Yl T~ JC.iY.E 26111, 10:30 A . .M. ORDER OF EXERCISES. SCRIPTURE AND PRAYER. MUSIC. 8A LU 'l'A'l'ORY ADDRESS, } EssAY, SECURITY OF OFR GOVERNMEN T. John T . Truitt, Pittsville, l\!Id. MUSIC. \VEB'l'WARn, THE CouRsE O"F} EMPIRE TAKES ITS WAY. 1\II. T. Johnston, Easton, l\!Id' MUSIC. JohnS. Newman, ·woodsboro', l\!Id. PRE-HIS'l'ORI C lVIAN. MUSIC. E. lVI. Hays, Goshen, N.J. CHEMISTRY OF LIFE. MUSIC. EssAY: EDUCA'l'lON,A FA CTOR IN CIVILIZATION. . VALEDICTORY Ar>DRESS. f A. K. McGraw, Sharpsburg, l\!Id . MUSIC . f!WaFding (!eFtiHcates or Distinctio11. MUSIC . ADDRESS TO GRADUATING GLAS8. BENEDICT I 0 N. �"~· kJe~Fees to be ConfeFJ:!ed at the Commencement on T Hll:ltS7)."'1!1.. r, 1890. Jl/.JI/.E' 26/hJ GE.A.:D"'tTATE ·~· :DEGEEES- BACHELOR OF An'rs . Engene JVL Hays. Chas. C. Marbury, Goshen, N . J . ··w. A. · Croom, Md. Hitchcock, John T. Truitt, Baltimore, Md. .Pittsville, Md . BACHELOR oF SciENCE. A. K. McGraw, John S. 8harpsburg-, Md . Newman~ Woodsboro, Md. BACHELOR OF LETTERS. J . Fred. Adams, J. A. Nydegger, Kingston, Md. Oakland, Md. B. Vernon Cissel, T. Ross Payne, Highland, Md Blacl' Horse, Md. Eugene W. Heyde , Jesse H. Ramsburg, Baltimore, Md. Frederick, Md. M. B. Freeman, M . T . Johnston, Bryantown, Md. Eastor.., Md . MASTER OF ARTS. Edward. J. Clarke, Rev . Leighton Parks, Washington College, Md. Boston, Mass . . Do c TOR OF DIVIKITY. Rev . Theodore C. Gam brall, Rev. R. H. Williams, Annapolis, Md . Maryland. Doc TOR oF LAws . Hon. James Wilton Brooks, N ew York . �� 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 4 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Description An account of the resource Program for the Commencement Exercises of St. John's College, Annapolis, MD. Thursday, June 26th, 1890. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1890-06-26 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context CommencementExercises1890 Title A name given to the resource Commencement Program, 1890 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5ae74d2e16339c51c41746bd9cc3c2fd.pdf ff7ab10e3d189f0deb01d67fec9fde68 PDF Text Text Goings and Comings Graduate Institute Commencement Address St. John’s College August 4, 2017 William Pastille “Every limit,” writes George Eliot near the end of Middlemarch, “is a beginning as well as an ending.” We come here today to mark a limit in the lives of you who are graduating—the limit of your time in our halls. Ceremonies like this are called “commencements,” even though they occur at the close of study, because this ending, the ending of studenthood, coincides with the beginning of a new life, the beginning of a new adventure. That, at least, is the conventional explanation. Scholars, of course, who can’t seem to abide the conventional, have tracked the historical source of the term “commencement” down to a medieval ceremony called the Inceptio. This event was a formal induction into the teachers’ guild, for which studenthood was the required apprenticeship. With the passage of time and changes in society, the original purpose of the ceremony was forgotten, and its name was replaced by its English equivalent, Commencement. At its inception, then, the Inceptio was all about beginnings and not all about endings. Well, you can pretty much count on scholars to evaporate poetic truth. Whatever the mundane antecedent of today’s ceremonies may have been, the poetic truth about commencements is that they are Janus-headed, one face looking toward student life in the past, the other looking toward a new life in the future. This truth is poetic because commencements, infused with wistfulness for what is past and expectation for what is to come, are figures—not figures of speech but figures of life— prefiguring something more universal, namely, that every moment, every Now, is also Janus-headed, both an ending and a beginning, both a going and a coming, both wistful and expectant. St. Augustine underlines this doubleness of the Now in the Confessions, in the section on memory, where he writes about the experience of reciting a psalm. Every word of the text stands before us in the future, enters into the Now as we speak it, and retires into the past as the next word rises up. The eternal Now sits unmoving and attentive at the intersection of the goings and the comings, occupying the space in which they meet. If commencements, then, are two-faced, like every Now, why do we name them after the Janus face that looks toward the future rather than the one that looks toward the past? The answer is obvious enough. If we called them “cessations” or “culminations,” we would call attention to what is about to pass away and risk lingering on the emotions that naturally attend the experience of loss. And why would we want to do that? These events are not funerals. 1 �Nevertheless, at the risk of provoking sentimental nostalgia, that is exactly what I propose to do now: focus on what is passing away. Why? Because the past you share is full of exceptional distinctions and achievements that deserve commemoration and a proper estimate of their worth. So, I begin with a distinction you shared long before you joined us. You are book lovers. Most people don’t care about books. Most people never have. You were already singled by sharing this trait before you came to us. Then, by joining this community, you singled yourself out again. You are not ordinary book lovers. You are readers, determined readers. You leapt eagerly at these difficult, sometimes impenetrable, books. You wanted the wisdom they might hold. This is the mark of genuine readers: they approach books like granaries of wisdom. They try to pry open hatches and extract seeds of insight. Real readers are seekers after wisdom. Next, you set about a series of exceptional labors. You raided the book-granaries and hauled off sacks and sacks of seeds. You learned to blow open the hatches by asking and dwelling on questions—and then learned how to ask better questions that go nearer the heart of things, where the greatest satisfactions are most likely to be found. In the process, you struck up lasting friendships with the spirits of some of our long-dead authors—permanent friendships that will stand you in good stead as the vicissitudes of life deprive you of other friendships. And finally, most exceptional of all, you discovered the master key that unlocks all the book-granaries. For most of them are locked, as Socrates tells us. In the Phaedrus, Socrates claims that written documents are singularly uncommunicative. Partly, this is because they are static; if you question them, they always give the same response. Partly, it is because they cannot attend to the character or the needs of the reader. And partly, it is because the author is not present to defend his words or to correct his errors. So, Socrates concludes that writing is not a serious occupation, but at best a playful art of note-taking that produces reminders of what an author once thought. Far more important for seekers, he says, is dialectic—living conversation in which seeds of wisdom can be sown into the participants’ souls, where they may someday grow to nourish both mind and heart. It is high irony that we encounter this critique of writing in a text. This points up Plato’s extraordinary way of writing that overcomes the usual limitations of the written word, a way that does sow seeds of wisdom in the souls of readers by prompting them to engage in internal dialectic. The details of Plato’s method—his deployment of unresolvable contradictions, perplexing myths, tantalizing but questionable analogies, and a host of other tricks that push the reader out of the text into a dialectical self-conversation—that is a subject for a different speech on a different occasion. But most books, even great books, do not stimulate dialectic on their own. Most of them are of the sort that Socrates criticized—static, always responding to questions in the same way. And because many of the best books are extraordinarily difficult, their unchanging responses are often cryptic. Their granaries remain, for the most part, under lock and key. 2 �The master key that opens all of them, as you well know, is serious conversation. Serious conversation—by which I mean the sustained, focused inquiry of a cooperative group of seekers after wisdom—supplies the necessary dialectic. When we share our perplexities and try out answers, when we interpret, reinterpret, and test interpretations against one another—in short, when we search together in our classes, we turn the dialectical key that opens up the stores. We shake out the seeds of wisdom so they can, with any luck, take root in our souls. But serious conversation achieves even more than that. It cuts through the usual divisions among us. If, as Aristotle says, all human beings desire to know, then serious conversation sets us all upon equal ground, uniting us in our common role as seekers. Serious conversation makes it possible for us to have meaningful, civil, respectful, and thoughtful exchanges about issues that, in unserious conversation, explode into animosity, hatred, and even violence. And you have learned how to do this. Summing up, then, your distinctions and achievements: You are book lovers, and, what is more, genuine readers, which is to say, seekers after wisdom. You have enhanced your seeking by practicing and honing your command of the art of questioning. You have created permanent, inspirational friendships with some of the authors we study. And you have learned how to use serious conversation to scatter seeds of wisdom and promote mutual understanding. All in all, as achievements go, this is not too shabby. So much for the going Janus-face. In the coming direction, however, the scene has no clear outlines. About your exceptional distinctions and attainments in the future I can make out less than nothing. The only fairly certain relief is that each of you will apply your common distinctions and attainments uniquely. But since the future is malleable, I’d like to encourage you to lead at least part of it in a common direction. Wherever your futures take you, I urge you all to carry on the practice of serious conversation. It is now common wisdom that our society is almost irreparably fractured, that we have become too self-opinionated and truculent to speak with—or even to want to speak with— those who hold differing opinions. But you know this to be false wisdom. Serious conversation is possible. You’ve done it. You’ve participated in searching—yet sociable and productive—discussions about God, for God’s sake, and politics too—topics far too combustible for unserious conversation like cocktail-party chitchat. Since among your attainments is the art of serious conversation, you can use that skill to relieve the epidemic of misanthropy and misology as few others can. You can have, or at least try to have, serious conversations with the people in your lives. I’m not suggesting that you set up St. John’s-style seminars among your friends and acquaintances. That’s too far a stretch. I’m encouraging something more spontaneous, something that can arise during lunch breaks or television commercials or taxi rides. Such little serious conversations don’t have to last long. Many people can’t sustain serious conversation for more than a few minutes anyway. These little talks don’t have to be about books. Most people, as I said, don’t care about books. And Socrates didn’t need texts to have serious conversations. 3 �But they do have to be serious—that is, directed at the truth about something that matters to the way we understand and lead our lives. Pushing a social conversation a tiny bit in the direction of universals, just far enough to strain the limits of routine, may make some seeds scatter. One or two of them might someday take root. Can this sort of thing make a dent in the wall of animosity? Who knows? You may inspire others to seek in ways they had not sought before. With enough inspiration, perhaps attitudes would soften, perhaps the compulsion to be right and to impose that rightness on others would give way to the milder and healthier compulsion to seek wisdom. Does this sound hopelessly idealistic? So what? Change takes time. The Grand Canyon wasn’t cut overnight. It was etched slowly over eons by the infinitesimal scratchings of innumerable water molecules, each one effecting next to nothing. Why couldn’t a similar process work to transform the landscape of human nature? At the very end of Middlemarch, George Eliot sums up the life of her protagonist, Dorothea Brande. In her youth, Dorothea dreamed of transforming society for the benefit of the less fortunate. A misconceived first marriage and a socially unacceptable second marriage made it impossible for her to realize her youthful dreams. Nevertheless, Eliot judges that her influence was inestimable. Here is the closing paragraph of the book: Her finely touched spirit had still its fine issues, though they were not widely visible. Her full nature, like that river of which Cyrus broke the strength, spent itself in channels which had no great name on the earth. But the effect of her being on those around her was incalculably diffusive: for the growing good of the world is partly dependent on unhistoric acts; and that things are not so ill with you and me as they might have been, is half owing to the number who lived faithfully a hidden life, and rest in unvisited tombs. I quote this not to imply that you should abjure a life of achievement. That would be foolish to suggest to you, who are already so accomplished. By all means, if you wish, reach out like Cyrus and bend the world to your will—provided your will inclines toward truth and love. But I do say that, in the matter of serious conversation, your influence will mostly go unnoticed, even by yourselves. It could hardly be otherwise, since the fruits of serious conversation do not ripen in the visible world. And yet, your husbandry may prove to be incalculably diffusive, making things not so ill as they might otherwise be for generations yet unborn. And so, I hope you won’t think it too impertinent of me to conclude this farewell-thatis-also-a-greeting by begging of you this simple, but audacious, favor: Please, on occasion, in all the goings and comings of all the Nows of the rest of your lives, please, spare a thought for the planting of seeds. 4 � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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 Word doc Page numeration Number of pages in the original item. 4 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Commencement Address, Graduate Institute, Summer 2017 Description An account of the resource Typescript of the commencement address given on August 4, 2017 by Bill Pastille at the end of the Summer 2017 semester in Annapolis, MD. Entitled "Goings and Comings". Creator An entity primarily responsible for making the resource Pastille, William Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-04 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 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 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 Pastille Goings and Comings (GI Commencement Address 2017-08-04) Commencement Graduate Institute Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/42532a7f90842826362584af4dff9845.mp3 28be47a0295d8c0c6f7b128a889decc8 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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.) 00:23:20 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 Commencement Address, Spring 2017 Description An account of the resource Audio recording of the commencement address given on May 14, 2017 by Christopher Nelson at the end of the Spring 2017 semester in Annapolis, MD. Entitled "Fit for the World." Creator An entity primarily responsible for making the resource Nelson, Christopher B. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-14 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 Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Relation A related resource <a title="Typescript" href="http://digitalarchives.sjc.edu/items/show/2163">Typescript</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SJCAnnapolisGraduation2017 Commencement Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3b8a866eb9185bd9ce19710c20af42d0.pdf 2b7abbb7d5da40ae9ca42ae7f6cda85d PDF Text Text “Fit for the World” Commencement Address, May 2017 St. John’s College in Annapolis Christopher B. Nelson Thank you for the honor of the invitation to address you today. The last time I did so, you had no choice in the matter, as you seniors were just embarking on the four-year adventure of your studies at the College, while you in the Graduate Institute were just undertaking an exciting extension of your formal studies. In August of 2013, when most of you arrived, I welcomed you to the Wonderland that is St. John’s College. Today we send you out into the World, another kind of Wonderland. Indeed, I have wondered at something Scott Buchanan said nearly 50 years ago about the relationship between these two worlds. Most of you know that Buchanan was the principal architect of the New Program of study brought to St. John's College in 1937. That New Program, back when Buchanan was dean, was in large measure much like the program we enjoy today. Shortly before he died in 1968, Buchanan was interviewed by his old friend, Harris Wofford. These conversations were collected in a book entitled Embers of the World: Conversations with Scott Buchanan. The book closes with a comment by Buchanan that has bothered me since I first read it some 45 years ago. It was this: "We used to say at St. John's that we were preparing people to be misfits, and we meant that in a very broad sense. Perhaps misfits in the universe for the time being." I can imagine that if I were to affirm that statement without explanation and close these remarks now, some of you would demand a refund of your tuition. So, you can understand why I have been restless for all these years, wondering at Buchanan’s remark while serving as your president. At long last, I thought I ought at least to make an effort to understand why Buchanan said this, what he meant by it, and whether I thought it was true, for your sake as well as my own. The Case for the Misfit Why might it be a positive good that the College should be preparing you to be “misfits” in the world? Consider, for example, the place of a misfit in a world characterized by conflict, where change is sought through violence alone, where rhetorical force is laced with fear-mongering or hatred. Such a misfit might bring reason to bear on the rancor, and imagination to the resolution of conflict. Or consider a world that is so conventional that people rarely contribute anything original or inventive …. where so little of our natural human capacity, and none of our imagination, is exercised! What kind of world would it be if everyone acted as though they had the answers to life and no one had any questions of it? What is the place of a misfit in a world that is out of joint? Or a world that has reduced all value to an economic metaphor? Where everything has a price and nothing is priceless? Where the end of life is service to the global economy? And the end of education is simply to fit one for the marketplace! Page 1 of 6 �What is the place of a misfit in a world governed by one rule only: that it’s what we can get for ourselves that counts, a world that does not accept that it is in our nature to do good for one another? Many of you will recognize those worlds or will imagine that all of these descriptions characterize aspects of the world we live in. The world is hardly perfect; a misfit may be what it needs from time to time to get it on a better path. Perhaps when Buchanan spoke of preparing “misfits in the universe for the time being,” he meant that misfits entering the world today could help shape the world of tomorrow, one that would be a better fit for the imaginative, reform-minded individual. Question: Why is Socrates so beloved of many of us at St. John’s? Is it because he was a misfit in the world of Athens? Recall his argument for the defense in Plato’s Apology: “I was attached to this city by the god – though it seems a ridiculous thing to say – as upon a great and noble horse which was somewhat sluggish because of its size and needed to be stirred by a kind of gadfly. It is to fulfill some such function that I believe the god has placed me in the city. I never cease to rouse each and every one of you, to persuade and reproach you all day long and everywhere I find myself in your company.” Socrates even likened himself to Achilles, who despised death rather than shirk his responsibility to avenge his friend and live the life of a coward ever after. If Socrates is a kind of hero to many of us, dare we ask whether we are prepared to be the gadfly he claimed to be and run the risks he ran? It is a lot of trouble to speak truth to power, and it takes courage. Recall Antigone, a heroine to many! Are we prepared to make the sacrifice she made for her defense of community mores that were out of favor in a kingdom itself out of joint? Are these the kinds of misfits Buchanan was talking about? Are these sacrifices to be expected of you? You want to be a doctor or lawyer, a soldier or farmer, a writer or painter, a scientist or engineer, a teacher or librarian. You are attracted to politics, or investment banking, or the revolution in technology. These are all fitting occupations in our world, all useful to it. Was Buchanan speaking of you when he said what he did? What should distinguish you from others in the worlds you are entering when you leave here? When Buchanan made his remark about misfits in the universe, he seemed to have used it as a punctuation to his reflection on the fate of tragic heroes. He understood that people generally identify tragedy with calamity or death, but he thought that these were merely accidental to the real point: that tragedy is about blindness and recognition, what the hero or heroine has learned from some misfortune, like Oedipus recognizing who he is - his father's killer, his mother's husband, and his children's brother - and then destroying his offending eyes that were useless to his recognition of himself as the source of the pollution in Thebes! This may be why we sometimes call such a protagonist a "tragic hero," someone "willing to pay the price for a certain kind of integrity and rationality and honesty...," Buchanan would say. He even went Page 2 of 6 �so far as to say that "happiness would be the life of a hero...who's willing to pay the price" for that integrity for he will have "maintained his soul." Such happiness can extract a high price, sometimes beyond the breaking point, he acknowledged. (Of course, the tragic hero may also come to recognize his blindness without enjoying the happiness that might have followed. Recall Othello, confronting his green-eyed monster; or Lear, his blindness to a daughter’s love.) Ask yourselves: Is this what you have been up to at St. John’s College: stretching your imagination, confronting your blindness and ignorance, and coming to some recognition, however tentative, of who you are in all your imperfection, what propels you to go where you must, what calls you to do what you will, what gives each of you a singular soul, what makes you whole? Do you recognize that you have sometimes been brought to a breaking point, when it hurt you to accept your blindness of something or someone, or when you heard a voice within you that you hardly recognized confront you with a truth you wished you could deny but could not? Are you prepared to keep asking these questions when you leave here, alive to the learning now begun? Do you have the courage to maintain your integrity in a world that may often seem not to care for what you think or who you are? Will you continue this search for an understanding of yourself and your world while engaged in the career you may choose to pursue, even if you should confront an uncomfortable truth about the work you are doing? The Case for the World I recognize that in trying to make a good home for our misfit, I may have come down pretty hard on the world, blaming it for our woes, setting up heroes and heroines to confront it. I now would ask you to look again at that world. In your four years at the College, you have been asking as many questions of your world as you have of yourselves. You have studied the heavens above and the earth below, the movement of planets and the elements of matter, the conception and growth of living things and the relation of their parts to their wholes, the laws of nature (such as they are) and the forces at work in the world - even spooky action at a distance. In the world of human affairs, you have studied political, societal, religious, psychological, historical, economic, and ethical forces that have more or less shaped the societies we live in … or vice versa. These forces may seem more capricious than those you have studied in the laboratory, but they have nonetheless influenced the world you will be living in, the world that belongs to you as much as you belong to it. The mysteries of the human heart, and of the soul within you, are every bit as wondrous as the mysteries of the political and the natural worlds. And so you have asked questions of the world, in part because it is your nature to wish to know, in part because you wish to know your place within that world, and in part, I dare say, because it is your world and you are bent on loving it as you love yourselves. It will be your love of the world that will bridge the divide between you and it. Page 3 of 6 �Your world needs you; it needs your desire to understand it, your openness to what it has to teach you, your acceptance of its imperfections, and your sincere wish and best efforts to be useful to it because you care for it as it has cared for you, however unconscious that care may have been. The Case for the Hero in the World Once again, consider Socrates and how he put the case in his own defense: that he was a gift of the god, and that he was attached “as upon a great and noble horse” that needed to be stirred. That great and noble horse was the City of Athens, the world’s first democracy of any sort, the city that reared and educated the man, the city that Socrates so loved he would not trade a death sentence in Athens for life in any other city. This was Socrates’s world. He saw his service as a gadfly to be a divine gift, a gift of love for his world in the hope that he could help Athens recognize the corruption within it, correct its course and recover its integrity. How different is Socrates’s world from ours? In her essay When I was a Child I Read Books, Marilynne Robinson located the American Western hero on the frontier, something she called “neither a place nor a thing.” Such a hero could perhaps be located someplace in the imagination, on a frontier of society, a frontier of science, a frontier of medicine or law or technology or any other discipline you might commit yourselves to. The frontier might be on the edge of a habitable wilderness, at a town hall meeting, in the workplace, or even within the warmth of a household. These frontiers will always remain open. Robinson described the archetypal hero or heroine as sometimes a visionary, sometimes a critic, sometimes a rescuer or an avenger, expressing discontent with the status quo and a willingness, perhaps even a calling, to seek change, always with a positive interest in the good of society. But she added something more, a reflection on the beauty of human society: “Rousseau said men are born free, yet everywhere they are in chains. Since the time of the Hebrew prophets it has been the role of the outsider to loosen those chains, or lengthen them, if only by bringing the rumor of a life lived otherwise.” The Allegory of the Cave in Plato’s Republic reminds us that we need help to break the chains that have kept us staring comfortably at the mere shadows of things; that we need to be turned around to face the reality that has been hidden from us; that we need to be dragged up the rocky slope and out into the light of the sun where we can see the extraordinary beauty of the world of things as they are; and that the journey up is a painful one. We realize how exceedingly difficult, if not impossible, it must be to make this journey to understanding alone. We need that “outsider” to shake us up and help us free ourselves to make lives worthy of our humanity. The Case for Your Education This image of the lone individual in society should be a familiar one. Consider the paradox you face every day in your education at our College: the learning you each come to enjoy is yours alone, but you pursue it in the company of others. You make from the bits and pieces that you have read, heard, and thought through, something entirely new that belongs to you alone. And yet, you have needed others Page 4 of 6 �around you, helping you with your discoveries of the world, helping you uncover unsettling truths about yourselves, and opening fruitful paths to your learning. Nonetheless, what you have learned you have freely learned (it is your learning, not a learned professor’s or someone else’s.) That freedom has helped you develop an adaptable mind, equally open to tradition and to progress, one that gives you practice in the art of inquiry, in asking the questions the human race has asked since mankind first began to speak. They are questions arising from the depths of wonder; questions revealing the vast extent of your ignorance about the world and about yourselves; questions demonstrating a startling truth: that your ignorance is the source of your greatest strength. For it is ignorance, not knowledge, that will propel you forward. It generates the desire to know, which draws you expectantly into the unknown. This humility of the intellect is actually a powerful force. We often call it wisdom, and it is one of the things the world needs: a good understanding of how to develop and where to direct our desire to know and our desire to be better women and men. This generative force is also something your professions will need, something your co-workers and neighbors will need and hopefully appreciate, and something your children will need to live well in the world they will one day inherit. You are fit to enter the world, having had four years of practice in the art of recognition without having to pay the price of an Oedipus or an Antigone or an Othello or a Lear. You have had this practice within the confines of a relatively safe classroom and among friends who have helped you recognize what you don’t know and what you still need to learn to grapple with what the world will throw at you. These friends - the books and the natural objects of your study, your tutors, and your classmates – these friends have helped you understand both the limitations of your reach and the possibilities open to you. They have freed you from conventional thinking, freed you to doubt what you have been taught about the world, and thus freed you to imagine a world different from the one you find yourselves in and the possibility of a future that you may lay claim to one day, a future you may even help to shape. This mention of the power of the imagination reminds me of a story that may shed some light on what Buchanan might have had in mind when he said we were making misfits in the universe. Stringfellow Barr, president of St. John’s when Buchanan was dean, said this of his friend: “The difference between Scott and me was that when I see a baby, I’m enchanted with him; and Scott is always feeling, ‘Well, that’s not the baby I had in mind. Babies ought to do better than that.’ All human enterprises, including birth, seem to him a little disappointing. He’s a Platonist in the sense he’s got some notion of the baby in the back of his mind that no baby lives up to, whereas to me it’s such a miracle the little brat is alive – so what, if he has defects. His ears stick out and he’s cross-eyed, certainly, but he’s alive.” Barr was talking then about the birth of the St. John’s Program, but his observations about Buchanan – about Buchanan as a kind of Socrates – these observations may help us understand how Buchanan saw the world in general, and that only misfits were well fit to recognize the world as it is and the world as it is meant to be … and then to make the effort to do something to close the gap between the two. It is now your turn to take the gift of your education out into the world, which needs the open, thoughtful, loving stewards, critics, and visionaries you are capable of being. May you fare well and find happiness in this endeavor! Page 5 of 6 �Thank you! Page 6 of 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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 Word doc Page numeration Number of pages in the original item. 6 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 Commencement Address, Spring 2017 Description An account of the resource Typescript of the commencement address given on May 14, 2017 by Christopher Nelson at the end of the Spring 2017 semester in Annapolis, MD. Entitled "Fit for the World." Creator An entity primarily responsible for making the resource Nelson, Christopher B. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 2017-05-14 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 Commencement, Spring 2017 Chris Nelson Fit for the World May 14 2017 Contributor An entity responsible for making contributions to the resource Macfarland, Joseph C. Relation A related resource <a title="Audio recording" href="http://digitalarchives.sjc.edu/items/show/2179">Audio recording</a> Commencement Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/963843f5fdee8821347407c94e12a655.pdf 07f015e61fa0fa291684cdf508f8dfba PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION St. John's College COMMENCEMENT EXERCISES Annapolis, Maryland Friday, August Eighth Two Thousand and Fourteen �Master of Arts in Liberal Arts Degree Program Nathan Elias Bradshaw Swannanoa, North Carolina For the Thirty-Fifth Summer Commencement Aileen Reine Sawabi Coccia Millington, Maryland Michael Thomas Mayo Academic Procession Damascus, Maryland Regina Lynn Johnson of the Graduate Institute in Liberal Education Randolph, New Jersey Michele Colella Hutchinson on the Annapolis Campus Annapolis, Maryland Jason Donald Meyers Welcome and Announcement of Prize Jeff J.S. Black Phillipsburg, New Jersey Julia Katherine Patt Mitchellville, Maryland Director of the Graduate Institute William Cogel Reed, III Conferring of Degrees Pamela Kraus Dean of the College Nancy Lee Schweikert Raleigh, North Carolina Laurel Lynn Sheridan John Verdi Tutor Address to the Graduating Class Boone, North Carolina Los Angeles, California David Herman Veenstra Salt Lake City, Utah Director Black Academic Recession Prize To the student who was written the best tutorial essay. Offered by the Alumni Association of St. John's College. NATHAN ELIAS BRADSHAW Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. } Variety is the Vice of Life: The Composition of Man in Aristotle's Nicomachean Ethics � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2014-08-08 Description An account of the resource Program for the thirty-fifth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2014 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2014 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/61b54272637f7f60775d30daecb6b2d4.pdf 36b99212e33eefda0e0cffd40f574d02 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION SIJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST NINTH Two THOUSAND AND THIRTEEN �PROGRAM FOR THE THIRTY-FOURTH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION MASTER OF ARTS IN LIBERAL ARTS DEGREE MELISSA JANE BAKER Houston, Texas NATHAN JACK BECHTOLD Kaiser, Missouri ACADEMIC PROCESSION SCOTT COLLISON WELCOME AND ANNOUNCEMENT OF PRIZE JEFF J. S. BLACK Director of the Graduate Institute MICHAEL JOSEPH GREEN PHILIP BRETT LOWRY ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES STEVEN CROCKETT Tutor CHRISTOPHER B. NELSON President of the College DIRECTOR BLACK DANIEL ERIC MAYCOCK JESSE DAVID McBRiDE NICHOLAS PORTER OLSON West Chester, Pennsylvania Wilmington, Delaware Oklahoma City, Oklahoma Travelers Rest, South Carolina Reading, Pennsylvania Annapolis, Maryland SIMBA SANA ACADEMIC RECESSION Washington, DC STEVEN ALAN STEINBACH Washington, DC EDWARD SNOWDEN WARFIELD, III ROB WELLS Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. DEVIN TREY WILKINS Reisterstown, Maryland Crownsville, Maryland Washington, DC � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2013-08-09 Description An account of the resource Program for the thirty-fourth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2013 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2013 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8e81d8278c80644db6a4bf6368c7b200.pdf 2dbf9a25711025698872a4f5530b1b2d PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST TENTH Two THOUSAND AND TWELVE �PROGRAM FOR THE THIRTY-THIRD SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION MASTER OF ARTS IN LIBERAL ARTS DEGREE ACADEMIC PROCESSION WELCOME AND ANNOUNCEMENT OF PRIZE JEFF J. S. BLACK Director of the Graduate Institute ADDRESS TO THE GRADUATING CLASS LIJUN Gu FRANCIS JOSEPH MICHAEL GOLDKAMP GEORGE HAMAMJIAN Saint Louis, Missouri Cranston, Rhode Island Tutor BRIAN NELSON REARDON CONFERRING OF DEGREES CHRISTOPHER B. NELSON President of the College DIRECTOR BLACK ACADEMIC RECESSION Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. SARAH LYNN SNYDER Chicago, Illinois Windsor, Pennsylvania � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2012-08-10 Description An account of the resource Program for the thirty-third summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2012 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2012 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eb014df2d729777c1d4ef2a46d61ebad.pdf b1b1ed772c99c81cf009ca4366283c9b PDF Text Text SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND SUNDAY, MAY THIRTEENTH Two THOUSAND AND TWELVE �PROGRAM FOR THE Two HUNDRED TWENTIETH COMMENCEMENT IN THE THREE HUNDRED SIXTEENTH YEAR OF THE COLLEGE PRELUDE CARROLLTON BRASS QUINTET ACADEMIC PROCESSION THE NATIONAL ANTHEM CARROLLTON BRASS QUINTET FRANCIS SCOTT KEY, ALUMNUS, GLASS OF 1796 WELCOME CHRISTOPHER B. NELSON, SF7O PRESIDENT OF THE COLLEGE ANNOUNCEMENT OF PRIZES AND AWARDS PRESIDENT NELSON PAMELA KRAUS DEAN OF THE COLLEGE ADDRESS TO THE GRADUATING CLASS SALVATORE SCIBONA, SFg7 CONFERRING OF UNDERGRADUATE DEGREES PRESIDENT NELSON DEAN KRAUS CONFERRING OF GRADUATE DEGREES PRESIDENT NELSON JEFFREY BLACK DIRECTOR OF THE GRADUATE INSTITUTE ACADEMIC RECESSION CARROLLTON BRASS QUINTET �BACHELOR OF ARTS DEGREE (with title of essay) CHELSEA ELIZABETH ADAMS Language as the Existence of Spirit in Hegel's Phenomenology New Concord, Ohio SHIKSHYA ADHIKARI Kalikasthan, Kathmandu, Nepal Maiestatem Imperatoriam: An Inquiry into the Concept of 'Imperial Majesty' in The Annals of Tacitus MARIAM ADUASHVILI You Can 'tPray a Lie: Looking at the Moral Development of Huck in the Adventures of Huckleberry Finn Tbilisi, Georgia MANAAN VALERIE LUBIN MAYS ALEXANDER Gamden, Maine "For Inferior Who Is Free?" The Relationship between Love and Equality in Paradise Lost GENEVIEVE JOAN DUFOUR ALLEN Albuquerque, New Mexico "Out of Bondage ": Learning to Live Ethically in Unethical Times KYLE DAVID AMANN Portrait of a Greek Warrior: Why the Tale of Achilles Exemplifies the Trojan War SYDNEY MARIE ANDREWS * KAITLYN EMILY ASHER The Prophet and the Pig: An Exploration of Characters and Grace WADE WINSTON ATKINS Differences That Are None: Experiencing Self-Identity in Hegel's Phenomenology of Spirit Jesup, Georgia St. Louis, Missouri Decatur, Georgia Gary, North Carolina JACOB BENJAMIN LIPSITZ BALDWIN New Haven, Connecticut In Pursuit of the Soul: On the Difficulty of Living in the Modern World �DOMENICK MlCHAEL BAUER West Orange, New Jersey The Lifecycle of Capitalism: An Inquiry into Capitalist Economics Through the Works of Karl Marx ERIC MICHAEL BAUER Longing for the Octave: Words, Music, and Body in Britten's Death in Venice Park Ridge, Illinois PATRICK ALFRED BEEBY II A Cheerful Philosophy: Education by Experience in Montaigne's Essays Dallas, Texas AALIN REBECCA BELLINGER The Friendship of Quixote andSancho in Part II of Don Quixote Groveland, Massachusetts NICHOLAS DANTE BENDER Edgewater, Maryland Aristotle's Book on Comedy: "I Wouldn 't Really Say I'm Missing It." JULIA ANNE BERGGREN Washington Island, Wisconsin Reason Which Reason Knows Not: Viewing the World through Mathematics and What It Means to Do So ROBERT JEREMY BINDER Sex and the Citizen; or, Whether or Not Education Can Make Man Happy? ALEXANDER IVANOVICH BOBROW Lombard, Illinois Silver Spring, Maryland In Search of Something Left Behind: Aristotelian Causality Revisited BARRETT McNEIL BROOKS Alexandria, Virginia "An Adventure in Mortality": An Investigation of Life as a Progression GANDACE RENE BRYAN Speech Impediment: Examining the Role of Language in Coming to God Memphis, Tennessee �CHARLES DARWIN GARGAL On Sense and Sentiment: Causality, Morality, and Belief in the Mind ofHumean Man BRANDON DANIEL CARNEY Nietzsche's Response to Hegel in Terms of the Artist La Mesa, California Agoura Hills, California TAWNY ROSE CASE "O, there has been much throwing about of brains ": Truth, Fiction, and Madness in Hamlet Seattle, Washington EMALIE MARTHE CLAMAGE Mansfield, Massachusetts Morality, Autonomy, and the Surprising Character of the Good-Willed Man in Kant's Grounding for the Metaphysics of Morals HERBERT TUCKER COBEY Gloucester, Massachusetts Prima Ratio Regum: Strength as the Sole Source of Virtue in Machiavelli's The Prince and Discourses on Livy STEPHANIE ELISE CONNOLLY The True Patriot, in Word and Deed PRENTICE BLAKE COOPER A Man after God's Own Heart: Why Abraham Is Willing to Sacrifice the Son Whom He Loves as a Burnt Offering to the Lord Manchester, Missouri Manassas, Virginia JORDAN LEE COUCH Look What I Did: Don Quixote's Relationship with the World Billings, Montana LEAH MARIE CREAMER Food from Excrement?: The Nature of Reason in Gulliver's Travels Honolulu, Hawaii TAYLOR PATRICK CRYAN Abandoning Earthly Armor for Eternal Amour: How Antony and Cleopatra Come to Leave Their Kingdoms in Life for Love in Death Houston, Texas �HENRY PATRICK DE SIMONE The Countenance of the Heavens: Ptolemy's Almagest as Theological Artwork Blue Ridge, Virginia JOSHUA CHRISTIAN DfiSlLVA Kansas City, Missouri Rousseau's Developmental Psychology: Imagination and SelfLove in Emile MARIA PATRICIA DlGlOVANNI All About Eve, According to Milton Ghico, California SARAH ANNE LiNDA DOTY Philadelphia, Pennsylvania Man's Path to Scientific Divinity in Bacon's New Organon: Smashing Idols, Acquiring Discipline, and Reigning Over Nature NATALIJA DOBROVIC Podgorica, Montenegro Guidebook with No Rules: An Exploration of Freedom Based on Being in Heidegger's Being and Time ANDREW J. BONDERS The Tyrant's Exchange: Wealth and Luxury in the Descent of Polities Brooklyn, New York LOGAN QUINN DWYER You Are John Gait: The Great and the Human in Ayn Rand's Atlas Shrugged Flagstaff, Arizona MEGAN FAULKNER "A Thing to Break Your Jaws with Laughter": The Aggressive Comedy ofMachiavelli's Mandragola Meridian, Idaho LlNUS HENRY FEDER Thought in Action Montclair, New Jersey LUCY MARGARET FERRIER Santa Paula, California Mark the Music: Reflections on Music audits Power to Move Us toward God �Signal Mountain, Tennessee CATHERINE VIRGINIA FIELDS The Face of a Hero: Alexei Fyodorovich Karamazov, Lover of Mankind JAMES MICHAEL FLAIM Legitimacy of Authority in Plato's Meno Chesapeake Beach, Maryland JOHN STEWART FLEMING Completing the Dialectical Circlefrom Plato to Hegel Gaithersburg, Maryland ANNA MARIE FLIES Cherry Blossoms Must Fall SAMUEL XAVIER FRANK Matter over Mind: How the World Controls Our Will Puyallup, Washington Kennett Square, Pennsylvania DONALD JOHNATHAN FRANKLIN The Kiss and Sunken Shoulder JACOB DANIEL GARRETT Space, Time, and Capital Lakeland, Florida Houston, Texas ANNE DEVEREAUX GEITZ New Canaan, Connecticut Mistaken Revenge and Miscarried Revenge: The Tragic Paths of Othello andlago HARLIN JAMES HOGH GLOVACKI Greenfield, Massachusetts The Order and Connection of Spinoza's Ethics and Spinoza's Ethics (Are One and the Same) ALEXANDRA KAYLEE GOETZ-WEISS "ButAbraham Had Faith ": Paradox and the Absurd in Kierkegaard's Fear and Trembling EMMA HANNAH GOLD Prosecuted, Banished, & Shot: Motive, Moral, and Plot in Adventures of Huckleberry Finn AMANDA MARIE GRIGGS An Inquiry into the Self-Organization of Markets State College, Pennsylvania Maplewood, New Jersey Odenton, Maryland �SEE EUN HA Seeing Love Makes You Blind, Showing Love Lets You See: A Question about the Role of First Corinthians Chapter Thirteen MOSHE DAVIDSON HAMO Reflections on Qohelet- An Attempt at Herding Wind Busan, South Korea Denver, Colorado KATHERINE MELISSA HAVARD Beverly Hills, California The Maker ofMonarchs: The Beginning of the End of Chivalry in Henry V HONORE JEAN-JACQUES HODGSON Creation beyond Tragedy St. Paul, Minnesota BENJAMIN MlLLER HOOKER Albuquerque, New Mexico "He who had been lost to the world... ": Creating the Life Worth Living in The Three Metamorphoses LYDIA MARIE HOVEY III Met by Moonlight: The Problem with Love in Shakespeare s A Midsummer Night's Dream Naperville, Illinois SAMUEL JOSEPH HUGHES Free Will and Society in War and Peace Chattanooga, Tennessee MICHAEL ROSS JANAKIS Why Are Flowers Beautiful? Pittsburgh, Pennsylvania JANE ELIZABETH JEFFRIES Pittsburgh, Pennsylvania Swept Up in the Song: Relationship With God Through Music inf. S. Bach's St. Matthew Passion LlYU JlANG Into Time and Free Wilk4 New Way of Perceiving Ourselves MARIA SANGIRARDI JUNG Chengdu, China New York, New York "We only know that he burns the blood like a poultice of broken glass ": A Hot Pursuit ofDuende in Lorca 's Blood Wedding BRITTANY LAUREN KEEHAN "Desire with Thee Still Longer to Converse" Signal Mountain, Tennessee �SAMANTHA MARIE KIFFER RealPeople:The Nature of Man in The Federalist Papers and Its Use in the Regulation of the Government KATHERINE ELIZABETH KOLODZIE And the Dead Man Came Forth:The Sickness, Death, and Resurrection of Raskolnikov in Dostoevsky's Grime and Punishment Strongsville, Ohio Walnut Greek, California AARON DANIEL KUBARYK The Lives ofKaramazovs Atlanta, Georgia GRANT AARON KUNING Being Good and Fearing Death in War and Peace Columbia, Maryland MICHAEL THOMAS LACY Woman—The Image of God: Why uGreat Men" Are the Problem and How Women, Androgyny, and Vulgarity Are the Solution in Shakespeare's Gymbeline ALEX WINSTON HANSEN LANKFORD "Let the Forest Judge ": Comedy and Nature Oakton, Virginia Milwaukie, Oregon HANNA JUNE LAUER WestBoylston, Massachusetts Fame Fulfilled: A Study of Fame in Plutarch's Life of Gaesax JUSTIN ANDREW LEISHMAN Bacon's New Instrument Annapolis, Maryland ALEXANDER JOSEPH LEONE Filling in Hegel: An Illustrated Guide to the First Five SelfConsciousnesses ? Lake Elmo, Minnesota ALTON PARKER LIND The Stories We Tell Each Other: (Why We Must Share Our Lives) Issaquah, Washington NOAH JACOB LITVIN Creativity in Mathematics Mamaroneck, New York �YUNZHANG Lu * Shanghai, China SARAH ELIZABETH MACGREGOR Dartmouth, Nova Scotia, Canada Fact and Fiction: Analogy in Maxwell's Electromagnetism GALEN VITTORIO MANCINO Silver Spring, Maryland •How Does Huck Learn How to Live?An Essay on Mark Twain's the Adventures of Huckleberry Finn BARBARA DUNHAM McClAY Signal Mountain, Tennessee Little Odious Vermin: Satirizing the Satirist in Gulliver's Travels MATTHEW JAMES McMuLLEN Bowie, Maryland The Miseducation of Lemuel Gulliver: Learning How Not to Get along in Gulliver's Travels SOPHIE LYNN MICHELEWICZ Nelson, New Hampshire Motion and Being in Aristotle's Physics THOMAS LAWRENCE MILLS, JR. Authority in The Master and Margarita Douglas, Alaska ANDREW PAUL MlZE Versailles, Kentucky Craftsmanship in The Old Man and the Sea.- An Historical and Literary Understanding MARGARET LLOYD MOHR Cato the Younger: Freedomfrom Virtue KALI LORRAINE MUNRO Columbus, Ohio Crawfordsville, Indiana Primitivism and Violence: An Analysis of Anger in TwentiethCentury Man ELIZABETH GRACE NATTERMAN I Am Not What I Am: logo's Motives and Villainy in Shakespeare's Othello Baltimore, Maryland ASHLEY MICHELLE NEFF Doylestown, Pennsylvania On Virgin Ground: A Consideration of Modern Physics Using Bacon's Novum Organum �TESSA COLLEEN NELSON A Mirror up to Nature: On the Function of the Mimetic Art Centennial, Colorado LAN Tin HUONG NGUYEN The Yearning of a Saint in Middlemarch Hanoi, Viet Nam KELSEY SUZANNE O'BRIEN Morality in The Brothers Karamazov: An Analysis of Ivan and Integrity CAROL RENEE PARTONEN Admit Impediments; Love Is Not Love: Ideal and Imbalanced Love in Shakespeare's Sonnets HANNAH ESTHER PASTERNAK ulam there as lam there ": An Investigation into Life as Understood in Martin Buber's I and Thou SARAH O 'MALLEY PEARLMAN Laughing at Poor Clueless Suckers: The Casefor the Comic in Moliere's The Misanthrope ANTHONY AUGUSTINO PECORARO The Living Poetry o/Turgatorio as a Map to Artistic Eden Davie, Florida Waldorf, Maryland Livingston, New Jersey Teaneck, New Jersey Ellicott City, Maryland WILLIAM AUSTIN PECORARO Ellicott City, Maryland A Conflict of Interests: On the Religious and Political Powers of the Papal States audits Effects KAMILLA TAMAR POLLOCK "I Feared for My Sanity": Unraveling the Labyrinth of Memory, Poetry, and Personal Identity in the Short Fictions of Jorge Luis Borges RUSSEL ALLEN PROVOST Incommensurable Man CHRISTINA ELIZABETH RAINES "What you want, above all things, on a raft, isfor everybody to be satisfied, and feel right and kind towards others " Honolulu, Hawaii Hyattsville, Maryland Clovis, California �JAY WESLEY ROHRER A Strange Justice: Jesus and Jubilee Ethics JONATHAN JOSEPH ROSSE The Use and Abuse of Language for Life EMILY CAROLYN SEE ELL The Conflict Between the Public Life and the Private Life in Homer's The Odyssey Annapolis, Maryland Concord, Massachusetts Wayland, Maine ERIN MICHELLE SHADOWENS Hooking Leviathan: Job's Challenge to Justice in the City Grand Rapids, Michigan GILBERT IRVING SHANK All the World's a Stage: The Inception of Don Quixote Bloomington, Minnesota MARIN MlCHAEL SKOKANDIC Better Payment for the Slave: Who Profits in Political Economy? Santa Monica, California ELIZABETH MARIE SPAGNOLETTI "Look only at what belongs to you." On the Boundaries between Human Beings in The Histories of Herodotus Voorhees, New Jersey PHILLIP LEE STALEY North Charleston, South Carolina Better Than Fiction: On the Analogies Underlying Maxwell's Electromagnetic Field Equations ALLANAH CECILIA STEEN Our Great Need Paris, France XlAOKANG TANG The Ethical Defense in the Art of Rhetoric Jinan, China JONATHAN JAE TINCHER Laughter and Self-Knowledge: An Inquiry into the Relation between the Comic and Philosophy RHIANNA KRISTINE TONER A Travel Guide: The Education of Lemuel Gulliver Dunbar, West Virginia Baltimore, Maryland �MARY CATHERINE TOPIC A Searchfor Justice in the World o/"King Lear Falls Church, Virginia NATHANIEL DAVID TORREY Southern Pines, North Carolina For He So Loved the World: Love, Faith, and Folly in Paul's Letters and the Gospels JOSEPH KEENAN TROTTER Living it Through: Experience in The Recognitions Milwaukee, Wisconsin SHANNON GERVOIS VAUGHN The Tolstoyan Spirit Oxford, Maryland LUKE ARAKEL WAKEEN An Amoeba, a Man, and an Anthill Wilton, Connecticut Li AM EDWARD KRETZ WALLACE Teaching and Learning Virtue Stony Brook, New York JESSE ADAM WANG "All right, then, I'll go to heir Keysville, Virginia MICHELLE ELIZABETH WEINMANN To Reverie is to Lose Oneself in a Flower and Rediscover the Youth of the Human Race Northport, New York PETER JULIAN WHITE An Investigation of Knowledge in Plato's Theaetetus Gary, North Carolina JOSEPH ANDREW WOOD Carnality and Communion: The Nature of Love in the Pauline Letters RICHARD MATTHEW YOUNG Sunrise on the Horizon of the Human "Upon completion of requiremen Moraga, California Wellesley, Massachusetts �MASTER OF ARTS IN LIBERAL ARTS DEGREE GRADUATE INSTITUTE IN LIBERAL EDUCATION HOWARD BLAIR ANDREWS DANIEL TIMOTHY BABCOCK JUSTIN ALAN BROWN BRANDON SCOTT GAIN RYAN THOMAS CAMPBELL Severn, Maryland Rochester Hills, Michigan Huntsville, Alabama Fresno, California Olathe, Kansas BENJAMIN SCOTT CHAMBERS Uniontown, Pennsylvania LUKE PHILLIPS DOUGHERTY Baltimore, Maryland GEORGE SELAS DOUGLAS, II Alexandria, Virginia KRISTA MARIE EHASZ DEVIN CAROLYN FROST Shady Side, Maryland Edmond, Oklahoma MATTHEW JOSEPH FULONE Millis, Massachusetts KRISTEN ERICA GODWIN Annapolis, Maryland CHRISTINE MARIE IVORY Poolesville, Maryland CHASE LANE KITCHEN ALEX TY KUN WESLEY JOHN SCHANTZ Fort Wayne, Indiana Big Bear Lake, California Gaithersburg, Maryland ALEXANDER ELIOT SCHMID Atlanta, Georgia LAUREN ELIZABETH SMITH 1\ilsa, Oklahoma VICTORIA ANN STATTEL SCOTT PEARSON STEWART BENNETT TANSEY VICTORIA ALEXANDRA WILEY MECAEL LEE HUA YUAN Franklin Square, New York Winston-Salem, North Carolina Falmouth, Massachusetts Phoenix, Maryland Wez, Belgium �PRIZES AND AWARDS COMMENCEMENT 2,012. To the member of the Senior Glass who has written the best senior essay. Offered in memory of Susan Irene Roberts, of the Glass of 1966 Longing for the Octave: Words, Music, and Body in Britten's Death in Venice ERIC MICHAEL BAUER Little Odious Vermin: Satirizing the Satirist in Gulliver's Travels BARBARA DUNHAM McCiAY HONORABLE MENTION Language as the Existence of Spirit in Hegel's Phenomenology CHELSEA ELIZABETH ADAMS To the member of the Junior Glass who has written the best annual essay. Offered by Mrs. Leslie Clark Stevens in memory of her daughter-in-law, Kathryn Mylorie Stevens No prize awarded To the member of the Sophomore Class who has written the best annual essay. Offered under the will of the late Judge Walter I. Dawkins, of the Class of 1880 The Sweetness of Chaos JOSEPH JAMES ALIGEA "They Shall Be One Flesh ": Human and Godly Love in Genesis SARAH JUDITH MARX �HONORABLE MENTION Playing with Leviathan: On Myth in the Book of Job NATHANIEL LEONARD GOLDMAN To the member of the Freshman Glass who has written the best annual essay. Offered in memory of Jacob Klein, TYitor Emeritus, and his wife, Else, by Dr. and Mrs. Stuart Walker The Body and the Soul: How "Popular Music "Is in the Philosophy Business LESLIE MAE HOWARD To the Graduate Institute student who has written a distinguished preceptorial essay in the year 2012. Offered by the Alumni Association Green-blue Chinamen: An Exploration of "Lapis Lazuli" by W.B. Yeats ERIN EVELINE DESMOND The Confessions byJ.J. Rousseau DANIEL STUART RANDLETT To a member of the Senior Glass, for excellence in speaking. Offered in memory of Senator Millard E. Tydings of Maryland CHELSEA ELIZABETH ADAMS To the student who submits the best English version of a Greek text. Offered in memory of John S. Kieffer, President Emeritus Plato's Laws MIGAELA KAYE MAGDOUGALL �To the student who submits the best English version of a French poem. Offered by the Board of Visitors and Governors The Lyre of Orpheus by Louise-Victorine Ackermann JOHN STEWART FLEMING DANIELA LOBO DIAS To the student who submits a fine original English poem. Offered by Dr. George Austin in memory of his brother, Henry Our Family Tree like Wallpaper Shows Us SOPHIE LYNN MIGHELEWIGZ HONORABLE MENTION When I think about the universe . . . EVGENIA ARKADYEVNA OLIMPIEVA To the student who submits a fine original musical composition. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Scherzofor String Quartet Louis ALEXANDER PISHA HONORABLE MENTION Allegro and Minuet for String Quartet CHELSEA ELIZABETH ADAMS Sinfonetta in D Major BRENNAN REED HARRIS �To the student who submits a fine essay on a piece of music. Offered in memory of Mary Joy Belknap, President of the Garitas Society 1987-1991 Swept Up in Song: Relationship With God Through Music in J. S. .Bach's St. Matthew Passion JANE ELIZABETH JEFFRIES To the student who submits the most elegant solution of a geometrical problem. Offered by the Glass of 1986 in honor of Bryce Jacobsen, of the Class of 1942, Tutor and Director of Athletics Emeritus BlGYAN BlLASH BHANDARI HONORABLE MENTION HAU HOANG JlNYAO ZOU To the student who submits the most elegant solution of an analytical problem. Offered in memory of James R. McClintock, of the Class of 1965 No prize awarded HONORABLE MENTION LINUS HENRY FEDER To the student who carries out a fine laboratory project. SlDHARTH SUBODH SHAH HONORABLE MENTION ANDREW J. DONDERS �To the senior man and woman who, through participation, leadership, and sportsmanship, have contributed most to the SJG athletic program, a special blazer. LEAH MARIE CREAMER JOHN STEWART FLEMING To the member of the Senior Glass who has contributed outstanding service to the Greater Annapolis Community. Offered by the Garitas Society of St. John's College MICHAEL Ross JANAKIS To the member of the Senior Class who has demonstrated the greatest care for and service to youth who reside in the City of Annapolis. Offered by the friends and family of Marvin B. Cooper, of the Class of 1969 SHIKSHYA ADHIKARI To the member of the Senior Class who submits the best work of visual art to the Community Art Exhibition, the Charles Vernon Moran Prize Family Portrait, watercolor SARAH O'MALLEY PEARLMAN X To the Senior who has demonstrated excellence in the arts, literature, or sciences, the Walter S. Baird prize. MICHELLE ELIZABETH WEINMANN �ENDOWED SCHOLARSHIPS St. John's College, Annapolis Leslie Milton Abrams, 1954 Dr. Granville Q. Adams, Mildred Alexander Philip L.Alger, 1912 Alter Graduate Institute Scholarship Alumni Scholarship Annapolis Graduate Institute Aretei Fund Bradley G. Arms George M. Austin, 1908 Walter S. Baird, 1930 Betty Beck Bennett, 1960 Bernard Clorety, 1950 Dr. Charles C. Cook George A. and Eveline T. Greenleaf Marvin Brent Cooper, 1969 Edna G. and Roscoe E. Grove, 1910 The Joseph and Robert Cornell Memorial Foundation John T. and Gertrude L. Harrison, 1907 Eugene N.( 1929)and RobertG. (1963) Cozzolino John T. Harrison, Jr. Charles WHass, 1927 Henry B. Higman, A48 Wiley and Helen Crawford Richard II. Hodgson, 1906 Cpl. George E. Cunnifflll The Hodson Trust Helen Lee De Aloia Alfred and Ruth Houston, 1906 Donna Marie Delattre Houston Regional Fred and Marian Billups Clarence L. Dickinson, 1911 John Isaacs Jeff Bishop Memorial Richard A. Duhan, 1963 J. Seward Johnson, Jr. Ford K. Brown, H70 Martin Dyer Book Fund Caritas Society of St. John's College Ahmet Ertegun Education Fund Jesse H. and Mary Gibbs Jones Casasco Family Fund Faculty Scholarship Chicago Regional Mrs. Clyde Alvin Clapp Ronald and Donna Fielding James T.Clark, 1928 James H. Frame, 1950 Class of 1897 Friends of St. John's Dr. Simon and Fanny Kaplan, H84 Class of 1898 Nancy Gannon Gearing Francis A. Katz, 1929 Richard F. Cleveland, H54 Harry Golding, Graduate Institute William R.Kenan, Jr. Trust Col. Robert E. and Margaret Larsh Jones, 1909 RobertE. Kanode, 1939 �John Spangler Kieffer, H70, and Roxana White Kieffer, H84 Marie Klebe Memorial Jacob Klein, H76 The Duane and Clementine Peterson Charitable Fund LD and Paida Pickens Pittsburgh Regional Korshin Family Fund Reader's Digest Foundation Tom and Gathryn Krause J. Douglas Ramsey, 1937 Arthur E. and Hilda Combs Landers, 1930 LenoreB. Hinder Joseph LaPides Michael Littleton Memorial John D. Mack Massachusetts Regional James Matthews, H99 Middendorf Foundation Martin Conrad Miller (1981) Book Fund Paul Miller Philip A. Myers II, 1938 NationsBank Foundation (Bank of America) Christopher B. Nelson Scholarship Endowment Rev. Theo O'Brien Cleo Ritz Susan I. Roberts, 1966 Clifton C. Roehle Joan and Bela Ronay Murray Joel and Julius Rosenberg, 1938 G.D. Searle/JohnE. Robson Robson Family Rosse Family St. John's College Alumni Association J. J. Salovaara Flora Duvall Sayles Hazel Norris and J. Graham Shannahan, 1908 O'Grady Memorial Doug E.Sherrf 1972) Memorial Oklahoma Regional Rudy Simeone Norman G. Owens Thomas J.,H94, and Marion K. Slakey Dr. Thomas Parran and Thomas Parran, Jr. Andrew Smith Memorial Passin Family Fund J. Winfree Smith, H80 James S. Spirer, 1970 C.V. Starr Foundation Harry S. and Vivian B. Spectre Book Fund Jean Roberts Staylor Andrew and Lenore Steiner Book Fund Clarence W. Stryker Bert Thorns Karl and Evelyn Van Tassel Frederick J. Von Schwerdtner Mr. and Mrs. William J. Vanous Pattie Bourne Turner Walker, 1966 Irving and Loretta Wasserman Memorial Scholarship Endowment Charles H. Watts Endowment Fund Richard D. Weigle, H49 John L. Williams, 1950 Thomas J. and Marvil F. Williams Frank K. Wilson, 1935 Winiarski Endowment Fund Delores and Stephen Wolf Kathy and Jerry Wood Foundation �ANNUAL SCHOLARSHIPS St. John's College, Annapolis THE ASSOCIATED: Jewish Community Federation of Baltimore Richard and Rosalee C. Davison Foundation, Inc. AT&T Dietz & Watson, Inc. Dr. Frank C. Marino Foundation Inc. BB&T Dixon Valve & Coupling Company Maryland Capital Management, LLG Dynamics Research Corporation Douglas K. Mayer Estate of James Bienemann Estate of Margaret Blaker Board of the Friends of St. John's College Booz Allen Hamilton Bunting Family Foundation The Eliasberg Family Foundation, Inc. Gallagher Evelius & Jones LLP Harris CapRock Communications CACI International, Inc. The Campbell Foundation, Inc. CareFirst BlueCross BlueShield Caritas Society of St. John's College Rana Choi Peter Vance Clark Trust Computer Sciences Corporation Lauren Connolly Council of Independent Colleges Henderson-Webb, Inc. The Hodson Trust Hurley W. Howell Charitable Foundation The Huether-McClelland Foundation, Inc. Ensign C. Markland Kelly, Jr. Memorial Foundation Arthur E. and Hilda Combs Landers Charitable Trust Lockheed Martin Corporation National Philanthropic Trust Christopher B. Nelson The RCM&D Foundation, Inc. SAIC Serco Inc. John A. Simmons Marsha Sirkin William D. Shafer Tech USA Mynydd Teg Foundation UPS Verizon TheWliiting-Turner Contracting Company Barbara Zelley John J. Leidy Foundation Gifts received after April 15, 2012, are gratefully acknowledged and will be listed in the 2013 Commencement Program. �CONGRATULATIONS, ALUMNI. Stay in touch. Get involved. Give back. www. stj ohnscollege. edu/alumni 410-626-2531 � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 23 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2012-05-13 Identifier An unambiguous reference to the resource within a given context CommencementExercises2012 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 for the two hundred twentieth commencement in the three hundred sixteenth year of the college. Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Commencement Program, 2012 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/54d50a2e784acecb93ac4df8e3c7039e.pdf 67595ab8c93ec8d9449144e5c2427756 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST TWELFTH Two THOUSAND AND ELEVEN �MASTER OF ARTS IN LIBERAL ARTS DEGREE PROGRAM PAUL THOMAS BREWER FOR THE THIRTY-SECOND SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION Delray Beach, Florida ANTHONY DANIEL CHELETTE Houston, Texas JAMIE MARIE DuPoNT Manton, Michigan WILLIAM KENYON GERRISH SEAN CLANTON HAMILTON Richmond, Virginia CHRISTINA MARIE HESLINK ACADEMIC PROCESSION Bethesda, Maryland Alexandria, Virginia JOSEPH DANIEL MCDONOUGH Kent, Connecticut KATHERINE ANNE MARIE MELSON WELCOME AND ANNOUNCEMENT OF PRIZE JEFF J. S. BLACK Director of the Graduate Institute Annapolis, Maryland MELANIE LORNA MERGLESKY Toronto, Canada SAMANTHA ELIZABETH PARISI* ADDRESS TO THE GRADUATING CLASS LlSE VAN BOXEL Tutor CONFERRING OF DEGREES Island Heights, New Jersey RACHEL WHITSON RAMSEY Charlotte, North Carolina WENDY JANE SHAMI Annapolis, Maryland j MUHAMMED SYED Meriden, Connecticut CHRISTOPHER B. NELSON President of the College ANDREW BENES VLCEK Jacksonville, Florida DIRECTOR BLACK LUCILE SPRUNT WOOD Charlotte, North Carolina ACADEMIC RECESSION PRIZE To the student who has written the best tutorial essay. Offered by the Alumni Association of St. John's College. JESSE DAVID MCBRIDE All Histories Are Prophetic Histories Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. *upon completion of requirements � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2011-08-12 Description An account of the resource Program for the thirty-second summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2011 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2011 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/52e41f85728b1798c5fe8a57f1d42d62.pdf eced784e9a995337cbdb204dba5af9a2 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION SIJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST THIRTEENTH Two THOUSAND TEN �PROGRAM FOR THE THIRTY-FIRST SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION ACADEMIC PROCESSION WELCOME AND ANNOUNCEMENT OF PRIZE ADDRESS TO THE GRADUATING GLASS CONFERRING OF DEGREES MARILYN D. HIGUERA Director of the Graduate Institute JOHN TOMARCHIO Tutor CHRISTOPHER B. NELSON President of the College DIRECTOR HIGUERA ACADEMIC RECESSION Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. �MASTER OF ARTS IN LIBERAL ARTS DEGREE Eldersburg, Maryland STEPHEN DANIEL Cox BEAU ANDRE DAGENAIS Hockessin, Delaware MICHAEL JUNG DEGEN Abingdon, Maryland LUCAS NATHANIEL DURNEY Adelphi, Maryland Annapolis, Maryland NICOLE ELAINE ELLIS Palm Beach, Florida ELIZABETH NORWOOD FIFIELD BRADLEY PAUL FINKBEINER Crownsville, Maryland Middleburg, Virginia CARL RUSSELL FLETCHER III JENNIFER ANN GAVIN Pleasantville, New York ROBBYE BARROW HOROWICZ Shepherdstown, West Virginia MARK ANTHONY JEDRZEJCZYK Kenasha, Wisconsin ELIZA STARBUCK LITTLE Seattle, Washington JESSE LEE MAXWELL Martinsville, Indiana BROOKE ALEXANDRA MCLANE-HIGGINSON MATTHEW ALEXANDER MILLER Lawrence, Kansas Edgecomb, Maine TIMOTHY JOSEPH REILLY Louisville, Kentucky KYLE CAMPBELL SHEEHAN Denver, Colorado ELISABETH ANNE STONE Annapolis, Maryland PRIZE To the student who has written the best tutorial essay. Offered by the Alumni Association of St. John's College. NICOLE ELAINE ELLIS An Attempt Toward Knowledge STEVEN ALAN STEINBACH Aquinas on Law and Discretion � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 3 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2010-08-13 Description An account of the resource Program for the thirty-first summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2010 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2010 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/52cd72efceb7f7f5c8ac0076d0a92a99.pdf 338630368a21d46077067096dfc6a661 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST FOURTEENTH Two THOUSAND AND NINE �PROGRAM FOR THE THIRTIETH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION ACADEMIC PROCESSION WELCOME AND ANNOUNCEMENT OF PRIZE ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES MARILYN D. HIGUERA Director of the Graduate Institute JON LENKOWSKI Tutor CHRISTOPHER B. NELSON President of the College DIRECTOR HIGUERA ACADEMIC RECESSION Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. �MASTER OF ARTS IN LIBERAL ARTS DEGREE JOANNA RACHEL BARON Toronto, Ontario, Canada JEANNE KAY BATEMAN Annapolis, Maryland JOHN TAYLOR CARR Boston, Massachusetts BRIANNA JENE GRANTHAM Fort Myers, Florida JONATHAN DALE HEAD Bowie, Maryland JOSEPH THOMAS LEPAIN* Brighton, Massachusetts MARK STEVEN MILOSTAN Easton, Maryland ANIKA TENE PRATHER Fort Washington, Maryland JOSE ANTONIO SANTIAGO Baltimore, Maryland JON PHILIP SHANK Columbia, Pennsylvania BRANDY LEE SPRINGSTUBBE Grand Rapids, Michigan DAVID RUSSELL SUTHERLAND Provo, Utah Brooklyn, New York PAUL WASSERMAN GREGORY Pio YATAROLA Dolgeville, New York PRIZE To the student who has written the best tutorial essay. Offered by the Alumni Association of St. John's College. JONATHAN DALE HEAD Sharing in Divine Conversation *upon completion of requirements � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 3 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2009-08-14 Description An account of the resource Program for the thirtieth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2009 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2009 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c59212a06c35109d305ad29a8a1bd18d.pdf 542b70a102c532cdc984eed0ec679ac4 PDF Text Text Annapolis - Graduate Institute Commencement Address, Summer 2010 Let me begin by expressing my appreciation for the honor of being invited to offer this commencement address to the graduating students. Feeling the gravity of this honor, I thought I'd play it safe and stick to things sacred: I would like to offer you a reflection on the St. John's Seminar, in light of the parable of the sower in St. Matthew's Gospel. Like Ms Higuera in her convocation address, I offer my reflections with trepidation in the awareness that tutors are rather like rabbis, in that two discussing the meaning of any sacred thing will always have at least three opinions between them—so says the Talmud. In any case, knowing that many of my fellow tutors agree that Seminar is the heart of the Program, I offer my reflections on what I believe to have been at the heart of your studies at St. John's as you leave them to return to the world. Sometimes when I am trying to persuade either a student or myself that a bad seminar was not wasted labor, I recall that the Latin root of the word seminar means a seed-bed: a scattered conversation may well be scattering seeds, I say, and who knows which might in due season bear unexpected fruit? In the ancient way of sowing, seed is scattered and allowed to germinate and then the best seedlings are selected and cultivated. Modern agriculture dramatically increases yields by means of methodical sowing of seeds in linear rows of targeted holes, followed by mass fertilization, cultivation, and extraction. The result is the lifeless tomato you can buy for pennies per ounce at your local �supermarket. The St. John's Seminar seems to cling to the ancient way of sowing. Tutors eschew the suggestion that there is a St. John's "method" for doing Seminar. The College has living customs and usages rather than formalized methods and measures. Seeds are broadcast and nature is trusted to surprise us with specimens of rare excellence and unexpected beauty. Of course, the soil is kept well fertilized with a rich compost of failed attempts, but a really good tomato is worth it—don't you think?— even if you can't get it for pennies on the ounce. This image of the St. John's Seminar as a seed-bed puts me in mind of Matthew's parable of the sower, which reads as follows: One day a farmer went out sowing. Part of what he sowed landed on a foot-path, where birds came and ate it up. Part of it fell on rocky ground, where it had little soil. It sprouted at once since the soil had no depth, but when the sun rose and scorched it, it began to wither for lack of roots. Again, part of the seed fell among thorns, which grew up and choked it. Part of it, finally, landed on good soil and yielded grain a hundred- or sixty- or thirtyfold. Let everyone heed what he hears! This parable makes me ask of Seminar, what is the seed sown in Seminar and who sows it? A pious answer leaps to mind: the great books are the seed, the great minds that wrote them the sowers, and our seminar conversations the field of their sowing. The Latin root of the words "concept" and "conception" lead me to extend the analogy further to animal procreation: Seminar is inseminated by the ideas, questions, or teachings of great books. However, the daemon of the place, famously indicted for impiety, gives me pause before this seeming piety: Plato's Socrates reminds us in the Phaedrus that great books cannot reply to our questions. If the life of a St. John's seminar is in asking and replying to questions, how do �these mute imitations of live speech speak to us? How does the dead speech of dead men generate live conversation? Of course, one could wonder this about seeds as well. I like asking in Freshman Lab whether the seeds produced by living things are themselves living things. And I like it when a student before ever reading Aristotle responds that a seed is not life but the potential for life. Then I like to ask, "Potential for life in the way that water has the potential to be taken in by a living cell and incorporated into the fabric of its being, or in the way that the living cell has the potential to grow and reproduce"? When a student with a vague tone of triumph parries my question with the reply, "Neither of those ways," I like to say in a vaguely quizzical tone, "Okay, in what way, then?" In what way, then, are the books alive for us and enlivening of our conversation? If they cannot listen to us or reply to what we ask, how can they dialogue with us or we with them? Sometimes in Don Rags or paper conferences I suggest that a student think of the book or author as a dialogue partner and speak to it as to a fellow conversant rather than about it as an object of discussion. But this way of imagining our relation to the books is at best a heuristic device for turning attention away from conventional opinions about the books to the books themselves and the things themselves the books are talking about. Truth is, the books talk to us only so far as we make them talk to us. After all, is it not only by our selecting out parts of the text and framing them with our own questions or remarks about them that the books come alive for us and become enlivening of our conversations? Likewise, is it not only by bringing our readings of the texts to bear on the things themselves, as well as the things themselves to bear on the text, that we attain to any true being? If the books are imitations of living speech and thought, then they are at best stilllife models of living things. They are not the things �themselves we want to understand, let alone sources of the things themselves. If mistaken as objects of contemplation, our models become idols commanding reverence rather than paradigms pointing to originals. A fascination with models is little better than a fascination with shadows. So what keeps our Seminar conversations about great books from being mere shadows of models of things? What keeps the walls of our seminar rooms from being our cave walls? Is it the aim of our seminar conversations to turn away from all shadows and ascend from our textual models of things to the things themselves? Here again I am given pause before seeming piety. First of all, I see that the books we read are hardly in accord with one another in what they say about things themselves: if the reading list is a collection of models, it is a very motley collection; and if of seeds, then our seminar gardens would grow into impassible thickets. Furthermore, I see that neither our texts nor our conversations do away with shadows in the sense of images. After Jesus tells his parable of the sower, his disciples ask him why he speaks in parables. He replies, "[B]ecause they look but do not see; they listen, but do not hear or understand." Is this why our authors speak to us in parables? Why answer the question about justice with fashioning a city in speech that might never be, or a state of nature that need never have been? Why fashion images of an inferno, or of a paradise lost, or of a brave new world or a brave new consciousness? Why do our models offer us images? Are their images a way of putting questions to us about the things themselves? Images select out perceptible characteristics of beings and arrange them into a kind of icon of natures perceivable only by understanding. They speak to us only in relation to the thing and its nature; without the thing, they are dumb idols. �The books cannot ask opening questions. A seminar leader asks an opening question, but I can personally testify that he has no control over where it may lead. So who leads Seminar? I am tempted piously to take up Socrates' suggestion that we follow the logos wherever it leads us. However, is not this leading logos itself but an image? Am I supposed to believe that although no single member of the conversation leads it, the conversation as some sort of collective being or emergent phenomenon has a motion and direction of its own? I for one cannot believe this of logos in the sense of human speech. Logos in the sense of speech is but an image of logos in the sense of thought. So the question becomes for me, Can our thoughts lead us? Do our thoughts have motions and directions of their own for us to follow? Well, I can believe that my own act of thinking is a kind of motion capable of a kind of direction—to speak in images—but it doesn't seem quite right to say that my thought leads itself, especially when it is an inquiring thought about an existing nature. But there is also logos in the sense of reason, reason both in those thinking and in the things they are thinking about. My reasoning is led by a desire to find out reasons why things are as they are. The reason why a thing is as it is has left its trace and trail in its effects, its image as it were in the thing. This reason in the thing is at once the source of its intelligibility for me and the source of my understanding it. Like a great book, a Seminar conversation in pursuit of the reasons why beings are as they are is enlivened by the life of the things it pursues. A conversation that stops at the text of the great book stops at a dead letter—its enlivening spirit comes only from a living nature. A great book is a model of live inquiry—it knows how to question an existing thing about its nature and how to understand the wordless reply. When his disciples ask Jesus to explain the imagery of his parable of the sower, he replies as follows: �The seed along the path is the man who hears the message about God's reign without understanding it. The evil one approaches him to steal away what was sown in his mind. The seed that fell on patches of rock is the man who hears the message and at first receives it with joy. But he has no roots, so he lasts only for a time. When some setback or persecution involving the message occurs, he soon falters. What was sown among briers is the man who hears the message, but then worldly anxiety and the lure of money choke it off. Such a one produces no yield. But what was sown on good soil is the man who hears the message and takes it in. He it is who bears a yield of a hundred- or sixty- or thirtyfold. It is interesting to me that Jesus identifies the various seeds not simply with the message spoken but with the kinds of hearer. The message spoken is one; it becomes many in the many hearers. The seed fallen on the path is an image of a hearer who does not understand the message he heard. What stands in the way of his understanding it? It is the not the evil one. The evil one does not interfere with the sowing of the seed, but approaches afterward and can steal it away because of the hearer's not understanding. What prevents the hearer's understanding what he hears? What is it we are not doing when we do not understand what we are hearing? The seed fallen on rock patches is yet another sort of hearer; he receives what he hears with enthusiasm but then loses heart when he confronts some setback or persecution. [Remind anyone of Seminar?] I wonder, does this enthusiastic hearer understand what he hears? Is his problem that his understanding proves ineffectual, or that his enthusiasm does not come from understanding? The parable says that he lacks roots. Of what are roots an image? After reading a book or hearing a conversation with enthusiasm, what do I need to do to set down roots? �The third sort of hearer germinates the seed he takes in and generates roots, but fruitlessly, because worldly care and concupiscence choke what begins to grow in him. The briers seem like an environmental problem, but care and desire do not seem to me external things. They are relations to external things, but their source is internal. Although it may seem to this man that he is choked from without, it seems to me that he chokes on the cares and desires within him. Take care what you care about. Jesus says that the one who yields abundant fruit in due season is the hearer who both hears the message and takes it in. This hearer is good soil. Does his taking in what he hears signify even more than merely understanding it? Unlike the first sort of hearer, both the hearer that withers and the hearer that chokes at first understand what they hear. Does this fourth sort of hearer not merely understand what he hears but make the seed his own by cultivating it? What makes him good soil for nourishing seed? What seemingly wasted labor makes good compost for good soil to bring forth fruit from seed in due season? In your work here at the College, much seed has been sown in you, of sundry sorts. Only time will tell which you have taken in, which you will choose to cultivate, and which will bear fruit in due season. Although you are returning to a world beset with thieves, persecutors, and cares, I think the real dangers to your not bearing fruit are within. If you take care always to sow good seed in good soil, an enemy may well come by night and sow bad seed among your good, but the prudent farmer will allow his wheat to mature amid the weeds, patiently waiting for the harvest time to gather all in and separate weeds from wheat and chaff from grain. It seems to me that in the end we are the sowers of our own souls, when we with enthusiasm take in what we understand and nurture it with patience, even amid weeds. For a thought to become mine, I must conceive, generate, and cultivate it within �myself. A thought on its own is a lifeless form of thinking; it requires a live act of thinking to come to life. The form can be common to many; the living act must be each one's own. Let me conclude these reflections with a prophetic admonition: if you continue to think for yourself, to probe and to ask why, verily I say unto you, you will suffer setbacks and persecutions. But I believe that the kingdom you should care about most is within you, and it is the place where understanding may yield such fruits of justice and happiness as are possible for us in a world beset with injustice and unhappiness. To quote the daemon of the place, "In heaven perhaps a pattern is laid up for the human being who wants to see and found a city within himself on the basis of what he sees." And who knows when the heavenly logos might come down among us, and speak to us in parables that require us not only to listen but to hear, not only to look but to see, if we are to understand? Thank you again for inviting me to give this commencement address. My very best wishes for your going forth from us back into the world. John Tomarchio � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data digital 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 Tomarchio, John Title A name given to the resource Commencement Address, Graduate Institute, Summer 2010 Date A point or period of time associated with an event in the lifecycle of the resource 2010-08 Identifier An unambiguous reference to the resource within a given context Annapolis_GI_Summer_2010_Commencement 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 Format The file format, physical medium, or dimensions of the resource pdf Description An account of the resource Typescript of the commencement address for the Graduate Institute given by John Tomarchio at the end of the Summer 2010 semester in Annapolis, MD. Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Commencement Graduate Institute Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b5cbbf8ecf0fd2ee40d095496cede211.pdf c189510a5517ccae8e74ca15c54ebdb7 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION SIJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST FIFTEENTH Two THOUSAND AND EIGHT �MASTER OF ARTS IN LIBERAL ARTS DEGREE PROGRAM ASHLEY MARIE CHANDLER Concord, North Carolina JACLYN VIGH HUTCHINSON FOR THE TWENTY-NINTH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION Cleveland, Ohio BRIANNE HAGAN LEITH ANDREW MICHAEL QUINN ACADEMIC PROCESSION Annapolis, Maryland Baltimore, Maryland Okemos, Michigan MICHAEL SHAWN WOODS WELCOME AND ANNOUNCEMENT OF PRIZE LUKE ANDREAS SCHROEDER Clinton, Maryland MARILYN D.HIGUERA Director of the Graduate Institute ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES JOHN VERDI Tutor CHRISTOPHER B. NELSON President of the College DIRECTOR HIGUERA PRIZE ACADEMIC RECESSION To the student who has written the best tutorial essay. Offered by the Alumni Association of St. John's College. ELIZABETH NORWOOD FIFIELD HONORABLE MENTION LUCILE SPRUNT WOOD Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-15 Description An account of the resource Program for the twenty-ninth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2008 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2008 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4898c264ac6d4ebf2f11f97ef63e09f2.pdf 6dfebdeea238ba6991ab55ce3645da94 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION STJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST TENTH Two THOUSAND AND SEVEN �MASTER OF ARTS IN LIBERAL ARTS DEGREE PROGRAM FOR THE TWENTY-EIGHTH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION ACADEMIC PROCESSION WELCOME AND ANNOUNCEMENT OF PRIZE ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES JOAN E. SILVER Director of the Graduate Institute PETER KALKAVAGE Tutor CHRISTOPHER B. NELSON President of the College DIRECTOR SILVER KEITH RYAN FINDLAY CANDICE MARIE GIBSON THOMAS JOE GREENE KAREN ASTERINO IMLER PETER SCOTT LUND* MIRIAM REBEKAH MARTIN LISA MARIE McGovERN RORY EUGENE MCKNIGHT, JR. AMANDA RENEE MOON CHRISTOPHER JAMES MOORE JOSEPH THOMAS O'CONNELL ALEXANDRE NADER PRIOU STARLET LESLIE SHOUP PAUL SNAITH THOMAS HOWARD SOEHL ADRIAN SOTELA CAMILLE LEANN STALLINGS Cambridge Springs, Pennsylvania Mount Jackson, Virginia Canton, Ohio Arlington, Virginia Erie, Pennsylvania Nashville, Tennessee Laurel, Maryland Bakersfield, California Concordia, Kansas Annandale, Virginia Norwood Park, Chicago, Illinois Stamford, Connecticut Redding, California Arlington, Virginia Bethesda, Maryland Germantown, Maryland Meridian, Idaho Tulsa, Oklahoma Duncanville, Texas Seattle, Washington ABIGAIL FOOTE THOMAS ROBERT DANIEL THOMAS AVERY JACOB WISCOMB upon completion of requirements ACADEMIC RECESSION PRIZE To the student who has written the best tutorial essay. Offered by the Aumni Association of St. John's College. Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. AMANDA RENEE MOON "The Righteous Violence of Augustine's City of God " � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2007-08-10 Description An account of the resource Program for the twenty-eigth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2007 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2007 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7690fc906247e7fb36d9f817c7379af9.pdf 89002911db63d9d52a6678dff30e6a08 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION STJOHN'S College A N N A P O L I S • S A N T A FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST ELEVENTH Two THOUSAND AND Six �PROGRAM FOR THE TWENTY-SEVENTH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION ACADEMIC PROCESSION WELCOME AND ANNOUNCEMENT OF PRIZE JOAN E. SILVER Director of the Graduate Institute ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES JOSEPH SMITH Tutor CHRISTOPHER B. NELSON President of the College MASTER OF ARTS IN LIBERAL ARTS DEGREE ROBERT TAKASHI DEVINE GRAHAM SPALDING DOWER KEVIN THOMAS MULLALLY BENJAMIN EUGENE NORQUIST DARREN ANTHONY RUDHAM STEPHECA MYEACE SAWYER JOHN RUSSELL SHELLEY DOROTHY KNOWLTON SNOWDER KATHLEEN MARIE SNYDER HOLLIS WILLIAM THOMS ROBERT CHRISTOPHER THORNETT KELLY KEENAN TRUMPBOUR JOHN CHAPMAN ZELEZEN MICHAEL CHRISTIAN ZITO Lakewood, California Bethesda, Maryland Atlanta, Georgia Hudson, Wisconsin Baltimore, Maryland Baltimore, Maryland Dayton, Tennessee Beltsville, Maryland Eldersburg, Maryland Edgewater, Maryland Fairfax, Virginia Parkton, Maryland Crofton, Maryland Annapolis, Maryland DIRECTOR SILVER ACADEMIC RECESSION PRIZE To the student who has written the best tutorial essay. Offered by the Aumni Association of St. John's College. KEVIN THOMAS MULLALLY Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. For his tutorial essay on "We are Mocked with Art: Hermione 's Statue in Shakespeare's The Winter's Tale " � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2006-08-11 Description An account of the resource Program for the twenty-secenth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2006 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2006 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/ca3f00c502dc3ea281811250c9c629bf.pdf e6f1a774f58696aefa4e13186d9a82c7 PDF Text Text GRADUATE INSTITUTE IN LIBERAL EDUCATION STJOHN'S College A N N A P O L I S • SANTA FE COMMENCEMENT EXERCISES ANNAPOLIS, MARYLAND FRIDAY, AUGUST FIFTH Two THOUSAND AND FIVE �PROGRAM FOR THE TWENTY-SIXTH SUMMER COMMENCEMENT ON THE ANNAPOLIS CAMPUS OF THE GRADUATE INSTITUTE IN LIBERAL EDUCATION MASTER OF ARTS IN LIBERAL ARTS DEGREE ACADEMIC PROCESSION PATRICIA MARIA BARRY MARY FRANCES BOWES JOAN E. SILVER Director of the Graduate Institute WELCOME ADDRESS TO THE GRADUATING CLASS CONFERRING OF DEGREES WALTER STERLING Tutor CHRISTOPHER B. NELSON President of the College CHRISTOPHER PATRICK DEMANSS CYNTHIA ANN GRADY JOSEPH MICHAEL KEATING MAGDALENA Rocio KRAUSE KEVIN DANIEL MACALUSO JARED JEREMY ORTIZ JAMES ANDREW PATTON CLAYTON PATRICK RICHARDSON ROBERT FERGUSON SEARLE MELANIE LAURA SHEETS SARAH HEUCK SINCLAIR ACADEMIC RECESSION Baltimore, Maryland Bethesda, Maryland Bayport, Minnesota Kensington, Maryland Annapolis, Maryland Hopewell Junction, New York Nashville, Tennessee Bardstown, Kentucky Wolcott, New York Eldersburg, Maryland Miles City, Montana BRANDON EVAN SPUN Great Neck, New York LLOYD THORNBURG SARA MARIE Vo Santa Fe, New Mexico Baltimore, Maryland BRYAN GRIMES WILLIAMS III ELIZABETH ASHLEY ZERON Reception for Graduates, Faculty, Alumni, and Guests immediately following the ceremony. Sandwich, Cape Cod, Massachusetts Leonardtown, Maryland Raleigh, North Carolina Elkton, Maryland � 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 Commencement Programs and Addresses Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource Addresses given at commencement and programs of events related to, and including, the annual commencement ceremonies at St. John's College. Includes both the undergraduate and Graduate Institute commencements. <br /><br />The College Archives holds programs and/or addresses for the following years:<br /> <ul> <li>1796</li> <li>1835-1836</li> <li>1842</li> <li>1852</li> <li>1856-1857</li> <li>1870</li> <li>1878</li> <li>1880</li> <li>1890</li> <li>1893</li> <li>1895</li> <li>1897</li> <li>1907</li> <li>1910-1918</li> <li>1920-1924</li> <li>1928-1929</li> <li>1932</li> <li>1936-1937</li> <li>1939-1945</li> <li>1947-present  </li> </ul> Click on <strong><a title="Commencement Programs and Addresses" href="http://digitalarchives.sjc.edu/items/browse?collection=18&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in the Commencement Programs and Addresses Collection</a></strong> to view and sort all items in the collection. Identifier An unambiguous reference to the resource within a given context commencementprograms 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. 2 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 2005-08-05 Description An account of the resource Program for the twenty-sixth summer commencement on the Annapolis campus of the Graduate Institute in liberal education. Identifier An unambiguous reference to the resource within a given context GICommencementExercises2005 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 Subject The topic of the resource Commencement (St. John's College, Annapolis, MD) Title A name given to the resource Graduate Institute Commencement Program, 2005 Commencement Graduate Institute