1 20 91 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/96238f1ec0c4fa568a1874be54bcd948.pdf 42784f3e436d386a7b9d30f3d2b5d3f1 PDF Text Text VOLUME XVII No. 2 Bulletin of ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO June, 1965 Founded as King William's School, 1696, Chartered as St. John's College, 1784 �History St. fohn's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Fo11owing the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. fohn's CoIIege pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. Tohn's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that tl1e original C11arter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961, in 1963, and in 1965. When the decision was reached to establish a second St. Tohn's College in Santa Fe, New Mexico, amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. Volume XVII JUNE, 1965 Number 2 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. The Polity of the College was first drafted by the Faculty and then adopted by the Board of Visitors and Governors at its regular meeting on July 8, 1950, in Annapolis, Maryland. It was reviewed and amended by the Board of Visitors and Governors at its annual meetings May 14, 1955, and May 21, 1960; at its regular meetings February 22, 1961, December 9, 1961, and February 23, 1963, in Annapolis, Maryland; at its regular meeting September 28, 1963, in Santa Fe, New Mexico; and at its annual meeting on May 15, 1965, in Annapolis, Maryland. • 1 �Charter of St. John's College WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of edu<;ation and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chos~n. • 3 • �. IV. That the governing body or board of said College shall consist of not more than forty nor less than thirteen Visitors and Governors to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances· provi~e~, however, that the _Governors of the States of Maryland and' New Mexico shall act ex oflicw as two of the total number of Visitors and Governors _of s~i~ college during their respective terms in said offices; and that the said V1S1tors and Governors and their successors duly chosen shall be ~1:1d are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if ~h~ City of ~n~apolis should be fixed upon as a proper P!ace for estabhshmg the said mtended college, this General Assembly gi~~ and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors an~ Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use of the public and conveyed on the 2nd day of October 1744 by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, t~ hav; an_d_ to hold the said four acres of land with the appurtenances to the said V1S1tors and Goyernors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall_ be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any land_s, tenements, rents, annuities, pensions or other hereditaments b_y the gift,. grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the s~me, and such lands, tenements, rents, annuities, pensions or other he~editaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and fo~m as they shall think meet and convenient for the furtherance of the said college; And ~lso that they may take and receive any sum or sums of mon~y, and any kmd, manner or portion of goods and chattels that shall be ~~ven, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ ~he same towards erecting, setting up and maintaining the said coll~ge m such . manne~ as . they shall judge most necessary and convement for the mstruction, improvement and education of youth in the • 4 • vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modem tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they 5 • �may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government of any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordmances, acts and doings shall in themselves be null and void, yet they shall not, ho~ever, in any courts of law, or by the General Assembl~, be deeme_d, taken, mterpreted or adjudged into an avoidance of forfeiture o_f this Cha!te~ and Act of Incorporation, but the same shall be and remam unhu_rt, mv10late and entire unto the said corporation of Visitors and Governors m perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force an~ validity,_ the nul~ity and avoidance of such illegal acts to the contrary m any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases 111ost favorably on the behalf and f?r the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises . 6 . . 7 • �Polity of St. John's College PREAMBLE Education is the making of men out of children by bringing them into the world of inherited customs, intellectual traditions, and spiritual ties. Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to holding these ends constantly in sight and to seeking the best means of attaining them. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It is concerned with the unity of knowledge, an understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of these ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this polity for St. John's College. . 9 . �ARTICLE I THE COLLEGE ( 1 )_ St. .John's Col_lege is by its Charter a legal entity carrying on its funct10ns m Annapolis, Maryland, and Santa Fe, New Mexico. The Colle?~ shall be understood to consist of the following: (a) the Board of V1s1tors and Governors; (b) the Faculty; ( c) the Students; and ( d) the Staff. ( 2) Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. ( 3) Under the Charter, "the said Visitors and Governors and their successors, from time to time, and at all times hereafter, foreve;, shall have full power a1:d authority to constitute and appoint, in such manner as they shal~ thmk best and most conve!1ient, a principal and vice-principal ?f the s_a1d college, and professors, with proper tutors and assistants, for mstructmg _the student~ and scholars of the said seminary in all the liberal arts and sc1_ence~, a?d m ~he ai:ici~nt and modem tongues and languages; and ~he said prmc1pal, v1ce-pnnc1pal and professors, so constituted and appomted from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal Vice-Principal and Pro!e_ssors of St. John's College'; and by that name ;hall be capabl~ of exerc1s~ng such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to d~legate _to them for the instruction, discipline and government of the said semmary and of all the students scholars ministers and servants belonging to the same." ' ' . (a) The "pri??ipal" shall bear the title President and shall be appomte? by the V1S1tors and Governors after consultation with a special co~m1ttee selecte~ from am~ng themselves by the members of the Faculty hav1~g tenure, which_ committee shall have opportunity to meet with the candidates. The President shall concurrently be a teaching member of the Faculty with the title of Tutor. (b) Th~ _"vice-principal" shall bear the title Dean and shall be appointed by the V1s1tors and Governors upon recommendation by the President as hereinafter provided. ( c) The "professors, tutors, and assistants" shall all bear the title of Tutor a!1d shaU be app?inted by the Visitors and Governors upon recommendation of the President, after consultation with the Dean, the Asso- 10 • ciate Dean, and the Instruction Committee of the College and in accordance with the provisions of tenure hereinafter provided. The Tutors shall constitute the Faculty of St. John's College. ( d) The Treasurer, the Registrar, the Librarian, the Director of Athletics, the Director of Adult Education, the Director of Admissions, and the Assistant to the President, whether in Annapolis or in Santa Fe, shall by virtue of their offices have faculty status. Such an administrative officer, on recommendation of the Dean and Instruction Committee of the College, may also be appointed Tutor, but the provisions of Article VI need not apply. ( 4) All who have formally matriculated, are duly enrolled, and are in good standing shall be called students of St. John's College. ( 5) The staff shall consist of all those persons without faculty or student status who shall be appointed by the President or through his delegated authority to the performance of duties necessary to the proper functioning of the College. ARTICLE II VISITORS AND GOVERNORS ( 1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the progress and vitality of the educational program at St. John's College and who are willing and able to discharge the responsibilities of trusteeship with devotion and energy. ( 2) Members. The Board of Visitors and Governors (hereinafter called the Board) shall consist of not more than forty members, comprising the President, Dean, and Associate Dean of the College, the Governors of Maryland and New Mexico, ex officio, and thirty-five members, of whom twenty-nine shall be elected by the entire Board and six shall be elected by individual ballot of the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, honorary members may be elected at the discretion of the Board. ( 3) Elections by the Board. At each annual meeting, the Board shall elect a class of nine or ten members, as the case may be ( in place of the class whose term expires at the conclusion of said meeting), for a term of three years. The procedure for nomination and election shall be as follows: . 11 . �There shall be a standing Nominating Committee of three members of the Board appointed by the Chairman. The Chairman and the President shall sit with the committee, ex officio, when nominations to Board member~hip are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on such nominations at such annual meetings shall be by ballot, each member present to vote for nine or ten of the said nominees. In case there are more than nine or ten nominees, and the balloting results in a tie for one or more places, the Board shall determine the procedure to resolve the tie. No nominee shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. ( 5) Reelection. A member of the Board, whether elected by the Board or by the Alumni, may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership beginning with the annual meeting in the year following the expiration of his second term. (6) Meetings of the Board. i ' In the event that for any reason there should be less than nine or ten members in any class prior to the end of the term of such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the balance of the term of the class in which such vacancy occurred. In the event that for any reason there should be less than two alumni members in any class prior to the end of the term of such class, the vacancy may be filled at any time pursuant to the procedure provided above for elections by the alumni, except that nominations shall be made by the Board of Directors of the Alumni Association. • 12 • (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or by any five members of the Board, not less than seven days after the dispatch of written or telegraphic notice of the time, place and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board either before or after the meeting. ( c) Any business may be conducted at any regular meeting without specific notice of such business ( except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. ( cl) Eleven members of the Board present at a meeting shall constitute a quorum for the transaction of business. ( 4) Elections by the Alumni. Each year during the month of October, two Alumni shall be elected to membership for a term of three years, in such manner that there shall be six members of the Board elected by the Alumni, consisting of three classes of two members each. Outgoing Alumni members shall continue to serve until their successors are elected. Nominations shall be made by the Alumni Association and by petition of any fifteen Alumni. Balloting will be conducted by mail by the Alumni Secretary of the College. All Alumni (which shall include all former students of the College and honorary members of the Alumni Association) shall be eligible to vote for the alumni members of the Board. (a) Regular meetings of the Board shall be held quarterly in either Annapolis or Santa Fe in the months of September, December, February, and May of each year, or in such other months as the Board may determine; the meeting in May shall be the annual meeting. The time and place of regular meetings shall be determined by the President, the Chairman, and the Secretary, and notice of regular meetings shall be given not less than fifteen days prior to such meetings. J I (7) Officers of the Board. At each annual meeting the Board shall elect a Chairman, two Vice-Chairmen, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any of such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the customary duties of such offices, and such other duties as the Board may from time to time direct. Three of their members shall be selected by each division of the Faculty to participate in all regular meetings of the Board in their respective areas, but without vote. ( 8) Committees of the Board. (a) Executive Committee. The Chairman, the Vice Chairmen, the Secretary, the President, the Dean, the Associate Dean, and four other members chosen annually by the Board at the annual meeting shall com- 13 • �prise the Executive Committee of the Board. In intervals between meetings of the Board, the Executive Committee may exercise all of the powers of the Board, except those powers expressly delegated to some other committee, person or persons. Five members of the Executive Committee present at a meeting shall constitute a quorum for the transaction of business. (b) Visiting Committee. There shall be a Visiting Committee of not more than ten persons appointed by the Chairman. There shall be an eastern and a western Co-Chairman of the Visiting Committee, and the Committee's membership shall include an equal number of members from the two sections of the country. Each division of the Visiting Committee shall make at least one visit to the campus in its area each year to report to the Board on how well the aims of the College are being realized. The Visiting Committee shall meet at least once annually with the Instruction Committee to discuss the Dean's statement of educational policy and program and to acquaint itself with other educational matters. (c) Finance Committee. There shall be a Finance Committee consisting of the President, the Chairman, and the Treasurers of the College, ex officio, and three members appointed by the Chairman to serve at the pleasure of the Board or until their successors have been duly appointed. The members of the Committee shall select one of their members to be the Chairman of the Committee. The Finance Committee shall have the following powers and duties: (i) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by a majority of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. (ii) 111e Finance Committee shall review the proposed annual budgets of the College prior to their presentation for approval by the Board and shall make recommendations to the Board with respect to the budgets at the meeting at which they are presented. (iii) The Finance Committee shall study, and periodically advise the Board with respect to, the financial and business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. ( d) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable, or which the Board may request. 14 • ( e) Former members of the Board may be appointed by the Chairman to serve on Committees at his discretion. (9) Execution of Contracts, Transfer of Securities, etc. All contracts, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers and powers, and like papers and documents on behalf of the College or the Endowment Funds shall be executed by two persons, of whom one shall be the President, the Chairman, or the Vice-Chairman, and of whom the other shall be the Secretary or the Treasurer of the division concerned. ( 10) Signing of Checks, Drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (9) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. ARTICLE III THE PRESIDENT ( 1) There is vested in the President by the Visitors and Governors responsibility for the "instruction, discipline, and government" of the College, and the President in turn may delegate his authority. ( 2) The President, after consultation with a special Committee selected from among themselves by the members of the Faculty having tenure, shall recommend to the Visitors and Governors for appointment from the members of the Faculty two Tutors to serve with powers and duties as hereinafter provided, one as Dean of the College and the other as Associate Dean of the College. ( 3) The President shall recommend to the Visitors and Governors for appointment Treasurers of the College in Annapolis and in Santa Fe. ( 4) The President shall recommend to the Visitors and Governors for appointment at each division of the College a Registrar, a Librarian, a Director of Adult Education, a Director of Admissions, a Director of Athletics and an Assistant to the President. ( 5) The President may appoint members of the Faculty to serve as administrative assistants and he shall have power to relieve them of their administrative duties at any time. (6) The President shall appoint, or delegate the power to appoint, such committees as may be necessary for the administration of the College and for which no provision is made under Article VII. • 15 • �ARTICLE IV THE DEAN · ( 1) The Dean of St. John's College shall also be the Dean of St. John's College in Annapolis; the Associate Dean of St. John's College shall also be the Dean of St. John's College in Santa Fe. The Dean shall have as his primary duty the organization and supervision of the program of instruction in the liberal arts that is to be followed by Faculty and students; the Associate Dean shall have as his primary duty the supervision at Santa Fe of this program of instruction. The Dean shall also be responsible for the general welfare of the students and for whatever government of the students may be necessary for the greatest possible attainment of the aims of the program; the Associate Dean shall be responsible for the general welfare and government of the students in Santa Fe. ( 2) The Dean shall serve as Chairman of the Instruction Committee and concurrently as chairman of the Committee in Annapolis. The Associate Dean shall serve as vice-chairman of the Instruction Committee and concurrently as chairman of the Committee in Santa Fe. ( 3) The Dean shall annually, with the advice and concurrence of the Instruction Committee, present to each division of the Faculty at a fall meeting a statement of educational policy and program and shall invite the Faculty to a full discussion thereof. On the basis of this deliberation the Dean and Instruction Committee shall have opportunity to reconsider and, if necessary, to revise the original statement or to prepare a new statement of educational policy and program. Whatever statement is finally agreed upon by them shall then be submitted to the Faculty for approval or rejection; and the procedure outlined in Article VIII, Section ( 1), as to approval or rejection of proposals shall apply. The statement of policy as finally approved shall be presented by the President as a report to the Visitors and Governors. (4) To assist in carrying out their responsibilities for the general welfare of the students, the Dean and the Associate Dean shall recommend one or more members of the Faculty to be appointed by the President with the title of Assistant Dean. (5) The Dean, with the approval of the Instruction Committee, may recommend to the President that in the interest of instruction a member of the Faculty in Annapolis be relieved of his teaching duties in whole or in part at any time. A similar recommendation may be made with respect to a member of the Faculty in Santa Fe by the Associate Dean, with the approval of the Instruction Committee. • 16 • ARTICLE V THE TREASURERS ( 1) The Treasurer of the College in Annapolis and the Treasurer of the College in Santa Fe shall be appointed by the Visitors and Governors upon the recommendation of the President, for such term and with such compensation as they shall determine. ( 2) (a) The Treasurer of the College in Annapolis shall have general charge, under the supervision of the President, of maintaining the physical plant and equipment, of maintaining full records of all funds and property, and of fiscal and property transactions, and of receiving and disbursing funds, subject to the provisions of this Polity and other directions or arrangements made pursuant thereto. (b) The Treasurer of the College in Santa Fe shall have corresponding duties for the College in Santa Fe. ( 3) The President may delegate to the Treasurers the power to make appointments to the office staff of the College in Annapolis or Santa Fe and to supervise their work. ARTICLE VI THE FACULTY ( 1) Teaching members of the Faculty shall bear the title of Tutor. ( 2) The primary responsibilities of the teaching members of the Faculty are (a) to teach, and (b) to make themselves as competent as possible in the St. John's program. ( 3) The Faculty in Annapolis and the Faculty in Santa Fe shall have authority to recommend to the Visitors and Governors candidates for degrees which the College is empowered to grant. (4) Appointments of members of the Faculty shall be upon the following terms: (a) New teaching members of the Faculty shall be appointed for one year. First and second reappointments shall also be for one year. Third and fourth reappointments, which are not tenure appointments, shall be for two years. (b) In making recommendations on tenure appointments the Dean, • 17 • �the Associate Dean, and the Instruction Committee shall consult jointly after seeking advice from the tenure members of the Faculty. ( c) A Faculty member under the age of 30 years at first appointment may upon the completion of three one-year and one two-year appointments be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for another two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( d) A Faculty member of 30 to 45 years of age at first appointment shall upon the completion of three one-year and one two-year appointments either be given a tenure appointment or not be reappointed to the Faculty. (e) A Faculty member over 45 years of age at first appointment may upon the completion of three one-year appointments be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( 5) When members of the Faculty are reappointed, the President shall notify them of their reappointment not later than March 1st of each year. In the event that a Faculty member is not recommended for reappointment, he shall be so notified not later than February 15th. (6) A member of the Faculty may have his appointment terminated at any time by the Visitors and Governors upon recommendation of the President only for one of the following reasons: (a) insanity, (b) moral turpitude, or (c) failure to perform his teaching duties in a satisfactory manner. The President shall make such recommendation only with the concurrence of the Dean and the Instruction Committee. Prior to the termination of such appointment, the Faculty member involved shall have the right to be heard by the Instruction Committee and by the Visitors and Governors. (7) If any member of the Faculty be relieved of his duties, in whole or in part, during the term of his appointment, his salary shall be continued for the remainder of the current academic year. ( 8) (a) The College makes provision for members of the Faculty on their retirement through the program of the Teachers Insurance and Annuity Association of America and the Federal Old Age Benefits program. Parti~ipation in the former is required except during the first two one-year appomtments. (b) The retirement age of all Tutors shall be 65 years, each appointment terminating as of the end of the academic year in which the Tutor attains his 65th birthday. Tutors who have attained their 65th birthday 18 • may be recommended by the Dean and the Instruction Committee to the President for one-year appointments, with a full-time or reduced teaching responsibility as individually determined. (9) Sabbatical leaves shall normally be granted to four Faculty members each academic year, provided there are so many eligible. (a) Eligibility shall be upon the following conditions: (i) The applicant must hold a tenure appointment, as of the year of his proposed leave. (ii) He must have completed nine years of teaching in the College since his original appointment, or else six years since any previous sabbatical. (b) If in any year there are more applicants for sabbatical leaves than there are leaves to be granted, then those applicants shall have precedence: ( i) who have taught for the greater number of years either since their first appointment to the Faculty or since their last sabbatical, whichever is more recent; (ii) whose teaching has been continuous throughout those years; (iii) who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee shall be consulted. ( c) A Tutor eligible for sabbatical leave shall make application to the President before November 1st for leave to begin the following July 1st, and shall be informed of the action upon his application not later than January 1st. ( 10) Leaves of absence for a period of one year may be granted to a Tutor by the President after consultation with the Instruction Committee. The decision to grant or refuse a requested leave of absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. (a) Leaves of absence may be renewed, upon request, but in ordinary circumstances not more than twice in succession. (b) A request for a leave of absence shall be submitted to the President as early as possible in the year before the year in which the leave is to be taken, but not later than April 1st of that year. A request for a leave of absence for the second semester of any year shall be submitted before November 1st of that year. • 19 • �( c) A tutor applying for a leave of absence to complete requirements for an advanced degree may also apply for a grant from the College to supplement a fellowship. ( d) Persons on sabbatical leave or leave of absence remain members of the Faculty with the right of full participation in faculty meetings and all other College exercises. ciate Dean on a manner of confidence and the resignations be accepted, the President, after consultation with the new Dean and Associate Dean, shall nominate nine tutors for the six vacancies from each division on the Instruction Committee in such manner that two out of each three nominees shall be elected by the Faculty for each of the three classes to fill the unexpired terms. ( 2) The Salary Committee. ARTICLE VII FACULTY COMMITTEES ( 1) The Instruction Committee. (a) The Instruction Committee shares with the Dean and the Associate Dean responsibility for the curriculum and instruction of the College. It shall consist of twelve tutors, in addition to the Dean, the Associate Dean, and the President, who sits with the Committee, ex officio. Six of the tutors shall be elected from each division of the College. The Instruction Committee shall meet annually. The members of the Instruction Committee elected in Annapolis shall, with the Dean as Chairman, constitute the Instruction Committee of the College in Annapolis. The members of the Instruction Committee elected in Santa Fe shall, with the Associate Dean as Chairman, constitute the Instruction Committee of the College in Santa Fe. (b) Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members at each division expire. Annually, therefore, the President, in consultation with the Dean, the Associate Dean, and the Instruction Committee, shall at the last regular Faculty meeting on each campus nominate three tutors, of whom the particular division of the Faculty shall elect two to membership in the Instruction Committee. No member of the Instruction Committee shall serve for more than two terms in succession. ( c) If a vacancy shall arise from an unexpired term, the President, after consultation with the Dean, the Associate Dean, and the Instruction Committee, shall nominate to the Faculty two tutors of whom the Faculty shall elect one to fill the unexpired term. If a member is absent on sabbatical leave during the second year of his term, the Faculty shall elect in the same manner a member to serve that year of his term. ( d) If the Instruction Committee resign with the Dean and Asso- • 20 • There shall be a single Faculty Salary Committee of six members, three to be elected by the Faculty in Annapolis and three by the Faculty in Santa Fe. It shall be the duty of the committee to make periodic reviews of the Faculty salary scale and to report to the Faculty and the President recommendations consequent upon the review. Members of the committee will be elected at the first fall meeting of each division of the Faculty and will serve for three-year terms, in such manner that the term of one member on each campus terminates each year. ( 3) The Library Committees (a) The Library Committee in Annapolis The President, in consultation with the Librarian and the Dean, shall appoint three members of the Faculty to serve as a Library Committee. The President, the Dean, and the Librarian shall themselves be ex officio members of this committee, and the Librarian shall serve as chairman. It shall be the duty of the Library Committee to assist the Librarian in making the Library serve the ends of the College and its program; it shall be their duty to advise the Librarian in regard to what kinds of books should be purchased, specific purchases, etc. The Manager of the Bookstore may be invited to sit with the Committee. (b) The Library Committee in Santa Fe. The Library Committee in Santa Fe shall be constituted in the same manner and have the same duties as the Library Committee in Annapolis. The President, the Associate Dean of the College, and the Librarian in Santa Fe shall be ex officio members of the Commit.tee. ( 4) The Campus Development Committees. (a) The Campus Development Committee in Annapolis The Faculty of St. John's College in Annapolis shall elect five of its members to the Campus Development Committee. Two members shall be elected to the Committee annually at the first regular meeting of the academic session except in every third year, when one member shall be chosen. The President, the Dean of the College, one of the Assistant Deans • 21 �in Annapolis, and the Treasurer of the College in Annapolis shall be ex officio members of the Committee. It shall be the duty of this Committee to advise with the President on the construction of new buildings, the renovation of old buildings, landscaping of grounds, and all matters relating to the maintenance and development of the campus. (b) The Campus Development Committee in Santa Fe. The Campus Development Committee in Santa Fe shall be correspondingly constituted and have corresponding duties. ( 5) The Prize Committees. (a) The Prize Committee in Annapolis. Every three years the President shall appoint for a term of three years _three members ~f the Faculty in Annapolis to supervise the awarding of pnzes. The committee shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. (b) The Prize Committee in Santa Fe. The Prize Committee in Santa Fe shall be correspondingly constituted and have corresponding duties. (6) Other Committees. The Faculty shall have authority to elect, or request the President to appoint, additional committees that may from time to time become necessary. ARTICLE VIII FACULTY PROCEDURE ( 1) (a) Procedure for Instructional Proposals Presented to the Faculty. . ( i) All proposals concerning matters of instruction shall originate with the Dean and the Instruction Committee and shall be presented to the Faculty by the Dean in Annapolis and by the Associate Dean in Santa Fe. I~ after full discussion of any proposal so presented by the Dean or Associate Dean, there be no objection on the part of any member of the Faculty, the measure stands approved and becomes effective as of the da~e specified therefor. If, after full discussion, a member of the Faculty ob1ec~s to the proposal and holds to his objection, the proposal shall be subm1t!e?. to vo~e ~t special Faculty meetings called by the President at both d1vJSJons w1thm a fortnight. In submitting the proposal to vote the • 22 • Dean and Associate Dean shall state whether it be a matter of confidence. The vote may then be taken and tallied by the President in such fashion that the Faculty shall have recorded its decision acting as a whole. If the proposal be one that the Dean and the Associate Dean have declared a matter of confidence and if it be defeated by majority vote, the Dean, the Associate Dean, and the Instruction Committee shall immediately resign. If it be passed by a majority vote, it shall become effective as of the date specified therefor. For the confidence procedure a quorum shall consist of three-fourths of all resident members of the Faculty. (ii) The President may refuse to acc~pt the res_ignations of t~e Dean, the Associate Dean, and/or the Instruction Committee whenever m his judgment such resignation would be detrimental to the proper functioning of the College; provided, however, that if any six or more members of the Faculty shall so petition the Visitors and Governors, the latter shall review the President's decision within four weeks, during which time the Dean the Associate Dean, and the Instruction Committee shall continue in office. (iii) In the event that the proposal be defeated and the resignations be accepted, the President shall proceed to the choice of a new dean and/ or associate dean in accordance with the provisions of Article III, Section 2. (b) Upon petition of ten percent or three members whichever number is greater, of the Faculty either in Annapolis or Santa Fe, the Dean and Instruction Committee shall report to the Faculty any recommendation concerning instruction that may be made by the petitioning members, and the Dean shall present to the Faculty his proposal concerning it. ( 2) Faculty Meetings. (a) Regular monthly meetings of the Faculty shall be called upon due notice by the President, who shall preside. In the absence of the President, the Dean or Associate Dean shall preside. In the absence of the President, the Dean, or the Associate Dean, the Faculty shall elect one of their members to preside. (b) Special meetings of the Faculty of each division may be called upon due notice by the President either at his discretion or at the request of five Faculty members. ( c) Due notice shall be construed to mean not less than three days' notice, except in cases of emergency. ( d) A quorum shall consist of a majority of all resident members of the Faculty, except as otherwise provided. • 23 • �( e) The Faculty of each division shall elect one of its members as Secretary at the first meeting of the academic year. ( 3) The Faculty of each division shall elect a committee of three to represent them vis-a-vis the administration during the summer recess of the College. ARTICLE IX THE STAFF Other persons appointed to discharge duties, as the President may determine, are subject to the Staff Employment Regulations, adopted or to be adopted by the President after consultation with the staff members affected. ARTICLE X AMENDMENT AND REVIEW ( 1) This Polity may be amended by a two-thirds vote of the members present at any regular or special meeting of the Board provided written notice of the proposed amendment shall have been given to members of the Board and to the Faculty not less than 15 days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. ( 2) Amendments may be proposed at any regular meeting of either the Faculty in Annapolis or the Faculty in Santa Fe upon petition of ten per cent of the members of either body, provided that this be not less than three. No such proposal shall be acted upon earlier than the next regular meeting of that Faculty, whether in Annapolis or in Santa Fe. Two-thirds vote of the entire Faculty shall be required for approval and the amendment shall not become effective unless approved by the Board in the manner set forth in Section ( 1) above. ( 3) Every five years this Polity shall be reviewed by a committee of the Faculty elected by a majority vote of the Faculty. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote of the Faculty shall be required for approval. Whatever action is thus recommended by the Faculty shall be submitted to the Board for final decision in the manner set forth in Section ( 1 ) above. • 24 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 24 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 Bulletin of St. John's College, June 1965 Description An account of the resource Volume XVII, No. 2 of the Bulletin of St. John's College, "Charter and Polity of the College" issue. Published in June 1965. 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 1965-06 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVII_no2_1965_June Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bf1cb220f4c7ce11cda87c70a34b39c1.pdf de032032ad70b3478e6c1094fdcbbfae PDF Text Text VOLUME XV No.4 Bulletin of ST. JOHN'S COLLEGE CHARTER AND POLITY OF THE COLLEGE ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO December, 1963 Founded as King William's School, 1696, Chartered as St. John's College, 1784 �History St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College in 1950 revised the Charter to eliminate extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these laws, without legislative action by the General Assembly. Subsequent amendments were made in 1961 and again in 1963. When the decision was reached to establish a second St. John's College in Santa Fe, New Mexico,. amendments were made to the Charter to authorize branches or extensions of the College. The Charter was then filed with the Corporations Commission of the State of New Mexico as a foreign corporation. The College was thus empowered to grant degrees in New Mexico under the provisions of its Maryland Charter. Volume XV DECEMBER, 1963 Number 4 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912, The Polity of the College was first drafted by the Faculty and then adopted by the Board of Visitors and Governors at its regular meeting July 8, 1950, in Annapolis, Maryland. It was reviewed and amended by the Board of Visitors and Governors at its annual meetings May 14, 1955, and May 21, 1960, at its regular meetings February 22, 1961, December 9, 1961, and February 23, 1963, in Annapolis, Maryland; and at its regular meeting September 28, 1963, in Santa Fe, New Mexico. • l • �Charter of St. John's College WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institu_tions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote t~e founding a college or seminary of learning on the Western Shore of this State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to embrace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: IV. That the governing body or board of said College shall consist of not more than forty nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governor of the State of Maryland, the President of the Senate of Maryland, and the Speaker of the House of Delegates of Maryland, shall act ex officio as three of the total number of Visitors and Governors of said college during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use of the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the said Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and con- • 2 • • 3 • �venient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued, plead and be impleadable in any court or courts, before any judge, judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a vice-principal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College"; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to . 4 . appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and making temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, vice-principal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government or any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate, under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same ( whose names shall be severally inserted in the same mandate) to any degree or degrees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree, until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from time to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misappre• 5• �hension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance of forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That the College may establish and operate one or more branches in one or more states of the United States. Polity of St. John's College PREAMBLE Education is the leading out of men from their natural state into the world of inherited customs, intellectual traditions, and spiritual ties . Institutions of learning are set up for this purpose. Beyond this they should also seek to develop the moral and intellectual powers of men to enable them to fulfill best their freely chosen tasks and thus to take their own responsible part in shaping the future. St. John's College is a community of learning committed to hold constantly in sight this universal end and the means conducive to it. St. John's College strives to illuminate the common heritage of mankind in a persisting study of the great documents in which that heritage can be found. It seeks the unity of knowledge, an understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. To provide proper conditions for the pursuit of those ends, we, the Board of Visitors and Governors, after consultation with the Faculty, do ordain and establish this polity for St. John's College. • 6 • • 7 • �ARTICLE I THE COLLEGE ( 1 ) The College shall be understood to consist of the following: (a) the Board of Visitors and Governors; (b) the Faculty;* ( c) the Students; and ( d) the Staff. (2) Under the Charter of the College, all power, authority, and responsibility pertaining to the College are vested in the Visitors and Governors. ( 3) Under the Charter, "the said Visitors and Governors, and their successors, from time to time, and at all times hereafter, forever, shall have full power and authority to constitute and appoint, in such manner as they shall think best and most convenient, a principal and vice-principal of the said college, and professors, with proper tutors and assistants, for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal and professors, so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty, by the name of 'The Principal, Vice-Principal, and Professors of St. John's College'; and by that name shall be capable of exercising such powers and authorities as the Visitors and Governors of the said college and their successors shall by their ordinances think necessary to delegate to them for the instruction, discipline and government of the said seminary and of all the students, scholars, ministers and servants belonging to the same." (a) The "principal" shall bear the title President and shall be appointed by the Visitors and Governors after consultation with a special committee selected from among themselves by the members of the Faculty having tenure, which committee shall have opportunity to meet with the candidates. The President shall concurrently be a teaching member of the Faculty with the title of Tutor. (b) The "vice-pdncipal" shall bear the title Dean and shall be appointed by the Visitors and Governors upon recommendation by the President as hereinafter provided. ( c) The "professors, tutors, and assistants" shall all bear the title of Tutor or Lecturer and shall be appointed by the Visitors and Governors upon recommendation of the President, after consultation with the Dean and the lns!ruction Cor.nmittee, and in accordance with the provisions of tenure heremafter provided. The Tutors and Lecturers shall constitute the Faculty of St. John's College. ( d) The Treasurer, the Registrar, the Librarian, the Director of Athletics, the Director of Adult Education, and the Director of Admissions of the College in A~n~poli~ shall by virtue of their offices have faculty status. Such an admm1strative officer, on recommendation of the Dean and the Instruction Committee, may also be appointed Tutor or Lecturer but the provisions of Article VI need not apply. ' (4) All who have formally matriculated, are duly enrolled, and are in good standing shall be called students of St. John's College. ( 5) The staff shall consist of all those persons without faculty or student status :Vho shall be appointed by t?e President or through his delegated authonty to the performance of duties necessary to the proper functioning of the College. ARTICLE II VISITORS AND GOVERNORS ( 1) Qualifications for Membership. Persons shall be eligible for membership on the Board of Visitors and Governors who are concerned for the progress a~d. vitality of the educational program at St. Jo~n's College and who are w11lmg and able to discharge the responsibilities of trusteeship with devotion and energy. ( 2) Members. The Board of Visitors and Governors (hereinafter called the ~oard) shall consist of not more than forty members, comprising the President and Dean of the College, the Governor of Maryland, the President of the Senate and the Speaker of the House, ex officio, and thirty-five members of whom twenty-nine shall be elected by the entire Board, and six shall be elected by individual ballot of the Alumni of the College, in the manner and for the terms hereinafter provided. In recognition of meritorious service to the College, honorary members may be elected at the discretion of the Board. * Interpretation of this word "Faculty" in Articles I-VIII and XI will be found in Article X(9). ( 3) Elections by the Board. At each annual meeting, the Board shall elect a class of nine or ten members, as the case may be ( in place of the class whose term expires at the conclusion of said meeting), for a term of three years. The procedure for nomination and election shall be as follows: • 8 • • 9 • �There shall be a standing Nominating Committee of three members of the Board appointed by the Chairman. The Chairman and the President shall sit ex officio when nominations to Board membership are being considered. The Nominating Committee shall recommend to each member of the Board in writing, not later than thirty days prior to the annual meeting at which the election is to be held, at least one candidate for each of the places to be filled by such election. Additional nominations may be made in writing, addressed to the Chairman, signed by at least five members of the Board, prior to the date above provided for the report of the Nominating Committee, and any such additional nominations shall be reported to the Board by the Committee at the time of its report. Voting on such nominations at such annual meetings shall be by ballot, each member present to vote for nine or ten of the said nominees. In case there are more than nine or ten nominees, and the balloting results in a tie for one or more places, the Board shall determine the procedure to resolve the tie. No nominee shall be deemed elected who has not received the affirmative votes of at least a majority of the members present at the meeting. In the event that for any reason there should be less than nine or ten members in any class prior to the end of the term of such class, the vacancy may be filled pursuant to the procedure provided above for regular elections, except that the election may take place at any regular meeting. A member elected to fill any such vacancy shall hold office for the balance of the term of the class in which such vacancy occurr~d. ( 4) Elections by the Alumni. Each year during the month of October two Alumni shall be elected to membership for the usual three-year term, in such manner that there shall be six members of the Board subject to election by the Alumni, consisting of three classes of two members each. Outgoing Alumni members shall continue to serve until their successors are elected. Nominations shall be made by the Alumni Association and by petition of any fifteen Alumni. Balloting will be conducted by mail by the Alumni Secretary of the College. All Alumni (which shall include all former students of the College and honorary members of the Alumni Association) shall be eligible to vote for the alumni members of the Board. ( 5) Reelection. A member of the Board, whether elected by the Board or by the Alumni, may be elected for not more than two consecutive terms, but may, after a second consecutive term, be reelected to membership beginning with the annual meeting in the year following the expiration of his second term. (6) Meetings of the Board. (a) Regular meetings of the Board shall be held in the months of September, December, February and May of each year; the meeting in May shall be the annual meeting. The time and place of regular meetings shall be determined by the President, the Chairman, and the Secretary, and no_tice of regular 1J1eetings shall be given not less than fifteen ( 15) days pnor to such meetings. At each annual meeting, tentative dates for the succeeding three regular meetings shall be fixed and announced. Three of their members may be selected by the Faculty to attend all regular meetings of the Board in Annapolis except for the annual meeting. (b) Special meetings of the Board may be called by the President, the Chairman, the Executive Committee, or by any five ( 5) members of the Board, not less than seven (7) days after the dispatch of written or telegraphic notice of the time, place and purposes of the meeting. Such notice may be dispensed with if waived in writing by all members of the Board, either before or after the meeting. ( c) Any business may be conducted at any regular meeting without specific notice of such business ( except that which is required by law or as provided herein as to elections and amendments), but no business shall be conducted at any special meeting unless notice of such business has been given, or has been waived as above provided. ( d) Eleven ( 11) members of the Board present at a meeting shall constitute a quorum for the transaction of business. (7) Officers of the Board. At each annual meeting the Board shall elect a Chairman, a Vice-Chairman, and a Secretary, to hold office until the next annual meeting or until their successors are elected. Vacancies in any of such offices may be filled at any regular meeting, or any special meeting called for that purpose. Such officers shall perform the duties customary to such offices, and such other duties as the Board may from time to time direct. In the event that for any reason there should be less than two alumni members in any class prior to the end of the term of such class, the vacancy may be filled at any time pursuant to the procedure provided above for elections by the alumni, except that nominations shall be made by the Board of Directors of the Alumni Association. (a) Executive Committee. The Chairman, the Vice-Chairman, the Secretary, the President, the Dean, and two other members chosen annually by the Board at the annual meeting shall comprise the Executive • 10 • • 11 • (8) Committees of the Board. �Committee of the Board. In intervals between meetings of the Board, the Executive Committee may exercise all of the powers of the Board, except those powers expressly delegated to some other committee, person or persons. (b) Visiting Committee. There shall be a Visiting Committee of not less than five nor more than ten persons appointed by the Chairman. The Visiting Committee shall make at least one visit to the College each year to report to the Board on how well the aims of the College are being realized. The Visiting Committee shall meet at least once annually with the Instruction Committee of the College to discuss the Dean's Statement of Educational Policy and Program and to acquaint itself with other educational matters. ( c) Finance Committee. There shall be a Finance Committee consisting of the President, the Chairman, and the Treasurer of the College, ex officio, and the three members appointed by the Chairman to serve at the pleasure of the Board or until their successors have been duly appointed. The members of the Committee shall select one of their members to be the Chairman of the Committee. The Finance Committee shall have the following powers and duties: (I) The Finance Committee shall have full power to direct the investment and reinvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the College are authorized to carry out all written directions, signed by a majority of the Committee, with respect to such investments and reinvestments. The Committee shall report at each regular meeting any action taken hereunder since the previous meeting. ( 2) The Finance Committee shall review the proposed annual budget of the College prior to its presentation for approval by the Board and shall make recommendations to the Board with respect to the budget at the meeting at which it is presented. ( 3) The Finance Committee shall study, and periodically advise the Board with respect to, the financial and business policies and practices of the College, and shall make such special studies and reports as the Board may from time to time request. ( d) Other Committees. The Chairman may appoint such other standing or special committees of the Board as he may deem desirable or which the Board may request. ' (9) Execution of Contracts, Transfer of Securities, etc. All contracts, notes, deeds, leases, mortgages, releases, bonds for security or indemnity, negotiable instruments, stock certificates, transfers and powers, and like papers and documents on behalf of the College or the Endowment Fund shall be executed by two persons, of whom one shall be the President, the Chairman, or the Vice-Chairman, and of whom the other shall be the Secretary or the Treasurer. (IO) Signing of Cl1ecks, Drafts, etc. All checks, drafts, acceptances, and similar orders for the payment of money on behalf of the College may be signed by the same persons authorized to execute contracts, etc., pursuant to Section (9) hereof, but may also be signed by such persons, and in such manner, as the Board may from time to time direct by appropriate resolution. ARTICLE III THE PRESIDENT (I) There is vested in the President by the Visitors and Governors responsibility for the "instruction, discipline, and government" of the College, and the President in turn may delegate his authority. ( 2) The President, after consultation with a special Committee, selected from among themselves by the members of the Faculty having tenure, shall recommend to the Visitors and Governors for appointment from the members of the Faculty one Tutor to serve as Dean with powers and duties as hereinafter provided. ( 3) The President shall recommend to the Visitors and Governors for appointment a Treasurer of the College in Annapolis who may also have the title Vice-President for Administration. (4) The President shall recommend to the Visitors and Governors for appointment a Registrar, a Librarian, a Director of Adult Education, a Director of Admissions, and a Director of Athletics of the College in Annapolis. ( 5) The President may appoint members of the Faculty to serve- as administrative assistants and he shall have power to relieve them of their administrative duties at any time. ( e) Former members of the Board may be appointed by the Chairman to serve on Committees at his discretion. ( 6) The President shall appoint, or delegate the power to appoint, such committees as may be necessary for the administration of the College and for which no provision is made under Article VII. • 12 • • 13 • �ARTICLE IV THE DEAN ( 1) The Dean shall have as his primary duty the organization and supervision of the program of instruction in the liberal arts that is to be followed by Faculty and students; he shall also be responsible for the general welfare of the students and for whatever government of the students may be necessary for the greatest possible attainme nt of the aims of the program. ( 2) The Dean shall serve as chairman of the Instruction Committ ee and shall with the Instruction Commit tee be subject to the procedure of confidence outlined in Article VIII. ( 3) The Dean shall annually, with the advice and concurrence of the Instruction Committee, present to the Faculty at one of its fall meetings a statemen t of educational policy and program and shall invite the Faculty to a full discussion thereof. On the basis of this deliberation the Dean and Instruction Committ ee shall have opportunity to reconsider and, if necessary, to revise the original statemen t or to prepare a new statemen t of educational policy and program. Whateve r statement is finally agreed u~on . by them shall then be submitte d to the Faculty for approval or re1ect10n; and ~he _procedure outlined in Article VIII, Section ( 1), as to approval or reiection of proposals shall apply. The statemen t of policy as finally approved shall be presented by the President as a report to the Visitors and Governors. ( 4) To assist in carrying out his responsibilities for the general welfare of the students, the Dean shall recommend one or more members of the Faculty to be appointed by the President with the title of Assistant Dean. ( 5) The Dean, with approval of the Instruction Committee, may recommend to the President that in the interest of instruction a tutor be relieved of his teaching duties at any time. ARTICLE V THE TREASU RER ( 1) The Treasurer of the College in Annapolis, referred to in this Article as the "Treasurer,"'shall be appointed by the Visitors and Governors, upon the recommendation of the President, for such term and with such compensation as they shall determine. • 14 • ( 2) The Treasurer shall have general charge, under supervision of the President, of maintaining the physical plant and equipment of the College in Annapolis, of maintaining full records of all funds and property, and of fiscal and property transactions of the College, and of receiving and disbursing funds of the College, subject to the provisions of this Polity and other directions or arrangements made pursuant thereto. ( 3) The President may delegate to the Treasurer the power to make appointments to the office staff of the College in Annapolis and to supervise their work. ARTICLE VI THE FACULT Y ( 1) Teaching members of the Faculty shall bear the title Tutor or Lecturer, or in the case of any apprentice teaching program, Teaching Intemes, who shall be non-voting members . ( 2) The primary responsibilities of the teaching members of the ~acul~y are (a) to teach, and (b) to make themselves as competent as possible m the St. John's program. ( 3) The Faculty shall have authority to recommend to the Visitors and Governors candidates for degrees which the College is empowered to grant. ( 4) Appointments of members of the Faculty, except lecturers and teaching intemes, shall be upon the following terms: (a) New teaching members of the Faculty shall be appointed for one year. First and second reappoint~ents shall also be for ?ne year. Third and fourth reappointments, which are not tenure appomtments, shall be for two years. (b) Tenure appointments shall b~ for a period of twelve years._ In making recommendations on such appomtments the Dean and Instruction Commit tee shall seek advice from tenure members of the Faculty. Such appointments will be renewed unless in the opinion of the Dean and the Instruction Committee there exists serious doubt about a tutor's teaching. In that case the Dean shall convoke the tenure members of the Faculty and present the relevant facts. The appointments will be rene:,ved unles_s two-thirds of the tenure members of the Faculty find that senous deterioration of the tutor's teaching has occurred. ( c) A Faculty member under the age of 30 years at first app~intm ent may upon the completion of three one-year and one two-year appomtments • 15 • �be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for another two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( d) A Faculty member of 30 to 45 years of age at first appointment shall upon the completion of three one-year and one two-year appointments either be given a tenure appointment or not be reappointed to the Faculty. ( e) A Faculty member over 45 years of age at first appointment may upon the completion of three one-year appointments be given a tenure appointment. If he is not given a tenure appointment, he may be reappointed for two years, after which he must either be given a tenure appointment or not be reappointed to the Faculty. ( 5) When members of the Faculty are reappointed, the President shall notify them of their reappointment not later than March 1st of each year. In the event that a Faculty member is not recommended for reappointment, he shall be so notified not later than February 15th. (6) A member of the Faculty may have his appointment terminated at any time by the Visitors and Governors upon recommendation of the President only for one of the following reasons: (a) insanity, (b) moral turpitude, or ( c) failure to perform his teaching duties in a satisfactory manner. The President shall make such recommendation only with the concurrence of the Dean and the Instruction Committee. Prior to the termination of such appointment, the Faculty member involved shall have the right to be heard by the Instruction Committee and by the Visitors and Governors. (7) If any member of the Faculty be relieved of his duties during the term of his appointment for any reason other than moral turpitude, his salary shall be continued for the remainder of the current academic year. ( 8) (a) The College makes provision for members of the Faculty on their retirement through the program of the Teachers Insurance and Annuity Association of America and the Federal Old Age Benefits program. Participation in the former is required except during the first two one-year appointments. (b) The retirement age for all Tutors shall be 65 years, each appointment terminating as of the end of the academic year in which the Tutor attains his 65th birthday. Tutors who have attained their 65th birthday may be recommended by the Dean and the Instruction Committee to the President for one-year appointments, with a full-time or reduced teaching responsibility as individualJy determined. (a) Eligibility shall be upon the following conditions: ( 1) The applicant must hold a tenure appointment, as of the year of his proposed leave. ( 2) He must have completed ~ine year~ of teaching _in the Col~ege since his original appointment, or else six years smce any previous sabbatical. (b) If in any year there are more applicants for sabbatical leaves than there are leaves to be granted, then those applicants shall have precedence: ( 1) who have taught for the great~r num~er of years :ither si~ce their first appointment to the Faculty or smce theu last sabbatical, whichever is more receat; ( 2) whose teaching has been continuous throughout those years; ( 3) who have seniority of appointment. When there is a conflict of precedence, the Dean and the Instruction Committee shall be consulted. ( c) A Tutor eligible for sabbatical leave sha~l make appli':ation to the President before November 1st for leave to begm the followmg July 1st, and shall be informed of the action upon his application not later than January 1st. (10) Leaves of absence for a peri~d of _one year may 1?e granted _to a Tutor by the President after consultation with the Instruct10n Committee. The decision to grant or refuse a requested leave o~ absence shall be made in the light of the requirements both of the applicant Tutor and of the whole College. ?e (a) Leaves of absence may ~enewed, 1;1pon request, but in ordinary circumstances not more than twice m success10n. (b) A request for a leave of absence shall be su?mitt7d to the Pres~dent as early as possible in the year before the year m which the leave rs to be taken, but not later than April 1st of that year. A reques~ for a leave of absence for the second semester of any year shall be submitted before November 1st of that year. ( c) Persons on sabbatical leave or 17a~e ~f a~sence remain 1!1empers of the Faculty with the right of full parbc1pabon m faculty meetmgs and all other College exercises. (9) Sabbatical leaves shall normally be granted to two Faculty members each academic year, provided there are so many eligible. • 16 • • 17 • �ARTICLE VII FACULTY COMMITTEES ( 1) The Instruction Committee. The Instruction Committee shares with the Dean responsibility for the curriculum and instruction of the College. The Instruction Committee shall consist of six tutors, in addition to the President and the Dean. Each of the members of the Instruction Committee shall serve for a term of three years, and the terms shall be arranged in such a way that each year the terms of two members expire. Each year, therefore, the President, in consultation with the Dean and the Instruction Committee, shall at the last regular Faculty meeting of the academic session nominate three tutors of whom the Faculty shall elect two to membership in the Instruction Committee-. No member of the Instruction Committee shall serve for more than two terms in succession. Vacancies arising from unexpired terms shall be filled in the same manner for the remainder of the unexpired term. If a member is absent on sabbatical leave during the second year of his term the Faculty shall elect in the same manner a member to serve that year of his term. If the Instruction Committee should resign with the Dean on a matter of confidence, the President after consultation with the new Dean shall nominate nine tutors for the six vacancies on the Instruction Committee in such manner that two out of each three nominees shall be elected by the Faculty for each of the three classes to fill the unexpired terms. The President, the Dean, and the Librarian shall themselves be members of this committee ex officio, and the Librarian shall serve as chairman. It shall be the duty of the Library Committee to assist the Librarian in making the Library serve the ends of the College and its program; it shall be their duty to advise the Librarian in regard to what kinds of books should be purchased, specific purchases, etc. The Manager of the Bookstore may be invited to sit with the Committee. ( 4) Prize Committee. Every three years the President shall appoint for a term of three years three members of the Faculty to supervise the awarding of prizes. This committee shall have full authority to decide what prizes shall be awarded and to name the recipients of the prizes. ( 5) Other Committees. The Faculty shall have authority to elect, or request the President to appoint, additional committees that may from time to time become necessary. ARTICLE VIII FACULTY PROCEDURE ( 2) The Salary Committee. The Faculty shall elect a committee of five of its members to advise with the President concerning Faculty and Administrative salaries and related matters such as retirement income. The committee is to consult with the President concerning any proposed deviation from the Fa_culty salary scale and the subsequent adjustment to the scale. It shall be the duty of the committee to make periodic reviews of the Faculty salary scale and to report to the Faculty and the President recommendations consequent upon the review. Two members shall be elected to the committee annually at the December meeting of the Faculty for three-year terms, except in every third year when one member shall be chosen. ( 3) Library Committee. The President, in consultation with the Librarian and the Dean shall appoint three members of the Faculty to serve as a Library Comn'iittee. ( 1) (a) All proposals concerning matters of instruction shall originate with the Dean and the Instruction Committee and shall be presented to the Faculty by the Dean. At any meeting of the Faculty; if, after full discussion of any proposal presented by the Dean, there be no objection on the part of any member of the Faculty, the measure stands approved and becomes effective, as of the date specified therefor. If, after full discussion, a member of the Faculty objects to the proposal and holds to his objection, the proposal shall be submitted to vote. In submitting the proposal to vote the Dean shall state whether it be a matter of confidence. The vote may then be taken, or, if the Dean or any member of the Faculty asks that the proposal be held over for further discussion and for decision at a later meeting of the Faculty, the proposal shall be held over, provided that the decision may not be postponyd beyond the next regular meeting of the Faculty. If the proposal be one that the Dean has declared a matter of confidence and if it be defeated by majority vote, the Dean and the Instruction Committee shall immediately resign. If it be passed by a majority vote, it shall become effective as of the date specified therefor. For the confidence procedure a quorum shall consist of three-fourths of the resident members of the Faculty. • 18 • • 19 • �(b) The President may refuse to accept the resignation of the Dean and/or the Instruction Committee whenever in his judgment such resignation would be detrimental to the proper functioning of the College; provid~~' however'. _that if any six or more members of the Faculty shall so petition the V1s1tors and Governors, the latter shall review the President's decision within four weeks during which time the Dean and the Instruction Committee shall continue in office. ( c) In the event that the proposal be defeated and the resignation of the Dean be accepted, the President shall proceed to the choice of a new dean in accordance with the provisions of Article I, Section 3(b). (2) Upon petitio? of ten per cent or three members of the Faculty, whichever number 1s greater, the Dean and the Instruction Committee shall present to the Faculty any proposal concerning instruction that may be made by the petitioning members. ( 3) (a) Regular mont?ly meetings of the Faculty shall be called upon due notice by the Pres1den~ who shall preside. In the absence of the President, the Dean shall preside. In the absence of both the President and the Dean, the Faculty shall elect one of their members to preside. (b) Special meetings of the Faculty may be called upon due notice by the President either in his discretion or at the request of five Faculty members. ARTICLE X THE EXTENSION OF THE COLLEGE AT SANTA FE ( 1) Definition of St. John's College in Santa Fe (a) The Extension of the College at Santa Fe, referred to below as St. John's College in Santa Fe, shall be understood to consist of the following: ( i) The members of the Faculty of St. John's College currently teaching at Santa Fe, referred to in Sections ( 2 )-( 6) below as the "Faculty." (ii) The Dean of St. John's College in Santa Fe, who shall also be the Associate Dean of the College. (iii) The Students of St. John's College currently in Santa Fe, referred to in Section ( 2) as the "Students." (iv) The Staff of St. John's College in Santa Fe, referred to in Section (8) as the "Staff." (b) Under the Charter of the College and Articles I ( 3), III, IV, and VI of this Polity, all power, authority and responsibility pertaining to St. John's College in Santa Fe are vested in the Visitors and Governors of St. John's College and, under these articles, may be delegated to the President, the Dean, and the Faculty. (2) The Dean Othe_r persons ~ppoin~ed to discharge duties, as the President may determme, are subiect to _the Staff Employment Regulations, adopted or to be adopted by the President after consultation with the staff members affected. (a) The Dean of St. John's College in Santa Fe shall have as his primary duty the inauguration and supervision at Santa Fe of the program of instruction in the liberal arts that is carried on at St. John's College in Annapolis. He shall submit through the Dean, or at the latter's invitation, in person, regular reports to the Board of Visitors and Governors. He shall also be responsible for the general welfare of the students and for whatever government of the students may be necessary for the greatest possible attainment of the aims of the program. (b) He shall annually present to the Dean, after discussion with the Faculty, a statement concerning the implementation of the program, which may include proposals concerning educational policy. ( c) To assist in carrying out his responsibilities for the general welfare of the students, he shall recommend one or more members of the Faculty to be appointed by the President with the title of Assistant Dean. ( d) With the approval of the Instruction Committee at Santa Fe and with the concurrence of the Dean and the Instruction Committee of the College, he may recommend to the President that in the interests of instruction a Faculty member be relieved of his teaching duties at any time. • 20 • • 21 • . ( c) Due 1:otice shall be construed to mean not less than three days' notice, except m cases of emergency. ( d) A quorum shall consist of a majority of all resident members of the Faculty, except as otherwise provided. ( e) The Faculty shall elect one of its members as Secretary at the first meeting of the academic year. (4) The Faculty shall elect a committee of three to represent them vis-a-vis the administration during the summer recess of the College. ARTICLE IX THE STAFF �(e) He shall initially be selected in the manner provided in Article III ( 2) for the selection of a Dean. Subsequent selections shall be made in the same manner except that the President shall also consult with a special committee selected from among themselves by the members of the Faculty. ( 3) The Treasurer The Treasurer of St. John's College in Santa Fe shall be appointed in the manner provided in Article V and shall have analogous responsibilities, powers and prerogatives. (4) The Faculty (a) The Faculty shall have the authority to recommend to the Visitors and Governors candidates for degrees which the College is empowered to grant. (b) The Faculty shall be constituted of members appointed under the provisions of Article I ( 3) and Article VI (4) and ( 8) (b). ( c) Three of their members may be selected by the Faculty to attend all regular meetings of the Board at Santa Fe, except for the annual meeting. ( 5) Committees (a) The Instruction Committee. (i) The Instruction Committee at Santa Fe shares with the Dean of St. John's College in Santa Fe responsibility for the inauguration and supervision of the program of instruction. (ii) Members of an initial Instruction Committee for Santa Fe, to serve until the commencement of the third year of operation, shall be elected by the Faculty of St. John's College at least six months prior to the opening of the College in Santa Fe from nominees selected by the President in consultation with the D ean, the Instruction Committee of the College, and the Dean of the College in Santa Fe. Additional members may be selected in the same manner during the second year of operation. From the commencement of the third year of operation, the Instruction Committee shall be constituted in the manner provided in Article VII for the Instruction Committee of the College. (iii) The Instruction Committee will annually convene with the Instruction Committee of the College. (b) The Library, Prize, and other committees shall be constituted in the manner provided in .Article VII and shall have an analogous competence. Instruction Committee, and such proposals shall be presented by him to the Faculty for full discussion. After consideration of the opinion of the Faculty, he may present a proposal to the Dean. The Dean shall present the proposal with his recommendations thereon to the Instruction Committee of the College and the decision thereon shall be communicated to the Dean at Santa Fe. (b) Upon petition of ten per cent or three members of the Faculty, whichever is greater, the Dean at Santa Fe and the Instruction Committee thereof shall present to the Faculty any proposal concerning instruction that may be made by the petitioning members. • ( c) Regular monthly meetings of the Faculty shall be held in the manner provided in Article VIII ( 3) and under the same conditions. (7) The Registrar, the Librarian, the Director of Adult Education, the Director of Admissions, and the Director of Athletics at Santa Fe shall be appointed in the manner provided in Article III ( 4) and shall have the privileges provided in Article I ( 3) ( d) . ( 8) Other persons appointed to discharge duties, as the President may determine, at Santa Fe are subject to the Staff Employment Regulations adopted or to be adopted by the President after consultation with the Staff members affected. (9) (a) The word "Faculty" as used in the Articles enumerated below shall be interpreted to mean "Faculty of St. John's College": Article I; Article III; Article IV, Section ( 1); Article VI except Section ( 3); Article VII, Section ( 1), except first mention; Section (2), except ,first and last mention; Article XI, Section ( 1). (b) The word "Faculty" as used in the Articles enumerated below shall be interpreted to mean "Faculty of St. John's College in Annapolis": Article II; Article IV, Section ( 3), Section ( 4); Article VI, Section ( 3); Article VII, Section ( 1), first mention, Section (2), first and last mention; Article VIII; Article XI, Section ( 3). ( c) The words "Instruction Committee" as used in Articles I-IX shall be interpreted to mean "Instruction Committee of the College." ARTICLE XI AMENDMENT AND REVIEW (6) Faculty Procedure . (a)_ Proposals concerning educational policy and general matters of mstruchon at Santa Fe may originate with the Dean thereof and the ( 1) This Polity may be amended by a two-thirds vote of the members present at any regular or special meeting of the Board provided written • 22 • • 23 • �notice of the proposed amendment shall have been given to members of the Board and to the Faculty not less than 15 days prior to such meeting. The Faculty shall have the right to inform the Board in writing of its recommendation with respect to the proposed amendment by the date of the Board meeting at which the amendment is to be considered. Q) .c: .... >- >.0 ~ ( 2) Amendments may be proposed at any regular meeting of either faculty, upon petition of ten per cent of the members of such Faculty, provided that this be not less than three. No such proposal shall be acted upon earlier than the next regular meeting of such Faculty. Two-thirds vote shall be required for approval by such Faculty, and the amendment shall not become effective unless approved by the Visitors and Governors in the manner set forth in Section ( 1) above. (/l ~ 0 ,c, 'tJ k .g O nS (/l Q) .... c.. ....::I ,c, s:: 0 't1 fl) nS - "' "' k bO..., ....0 nS ( 3) Every five years this Polity shall be reviewed by a committee of the Faculty elected by a majority vote of the Faculty. The report of the Committee shall be submitted to one regular Faculty meeting and voted upon at the next regular Faculty meeting. A two-thirds vote shall be required for approval by the Faculty. Whatever action is thus recommended by the Faculty shall be submitted to the Visitors and Governors for final decision in the manner set forth in Section ( 1) above. CJ) Q) ~ bO Q) .s Q) Q) Q) .... Q) (J s::Q) 0~ uQ) -nS a ..... s:: ....Ul -.. .... ..... 0... fl) Cl) k .c:0 0 k Q) fl) .c: ::I .. s:: o< >- fl) 0 nS J.t ~ -~ • f-4 Cl) Q) bO s:: I'd .c: .... 0s:: .. II) ....s:: 0> Cl) N - s:: 0 0 .... s 'tJ ....u ,c, s:: s:: nS s ~ .. nS (l) Q) U) O ~ bO •.,. O'S:: ..... fl) .... .... ~0 - - _£ Q) • 24 • .c: "' > - ..... ,c, 0 k 'tJ I'll N k nS >O nS f-4 ~ ~ =i Q) u .... .... <"" �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 24 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 Bulletin of St. John's College, December 1963 Description An account of the resource Volume XV, No. 4 of the Bulletin of St. John's College, "Charter and Polity of the College" issue. Published in December 1963. 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 1963-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXV_no4_1963_December Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd8a450d86a2c602aef825f8d90d20a1.pdf 68802bbf5497abaa48bdb9deb1e75585 PDF Text Text ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 16 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 Bulletin of St. John's College in Annapolis, July 1960 Description An account of the resource Volume XII, No. 3 of the Bulletin of St. John's College in Annapolis, "Polity of the College" issue. Published in July 1960. 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 1960-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXII_no3_1960_July Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/733c5be38629548eb774c8a1ce6db2ee.pdf dba2b383e1d7c1b775a2b6ddb473cc14 PDF Text Text -------- ----~-- ~- - ----- No. 3 VOLUME XX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1968 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XX SEPTEMBER, 1968 Number 3 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Changing times produce new fads and fashions on the college campus just as in the market place. Only two decades ago the byword was "general education," a brave movement which foundered on survey courses and professional attachment to fields of specialization. More recently, colleges have become concerned with the "mix" of their student bodies. This apparently means assuring proper representation of rich and poor, male and female, white and black, scholarly and athletic, and so on. Another newly discovered desideratum in higher learning is "dialogue." I presume that this simply means that different people talk with each other, admittedly an essential feature of education, but one that is sometimes overlooked in the contemporary reliance upon the lecture amphitheater, closed circuit television, ano the ubiquitous computer. Now in 1968 the magic word seems to be "relevance." Numbers of students complain that the cours~s they are subjected to have no relevance to the world in which they live. They seem to want to live exclusively in the here and the now. They are threatened by the draft, frustrated by the machinations of politicians, concerned at the slow pace of the civil rights movement, sympathetic with the plight of the ghetto-dwellers, and disillusioned with the seeming hypocrisy of the adult world. Many students discover no relationship between their studies and the practical pressing problems of the world around them. In dissatisfaction they desert the classroom for VISTA and the Peace Corps or rally to the activist cause by demonstrating against Vietnam or by occupying the harassed president's office. I recall Mark Van Doren's hypothetical institution, in which the sole requirement of its students was to read two hundred books, all of them acknowledged masterpieces. Three groups of students who enrolled in that institution left almost immediately, for they had entered by mistake. The first group left because they lacked the freedom to read what they pleased and therefore could not "develop their personalities"; the second because their previous diet of outlines, introductions, excerpts, and histories of thought had atrophied their ability to read. Then there was a final group of pedantic youngsters who snorted at the reading list because it was not contemporary. They wanted as swift an introduction as possible to the civilization about them. To the reply that this was that, they were very scornful as they scurried off to become freshmen in some up-to-date college where field trips to factories alternated in the weekly schedule with lectures on large and immediate subjects. • 1 • �Is education-and especially liberal education-relevant today? More specifically, just how relevant is the St. John's brand of liberal education? If by relevance we mean pertinence to living a life in the late Twentieth Century, then it is my conviction that true liberal education, as it is imperfectly and yet honestly approached on the two St. John's campuses, is highly relevant. First I would tum to the books themselves, the books which we read and discuss over the four years. Their authors are sometimes called the Great Teachers, the most senior members of the St. John's Faculty. Parenthetically, I would note that they have no permanent tenure here; their terms depend upon the viability and the persisting freshness of their ideas-ideas formulated perhaps in the Fourth Century B.C. or in the Middle Ages but equally pertinent to us and to our situation today. Men are men, and they have always confronted the problems of family and government, law and justice, war and peace, education and change. Modes of living change as the wheel, steam power, electricity, radio waves, or atomic fission have their impact, but, surprisingly perhaps, the books still speak in relevant terms. This is an election year. Read Alexis de Tocqueville's pre-TV analysis, as he described the American political scene in 1835: I am inclined to attribute the singular paucity of distinguished political characters to the ever-increasing activity of the despotism of the majority in the United States. Or consider the same observer's view of the confrontation of the two great present-day nation protagonists: There are, at the present time, two great nations in the world which seem to tend toward the same end, although they started from different points: I allude to the Russians and the Americans . . . . Each of them seems to be marked out by the will of Heaven to sway the destinies of half the globe. As to urban problems, Plato over two millennia ago well characterized the plight of our cities today: A city is not one but two cities, the one of poor, the other of rich men; and they are living on the same spot and always conspiring against one another. Even the generation gap receives attention. Plato deplored "the present style of admonition, which only tells them the young ought always to be reverential." Instead he advised parents, The best way of training the young is to train yourself at the same time; not to admonish them, but to be always carrying out your own admonitions in practice. • 2 • �Samuel John much later wrote with some prescience of certain current college students: The mental disease of the present generation is impatience of study, contempt of the great masters of ancient wisdom, and a disposition to rely wholly upon unassisted genius and natural sagacity. The Great Books of course do not always provide apt quotations like these. The real value of the books resides in their effect upon us and upon our thinking. Somehow the difficulties and problems now confronting us appear somewhat different after we have read these books. From this reading and discussion we gain new insights that enable us to approach current problems more intelligently and more imaginatively. But the relevance of the St. John's Program goes beyond the content of the books themselves. In the seminar, and the tutorials as well, the concern of the College is with the processes of thinking. As all of us-tutor-s and students alike-seek to understand and develop an idea or a mathematical theorem, as we translate a passage of Greek or French into clear and precise English, as we move from particulars in the laboratory to hypotheses and scientific laws, our reasoning powers are enhanced and refined. Thirty-one years of experience with teaching the St. John's Program has enabled the Deans and the Faculty to evolve a curriculum well designed to inculcate in the learning mind the liberal or liberating skills which are the birthright of every man. No curriculum and no individual course can anticipate the information and the special skills which a world in rapid flux may well require of any individual a decade after he has left the comfortable confines of the college campus. Instead, the best guarantee for the future is a well-disciplined and highly versatile mind which can function freely and effectively. Such a mind is capable of tackling new and unfamiliar problems; it can analyze situations and define alternatives; it distinguishes fact from propaganda; it is likely to make right decisions; it can communicate with others clearly and persuasively; it has developed a degree of competency in both the languages which all men use, the language of words and the language of numbers. Such a mind is best prepared to undertake the demands of a specific vocation or profession, to serve the state as citizen or official, and to seek intelligent solutions to the vast and intricate problems which can never be resolved by demonstrations and picket lines. The acquisition of the intellectual skills would appear to be a highly relevant activity. Third and finally, the relevance of the St. John's curriculum arises from its concern for each individual student. A liberal education, and especially a St. John's education, is education for • 3 • �privacy, and therefore of maximum relevance to each person. Each of us is inescapably sentenced to live with himself for the balance of his natural life. This can be a happy prospect or an impending disaster. Far too many adults have never learned to live with themselves. They must constantly seek escape in gregarious activity, in fun and games, or in spectatorship at the ball park or before the television screen. They lack the inner resources to use their leisure, as man by nature should. If St. John's .College succeeds in its chosen task, it will have stimulated a love of learning for learning's sake, a voracious appetite for reading good books, an appreciation of good music, and a readiness to engage in genuine conversation about subjects that matter. The inculcation of such habits and tastes will make the next five or six decades of its students' lives not only bearable but satisfying and stimulating. Even more importantly, St. John's aids each student to discover who he is and what it is to be a man. During these four years he confronts many of the persisting and almost unanswerable human questions which have puzzled men in all ages. The books concern themselves with these questions. One may agree or disagree with the positions which the Great Teachers take. The point is that the questions about man's existence, his world and his God must be asked, and that answers must be sought. This is essentially a philosophical enterprise, entered upon not for the sake of argument, but rather in the serious quest for truth- so that each student will know how he wishes to live his life and what values matter to him. To avoid such an enterprise during these four college years would indeed make his educational experience one of profound irrelevance. Instructional Matters Certain proposals were advanced during the year to modify the curriculum in order to make it appear less formidable and more contemporary to prospective students. A second recommendation was the admission of transfer students from other institutions with advanced standing. Both of these matters were discussed at length in three joint meetings of the Instruction Committee and an ad hoc committee of the Board. At the same time a study of the St. John's admissions office and its procedures was made by John Hoy, Dean of Admissions at Wesleyan University, and Monroe Bush, a former staff member of Old Dominion Foundation. One of the first concrete results of these discussions and of this report was a complete revision of the College Catalogue. Every effort was made to stress the freshness and the relevance of the St. John's program on the contemporary scene without sacrifice of the unique character of the Catalogue. An effort was made to state in persuasive • 4 . �rhetoric the particular attractions of the St. John's program for the young high school graduate. The format of the Catalogue was revamped, and a new contemporary type face was used. A second product of these conversations was a decision by the Instruction Committee that students who had had at least one year of creditable work in appropriate subjects at another institution and wished to transfer to St. John's College might complete- their course of study in three years and one summer. It was agreed that the first and second years of the Program should remain as they are and that the third and fourth years might be condensed into a year and a summer for such transfer students. This new plan goes into effect this fall. Meanwhile, a February class of fifteen men and four women was admitted on the Annapolis campus and completed its second semester this past summer in Santa Fe. The group appeared to be of high caliber and seemed to justify the experimental plan approved by the Instruction Committee last year. The Teaching Faculty The Dean reports that learning and teaching on the Annapolis campus were better than usual. He attributes 'this to the small number of new tutorial appointees and to the increasing experience of the many able men and women who have joined the faculty in recent years. He admits the difficulty of finding evidence of the quality of teaching, but cites as one source conversations with tutors. Their talk about their work provides an indication of the level of competent understanding which they have achieved. A second obvious source of evidence is student criticism. Complaints about individual tutors were far fewer than in other years. For the coming academic year, the following new appointments have been made on the Annapolis campus: Harvey Flaumenhaft, a political scientist from the University of Chicago who has taught at Wheaton College; Harry Golding, who has an M.S. degree in Chemistry from Northwestern University and most recently headed the Natural Science Division of Shimer College; and Edwin Hopkins, who has just received the Ph.D. degree in Philosophy from Duke University. John Gump, who has served capably as Assistant Dean and Tutor for the past four years, is leaving the College to undertake work for his doctorate. Thomas K. Simpson and Edward Sparrow were on sabbatical leave during the past year, and Eva Brann was on partial sabbatical. For the coming academic year Alvin N. Main and Edward M. Wyatt have been granted sabbatical leaves, and Eva Brann will complete her sabbatical. Other leaves for 1968-69 have been granted to George M. Berry, Jr., to Robert D. Sacks, who will teach at St. Mary's College in California, and to Thomas K. Simpson, who will devote two-thirds of his time to development work at the Key School. • 5 • �For Santa Fe, an exceptionally large contingent of new tutors has been appointed for the fall of 1968. Their training will pose a serious problem for the coming year, though fortunately two of their number did undergraduate work at St. John's. Those appointed are Elizabeth F. Gilbert, who holds a doctorate in Botany from the University of Michigan; R. Thomas Harris, Jr., with a Ph.D. in Mathematics from the University of Illinois; Michael Mechau, a St. John's graduate with a master's degree from the University of Chicago in Political Science; John C. Rodgers, with an M.A. from Indiana in Philosophy; Barnett J. Sokol, who has both the B.S. and M.A. degrees from California; George N. Stanciu, a physicist from Los Alamos, whose doctorate was earned at the University of Michigan; Genevieve Townsend, who has completed her master's degree in English at the University of New Mexico; and Lenke Vietorisz, a St. John's alumna with a licentiate in Mediaeval Studies from the Pontifical Institute in Toronto, Canada. John T. Rule, a retired Dean at the Massachusetts Institute of Technology, has been appointed a parttime tutor for the coming year. Alan B. Cotler, with an A.B. from the University of California at Los Angeles, has been appointed a teaching intern. At the end of the academic year the Santa Fe campus lost the services of two tutors, who left to accept positions elsewhere, Donald J. Brady and Thomas H. Jameson. Thomas J. Slakey has been granted sabbatical leave for the coming academic year. Clarence J. Kramer will be on leave of absence, as well as Henry N. Larom, who accepted a short-term appointment with the Peace Corps in Africa. Four of the most senior and most experienced tutors on the Annapolis Faculty retired at the end of the academic year. Ford K. Brown first joined the St. John's Faculty as Associate Professor of English in 1925. He served a period of active duty with the U. S. Navy during World War II and was on the staff of General Lewis Hershey in Selective Service. William Kyle Smith came to St. John's College in 1942 from the University of Virginia. For all but seven of the past twenty-six years he has been Assistant Dean as well as tutor. Both Mr. Brown and Mr. Smith held Addison Mullikin Tutorships. Simon Kaplan studied and taught in European universities in Germany, the Soviet Union, Austria and Paris before seeking refuge in this country. He joined the St. John's Faculty as a visiting scholar in 1942 and became a tutor the following year. He is known to generations of St. John's students for his extracurricular Bible classes on the Old Testament. Iola R. Scofield joined her husband on the St. John's Faculty in 1954, three years after the admission of women to St. John's College. Previous to that date she had taught at the University of California, at New York University, and at University College in the University of Chicago. St. John's College records a • 6 • �deep debt of gratitude to all four of these tutors for the stimulus of their teaching and for the unselfishness of their devotion to their sudents and to the College. First Santa Fe Commencement For the first time in the long history of St. John's College there were two commencements. On June 2nd thirty-four members of the charter class of 1968 received their diplomas on the Santa Fe campus. One week later forty-seven seniors were awarded their Bachelor of Arts degrees on the Annapolis campus. With completion of the first four-year cycle on the campus in the Southwest, the members of the Board of Visitors and Governors can be justifiably proud of having achieved their objectives of seven years ago-to expand the usefulness of St. John's College through mitosis without sacrificing the essential benefits of smallness. The St. John's Student It is a curious anomaly that attrition on the Santa Fe campus was remarkably low, while that on the Annapolis campus was the highest in some years. Registration, in general, was slightly lower than in the preceding academic year, 486 students as compared with the previous year's 501. The distribution of the several classes was as follows: Annapolis Freshmen February Freshmen Sophomores Juniors Seniors Totals Santa Fe Freshmen Sophomores Juniors Seniors Totals Grand Total Men 56 15 49 31 34 Women 46 4 36 25 20 Total 102 19 85 56 54 185 131 316 28 20 28 19 27 20 12 16 55 40 40 35 95 75 170 280 206 486 .7 . �St. John's was fortunate in escaping the more dramatic forms of student unrest and rebellion that seem to characterize so many American campuses. For the most part, relations among students, tutors and the administration continue to be informal and cordial. It is interesting to note that, following long study and discussion, the Rules of Residence on both campuses were liberalized to permit visiting in men's and women's dormitories within certain specific hours. Every effort will be made by the administration and the faculty to encourage the students to use these new privileges in a responsible and beneficial way. Student health both at Annapolis and at Santa Fe seemed to be generally good. There were more than 1,000 visits to the dispensary on the Annapolis campus, but less than two dozen admissions to the infirmary. On the Santa Fe campus this was the first full year of use for the new infirmary building, and both Dr. Julius L. Wilson, the College Physician, and Mrs. Peggy Elrington, the College Nurse, report that it is both functional and pleasant. Psychological counselling was available again this year on both campuses, Stuart Boyd, one of the tutors, serving helpfully on the Santa Fe campus, while student problems in Annapolis were referred to Dr. Robert Ward of ' the Johns Hopkins Hospital and Baltimore City Hospitals. Upturn in Admissions The general improvement in the admissions situation on both campuses is graphically demonstrated by comparative figures for the past five years: Annapolis 1964 1965 1966 1967 1968 Applications Received 312 295 254 209 254 Santa Fe 1964 1965 1966 1967 1968 128 144 115 92 206 Applications Approved 224 200 222 180 184 88 112 98 77 159 Freshmen Enrolled 123 116 119 102 129 83 87 73 55 119 The sharp increase in both applications and freshman entrants at Santa Fe can be attributed largely to the effective work of Mr. Price, • 8 • �the new Director, and the excellent staff working with him, Gerald Zollars, Assistant Director, and Geraldine Foster and Julia Koontz, secretaries. The office is administratively sound and functions creatively and independently. The Bush-Hoy Report produced a number of helpful suggestions which were adopted by both Mr. Price and James Tolbert, Director of Admissions on the Annapolis campus. Perhaps the most helpful and promising development was involvement of over 300 alumni in active recruitment of new students. The College is grateful to each alumnus who interviewed prospective students in this program. Their work throughout the country was clear evidence of the continuing interest of alumni in St. John's and of their commitment to its philosophy of education. At Santa Fe the first year of the new Southwestern Scholars Program yielded over two hundred nominees, of whom 26 were finally awarded scholarships. This program, supported by individual Board members and by a generous grant from the Hattie M. Strong Foundation, accomplished its principal purpose of stimulating greater interest in the new St. John's in states of the Southwest. Analysis of origins of applications this year showed 61 from New Mexico, compared to seven in 1967; 15 from Colorado, compared with six last year; 11 from Arizona, as contrasted with two a year ago. Other states showing marked increases were Illinois (11), New York (10), and Massachusetts ( 8) . Progress of the Two Libraries A contract was awarded in May to W. H. Ward Contractors, Inc., for reconstruction of Woodward Hall on the Annapolis campus. Work began in June on sinking new foundations under the present structure so that the basement will now provide two full stack floors. These will extend outside the present walls of the building into a low annex along King George Street. The entire building is being gutted and a new roof is being installed. Both the west reading room on the first floor and the King William Room on the second floor will be restored in such a way as to retain their traditional atmosphere, but the entire building will be much more functional and attractive when the reconstruction is completed in the spring of 1969. The total project is estimated to cost over a half million dollars. It is completely funded, thanks to gifts from alumni and friends, as well as to helpful grants from the Hodson Trust and from the Maryland and Federal Governments. Unhappily, no matching funds were found on the Santa Fe campus to enable the College to claim a proffered federal grant of $311,000 toward the construction of the much needed library and fine arts building. These funds were released by the College in the • 9 • �spring of 1968. Hopefully, they may be claimed again when the College is successful in raising the matching monies. Meanwhile, the Santa Fe library collection has grown to 15,000 books, phono-discs, phono-tapes and musical scores, in spite of the problem of a divided operation. The main library is still located in the future college bookstore in the Student Center. The mathematics, science and music collections have been moved into temporary space on the first floor of Calliope House in the women's dormitory complex. The Santa Fe Deanship Clarence J. Kramer, first Dean of the Santa Fe campus, resigned his administrative duties at the end of the academic year for personal reasons. He deserves the gratitude of the College for his tireless efforts over the past four years in welding together a new faculty, in working with students, and in developing traditions for the new campus. Mr. Kramer goes on leave for the coming academic year and then expects to return to the Faculty. The new Dean, William A. Darkey, is a graduate of St. John's College in the Class of 1942. He received an M.A. in English and Comparative Literature at Columbia University and since 1949 has been a tutor at St. John's College. In 1961 Mr. Darkey was a member of the faculty site committee which recommended Santa Fe as the location for the new St. John's. Appropriately, he joined the western- faculty when the new campus opened in 1964 and has, since that time, served as Director of Adult Education in addition to his undergraduate teaching responsibilities. Mr. Darkey's appointment has been well received by tutors and students alike. Other Administrative Personnel Following the resignation of John Gump to pursue postgraduate work, Charles Finch was appointed Assistant Dean on the Annapolis campus for the coming academic year. Other administrative appointments at Annapolis included Miss Ann Wright, replacing Mrs. Candida Allanbrook as Assistant Librarian; Mrs. Christiana White, Secretary to the Dean, replacing Mrs. Louise McCarthy; Mrs. Susan Platt, Secretary in the Admissions Office; Everett Whitehead, Music Librarian, replacing Mrs. Deborah Massell; and Miss Phyllis Doyle, Laboratory Technician, replacing Mrs. Alice Kurs. Mrs. Annabelle Harris, Miss Carol German and Mrs. Mary Miller, all staff members of the Development Office, Miss Mary Warner, Secretary in the Assistant Dean's Office. and Mrs. Eileen Doolittle, Secretary in the Peace Corps Office, all left the service of the College in the course of the year. At Santa Fe the principal administrative appointment was that of Kirk Tuttle as Treasurer of the College. Mr. Tuttle had been head of • 10 • �an advertising firm in Cleveland, Ohio, and took early retirement to assume the western treasurership. He succeeded Wilbur J. Hannon, who resigned in September. Mr. Tuttle has already shown a high degree of administrative skill and has won the confidence and friendship of both tutors and students. Other appointments on the Santa Fe campus are: Mrs. Virginia F. Robertson, Assistant to the Director of Development; Mrs. Louise Tamotzu, Secretary to the Director of Development; Mrs. Holly Tani, Library Assistant; Mrs. Patricia Atkisson, Bookstore Manager, succeeding Mrs. June Greene; Mrs. Margaret Gonzales. Cashier; Mrs. Dorothy Farley, Bookkeeper in the Treasurer's Office; and Mrs. Arlette Keir, part-time secretary in the Dean's Office. Alumni Activities The year was characterized by a much greater involvement of alumni in the affairs of the College, thanks largely to the initiative of Jack Carr, of the Class of 1950, outgoing President of the St. John's Alumni Association. His appointment of an Alumni-CollegeStudent Relations Committee resulted in a number of helpful developments, such as alumni assistance in student recruitment, a panel discussion on graduate schools to inform juniors and seniors, and inauguration of the Alumni Lecture Series, the first of which was given by Christian Hovde, of the Class of 1945. It seems clear that better understanding has been brought about and a closer relationship developed between the College and its alumni. Julius Rosenberg, of the Class of 1938, was elected President of the Association at Homecoming in the fall. Philip I. Bowman, of the Class of 1931, and W. Bernard Fleischmann, of the Class of 1950, were elected to three-year terms on the Board of Visitors and Governors, replacing John D. Alexander, of the Class of 1953, and Joseph L. Bean, of the Class of 1932, who had completed two consecutive terms. Thomas L. Parran, Jr., of the Classes of 1942 and 1959, continues to work constructively as Director of Alumni Relations. Publication of a new Alumni Register was one of the major accomplishments of the Alumni Office during the year. Graduate Institute in Liberal Education The second summer of the Graduate Institute in Liberal Education was even more successful than the first. Elliott Zuckerman, Annapolis Tutor, succeeded Robert Goldwin as Director of the Institute and maintained a high enthusiasm among the participants. Enrollment practically tripled this summer, with 91 teachers and other adults registered for the M.A. program. This summer, for the first time, the second and third sequences of readings were offered, those in Literature and Poetry and in • 11 • �Philosophy and Theology. The sequence in Politics and Society was repeated. Only in 1969 will the fourth and final sequence be offered, that in Mathematics and Science. Eight tutors from Annapolis taught in the eight-week program, as well as five from Santa Fe. Jacob Klein and Eva Brann of the Annapolis Faculty were visiting tutors for a fortnight. Alfred Kazin, Distinguished Professor of English ·at the New York State University at Stony Brook, gave two general public lectures, which were well received. Again the Graduate Institute was materially aided by helpful fellowship programs which made it possible for a large number of teachers to attend from inner-core city schools. There were twelve Hoffberger Fellows from Baltimore, eight of them returning for a second summer. Twelve new fellows were appointed from Washington, D.C., six each on generous grants from the Cafritz Foundation and from the George Bunker Foundation. The Richardson Fund of New York City also made a helpful grant of ,$5,000, which was used for general financial assistance to participating teachers. These several foundation grants proved of great value, since the major sustaining commitment from the Carnegie Corporation of New York was reserved exclusively for the overall support of the Graduate Institute. Finances Lower student enrollment, unanticipated expenditures, and a relatively small flow of current gifts caused the Annapolis campus to close the fiscal year with a deficit of $25,433. Income for the year amounted to $1,457,384, as compared to the budget figure of $1,453,512. Actual expenditures totaled $1,482,816, considerably more than the budget of $1,453,512. The deficit would have been even larger had not the sum of $41,603, representing one-third of gains realized on the sale of securities, been included in current income. To return the Annapolis campus to a sound fiscal position four steps are being undertaken. First, every effort will be made to effect economies within the budget for the coming year. Second, active work has been undertaken to develop one or more summer programs to carry the College's normal overhead during this slack period of the year. Third, a better coordinated plan for annual gifts by alumni and friends will be undertaken. Finally, the Board has adopted a new investment policy whereby a larger yield will be achieved on the endowment portfolio without sacrifice of growth. The Santa Fe campus faced a seemingly impossible task, since its regular and capital budgeted expenditures were estimated at $1,224,993, while only $573,145 was anticipated in normal income. I am happy to report that unrestricted gifts were received in suffi• 12 I JJ • �cient number and amount so that the year ended with a modest excess of income over expenditures and appropriations. The total expended for the normal operations of the College amounted to $939,917. The summer programs required $60,892; debt service on both longand short-term notes came to $162,841; capital items amounted to $35,682. The total expended for current purposes and appropriations thus amounted to $1, 199 ,269, while current income totaled approximately the same amount. It may provide perspective on the overall financial situation of the Santa Fe campus to review the aggregate of the monies expended for all purposes and the sources of these funds since the inception of the new campus: Source of Funds, 1961-1968 Student Fees (Tuition, Room & Board) Income from Investments . Federal Grants Gifts and Grants .. .. . . .. .. . ... . . .. . Annuities .. .. .. .... . . . .. ... . . . . . . Miscellaneous ................ Borrowings Annapolis Loan . .. . . . ....... .. . . 1964 Dormitory Loan .. .... ..... . 1965 Dormitory Loan . . .. . . . .... . First National Bank, Santa Fe. $1,486,816 10,977 209,961 3,749,083 250,000 89,190 1,461,000 876,000 900,000 250,000 $9,283,027 Application of Funds, 1961-1968 Invested in Plant Land and Improvements . . . . . . . . . Buildings Equipment & Furnishings . Library Books .......... Other Land and Buildings . . . . . .. . . $ 260,580 4,775,739 346,216 59,600 85,676 5,527,811 Unexpended Capital Funds . .. . ... . . . Endowment Funds . . .. . ... . . . . ... . Current Operating Budgets 1961-64 (Preparatory years) 1964-65 . . ..... ... . . .. .... .. . . . 1965-66 . . . . ... . . . . . . . . . . . . .. . . 1966-67 . .. . .. . . .... . . . . 1967-68 ... . .. .. . . .. .. . . .. . . . 6,093 40,739 198,800 491,100 752,115 921,688 1,092,658 3,456,361 Other Projects Federal Programs .. . . . . . . . . .. . . Peace Corps Program . . .. . . . . . . . . Summer Institute . . . .. . . .. . . . . .. . 46,501 146,033 60,489 252,023 $9,283,027 • 13 • �Western Consolidation Campaign In January a decision was reached to move the headquarters for the Western Consolidation Campaign to Santa Fe and to place responsibility for this program upon Frank McGuire, who was promoted to be Director of Development. The fund-raising drive received new impetus under Mr. McGuire's leadership. Gifts and pledges from members of the Board reached a total of $2,430,000. The first major foundation commitment was received from the Arthur Vining Davis Foundation of Miami, Florida, $50,000 annually for four years in the Foundations' Living Endowment Program. Finally, mention should be made of the College's first annual giving effort in the Santa Fe area. A total of $26,000 has been raised toward a goal of $40,000 within the calendar year 1968. An important part of the Development Office's work has been in the area of public relations and information. Three' issues of the newsletter Progress were published and news releases and features sent to local and national media. Boards of Associates were activated in Santa Fe, Los Alamos, Albuquerque, and Denver. These citizens' groups performed important work in interpreting the College to the broader community, in helping with scholarship activities, in planning Commencement events, and in working with the Director of Development in raising funds. A decision has now been reached to extend the period of the Western Consolidation Campaign to June 30, 1971. The goal for the coming three years will be $3,896,000: the endowment of three tutorial chairs, $1,200, 000; lectureship and concert endowments, $275.000; library endowment, $125,000; scholarship endowment, $400,000; a physical education center, including gymnasium and swimming pool, $1,000,000; and funds to underwrite current operations through June 30, 1971, as well as to clear the current bank loan, $896,000. Gifts, Grants and Bequests For the year just ended the aggregate of gifts, grants, and bequests to the Annapolis campus was $406,630. Nearly three-quarters of this represented additions to the permanent endowment funds of the College. One hundred and fourteen alumni contributed an average of nearly $150 each toward the endowment, while four bequests were received as follows: Walter I. Dawkins. of the Class of 1880, $57,649; Sprignel P. Wiley, of the Class of 1897, $7,542; the Reverend William L. Mayo, of the Class of 1899, $334; and Charles E. Athey, of the Class of 1931, $5,000. Old Dominion Foundation again generously matched contributions for endowment purposes, thus contributing a further $144,502 to the St. John's permanent funds. · A total of $62.137 was received for current purposes: $13,875 from alumni, $17,132 from Maryland and other • 14 • �business companies through the Association of Independent Colleges in Maryland, $20,000 from the Hodson Trust, $6,625 from friends, and $4,405 from corporations. A total of $40,017 was received toward the renovation and addition to Woodward Hall, and $15,472 toward the cost of a future men's dormitory to be known as Harrison House. All those who have contributed so generously to both St. John's campuses this past year- alumni, friends, foundations, and corporations- have had a significant part in this ongoing educational venture. Those of us within the College are deeply mindful of the important role which all of our supporters play in the College. It is a debt of gratitude that we can repay only by our own devotion and commitment to these two small communities of learning. * * * * * Fortunately the year has enabled me to complete certain outside commitments, thus freeing me for greater activity on behalf of the College. In January I presided over the annual meetings of the Association of American Colleges in Minneapolis and then yielded the gavel to my successor. I continue as a member of the Board of Directors of the Association for this final year. In March I completed my term of service as Vice Chairman of the Independent College Funds of America. My main task over the past year was to chair the Search Committee which discovered and recommended the new President of that organization. My duties as Chairman of the Maryland Commission on the Capital City continue. This coordinating body has a great opportunity to effect the orderly development of Annapolis as State Capital, as County seat, as a city in its own right, and as home of both the United States Naval Academy and St. John's College. During the year ahead the Santa Fe campus will undergo evaluation by the North Central Association of Colleges and Secondary Schools. A team will arrive on campus in the spring, and a decision on accreditation will be rendered in July. At that time accreditation of the western campus by the Middle States Association will cease. There is real challenge to all of us in the forthcoming North Central visit. We must bend every effort to consolidate our enrollment gains, to move forward the Western Consolidation Campaign, to preserve the viability of the parent campus in Annapolis, and above all, to foster the searching, the questioning and the reasoning which so distinguish a St. John's education. RICHARD September 3, 1968 President • 15 • D. WEIGLE �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash . .... .. ....... . ................................. . Accounts Receivable ............. .... .... . ..... . .. . ... . Sundry Receivables .. ... ..... .. . .. ... . .. . . ... ....... . . . Inventory-Bookstore .... . .. . . . ....................... . Total... ..... . . ... . ....... . . .. . . . . . ... ... . .. . ..... $ 75,279 2,193 38,779 24, 154 $ 140, 405 Restricted Cash ... ...... . . . .. .... . . . ..... . ..................... . Loans Receivable . .... .. ......... .. .... . ....... . ...... . Investments . ........ . . ... ....... .. . .. . . ........ .. .... . 82,966 90, 153 9,869 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 182, 988 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 $ 43,074 1,548,428 42,293 7,033,809 7,041 ENDOWMENT FUNDS Cash ... ....... .. .. ..... . ..... .. ... . ......... . ....... . Accounts and Notes Receivable . . . . .. .. . .... . . ..... .. .. . . Matching Funds and Pledges Receivable . . . . ....... . ..... . Investments at Cost . .............. ... ... .. . ... . ... ... . . Accrued Income . ......... .... .. . . .. . . ........... . ... . . Total Endowment Funds .. ... . .. . .. . . ... ........ .. . $ 8 ,674,645 PLANT FUNDS Cash .. . ......... . .... . ....... ... ...... . . . ........ . . . . Land and Campus Development .. ..... . ....... . . .... . .. . Building and Improvements . . .... . ......... . .... . ...... . Equipment .. ............ .. . . . . .. . .. . . . .. . ...... . ... . . . $ 328,398 363,505 4,537 , 666 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . .. . .. .. . ... ......... . ... . ... ... .... $14,616,974 16 • �COLLEGE Maryland June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts Payable .. ............. . . .. ....... . .... . . . .. . . Due to other Funds ..... . .. . ....... .. . .. .. . ....... . ... . Student Advance Deposits ...... . . .. . . . .. .. . ........... . $ 60,000 29, 120 8,508 28, 124 125,752 14,653 Reserve for Current Operations . . . . . . .. . ............ ... . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 140, 405 Restricted Advanced from U. S. Government . . . . . . . . . . . . . . . . . . . . . . . $ 79, 685 79,685 103 , 303 Fund Balance . .. . . .... . ...... .. ... . .. . . . .. . ...... . . . . . Total. . .. . . . ..... . ............... . .. . ..... . ... . . . . $ 182,988 Total Current Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 323, 393 ENDOWMENT FUNDS Principal-Income Expendable Unrestricted Endowments . . ............ . ... . ....... . ... . Restricted Endowments ........ . .... . .. . .... . . . ........ . Reservation of Profits-Sale of Securities . .. . .... ...... . . . Unexpended Income ... .. ........... . ... ... . . . .. ...... . . $ 6,283,354 886,876 1,496,333 8,082 Total Endowment Funds . .. ..... . .. .. . .. .......... . $ 8,674,645 PLANT FUNDS Funds Available for Plant Expansion. .. ........... ... .. .... Investment in Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 328,398 5, 290 , 538 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 618, 936 Total Funds... . ...... . .. . .. . ......... .. ........... $14,616,974 17 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash ... ... ............................. · ... · .······ Investments . . .. . .... ... ...... . ....... . ............. . Due from Other Funds ............................ .. . Notes and Accounts Receivable, less Reserve ........... . Deferred Expenditures ...... .. ..... . . ... ............. . Other Assets . . . . . . . .... . . . ... . ...... .. . .. . . ... . ... . . $ 81, 309. 81 50,000.00 7 ,341.08 2,946.39 30,373 .32 14,391 .10 $ 186,361 .70 $ 50,920.27 3,207.38 97' 261. 92 1,000.00 537.50 31,448.86 Total ............ .. ........... . .... . ... . ...... . . $ 184,375.93 Total Current Funds . . ....... ... ... ... . . ....... . . $ 370,737 .63 Total ..... . ................... . ... .. .......... . . Restricted Current Cash-Restricted ... . ......... .. .......... .. .... . .. . . Cash-Loan Fund .. . ......... .. ... . ............. . .. . Notes Receivable-Students ....... . .................. . United Student Aid Fund Deposit . .... .. . . .... . . . ... . . Investments .. . . . .. . .. . ............................. . Due from Current General Fund ..................... . ENDOWMENT FUNDS Cash . ..... . ....... . . . .. . .......... .. ........... . .. . Investments ... . .................................... . Note Receivable ..................... . . . .... . ....... . $ 33,729.03 2,218.75 4,790.87 Total Endowment Funds . .... . .. . . . .... .. ... .. .. . $ 40,738.65 ANNUITY FUNDS Due from Plant Funds............. . ................. . Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250,000.00 $ 250, 000. 00 PLANT FUNDS Cash .. ..................................... . ..... . . Retirement of Indebtedness Funds ... . .... . . ... .. . . ... . Land and Land Improvements .. . .... . .............. .. . Buildings . . ....... ... . ........... ... .. .. .. . . . . . . . .. . Equipment and Furnishings ....... .. .. . . . .... . .. . . . . . . Library Books ... .... ...................... ... ...... . Other-Land and Buildings . ... .. .................... . $ 6,292.50 37 ,600 . 12 260,580.32 4,766,130.42 354,998 .23 59' 600.14 85,450.46 Total Plant Funds .... . .. . ....... . . . . . . . ......... $5,570,652 . 19 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 232, 128. 47 18 • �COLLEGE New Mexico June 30, 1968 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable ... .. ..... . .......................... . Accounts Payable and Accrued Expenditures . ... . ..... . Deferred Income . . ... .. . . . . .... . . . ..... .. . .. .. . .... . Total . ... . .. . .. .. ... . .. .. .......... ....... . . .. . Cumulative Fund Deficit for Years 1963-68 . . ......... . Total ... . . .. ..... . . . ....... . ........... . ...... . Restricted Current Fund Balances-Restricted .. .... . ........... .. .... . . . Loan Fund-Principal of Funds ... .. . ... . . . .. . .... . . . Total ........... . ......... . ......... . .. .. ... .. . $ 250,786.65 84,991.58 49,392.74 $ 385,170.97 (198,809 .27) $ 186,361. 70 $ 82,906.63 101,469 .30 $ 184,375 .93 ~ Total Current Funds .. .. .......... ... .......... . $ 370, 737.63 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . $ 40, 738 . 65 ANNUITY FUNDS Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000. 00 PLANT FUNDS Unexpended ...... . ............... . ... .. ..... . ....... . Retirement of Indebtedness Funds . .. ....... . . .. .. . ... . . Invested in Plant Dormitory Bonds of 1964 . ....... . ..... ... .. .. .... . . . Dormitory Bonds of 1966 . ........ . ................. . Notes Payable ..... . .. .. ........... .. ...... .. ..... . . Due to Other Funds ... . ... . ........ . ..... .. .... . .. . . From Contributions and Current Funds .... . .... . .. .. . $ 6,292.50 37 ,600.12 876,000 . 00 900,000.00 1,461,000 . 00 257,000.00 2,032,759.57 Total Plant Funds .. ... . ... ... ..... .. .......... . $5,570,652 . 19 Total Funds .... . ... . .................. .. ..... . . $6,232,128.47 19 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUE AND EXPENDITURES Fiscal Year Ended June 30, 1968 REVENUE Education and General Tuition Fees .. . . .. . ... .. ....... . ......... . .... . .. . .... . Adult Education .... . .. . ...... ... . . .. . ............ . . . . . . Endowment . ........... . . . ............. .. ...... .. ..... . State Appropriations ........................ . .......... . Miscellaneous ......... . .... .. ........ . ... . ............ . Transfer of Reserves .................... .. ... . ... . ..... . Total .. . ........ . .......... . .... . . ..... . ....... .. .. . Auxiliary Enterprises Dining Hall ........... . .. . ...... . ..... . ............. .. . Dormitories ............. . ...... . .. .. .......... . . .. .... . Bookstore .. . .. .... . .. ................. ..... ........ . . . . Coffee Shop ...... . .. . ..... . .......... .. . . .. . ......... . . $ 562,107 330 320, 144 92,511 19,421 40,000 $1,034,513 $ 137,140 128,462 28,809 1,028 Total .............. . ................... . ........ .. . $ 295,439 Other Non-Educational Revenue...................... . .... . $ 64,839 Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 62, 592 Total Revenue . .. ..... . .... . .. . ........ . ... .. ..... . . $1,457,383 EXPENDITURES Education and General Administration ~ ... . . . .. . ...... . . . .. . ...... . ........ . .. . General .. ...... . .. . ........................... . .. . .... . Instruction ........ . .. . .. . .... . ............. . ....... . .. . Student Activities . .......... . .. .. .. . ................ . . . . Adult Education: ... . ........... . . . ............ . ....... . Plant Operation and Maintenance .... . ........... .. . . .... . Total.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 174,552 124, 112 567,930 11,969 1,203 269,297 $1, 149, 063 Auxiliary Enterprises Bookstore. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dining Hall . ..... . . . ............ . . . .. .. ........ . ...... . $ 33,087 115,431 Total.... . . . .. . .. . .... . . . .... . . ..... ............... $ 148,518 Other Non-Educational Expenditures Scholarships and Grants in Aid . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174, 008 11, 227 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 482, 816 Expenditures in Excess of Revenue. . . . . . . . . . . . . . . . . . . . . . . . • 20 • $ 185, 235 25, 433 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1968 INCOME Educational and General Tuition ... . ..... . . ... ... . ... ...... ...... .. ... . .... . Adult Education ...... . ..... . . . .. . .. . ... . .......... . Endowment . ..... . .... . .. .. .. . ... . . . ·. .. . .. ... . ... .. . Miscellaneous .. .... . ... .. .......... . .............. . $ 327,828.30 2,183 . 60 345.85 7,085.06 Total .. . . .. ...................... . .... . ..... . . . Auxiliary Enterprises Dining Hall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dormitories .... . ........... . ........... . .... ... .. . . Bookstore .. .... .. . ... . . . . . ...... .. . . .. . ... .... .... . $ 337,442.81 Total. ............ . .......... . ................ . Other Non-Educational Income .... : ................... . Gifts and Grants . ..................... .. . . . . . . ....... . Organized Activity Relating to Instructional Departments. $ 178, 735. 71 $ 36,938.50 $ 631,810 .80 18,224.65 Total Income . .................... . .. . ...... . .. . $1, 203, 152 .47 $ 83,948 . 27 76,973.50 17,813 .94 EXPENDITURES Educational and General Administrative and General .... . . . . . ....... . ...... . . . Instruction .. ........ . .......... .. ..... . ........... . Student Activities .................... .. . . ... . .... . . . Operation and Maintenance ... .. .... ... ... . ... . ..... . $ 217,851.27 430,627.30 10,684 . 79 122,752.17 Total ........ . . . ....... .. ........ . .. . ......... . Auxiliary Enterprises $ 781,915.53 g~~~ft~i~~: ::::::::::::::::::::::::::::::::::::::: $ 67,885.86 89,904 . 96 19,860.34 Total ....... . ..... . . .. .. .. ....... . .......... .. . Other Non-Educational Student Aid ... .. ..... . . . . . ... . . .. ..... . ... . .. .. ... . Interest . .... . .. ... ........ . . . . . .. . .. . ....... .. .... . Annuity Payments .. .. .... . . . ..... .. . . . . ... . .. . . . . . . Summer Program . ...... . . ... .... .. ........ . ..... . . . Organized Related Activities .... . . . ........ . .. . ..... . Miscellaneous . . . . . ...... ... ... .. ........ . . . .... . .. . $ 177 ,651.16 $ 88,813 . 79 72,936.52 7,500 . 00 2,243.63 20,249.61 1,943.73 Bookstore .... .. ............. . ........ . .... ... ..... . Total . . ....... . ...... . ........ .. . . .. ..... ..... . Total Expenditures ... ..... . ... . ... . . . . . ....... . $ 193,687.28 $1,153,253 .97 Appropriations For National Defense Student Loans . . . . . . . . . . . . . . . . . . For Capital Outlay ... . . . ........... .... . . .. . . . .. . .. . $ 2,685 . 00 43,330.28 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 46, 015. 28 Total Expenditures and Appropriations . . . . . . . . . . . . $1, 199, 269. 25 Excess of Income over Expenditures and Appropriations. . . 21 $ 3,883.22 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ..... .. ........... . .. $1,989,953 $ 500,000 Arthur deTalma Valk, 1906 ...... . ... . ......... 150,215 150,000 $2,140,168 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . .. .... . . ... . . . . . ........ . George M. Austin Memorial, 1908 . .... ..... . . . . . Chicago Regional ..... . .. . ......... . . . ...... . . Class of 1897 ................ ... ........ .. .... Class of 1898 ...... . .. .... .... . ............ .. . Corporal George E. Cuniff, III, 1930 . . . . . ... . . . . Faculty .... . . .. ........ . .... . ... . . . . . ... .. · · · John T. Harrison, 1907 . . .. . ... ... . . . . ..... .. . . Hillhouse High School, 1927 .. ...... .. ... . . . .... Richard H. Hodgson, 1906 .. ..... . .. . ........ . . Alfred Houston, 1906-Student Aid .. . . . . . ... . .. Houston Regional ........................ . .. .. Jesse H . Jones and Mary Gibbs Jones . . ......... Robert Edward and Margaret Larch Jones . .. .. . . Arthur E . Landers and Hilda Combs Landers ..... Massachusetts Regional ... . . . . . ..... .. . . .... . .. Philip A. Meyer, II, 1938 .. ... ...... . ..... . ... . Oklahoma Regional .. . .......... . ......... . ... Thomas Parran, 1911 ............... .. ......... Pittsburgh Regional . ...................... .. .. Reader's Digest Foundation ....... .. .. .. ... . ... Clifton H. Roehle ....... ..... . . .... . .... .. .. .. Clarence J. Stryker ... .......... ........... . . . . Friedrich J. von Schwerdtner ...... . .. ... ... ... . $ 650,000 $2,489,953 300,215 $2,790,168 15,000 25,000 3,070 8,672 87,933 135 18,886 25,025 8,667 150,250 13 , 500 500 36,000 21,821 1,000 22,685 19,362 26,000 6, 165 560 10,000 7,055 3,643 1 , 552 $ $ 512,481 $ 323,864 $ 24,849 4,211 $ 20,000 1,470 $ 44,849 5,681 $ 29,060 $ 21,470 $ 50,530 ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 . . . .. . .. ...... . .... ... $ Charles Edwards Athey, 1931 . . .. . . . . ... . . . . .. .. Drew H. Beatty, 1903 . . . . . . ... . .. .. .. .. ....... Dr. William Brewer, 1823 .............. . ... .. .. Frederick W. Brune, 1874 ......... .. . . . .. ...... Henry Duvall Chambers, 1905 .. . .. . . . .... . ..... Henry M. Cooper, Jr., 1934 .. . ......... . . . ..... Walter I. Dawkins, 1880 . . ........ . . . . . . . . . . . . . 1,100 5,825 200 125 854 2,638 1,000 58,683 $ $ 1, 100 5,825 400 250 1,361 2,638 2,000 58,683 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . ............. . . . ... . ..... John David Pyle, 1962-Memorial .... .. ...... . . . 22 $ . 15,000 25,000 3,070 Total Fund $ 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 30,000 50,000 6,140 8,672 87,933 270 21,245 45,050 16,034 300, 500 16,000 1,000 72,000 21,821 1,000 45,370 28,362 52,000 6,165 1,120 10 , 000 7,055 7 , 056 1,552 $ 836,345 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT E N DOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Robert F . Duer, Jr., 1921 . . .. . ......... . ..... . . $ 3,065 $ 335 In Honor of: Dr. Philip Edwards, 1898 .......... 1,135 985 Allen Lester Fowler, 1915 ..... . . . .. . ........ . .. 500 500 Charles W. Hass, 1927 . .. ....... . ......... . .... 40 658 Dr. Amos F. Hutchins, 1906 . .............. . . . .. 633 100 Clarence T . Johnson, 1909 ..................... Clifford L. Johnson, 1911 .......... . . . . ..... . . . 50 18,357 7,563 Helen Barnes Jones and Robert 0 . Jones, 1916 .. . 5,140 Dr. W. Oscar LaMotte, 1902 .. . ... . ............ 1,020 1,020 William Lentz, 1912 ............. . ............. Col. Harrison McAlpine, 1909 .......... . ... . .. . 325 325 286 James McClintock, 1965 ...... . .. . .... . . ... .... 400 Robert F. Maddox, 1876 ...... . . . . . ........ . .. . 12,219 William L. Mayo, 1899 ............ .. ....... . .. Ridgley P. Melvin, 1899 ..................... . . 100 100 5,000 5,000 William S. Morsell, 1922 (Athletic Fund) ... . . . .. John Mullan, 1847 ... : . . . ......... . ........ . .. 10,000 10,000 4,433 Walter C. Mylander, Jr., 1932 ... .. ........... . . 1,000 1,000 H. Keith Neville, 1905 ... . . .. .. . ......... .. .... Dr. John 0. Neustadt, 1939 ...... .. ... .. ....... 1,108 850 Blanchard Randall, 1874 . . . .. . . ..... . ....... . .. 330 Susan Irene Roberts, 1966 . . ................... . 197 100 Leroy T. Rohrer, 1903 ...... . ....... . .......... 100 C. H. Schoff, 1889 . . .. . .... . .. . ........ . ....... 500 500 3,000 3,000 Rev. Enoch H. Thompson, 1895 . .. .. . ......... . 2,500 John T . Tucker, 1914 . ...... ... .. . ........ . .... 125 125 Dr. Robert S. G. Welch, 1913 ...... . ..... . .. . . . 625 625 Dr. Willis H. White, 1922 ... .. . .. . ..... ... . . . .. 2,000 1,000 Amos W. W. Woodcock Fund, 1903 ............. $ OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund ..... $ Alumni Memorial Book Fund ...... . ... . .. . ..... Philo Sherman Bennett Prize Fund .. . ........... Benwood Foundation Library Fund .. ..... . . .... George A. Bingley Memorial Fund ........... . .. Scott Buchanan Memorial Fund .... . .... . ... ... Helen Cropsey Davidson and George Davidson, Jr. Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship ..... . ......... . Floyd Hayden Prize Fund .... . . ... .. ... . . . ... .. Library Fund . . . ...................... . ....... Monterey Mackey Memorial Fund .. . . . . ..... .. . Ellen C. Murphy Memorial Library Fund ........ Henry H. and Cora Dodson Sasscer Newspaper Fund .. . . . .. . .... . .... . ... .. ..... Adolph W. Schmidt Fund ... . ..... . . . .. . . . .. . .. . 23 . Total Fund $ 3,400 2,120 1,000 40 1,291 100 50 25,920 5,140 2,040 650 286 400 12,219 200 10,000 20,000 4,433 2,000 1,108 1,180 197 200 1,000 6,000 2,500 250 1,250 3,000 145,258 $ 34,973 $ 180,231 60,000 350 308 25,000 13,897 5, 145 10,025 31,683 3,000 77 560 100 1,500 $ 60,000 $ 120,000 350 308 1,500 10, 181 25,000 50,000 13,897 5,145 10,025 31,683 3,000 25 400 1,500 6,000 102 960 100 3,000 1,500 10,181 �ST. JOHN'S COLLEGE Annapolis Maryland PERMANENT ENDOWMENT FUNDS June 30, 1968 Old Dominion Gift Foundation of Donor Matching Gift ALUMNI MEMORIAL ENDOWMENTS-Continued Mrs. Blair T. Scott Memorial Prize Fund. . . . . . . . $ 518 $ 1,250 Kathryn Mylroie Stevens Memorial Prize Fund ... Elma R. and Charles D. Todd 19,500 19,500 Memorial Library Fund ....... . ............. . 1,196 Clara B. Weigle Memorial Fund ........ . .. . ... . 19,311 Victor Zuckerkandl Memorial Fund . ..... .... . . . 201,444 186,309 Alumni Endowment ................ . ......... . 406,005 General Endowment ... . ...................... . $ 812,550 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . . . . . . . . . . . Reservation of Profits, Sale of Securities. . . . . . . . . $1, 496, 333 Total Endowment Principal . . . . . . . . . . . . $5, 135, 850 • 24 • Total Fund $ 518 1,250 39,000 1,196 19,311 387,753 406,005 $ 295,734 $1,108,284 $2, 204, 669 $2,204,669 $1,496,333 $3,530, 710 $8,666,560 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $8,500,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ............................. .. . dollars." The College would prefer gifts and bequests to be applied in the di~cretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 24 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 Bulletin of St. John's College, September 1968 Description An account of the resource Volume XX, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1968. 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 1968-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXX_no3_1968_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fd29e7cb5138ff31ff3f65fe92b960df.pdf 13815cd2d2f93d8fa06d203de388b56f PDF Text Text No. 1 VOLUME XIX Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO DECEMBER, 1967 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XIX DECEMBER, 1967 Number 1 Published four times a year in April, July, September and December. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College was visited in the fall of 1966 by an interregional evaluating team from the Middle States and North Central Associations of Colleges and Secondary Schools. The purpose of this visit was to appraise the strength of the Santa Fe campus and, at the same time, to discoyer what effects, if any, the creation of this new College had had on the Annapolis campus. The Evaluation Report, written by President Ruth Adams, of Wellesley College, Chairman of the Team, was high in its praise of St. John's, as the following quotations will attest: The creation by a very small independent college of a complete "second college" at a distance of two thousand miles is a magnificent achievement, unmatched, to our knowledge, in the contemporary collegiate scene. In less than five years St. John's conceived and carried through the building of a five-million-dollar plant at Santa Fe, and in less than a year hence will have in operation the full four-year program. This total achievement merits unstinted admiration .... The strengths are impressive, both in themselves and in relation to the brief time in which they have come into being: the St. John's program itself; the President; the physical plant, its setting, and the New Mexico locale; the Deans, as administrators, counselors and disciplinary officers; the intensity of commitment of tutors and staff, and their concern with student development; the intellectual vitality of the students; the cohesion and unity of the student body, achieved in so short a time .... At Santa Fe as at Annapolis, the St. John's academic program is one of impressive integrity. In both colleges there is a deep and sincere commitment of faculty and students to the program and to the values that lie behind it. Emphatically and unanimously the team believes that there should be such a college as St. John's; that its values should have appropriate recognition and wider support; that it is a unique and valuable asset in the world of American higher education .. .. The Evaluating Team clearly identified the two major problems which St. John's College faces on its new campus. In the words of the report, "the gravest threat to St. John's in Santa Fe comes from the lack of operating funds." The team noted that the capital debt of three million dollars was "not in itself excessive for so excellent and functional a plant as exists in Santa Fe, housing as it does a distinguished and proven academic program." The report noted the mounting of the Western Consolidation Campaign and A National Program for St. John's College aiid expressed the hope that progress toward these objectives would be prompt and rewarding. A second . 1 . �major concern of the Evaluating Team was the Admissions program in Santa Fe. The report urged an immediate and vigorous effort to increase substantially the number of applications from qualified secondary school seniors. Originally it was expected that this visit by the Team would result in joint accreditation on the part of the two Commissions. Action has been held in abeyance, however, pending a policy decision whereby the Santa Fe campus would be independently accredited by the North Central Association, since it is a branch of the Annapolis college located within the jurisdiction of that Association. Meanwhile, accreditation by the Middle States Association continues both at Annapolis and at Santa Fe. The Admissions Problem It continues to be an unfortunate fact that St. John's College does not receive the volume of admissions applications which it deserves. The very nature of the St. John's program makes it unlikely to appeal to every student. This is inevitable in a prescribed curriculum which challenges contemporary educational fashions. Another facet of this problem is finance. Rising costs and the need to pay more adequate faculty salaries have driven fees for room, board and tuition to a point which has priced many students and their parents out of the independent college market. A modest falling off in the number of admissions applications is not an isolated phenomenon at St. John's but afflicts many good small colleges in the United States. At the same time the concerted movement to develop state colleges out of former teachers colleges and normal schools and the establishment of innumerable community colleges offer parents a much less expensive opportunity for education for their children. This problem is particularly acute in the Southwest, where it is possible to go to a number of state institutions for less than half the cost of attending St. John's College. l remain convinced that there are literally thousands of school seniors who would find the St. John's program a challenging one. The task of the admissions officers is to reach these students and to inform them of what St. John's has to offer. A most promising start was made in the winter and spring at Santa Fe as groups of four to six guidance counselors came for two- or three-day visits, attended classes, talked with students and tutors, and familiarized themselves with the purposes and the practices of the program. This plan of visits by guidance counselors will be expanded during the coming year. Two new appointments have been made in the field of admissions at Santa Fe for the coming year. Douglas R. Price, Assistant • 2 • �Cultural Affairs Officer at the American Consulate General in Hong Kong, was named Director of Admissions effective September 1st. He succeeds Theodore Smith, who resigned in May. Gerald F. Zollars, of the Class of 1965, has been appointed Assistant Director of Admissions. Mr. Zollars has just returned to this country after holding a two-year fellowship at the East-West Center in Hawaii and at Taipei in Taiwan. Meanwhile, the Annapolis Admissions Office was visibly strengthened this year by the appointment as Assistant Director of Admissions of Edward M. Godschalk of the Class of 1944, who had been working for a psychological laboratory in New York City. Mr. Godschalk visited schools in the Mississippi Valley area and worked closely with James M. Tolbert, Director of Admissions, who returned to the campus after a year's leave of absence in Europe. Student Restlessness St. John's College, like many of its sister institutions throughout the nation, has been afflicted with student malaise and restlessness over the past year. This has manifested itself in excessive class absences, in some experimentation with so-called mind-expanding drugs, and in a rate of student attrition which is somewhat greater than normal. All of this posed a frustrating problem for the administration and the faculty alike, though the behavior of a small minority of the student body should not obscure the solid achievement of the majority. The Dean in Santa Fe suggests that many faculty members, even in a small college like St. John's, are out of touch with students and have only the sketchiest knowledge of student life. Fashionable but not particularly helpful terms to be applied here are the "communication gap" and the "generation gap." Such phrases may be somewhat misleading but they do allude to a real phenomenon that cannot be ignored. It is clear that a considerable part of the unrest may be attributed to the escalation of the unpopular Vietnam war. Men and women alike find no idealism in this struggle and therefore manifest a resentment and fear of the draft. Other events on the national and international scene have been disquieting as well--the civil rights struggle on the one hand and the Israeli-Arab war on the other. These latter two have tended to capture student imaginations and have promoted a desire in some students to desert college for more activist roles. The wide national publicity given to the drug problem has inevitably prompted a certain amount of experimentation on both campuses. The Faculty in Annapolis adopted a resolution in November condemning the use of durgs not medically prescribed as incompatible with the purposes and program of the College. The concern of St. John's is with the normal functioning of the mind, neither • 3 • �hindered nor stimulated by chemicals. A letter, signed by over a dozen members of the Faculty and Administration, was sent this summer to each Annapolis student, making it clear that his return in the fall constituted a commitment to the community to abstain from any indulgence in drugs. The year ahead will challenge the best efforts of the Faculty and the Deans on both St. John's campuses to search for greater understanding in the whole area of student affairs and student morale. The adoption of more and tougher rules and regulations can hardly provide the best solution. There must be closer involvement of both the senior and junior members of the community in meaningful discussion of problems and in joint ventures both on campus and off. Constructive measures must be undertaken. For example, the production of Gilbert and Sullivan's Trial by Jury in Annapolis and William Carlos Williams' Many Loves on the Santa Fe campus did much to create a healthier spirit during the spring. St. John's College is committed to the way of reason. By way of summary, the academic year 1966-67 found a total of 501 students registered on the two campuses. They were distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Senior Men 65 58 37 36 Women 54 35 24 24 Total 119 93 61 60 Total Santa Fe Freshmen Sophomores Juniors 196 137 333 42 38 21 31 16 20 73 54 41 Total 101 67 168 297 204 501 Grand Total The Santa Fe campus had a junior class for the first time. A year hence that class will have completed the four-year cycle, and the College will graduate its first class. Facuity Strength St. John's continues to enjoy a favored position with respect to faculty applications. There is little difficulty in attracting able tutors • 4 • �of varied backgrounds. Well over 200 applications were considered by the Dean and the Instruction Committee for the limited number of positions available. After careful consideration the following were appointed for the coming academic year: for the Annapolis Faculty: Gisela Berns, Visiting Tutor, with a Ph.D. from Heidelberg; Gerald E. Bunker, with a background in Greek History, now completing his Ph.D. in Far Eastern Affairs; Rosemary Lauer, with a Ph.D. in Philosophy from St. Louis University; Nicholas Maistrellis, who majored in Biology and has received his Ph.D. from the University of Wisconsin in the History of Science; and Erroll Pomerance, a Teaching Intern, who is completing his Ph.D. in mathematics at Harvard and has taught mathematics at Brooklyn Polytechnic Institute. And for the Santa Fe Faculty- Donald J. Brady, with a background in electrical engineering and a doctorate in English and Greek from the University of Washington; Dennis V. Higgins, who has a Ph.D. from Claremont Graduate School in interrelationships among philosophy, theology and poetry in Renaissance and seventeenth century England; Henry Larom, who has been teaching English at the University of Idaho; Timothy Miller, who holds his doctorate in music from Indiana University and who has been the head of the Piano Department at the University of Cincinnati; and Robert Neidorf, who has his doctorate in philosophy from Yale and returns to St. John's College after teaching at Binghamton in the New York State University system. This year the College lost the services of the following members of the Faculty: Larry A. Goldberg, Molly Gustin, and Marianna Reiley from Annapolis; Donald F. Rauber, Timothy Reynolds, Clare D. Smith and Richard D. Sullivan from Santa Fe. Special tribute should be paid to Wiley W. Crawford, who retired at the end of the year after teaching at St. John's for seventeen years. Mr. Crawford was responsible for setting up the biology program on the Santa Fe campus two years ago. To the Crawfords and to the other tutors leaving the College this year, the College extends its deep gratitude. During the past academic year Charles G. Bell and Hugh P. McGrath were on sabbatical leave. J. Winfree Smith was granted leave to direct the integrated program at St. Mary's College in California, Laurence Berns to teach Philosophy at Rosary College, and Michael S. Littleton to study at Union Theological Seminary. Robert B. Williamson was on leave during the first semester to complete his doctorate at the University of Virginia, while David H. Stephenson was granted leave during the second semester to finish his work on Beethoven in Vienna. For the coming academic year Eva T. H. Brann, Samuel E. Brown, Jr., Thomas K. Simpson and Edward G. Sparrow, Jr., will all be on sabbatical leave. Charles G. Bell and • 5 • �John S. Steadman will move from the Annapolis to the Santa Fe campus. The training of a faculty in the ways of the St. John's program continues to be a serious problem. The experience of founding the new campus has made clear the cardinal importance of training and learning within the College. Seasoned tutors can contribute a great deal to the guidance of newer members of the faculty. In the end, however, there is no real substitute for the actual training and learning that occurs in the classroom. The College hopes to inaugurate a teaching intern program for young men and women just out of college who show great potentiality as college teachers. A request for foundation support to this end has been submitted. Instructional Decisions The annual meeting of the Instruction Committee was held in Santa Fe in late March. At this time it was decided that the two campuses would exercise autonomy in the biology program for the coming year, exchanging manuals and suggested readings. A decision was reached to abandon the major written examinations at the end of the sophomore year. These preliminary enabling examinations had not proven as helpful as originally anticipated. Instead it was decided by the Instruction Committee that a more ambitious annual essay should be undertaken by sophomores, this in effect to be a forerunner to the senior thesis. A new experimental plan was also approved by the Instruction Committee whereby twenty entering students would be admitted on each campus at the start of the second semester in February. These students would take their regular first semester of work during the winter and spring. All would then take the second semester during the summer on the Santa Fe campus. It is anticipated that this new arrangement .will . be of particular interest to men coming out of the armed services, to mid-year graduates of high schools, to students who might have had to drop out of St. John's for health or other reasons, and to students who might be disappointed in their college experience elsewhere. A further suggestion was made to the committee that transfers from other colleges be offered a three-year course at St. John's, the regular freshman year, a condensed sophomore-junior year with perhaps a summer school session added, and a regular senior year. This matter will require further consideration by the members of the Instruction Committee. Library Renovation Since November the Librarian in Annapolis and the members of the Faculty Library and Campus Development Committees have • 6 • �worked carefully and thoughtfully with the architectural firm of Rogers, Taliaferro, Kostritsky, and Lamb on plans for the complete renovation of Woodward Hall and for the addition of a low stack wing on the King George Street side of the building. Final plans will be ready by early fall, when bids will be sought. Over a halfmillion dollars is in hand for the project, including major grants from the federal and Maryland governments, two generous grants from the Hodson Trust, and gifts of alumni and friends. Woodward Hall has already been evacuated of its books and furnishings. A temporary location for the library was found in two biology laboratories of Mellon Hall. A stairwell was converted into a reading lounge and stacks were set up in the basement area. Nearly 40,000 volumes were moved by student volunteers, assistants and the building and grounds crew in the latter part of April. The library continues to function with surprising effectiveness in its new location. On the Santa Fe campus little further progress has been made toward realization of a library building. One hopeful development was the approval by the federal government of a grant of $ 311, 000 toward construction of the new building under Title I of the Higher Education Facilities Act of 1963. These funds must be matched on a two-for-one basis. I hope that this challenge can be met prior to the termination of the matching offer in mid-1968. Other Construction Projects The new women's dormitory complex in Santa Fe was completed in January of 1967. The great move took place on February 3rd even though certain details remained as to furnishing and equipping the new buildings. For example, sheets were tacked on wooden rods and served acceptably and modestly as curtains until the late spring. Students seemed well pleased with the new facilities and promptly named the seven dormitory units and the two apartments for the nine Muses: Calliope, Clio, Erato, Euterpe, Melpomene, Polyhymnia, Terpsichore, Thalia and Urania. An important feature of the new complex is a small infirmary with adjacent nurse's quarters. The College Physician finds the new infirmary a well-equipped little hospital with office space, an examining room, an isolation area, and an adequate number of beds. The only current construction project on the Santa Fe campus is the grading, irrigating, and seeding of the athletic fields immediately west of the tennis courts. A contract was awarded for this work in late July. A major crisis arose when earth-moving equipment found its way to the main water line and produced a geyser of substantial proportions. The new fields will probably not be useable • 7 • �I[ until spring, when they will become an important addition to the College's recreational facilities. Students and Tutors are indebted to Mr. and Mrs. Don Kirby of Albuquerque for the gift of these fields. In Annapolis the main project for the summer has been the terrace and overlook behind McDowell Hall. Telephone and power lines were buried, and all utility poles removed from the campus. A retaining wall and sitting area are being constructed beside Randall Hall similar to the area beside Campbell Hall. Semi-circular stone steps will lead from the terrace to the lower fields. Trees, benches, and paving stones will enhance the appearance of the new area. A second major project has been the complete electrical re-wiring of McDowell Hall. Suspended fixtures of doubtful candlepower have been replaced in all classrooms by indirect lighting behind appropriate wooden cornices. Where necessary, plaster was replaced, and the entire interior of the building was painted. Other projects were the rebuilding of all bathrooms in Randall and Pinkney Halls and the replacement of the defective terrazzo in the lobby of the Key Memorial. Administrative Appointments In September Richard Pacini assumed his new duties as Vice President for Development. One of his first major tasks was that of building a modest staff for the headquarters in Annapolis of the Western Consolidation Campaign and A National Program for St. John's College. Those appointed included Miss Carol German, Secretary; Mrs. Annabelle Harris, List Clerk; Mrs. Donna Graeber, Typist; and Mrs. Mary Miller, Bookkeeper. Systems were worked out, and the new development office was functioning smoothly by the late spring. Miss Deborah Traynor, a member of the Faculty, expressed interest in doing publicity work and newspaper releases on a part-time basis. She has been a helpful addition to the staff. To assume specific responsibility for the campaign in the west, Frank McGuire of Santa Fe was appointed Associate Director of Development. Prior to assuming his position on March 1, 1967, Mr. McGuire had been an Administrative Aide to Governor Jack M. Campbell and Director of the Office of Economic Opportunity for the State of New Mexico. Miss Mary Branham, formerly head of the Tourist Division of the State Department of Development, was named Public Information Director. Both she and Mr. McGuire work under the general direction of the Vice President for Development in Annapolis. Administrative appointments other than those already mentioned include: in Annapolis, Mrs. Virginia Mylander, Bookstore Manager, replacing Mrs. Jorie Hopkins; Mrs. Frances Boyd, Book• 8 • �-- - - -- - -~---------------------------------- store Assistant and Bookkeeper; Mrs. Carole Kelley, Music Librarian; Mrs. Alice Kurs, Biology Technician; Mrs. Roberta Henke, Secretary to the Assistant Deans, replacing Mrs. Catherine Tobin; Miss Mary Warner, Mimeographer and Secretary to an Assistant Dean; Miss Anne Wright, Library Assistant; and Mrs. Barbara Littler, Addressograph Secretary. In Santa Fe: Mrs. Marie Winterhaler, Registrar, in addition to her duties as Secretary to the Dean; Henry Salazar, Bursar; Miss Minnie Mae Powell, Secretary to the President; Mrs. June Greene, Bookstore Manager and Senior Resident; Mrs. Carolyn Mathews, Assistant Librarian; Mrs. Alice Whelan, Cataloguer; Mrs. Mary Ortiz, Secretary to the Assistant Deans; and Mrs. Beth Floyd, Receptionist and Telephone Operator. Mrs. Hildegarde Carithers, who did an exceptional job in establishing the Bookstore, resigned at the end of the year when her husband was transferred to Washington, D. C. Alumni Office Reorganization During the year the alumni office was reorganized within the new Development Office, and Thomas Parran, Jr., was named Director of Alumni Activities. He and the directors of the Alumni Association have addressed themselves to the critical problem of improving alumni-college relations. A committee is currently studying the problem. Meanwhile, helpful progress has been made by involving certain alumni in the career-counseling program for seniors. A decision was made to discontinue the magazine about St. John's and to issue instead an alumni newsletter. Another project is the publication of a new Alumni Register to include the most recent addresses for all classes through 1967. Results of the annual giving campaign fell short of the announced goal of 20% participation and $20,000 in unrestricted gifts. The final report for the year shows that $10,593.33 was given by 436 alumni representing 16.8% of those on the roster. Summer Institute for Teachers This summer the first session of the Teachers Institute in Liberal Education was held on the Santa Fe campus. For eight weeks, thirtythree teachers and other adults worked in seminars, tutorials and preceptorials under the guidance of seven St. John's tutors. The subject matter area for the first of the summer sequences was Politics and Society. In the summer of 1968 this sequence will be repeated and sequences in Religion and Philosophy and Literature and Poetry will be added. Robert Goldwin, of the Class of 1950, Professor of Political Science at Kenyon College, did a superb job as Director of the • 9 • �program. At the same time he guided the preparation of the two new sequences of work for 1968. He was assisted by Mrs. Barbara Lind Larcombe, of the Class of 1963, who serves as Registrar for the Institute. Only one special two-week course was offered this summer to members of the Santa Fe community. This was in The Constitution: Democracy and The Republic, by Martin Diamond, Professor of Political Science at Claremont Men's College. A distinctive feature of the first summer was the award of nine fellowships by the Hoffberger Foundation of Baltimore, Maryland. These fellowships went to teachers from the inner core city schools of Baltimore. The hopes of the Foundation Trustees were apparently more than justified, for the teachers expressed keen appreciation for the learning opportunity afforded them and for the broader outlook which they gained from a summer in the ,southwest. The general reaction of all participants to the Summer Institute was highly favorable. It appears that this Institute, supported by a major grant from the Carnegie Corporation of New York, will enroll three or four times as many teachers in the summer of 1968. It is significant, too, that the participants will return to their respective schools with an appreciative understanding of the St. John's program and of its potential value for young people entering college. Finances In Annapolis the College operated during the past fiscal year with a modest excess of income over expenditures of $4,920. Total current income amounted to $1,343,648 made up of $802,001 in student fees, $303,626 endowment income, $99,000 in the State appropriation for scholarships, $94,888 from miscellaneous sources, and $44,133 in gifts and grants. Current expenditures totaled $1,338,728, made up of $1,013,971 for education and general expenditures, $138,883 for auxiliary enterprises, $176,959 for scholarships and grants-in-aid and $8,915 for other miscellaneous purposes. In addition, the Treasurer in Annapolis paid out $78,749 toward the cost of the Development Office for the period ending June 30, 1967. Modest further addition of $61,965 were received toward the endowment fund in Annapolis, including gifts to the funds established in memory of Alfred Houston, George A. Bingley and Victor Zuckerkandl. All of these gifts were matched by the Trustees of Old Dominion Foundation, who generously agreed to extend to June 30, 1968, their offer to match gifts for the permanent endowment of the Annapolis campus. As of June 30, 1967, the book value of the Annapolis endowment fund was $8,206,248, as compared to a market value of $8,309,867. • 10 • �The financial position of the Santa Fe campus is an increasingly difficult one. A total of $1,200,142 was expended as follows. $780,691 for current expenditures, $49,567 for capital outlay, largely in equipment and library books, $77,839 to complete the women's dormitories, $127,243 for debt service, $162,864 for Peace Corps expense, and $1,938 for miscellaneous summer programs. To meet these expenditures, the Treasurer in Santa Fe received a total of $1,048,838 as follows: $418,041 in student fees, $191,172 from the Peace Corps, $40,027 from miscellaneous sources, and $399,598 in unrestricted gifts. There was, therefore, a deficit in current operations of $151,339 for 1966-67, and a cumulative operating deficit to date of $202,692. Western Consolidation Campaign A promising start was made on the Western Consolidation Campaign, first phase in A National Program for St. John's College. Under the able chairmanship of Walter Evers, of the Class of 1935, nearly a million and a half in gifts and pledges have been obtained from Board members. A matching pledge of $400,000 has been offered as soon as the total of Board giving reaches the two-million mark. Solicitation of major gifts outside of the Board has now begun. The following table is of interest in analysing all cash gifts received for the Santa Fe campus from the inception of the project in February of 1961 through June 30, 1967: Alumni 1960-61 1961-62 1962-63 1963-64 1964-65 1965-66 1966-67 TOTALS Board Foundations $ 50,800 50,411 21,691 200,000 3,065 4,420 $ 209,709 219,740 201,644 683,688 393,096 $ 75,000 5,000 5,000 5,000 60,750 General $ 12,065 75,471 372,259 168,331 13,391 129,679 41,725 $330,387 $1,707,877 $150,750 $812,921 $ Total 12,065 126,271 702,379 414,762 420,035 821,432 499,991 $3,001,935 Totals for the years 1965-66 and 1966-67 are applicable to the goals of the Western Consolidation Campaign. It is a significant indication of the Board's commitment to the Santa Fe project that the grand total of all its gifts and of all its pledges to the Santa Fe campus aggregate $2,895,532. In other words, the Board has given in cash $1,707,877 and pledged an additional $1,187,655. Gifts and Grants to Annapolis Gifts and grants to the Annapolis campus for the year just ended totaled $181,340, distributed as follows: $43,803 from • 11 • �alumni, $13,830 from Board members, $64,707 from corporations and foundations, $38,962 from friends, and $20,038 through the efforts of the Association of Independent Colleges in Maryland. Of these monies $47,742 were unrestricted, $34,548 were designated for the library renovation, $79,250 were given for endowment purposes, and $19,800 were given for other capital purposes. I take this opportunity to express on behalf of the Board, the administration, the Faculty and the students the deep debt of gratitude which all of us feel to each alumnus, supporter, and friend. The College could not sustain itself without their generous and loyal giving. * * * * * Responsibilities outside of the College but related to it in an important way continue to occupy my time and 'attention. In January I was elected Chairman of . the Association of American Colleges at the annual meeting in Los Angeles. This is a one-year appointment. It pleases me very much that St. John's College, one of the smallest in the country, should hold this office in a body which numbers nearly 900 colleges and universities in its membership. By coincidence, I was also elected Vice-Chairman of the Independent College Funds of America, an organization of 509 independent colleges dedicated to the common task of raising funds from business and industry through state associations of colleges. A third responsibility has resulted from my appointment by Governor Spiro T. Agnew to be Chairman of the Maryland Commission on the Capital City. This body of ex officio and appointed members is charged with planning for the orderly development of the city of Annapolis so that the interests of the State, the county, the city, the Naval Academy and other groups will be appropriately and judiciously cared for. In April and earJy May Mrs. Weigle and I were able to take a pleasant vacation trip to New Zealand, Australia, Singapore, Hong Kong, the Philippines, and Hawaii. This provided a welcome respite from our work at the College. We would like to express our warm thanks to the members of the Board of Visitors and Governors for making the trip possible. We have returned refreshed and eager to find solutions to the manifold problems which continue to confront the College. RICHARD D. WEIGLE President August 25, 1967 • 12 • �FINANCIAL STATEMENTS �ST. JOHN'S Annapolis, BALANCE SHEET~ ASSETS CURRENT FUNDS Unrestricted Cash........... . . . ..... .. .. . ............... . ..... .... Accounts Receivable ................... . .......... . . . . . Sundry Receivables ... . ...... . .............. ... ... .... . Inventory-Bookstore .......... . ......... .. .... . ...... . Total.. . ................ . . . . . . . . . . . . . . . . . . . . . . . . . . $ 98,656 1,892 10, 101 22,949 $ 133,598 Restricted Cash ......... .. ........... . .. . ...... ......... . . ..... . Loans Receivable ................ ... .. . .... . ..... . .... . Due from U.S. Government . ..... ............ ... . . .. .. . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 , 615 73,922 9,891 $ $ 213, 428 347, 026 $ 47,642 1,594,687 45,640 6,525,268 7,041 ENDOWMENT FUNDS Cash .. . ..... . . ........ .. . . ... ...... . . ............... Accounts and Notes Receivable .. .... .. .. . ... ... .. ...... Matching Funds and Pledges Receivable .. ........ ....... Investments at Cost ................................... Accrued Income .. . . . ........... .. . ... . ............... . . . . . Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 8, 220, 278 PLANT FUNDS Cash .... ............................................ Land and Campus Development ............... . ........ Buildings and Improvements ..... ... . . . .. ... . .......... Equipment .................. . ..... .. .. ..... .. ... ..... . . . . $ 401,091 280,269 4,514,995 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds. ... .. .... ... . ... . . . ...... .. .... . ...... $14, 153,026 • 14 • �COLLEGE Maryland June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds .............. . ..... .. . .... . . .... .. . Student Advance Deposits . ............ . ...... .. ... .... . $ 16,979 6,057 31,448 54,484 79, 114 Fund Balance .. . .. ........... ....... ..... ... ... ...... . Total. .................... . ..... . ···· ·· ·· · ········ $ 133,598 Restricted Notes Payable to Bank-Peace Corps. . . . . . . . . . . . . . . . . . . . Advanced from U. S. Government ...................... . $ 25,005 65,181 90, 186 123,242 Fund Balance ... .. . ..... ... .. ... . .... .. . ..... . ... . . .. . Total......... ... ..................... . .. .. . .. .. . . Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 213,428 347,026 $ 9,870 $ ENDOWMENT FUNDS Funds Functioning as Endowment .... .. .................. . Principal-Income Expendable Unrestricted Endowments .... ..... . . .. . . . ........... . .. . Restricted Endowments . .. .... . ... . .. . . .. ..... ....... . . . Reservation of Profits-Sale of Securities ................ . Unexpended Income ............. .. ... .. . . . ......... . .. . Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . 5,937,851 855, 911 1,412,486 4,160 $ 8, 220, 278 PLANT FUNDS Funds Available for Plant Expansion....................... Investment in Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 401,091 5, 184, 631 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 585, 722 Total Funds....................................... $14, 153,026 15 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash .. .... . . .... . . . ... . ....... . .......... . . . . . ....... . Due from Other Funds ..... . ....... . .... . ........ . . .. . . . Notes and Accounts Receivable, less Reserve of $946 ..... . . . Deferred Expenditures ......... . .. . ... . .. . . . .... . . . ..... . Other Assets . . ..... ... .... . . . ... . . ... ...... . ...... .... . Total. .... . ........... . . . . . . . . . . . ..... . . . . . . . ... .. . Restricted Current Cash-Restricted ....... . ...... . . . . . .. .. . .. .... . . . .... . . Cash-Loan Fund . ...... . ..... .. .. .. ..... .. .. . ........ . Notes Receivable-Students .... .. ....... . ............... . United Student Aid Fund Deposit ... . ... . ........... . .. . . Total .. . . .. ...... .. . . .. . ..... .. ............. . ..... . Total Current Funds ............ . ....... . . .. ...... . . $ 107,405 8,747 3,371 19,432 10,198 $ 149, 153 $ 57,588 9,164 65,041 1,000 $ 132,793 $ 281,946 ENDOWMENT FUNDS Cash.... . . . ................... .. ... . .............. .. .. Investments .. . . . . ........... . ... . .. . .. . .. . .. . .......... $ 30, 709 2,219 Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 Due from Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 Total Annuity Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 250, 000 ANNUITY FUNDS PLANT FUNDS Cash ... . . .. . . .. . .. . .......... . ........... . ... .. .... . . . Retirement of Indebtedness Funds ... .. .. . .. .' . .. .. . . ... . . . Land and Land Improvements .. . ...... . . . .. .. ......... . . . Buildings ... . . . .. .. . . ......... .. . ..... .. ... ......... . . . Equipment and Furnishings .... . .. . . ..... . .. ... . .. . . . ... . Library Books ... . ........... . .. . . .. . ..... . . ... . . . . .. .. . Other-Land and Buildings . .. . .. .. . . .... .. . . ..... . . . ... . $ 17,065 16,934 245,545 4 , 766, 130 328,681 50,435 79,465 Total Plant Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 16 • �COLLE GE New Mexico June 30, 1967 LIABILITIES AND CAPITAL CURRENT FUNDS General Current Notes Payable . . . ............ .. ..... . .... . . . .... . . .. .. . Accounts Payable and Accrued Expenditures ... . ..... .. . . . Deferred Income . .. . ....... . . . ....... . ...... . .. .... ... . T otal ..... .. .. . . . ... . ... .. .. . .. . .. . ..... . .. ... ... . Cumulative Fund Deficit for Years 1963-67 .... . ... . .. . .. . Total ... . . . ... . . .... . . . .............. . . .. ... . .... . Restricted Current Fund Balances- Restricted .......... . ............. ... .. . Loan Fund- Principal of Funds .... . .... . ............ . . . 308,708 15,200 27 ,937 $ $ 351,845 (202' 692 ) $ 149, 153 57,588 75,205 $ Total . ... . .... . . . . . . . .. .. . ... . . . ...... .. .... . .... . $ 132,793 Total Current Funds .. ... ... . . . . . . ....... . . . .. . ... . $ 281, 946 ENDOWMENT FUNDS Total Endowment Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 32, 928 $ 250, 000 $ 17 ,065 16,934 ANNUITY FUNDS Total Annuity Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS Unexpended ... . ...... . ....... . ........... .. ... . .... .. . . . Retirement of Indebtedness Funds . . ... .. .. . ... .. ......... . Invested in Plant Dormitory Bonds of 1964 . .... .... ... .. .......... .. .... . Notes Payable ..... ... .. . . . .. . . . . . . ........... .... ... . . Due to Other Funds ....... . .. . ....... . ... . .. .. . . ...... . From Contributions and Current Funds . .. . . . . .... . . . . . . . Construction Account Payable . . ..................... . . . . 888,000 2, 361,000 255,000 1,964,256 2,000 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 504, 255 Total Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 069, 129 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Education and General Tuition Fees . ....... .. .... . . ..... . ... . . .... . . .. . .. . . .. . Adult Education .. . . ... .... .. .. ....... ..... . ........... . Endowment .. . ... . ... . ...... .. .. ·.... . . . . . . .. . . .... . ... . State Appropriations .. . . .. ....... .... .. . . ..... . . . .... .. . Miscellaneous . . .. ...... . . ......... . ......... ...... . . . . . Total ... ................ .. .... . . . .. . ... .. ... .... .. . $ 550,501 670 272,826 99,000 24,890 $ 947,887 Auxiliary Enterprises 1 g~~~ft!~ ~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ 125,858 125 ,643 33,213 1,285 Total .. . ... .. . . . ...... .. ... . . . .. ..... . . . .. ... .... . . $ 285,999 Other Non-Educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 65, 629 Gifts and Grants. . ............ . . . ..... ..... . .. .. . .. . ... ... $ 44, 132 Bookstore ... . ... ... .... . ... . .......... . . .. ... ......... . Coffee Shop . . . . .... . .. . .. . . . .. . . . .. .. ..... .. . ......... . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1 , 343, 64 7 EXPENDITURES Educational and General Administration .. ..... . . .. . . .. .. .. . . . .... .. . . .. . ... .. . . . General .. ....... . . . ....... ......... . ..... .... . .. .. .... . Instruction ... . .... ...... . .. . ............ ..... . .. ... ... . Student Activities .... . . .. . . .. . . . ..... ... ..... . ... .. . .. . . Adult Education .. .. ... . . ..... . . .... ..... . . . . . . ... .. ... . Plant Operation and Maintenance .. . .. . ....... .... .. .. .. . . Total .... ... . . ...... . . . . .. . . .... . . . . .. . ... ... . . . .. . $ 162,295 91,624 519,881 12,972 585 226,614 $1,013, 971 Auxiliary Enterprises Bookstore .. . . . . .. .... . .. .. ..... ... ... . ... ... ....... ... . Dining Hall . ....... .. . . .. .... . .. .. . .......... ... .. .... . $ 33,560 105,323 Total . ..... ........ ... . ..... .. .. . .......... . ...... . $ 138,883 Other Non-Educational Expenditures Scholarships and Grants in Aid . .. . . .. . ...... .. . . .. . .. . .. . Others .................. .. ... .. ... ... ... . .. . . . . . . .. ... . $ 176 , 959 8,914 Total .... ...... . . .. . .. .... . ... . $ 185,873 Total Expenditures .. .. . . . ...... . $1,338,727 Income in Excess of Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . 18 • $ 4,920 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1967 INCOME Educational and General Tuition . . . . . .. . ...... ... . . . .. . .... . . . . .. . . .. . .... . ... . Adult Education .. . .. . ... . .... . . . . .. . ........... . ..... . Endowment .. . .. . ..... . .. . ....... ... . . ....... . ....... . Miscellaneous . . .... . .... . .. . . .. .. ... .. . . ........... . . . $ 270,485 2, 181 330 4, 186 Total ...... . .... . . .. . .. . .. . .. . .. . .. . ... . .. ....... . Auxiliary Enterprises $ 277' 182 1 g~~~ft~ie~: : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : : $ Bookstore ...... . ........... . . .. . ..... . ............ . .. · 67,476 76,606 13,978 Total . .. ... . .. . ..... .. . .. . ................ . ... . .. . Other Non-Educational Income ........ . . . ... .. ........... . Gifts and Grants .... .... . . ..... . . . . . .... . .. . . . ........ . . . Organized Activity Relating to Instructional Departments . . . . $ 158,060 $ 11,167 $ 411,501 $ 162,864 Total Income ..... . . . ......... ... . ... . . . . ... . .... . . $1,020,774 EXPENDITURES Educational and General Administrative and. General ..... . . ... .. . . ... . ... . .... .. . Instruction . .. . ... . ...... . .. . .. . . . . . . ... .... .. ....... . . Student Activities .. .. . .. . ... . . . ... . . . ..... . .. . . . . . ... . . Operation and Maintenance .. . . .. . . .. . ..... . . .. . . . ..... . $ 158,750 338,431 5,721 121,367 Total. .... .. .. . . . . .......... . .. . . . ........ ··· · ···· Auxiliary Enterprises Dining Hall . ..... ......... ..... . . . . ... ... .. . .... . .... . Dormitories, including $32,625 debt service . ....... . ... . .. . Bookstore ...... . . .... .. . . . . . . . .. .... ... . . .. ...... . .. . . $ 624,269 Total. ... . . ... . .. ... .. ... . ... . ....... . ....... . .. . . Other Non-Educational Student. Aid . ..... . . ... . .. .. . ... .. . ... .. . . . ........ . . . . Interest .. . .. . . . . . . . ... ... .. . ..... . ..... .. . . . . ........ . Annuity Payments . .. .. .... .. .......... . . . . . . ...... . .. . Summer Program ...... . . . . ... .. . ........ ............. . Organized Related Activities ..... . ...... . .. .. ... .. ... . . . Miscellaneous . . . . . . . ..... . . . .. ..... .. . . ..... ..... . . .. . $ 154,721 $ $ 61,391 77,952 15,378 65,950 67,883 8,217 1,938 134,795 648 Total . ....... . . . .... . .. . .. . .. . . . . . .. . . ... . . ...... . $ 279,431 Total Expenditures . . ........... . .. . .. . .. . ......... . $1,058,421 Appropriations For National Defense Student Loans . ... . . .. .. .... . .. . . . . For Capital Outlay ....... . . . . .. . ... . .. . .. . ... . . . ...... . $ 4 ,839 108,853 Total Appropriations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 113, 692 Total Expenditures and Appropriations. . . . . . . . . . . . . . . $1, 172, 113 Excess of Income over Expenditures and Appropriations. . . . ($ • 19 • 151, 339) �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 .. . ....... . . .. ....... Arthur deTalma Valk, 1906 .............. . .. . . . SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .............. .... ......... George M. Austin Memorial, 1908 . . .. . ......... . Chicago Regional . . ...... . ................. . .. Class of 1897 .. . ........... . . .. . . .......... . .. Class of 1898 .. .. ....... . .. . ... .. ........ ..... Corporal George E. Cuniff, III, 1930 . .. ........ . Faculty . . ................... .. .... ... .. ..... . John T. Harrison, 1907 ........ . ............ .. . Hillhouse High School, 1927 ....... . .. . ......... Richard H. Hodgson, 1906 .. ....... . ........... Alfred Houston, 1906-Student Aid . .. . . ... ... .. Houston Regional. ... . ....... .. ........ . ...... Jesse H. Jones and Mary Gibbs Jones .. . .. ...... Robert Edward and Margaret Larsh Jones .... . .. Massachusetts Regional .... . .... . .... ... . ...... Philip A. Meyer, II, 1938 ....... . ...... ... ..... Oklahoma Regional ....... . .. . .... . . . . . ....... Pittsburgh Regional .... . .......... ...... ..... . Reader's Digest Foundation .......... . . .. . ..... Clifton H. Roehle .............. .. .. .. . . ... .... Clarence J. Stryker .. . ..... . ........ ..... . . . ... Friedrich J. von Schwerdtner ..... . ..... . ... . ... STUDENT LOAN FUND ENDOWMENTS George Friedland ... ...... . .. . ... ... .... . ... .. John David Pyle, 1962-Memorial. ... . . . . . . .... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 ..... ... ...... . ....... Drew H. Beatty, 1903 ... . ......... .... .. . . .... Dr. William Brewer, 1823 ......... . .. .... ... . . . Frederick W. Brune, 1874 ........... .. . .. ...... Henry Duvall Chambers, 1905 .. . ..... . ....... .. Henry M. Cooper, Jr., 1934 .. . .. . ...... .... .... Robert F. Duer, Jr., 1921 ... . .................. In Honor of: Dr. Philip Edwards, 1898 . .. ... . .. . Allen Lester Fowler, 1915 . .. .. . ........ . . . .. ... Charles W. Hass, 1927 ....... . ................. Dr. Amos F. Hutchins, 1906 ... . . .... . ...... .. . . Helen Barnes Jones and Robert 0. Jones, 1916 .... Dr. W. Oscar LaMotte, 1902 .. . . . ........... . .. William Lentz, 1912 .............. Col. Harrison McAlpine, 1909 ..... . .. .. . 20 Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,902,435 150,215 $ 500,000 150,000 $2,402,435 300,215 $2,052,651 $ 650,000 $2,702 ,651 $ 15,000 25,000 3,070 1,130 87,933 135 12,317 25,025 7,367 150,250 13,500 500 36,000 18,660 22,685 19,362 26,000 560 5,000 7,055 3,498 1,551 $ $ $ 481,601 $ 323,864 $ 805,465 $ 25,049 3,926 $ 20,000 1,470 $ 45,049 5,396 $ 28,975 $ 21,470 $ 50,445 $ 500 200 125 854 2,637 1,000 2,465 1,035 500 40 658 18,357 5, 140 1,020 325 $ $ 500 400 250 1,361 2,637 2,000 2,800 2,020 1,000 40 1,291 25 ,920 5, 140 2,040 650 15 ,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 200 125 507 1,000 335 985 500 633 7,563 1,020 325 30,000 50,000 6, 140 1, 130 87,933 270 14,676 45,050 14,734 300,500 16,000 1,000 72,000 18,660 45,370 28,362 52,000 1, 120 5,000 7,055 6,911 1,551 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor ALUMNI MEMORIAL ENDOWMENTS-Continued 400 Robert F. Maddox, 1876 .... . ... . ....... .. . . . . . $ 11,885 William L. Mayo, 1899 ..... . .. . . .. ....... . .. . . 100 Ridgley P. Melvin, 1899 . .... . .... . . . ..... . .... 5,000 William S. Morsell, 1922 (Athletic Fund) .... .. . . 10,000 John Mullan, 1847 . . .... . . . . . ...... . .. . .... . . . 4,408 Walter C. Mylander, Jr., 1932 . . ... . . . ... ..... .. 1,000 H . Keith Neville, 1905 .. . . .. . . ...... . . . . . ...... 1,107 Dr. John 0. Neustadt, 1939 . .. . . . . . .. . . . . . .. . .. 840 Blanchard Randall, 1874 ....... . .... . .. .. . . . .. . 87 Susan Irene Roberts, 1966 .. .. . . .. . . . . . . . . . . .. . . 100 Leroy T. Rohrer, 1903 . ... . . .. . . ... .. . .. . ... . .. 500 C. H. Schoff, 1889 . .. . .. . . . . . .. .. . .. . ........ . . 3,000 Rev. Enoch H. Thompson, 1895 ...... . . . ... . . . . 125 Dr. Robert S. G. Welch, 1913 . . ... . ... . . ... . .. . 625 Dr. Willis H. White, 1922 ... ... .... . . . . ...... . . 2,000 Amos W. W. Woodcock Fund, 1903 . ....... ..... OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . . Alumni Memorial Book Fund . . . . . .... . . . . .. . . . . Philo Sherman Bennett Prize Fund . .. .... . . .. . . . Benwood Foundation Library Fund ..... . . .. .. .. George A. Bingley Memorial Fund . ....... . . .. . . Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund ... . . . ..... . .. . . . . Mary Safford Hoogewerff Memorial Library Fund. Fund for Tomorrow Lectureship .. . . ... . .. .. ... . Floyd Hayden Prize Fund ......... . . . .. ... . .. . . Library Fund ... . ..... . ... . .. . . . . . . . . ... . . . . . . Ellen C. Murphy Memorial Library Fund . .. . . . .. Cora Dodson Sasscer Newspaper Fund . . ... . .... . Adolph W. Schmidt Fund . . . . . . . . . . . .. . .. .. ... . Mrs. Blair T. Scott Memorial Prize Fund . . . . ... . Stevens Memorial Prize Fund .... . . . .. . . . . .. . . . Elma R. and Charles D. Todd Memorial Library Fund . . .. . ... ... . .. . . .. .. . . Clara B. Weigle Memorial Fund . . ... . . ... . . ... . Victor Zuckerkandl Memorial Fund .. . . . ...... .. Alumni Endowment .. . ... . . .. .. .. . .. . ... .. .... General Endowment . .. . . . ... . . . ... . . . .. . . .... $ 400 11,885 200 10,000 20,000 4,408 2,000 1,107 1, 170 87 200 1,000 6,000 250 1,250 3,000 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 76,035 $ 34,973 $ 111,008 $ 60,000 350 308 25,000 13,655 7,000 1,033 1,000 3,000 77 560 1,500 1,000 10,181 517 1,250 $ 60,000 $ 120,000 350 308 50,000 13,655 7,000 1,033 1,000 6,000 102 960 3,000 1,000 10' 181 517 1,250 25,000 3,000 25 400 1,500 19,500 19,500 1,127 19' 133 197,275 404,820 $ Total Endowment Principal . . .. . . $ Total Fund $ 768,290 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds . . . . . . ... .. . .. .. Reservation of Profits, Sale of Securities .. . .. .. . . Old Dominion Foundation Matching Gift 186,309 295,734 $1,064,024 $2,060, 166 $2,060, 166 $ $1,412,485 $1,412,485 $4,820,041 . 21 . 39,000 1,127 19' 133 383,584 404,820 $3,386,207 $8,206,248 �GIFTS AND BEQUESTS St ..John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds . The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .. . ... . ... . . ..... . .. ... . . . . .. .. . dollars." The College would prefer gifts and bequests to be applied in the discretion of the College; but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, December 1967 Description An account of the resource Volume XIX, No. 1 of the Bulletin of St. John's College, "Report of the President." Published in December 1967. 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 1967-12 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIX_no1_1967_December President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c234b3cda5e5d474a8f6566297b74aa7.pdf 72b2cbd54661a9e44025bce61a4e8548 PDF Text Text No. 3 VOLUME XVIII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1966 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVIII SEPTEMBER, 1966 Number 3 Published four times a year in April, July, September and November. Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: Two hundred and seventy years ago St. John's College came into being as King William's School in the colonial seaport of Annapolis. Now the College is firmly established on a mountain slope above Santa Fe as well. As St. John's embarks upon its twenty-eighth decade it may be truly said to span the nation with its distinctive educational program. It therefore seems both fitting and timely that the Board is inaugurating this fall A National Program for St. John's College. This ambitious program envisions the raising of some seventeen million dollars to meet the challenges and the opportunities on both campuses over the next decade. Hopefully this goal will be achieved by 1976, the bicentennial year of the Declaration of Independence and the 280th year of St. John's College. The case for supporting and strengthening St. John's is a compelling one. The small independent liberal arts college with high academic standards and close rapport between student and teacher is urgently needed in this age of big and impersonal institutions. St. John's maintains a ratio of one faculty member for each eight students; it involves the student in active class discussion; it stresses the common character of learning. As a result, St. John's attracts students of serious purpose and of high potential. The 1965 Comparative Guide to American Colleges placed St. John's among the top thirty colleges and universities in the United States in terms of the scholastic ability of their entering freshmen. Moreover, St. John's College has demonstrated the effectiveness of a completely prescribed but well-rounded liberal arts curriculum. The College steadfastly adheres to its basic purpose of inculcating the arts of thinking in its students, of opening to them our common cultural heritage, and of encouraging them to discover reasons and objectives for their lives. The large number of St. John's alumni who attend graduate schools and the records of St. John's alumni in government, business and the professions attest to the wisdom of the College's educational philosophy. Now St. John's is demonstrating its vitality and its versatility by duplicating itself- in physical facilities, in curriculum, in dedicated faculty, and in intellectual atmosphere- in a different .,and exciting section of the country. I am confident that those committed to the ideas for which St. John's stands will join with us in building the financial undergirding which the College so richly merits. Throughout the last twelve months, much time and energy has been expended in planning and preparatory work. John Price Jones, Incorporated, of New York City, completed a study of the College's . 1 . �fund-raising potential and recommended an initial three-year campaign. Walter Evers, of the Class of 1935, Vice Chairman of the Board, accepted the chairmanship of the drive. Richard Pacini, of Cleveland, Ohio, was appointed Vice President for Development to mount the campaign with headquarters in Annapolis. Finally, a distinguished group of some seventy-five men and women from all over the United States accepted the invitation to serve as sponsors of the College through membership on the National Committee for St. John's College. The individual members of the Board have committed themselves wholeheartedly and enthusiastically both to the immediate campaign and to the long-term development program. Gifts and pledges from Board members to the Western Consolidation Campaign already account for more than one-sixth of the entire goal. At the same time I am happy to report that funds in excess of one million dollars have been contributed for the Annapolis campus, nearly half of them for endowment. A challenging start has been made on a most important decade in the College's history. · Instruction Under the revised Polity of the College there is a single Instruction Committee made up of the President, the Dean, the Associate Dean, six tutors elected by the Annapolis Faculty and six tutors elected by the Santa Fe Faculty. The Dean of the College serves as Chairman of the Committee. An annual meeting of the Committee is held each spring, alternating between Annapolis and Santa Fe. Last spring this meeting was held in Annapolis. Procedures for the recommendation of tenure appointments were set up. The proposed summer session on the Santa Fe campus was discussed. All phases of instruction were reviewed and proposals for change in the language tutorials and in the laboratories were debated. Decisions were generally postponed pending further study but a proposal to introduce logic in the first-year language tutorial, with Greek texts and a brief table of traditional forms, was adopted and successfully tried out in Annapolis. On both campuses, faculty seminars were held to discuss parts of the St. John's program. The purpose of this activity was primarily to aid the members of the Faculty in understanding the relationship of the several parts of the program and to give the entire Faculty a synoptic view of what the College is attempting to do. Meetings of tutors conducting the different tutorials and the laboratories continued to serve a useful end, since each campus has assimilated a considerable number of new tutors over the past several years. Preliminary enabling examinations, the major academic hurdle between the second and third years, were given for the first time this spring in Santa Fe. Seven sophomores failed to enable, although two • 2 • �of them may be permitted to enter their junior year if they fulfill certain conditions over the summer months. The Faculty At the end of the second year of the College's dual operation, it is clear that good progress is being made in building a faculty of sufficient size and strength to meet the needs of both campuses. The largest increment of new tutors to date was successfully absorbed both in Annapolis and in Santa Fe. As reported previously, eight new appointments were made to the Annapolis Faculty: Jerry L. Blatt, Peter Brown, Geoffrey Comber, George Doskow, Charles E. Finch, Howard J. Fisher, Carl Linden, and Benjamin Milner; and six to the Santa Fe Faculty: Robert Bunker, Don B. Cook, Thomas H. Jameson, Elliott Skinner, Clare Dodson Smith, and Richard D. Sullivan. For the coming fall only three new tutors are being appointed to Annapolis: Larry Goldberg, who is completing his Ph.D. in English at Northwestern University; Marianne Reiley, who is completing her Ph.D. in the History of Culture at the University of Chicago; and William B. Pitt, who has been teaching mathematics at Monmouth College. Brother Robert of St. Mary's College will be a Visiting Tutor for the year. Robert Bart returns from sabbatical leave, Edward Sparrow from leave of absence at St. Mary's College, and James Tolbert from a leave of absence in Europe. Carl Fezer and Robert Schmeeckle resigned in June to accept other positions. Charles Bell and Hugh McGrath will be on sabbatical leave, and J. Winfree Smith and Lawrence Berns will be on other leave. The Santa Fe Faculty will be strengthened by the arrival from Annapolis of Dean Haggard and Michael Ossorgin. New appointments for the coming academic year include Stuart Boyd, former professor of psychiatry at the University of Missouri and Associate Director of the Division of Psychology in the Greater Kansas City Mental Health Foundation; E. Ray Davis, a St. John's graduate in the Class of 1962, who has done graduate work at the University of Indiana in the Philosophy of Science; Robert J. Kovacs, who has been teaching English at Northern Illinois University; Bill R. Mathews, Jr., for three years a University Fellow at the University of Texas in philosophy; Harvey L. Mead III, who has been teaching philosophy at St. Xavier College and working toward his doctorate at the University of Chicago; Roger S. Peterson, who holds the Ph.D. degree in botany and has been working with the U. S. Forest Service in Utah; and Ralph Swentzell, who has been in the Computer Center at the New Mexico Highlands University. At the end of the academic year, the Santa Fe campus lost the services of Curtis P. Wilson and Mrs. Molly Gustin, the former being granted a leave of absence to teach at the University of California in San Diego, the latter to return to Annapolis. Fortunately, the new • 3 • �appointments to the Santa Fe campus add significant strength to the Faculty in the areas of psychology, philosophy, botany, biology, and the classics. The Students The academic session of 1965-66 opened with convocation in Santa Fe on September 12th and in Annapolis on September 19th. Two hundred freshmen signed the register. With returning upperclassmen they accounted for an enrollment of 489, distributed among the several classes as follows: Annapolis Freshmen Sophomores Juniors Seniors Total 116 107 65 53 Men 73 61 40 29 Women 43 46 25 24 203 138 341 61 39 25 23 86 62 Total 100 48 148 Grand Total 303 186 489 Total Santa Fe Freshmen Sophomores The geographic distribution showed that 41 states, the District of Columbia, Puerto Rico, and seven foreign countries were represented. Interestingly enough, 1965-66 appeared to have been the Year of the Woman on the Annapolis campus. Miss Pattie Turner of BaltimoreJ Maryland, was elected Executor of the Student Polity, the first woman chosen as head of student government. Women directed plays produced by both dramatic groups, the King William Players and the Modern Theater Group. Finally, in a year when seven degrees were awarded magna cum laude, three-quarters of all honor graduates were women. A new feature of student life appeared in the transfer of students between the two campuses. Four Santa Fe students went to Annapolis and five from Annapolis went to the western campus. Even larger delegations are moving between the two campuses this fall, eight to the west and four to the east. Such movement is helpful, particularly at Santa Fe, where the College is, of necessity, small until its full enrollment is reached in 1968. The problem of attrition continues to be a troublesome one. It is clear that the draft was a source of anxiety to some of the men. However, no single cause can be given for withdrawals and dismissals. On both campuses, every effort is made through counseling by tutors, . 4 . �the Deans, and the College Physician, to discover problem cases at an early date and to try to salvage students who might otherwise be forced to withdraw. It is clear that the very smallness of the college community in Santa Fe contributes to the attrition problem. This situation will be ameliorated when the College is larger and when the four classes are present at the start of the academic year 1967-68. Libraries In June the College received word that a Federal Grant of $161,000 had been approved toward the renovation and enlargement of Woodward Hall, the library building in Annapolis. The College had meanwhile been successful in raising matching funds on a twofor-one basis; hence a total sum of approximately $485,000 is available for the project scheduled to begin in the late spring of 1967. The Library Committee continues to work closely with the architects on the plans and specifications for the structure. Santa Fe presents a different picture. Final plans and specifications have been drawn and are ready to go out for bids, but no funds are available. An a.pplication for $300,000 has been submitted to the New Mexico State Commission under Title I of the Higher Education Facilities Act of 1963. The closing date for applications in the State of New Mexico is November 15, 1966, but $600,000 in matching funds must be raised prior to that date if favorable action is to be expected on the application. Meanwhile, the Library is functioning in three locations: the main office and reading room is in the future bookstore; the mathematics, music, and science books area in a laboratory room; and cataloguing and storage is in the basement of the Student Center. As of the end of June, 10,135 volumes had been acquired and catalogued. Among many gifts, particular mention should be made of 51 books from Open Court Publishing Company, a gift of Dr. and Mrs. Edward Carus. Each campus received a grant of $5,000 for book acquisitions from the Department of Health, Education and Welfare in late June. These grants were made under Title II of the 1965 Education Act. Charlotte Fletcher, librarian at Annapolis, reports that most of this sum was expended for books in the fine arts. In Santa Fe the grant was used for the purchase of, among other books, the Dictionary of American Biography, the Dictionary of National Biography, the Encyclopaedic Dictionary of Physics, the Realencyclopaidie der classischen Altertumwissenschaften, a number of volumes on music and composers, and almost the complete Editions Culture et Civilisation. Campus Development In January a contract was awarded to Pecos Construction Company of Roswell, New Mexico, for the Women's Dormitory complex on the Santa Fe campus. This consists of seven two-story units, each • 5 • �housing eighteen women in single rooms. In addition, the new structure includes common rooms, a six-bed infirmary, a tutor's apartment, college guest rooms, and an apartment for the College Nurse. The project is being financed with a $950,000 forty-year loan from the Department of Housing and Urban Development. It is expected to be completed by late November. Three all-weather tennis courts were completed in the fall of 1965, the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. These courts provide a much needed athletic facility. Over the summer months, they have been open to local enthusiasts, who report them as the best in the entire state. An athletic center with a swimming pool continues to be high on the priority list for new construction. At Annapolis a ground-breaking ceremony for Harrison House was held in early December. Mrs. John Harrison and her children participated. Construction, however, has been delayed because of the difficulty in arranging the necessary financing. Meanwhile, the program of constructing new brick walkways continues and the appearance of the campus has been much enhanced. Campbell and Iglehart parking lots were resurfaced and the lower athletic field drained, cultivated and seeded. Plans have been completed for the terrace and steps between Campbell and Randall Halls. This project will be undertaken in the summer of 1967. It will include burying the utility lines which now mar the appearance of the rear of McDowell Hall. This development has been planned by Mrs. Cary M. Parker, who has been extremely helpful in landscaping the campus and in directing the planting of new trees to fill in gaps in the existing tree lines. Administration In contrast to the administrative stability of the Annapolis campus, the Santa Fe campus underwent growing pains. The year was marked by a succession of resignations, most of them prompted by personal reasons and opportunities for advancement elsewhere. During the course of the academic year the College lost John Dendahl, the Treasurer; William J. Hooton and James Patton, Assistants to the President; and Maurice Howell, Superintendent of Buildings and Grounds. Mr. Dendahl accepted an executive position in the business world. Mr. Hooton, one of the first appointees in 1962, left to open a restaurant in Santa Fe. At the end of the year John Knego, the Librarian, resigned to accept a position at Indiana University, and Grace Evans, the Assistant Business Manager, decided to devote her full time to a political campaign. The College appreciates the contributions made by all of these individuals during their terms of service. • 6 • �I am happy to report two strong appointments to the Santa Fe administrative staff. After Paul Wilson of Santa Fe had done yeoman's service as interim Treasurer, Wilbur J. Hannon, of Ripon, Wisconsin, assumed the Treasurership on May 1st. Mr. Hannon had long experience in fiscal and business matters. He was Treasurer at Ripon College for four years and later held a position in industry. The second new appointment was that of George Miller, Jr., as Librarian. Mr. Miller received his B.A. at St. John's College in 1950 and his M.L.S. at Columbia University. For twelve years he worked in the New York Public Library and then was head of a research center for an industrial firm. The most important administrative appointment of the year was that of Richard Pacini to be Vice President for Development of St. John's College. Mr. Pacini served for sixteen years as pastor of Fairmount Presbyterian Church of Cleveland, Ohio. He has been active in civic affairs, on National Boards of the United Presbyterian Church, U.S.A., and on the Board of Directors of the Union Theological Seminary. He will direct both the National Development Program for St. John's College and the Western Consolidation Campaign. The following administrative appointments should be noted: in Annapolis, Philip A. Camponeschi, Acting Director of Admissions during James Tolbert's leave of absence; Roy F. Armstrong, Laboratory Technician for chemistry and physics; Mrs. Virginia A. West, Resident Head of Humphreys Hall; Mrs. Elizabeth B. Fields, Music Librarian; Mrs. Joan C. Billig, Secretary in the Alumni Office; Miss Kathryn A. Fedak, Secretary to the Assistant Dean and mimeograph operator, replacing Mrs. Audrey A. Kempton. In Santa Fe: Stanley N ordstrum, Superintendent of Buildings and Grounds; Miss Penny Ulichny, Secretary to the President; Mrs. Diane Trainor, Secretary to the Treasurer; Mrs. Geraldine Foster, Secretary to the Director of Admissions; Miss Ursula Rotzoll, Secretary to the Assistant to the President; and Miss Linda Cook, Assistant in the Library. Miss Carol German, Secretary to the Dean, resigned to return to the East, and her position was filled by Mrs. Marie Winterhaler. Mrs. Laney Bancroft, Secretary to the Director of Admissions, resigned to enter the Peace Corps. Peace Corps St. John's initial venture into training programs for the Peace Corps proved a distinct success. India XVI, as the group trained in Annapolis in 1965 was designated, spent over a month in Israel enroute to India, as they were delayed by the hostilities between India and Pakistan. Philip Camponeschi, of the Class of 1946, Director of the program, accompanied the group and helped with their further • 7 • �training in Israel. Since arrival of the trainees in the field much favorable comment has been received on their preparation and capacity. Over the past summer, training programs were undertaken on both St ..John's campuses: at Annapolis one hundred teachers were trained for the Republic of the Philippines; at Santa Fe college and university teachers for Bolivia, Eduador, and Venezuela. Mr. Camponeschi planned the Annapolis program but resigned to accept appointment as head of the permanent Peace Corps training camp in Puerto Rico. Tom Newman, his assistant, a returned volunteer, replaced Mr. Camponeschi, and Robert Spaeth, of the St. John's Faculty, became Assistant Director. In Santa Fe, Robert Bunker, St. John's Tutor, ably planned and directed the program for the forty-one volunteers. The College and the Public Press releases, radio reports, and college bulletins have been employed to keep the outside world aware of St. John's College and its activities on both campuses. The most successful innovation was the April Bulletin, entitled "about St. John's" . This new publication reproduced certain outstanding student essays and poetry. It contained also a faculty contribution, news of alumni, and a report on the Peace Corps. Purposely done on a modest scale to test reaction, "about St. John's" evoked a decidedly favorable response. It is therefore proposed to publish it twice during the coming year. Jack L. Carr, of the Class of 1950, continued to provide challenging leadership as President of the Alumni Association. Specific plans are now being made in cooperation with John Gump, Assistant Dean, to sponsor a career counseling and placement program for Juniors and Seniors at the College. Alumni will come on campus during the fall and winter to talk with students and to answer questions about specific occupations. It is hoped as well to bring into being or to reactivate chapters of the Alumni Association in various cities throughout the country, both to help with placement of graduates and to cooperate in the College's admissions program. The Alumni are perhaps the most important public as far as St. John's is concerned. The College is eager to do all that it can to help them feel that they are a continuing part of the college community. One of the most exciting suggestions now under consideration is to open the dormitories in Santa Fe to alumni, with wives and husband, for one- to four-week periods in the summer. This would enable those in residence to participate as much as they desire in the summer program which is planned to begin in 1967. Summer Program in Santa Fe In March the Carnegie Corporation of New York announced a grant of $161,000 to St. John's College to inaugurate a summer pro• 8 • �gram for public school teachers and other adults in Santa Fe over a five-year period commencing in 1967. Robert A. Goldwin, of the Class of 1950, was named Director of the program and undertook necessary planning in close cooperation with members of the Instruction Committee. Laurence Berns, of the Annapolis Faculty, worked with Mr. Goldwin during the summer to develop the detailed outline of the first year's program. It is proposed to offer four sequences of work which could be taken in four successive summers, or as the participant elected. The work of each summer will be built around reading and seminar discussion of books in each of four areas: history and political theory, literature, philosophy and religion, and the natural sciences. The seminars will be supplemented by daily tutorials. There would also be preceptorials as the third part of the summer school student's work. It will be possible to earn a Master's Degree in four summers. Three summers will suffice if a master's essay is submitted. St. John's believes that it can make an important contribution to education by offering a program of this sort which will broaden the outlook of teachers and immerse them in the liberal arts. Finances Unrestricted gifts of over $515,000 were instrumental in enabling the Treasurer in Santa Fe to end the fiscal year with a modest surplus, which was applied against an accumulated deficit from former years. Current expenditures amounted to $736,623, in addition to which $68,437 was expended for capital outlay, $11,238 for the Peace Corps Training Program, $3,600 for student loans, and $11,238 for development purposes. In Annapolis current income of $1,396,100, including current gifts of $39,389, enabled the Treasurer to meet expenditures of $1,377 ,856 and use $18,000 of the excess income to reduce a bank loan for the renovation of Chase-Stone House. A major anonymous gift of $200,000 was added to the Annapolis endowment. This and other endowment gifts were matched under the generous offer of Old Dominion Foundation, thus bringing the book value of the endowment fund up to a new high of $7,954,080 as of June 30th. Santa Fe repaid a further $289,000 of the amount loaned by the Annapolis endowment toward construction of the new campus, leaving a balance still payable of $1,461,000. Santa Fe's own endowment showed a most modest increase to $27,358, accounted for largely by small library and memorial endowment funds. The gratitude of the College goes out to all those who made contributions on both its campuses. Included among the gifts and grants were the following: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $2,500 from the Esso Education Foundation; $1,000 from the National Merit • 9 • �Scholarship Corporation; $1,100 from the Sears, Roebuck Foundation; and other gifts totaling $3,393 from the Campbell Soup Company, the Firearms International Corporation, the Ford Motor Company Fund, the GordonDavis Linen Supply Company, the Household Finance Corporation, International Business Machines Corporation, The John D. Lucas Printing Company, the Washington Steel Corporation, and Wheat and Mullen; for endowment $235,358 from Old Dominion Foundation; and for the Library Fund, $25,000 from the Hodson Trust. Gifts totaling $2,380 from the corporate matching programs of the following: the ARMCO Foundation, the Bristol-Myers Company, the Cerro Corporation, the Esso Foundation, International Business Machines Corporation, Insurance Company of North America, International Telephone and Telegraph Company, M & T Chemicals, the Office of the Messrs. Rockefeller, the Scott Paper Company Foundation, and the Smith, Kline and French Foundation. Gifts totaling $23,550 for scholarship purposes from: the Baltimore Colts Foundation, the Campbell Soup Company, Colonial Dames of America, the Dr. Charles C. Cooke Foundation for Charities, the First Congregational Church of Wauwatosa, the Food Fair Stores Foundation, the Ford Motor Company Fund, the German Society of Maryland, the National Merit Scholarship Corporation, the Schlumberger Well Drilling Corporation, the State of Maryland Scholarship Board, and the United Church Fund for Homeland Ministeries. Bequests of $1,000 from the estate of Mary Safford Hoogewerff to establish a memorial library fund, and $250 from the estate of Dr. John 0. Neustadt, 1939, toward the memorial fund in his name. Other gifts and grants as follows: a grant of $3,000 from the Danforth Foundation to plan a history and study of the College; $5,000 from George Davidson, Jr., 1916, and Mrs. Davidson to establish the Helen Cropsey Davidson and George Davidson, Jr. Fund; $5,500 from Ruth Houston toward the Ruth and Alfred Houston Student Aid Fund; a further gift of $3,000 from Col. Robert E. Jones, 1909, and Mrs. Jones toward the Robert Edward Jones and Margaret Larsh Jones Scholarship Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $18,000 to establish the Victor Zuckerkandl Memorial Fund and $5,000 for the purchase of a piano, both from Miss Caroline Newton; $2,500 from the Reader's Digest Foundation to establish the Reader's Digest Endowed Scholarship Fund; an anonymous gift of $200,258 to the General Endowment Fund; gifts totaling $6,986 to the Alumni Endowment Fund; $720 in gifts toward the George A. Bingley Memorial Fund; and gifts totaling $932 toward the Clara B. Weigle Memorial Library Fund. Gifts and Grants for Santa Fe Corporate and Foundation gifts and grants: $1,500 from ACF Foundation; $5,000 from The Brown Foundation of Houston, Texas; $500 from the Broughton Food Service; $1,500 from the First National Bank of Santa Fe for scholarships; $500 from Howell Earnest Agency; $500 from The J anal Foundation; $5,000 from Kennecott Copper Company; $5,000 from The Light Foundation; $1,000 from The Robert E. and Evelyn McKee Foundation; $3,000 from Mountain States Telephone Company; $600 from Quinn and Company; $5,000 from the Raskob Foundation for Catholic Activities, Inc.; $1,250 from The Santa Fe Foundation; $2,200 from the Santa Fe Na~ional Bank; $1,000 from The Sears-Roebuck Foundation; and $1,000 from the Willard C. Tilson Foundation. Gifts totaling $1,750 from the corporate matching programs of the following: Kidder Peabody Foundation, P. Lorillard Foundation, The William B. Pollock Company Foundation, and Texas Eastern Transmission Corporation. 10 • �Gifts aggregating $668,133 from Board members, and other gifts as follows: the Robert Hunt House on Atalaya Hill from Witter Bynner, to be the permanent residence of the President of the College; more than 50 volumes from the Open Court Press, donated by Dr. and Mrs. Edgar Carus; an upright piano from Mr. and Mrs. Alexander Girard; a new Steinway concert grand piano for the Great Hall from Mrs. Patrick J. Hurley; $6,958 from Mr. and Mrs. Donald Kirby, to complete the new tennis courts; a contribution from Mr. and Mrs. Jack Morse of the use of their Santa Fe home as a temporary President's residence; an unrestricted gift of $5,473 from Mr. and Mrs. James Oxnard; $7,610 from Mrs. Edgar Rossin, most of it for the Nina Otero-Warren Scholarship Fund; unrestricted gifts of $1,500 from Mr. and Mrs. John Simms and of $10,387 from Mr. and Mrs. L. Corrin Strong; and anonymous gifts totaling $45,500. * * * * * My principal extra-curricular activity continues to be the Association of American Colleges, of which I am presently the Vice Chairman. The primary concern of the Association is the promotion of the liberal arts among its more than 900 constituent members. During the current summer St. John's College in Santa Fe served as host to a conference on Chinese Civilization sponsored by the Association. Twenty college presidents, deans, and faculty members read and discussed in daily seminars two Chinese novels and six books of Chinese philosophy. Professor William Theodore de Bary, Chairman of the Department of Chinese and Japanese at Columbia University, was the scholar-leader, while I had the privilege of working with him as lay leader. This conference provided a stimulating respite from administrative chores and served as well to demonstrate the feasiability of introducing certain eastern classics into future St. John's seminars. I cannot close this report without paying tribute to the members of the Board for the magnificent way in which they have risen to the challenge of the National Program for St. John's College. All of us at the College- administrative officers, faculty members, and students alike- are tremendously heartened by the generous gifts and pledges from the Board and by their enthusiastic commitment of time and energy to assure the attainment of the College's goals over the next decade. RICHARD D. WEIGLE PreS'l'.dent Annapolis, Maryland September 9, 1966 • 11 • �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Unrestricted Cash...... . .................... .... .. .......... . .... . . Accounts Receivable ....... . .. . ........ . .............. . Due from other funds .................. . ....... . ...... . Sundry Receivables ... ... ....... . .. .. . . ............. . . . Inventory~Bookstore .. . ........ . ........... . ....... . . . Prepaid Expenses . . ... . .............. .. ............ .. . . Total... . ................. . ..... . . . ..... . . . . . . . . . . Restricted Cash ........ . ....... . .. . .. . .... .. ... . .. .. ...... . .... Loans Receivable . . .............. . ...... . . . ........... Due from U. S. Government ............. . ......... . ... Investments at Cost .. . ........ . .................. .. ... $ 189,239 3,203 13,859 12,373 17,048 2,081 $ 237,803 49,201 70,870 24,969 9,870 . . . . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 23,869 1,520,053 214,416 6, 151, 764 43,979 ENDOWMENT FUNDS Cash . ........................... . ............. . . .. .. Accounts and Notes Receivable .. . ..... . .......... . . . ... Matching Funds and Pledges Receivable .. . .. . ..... . . . . .. Investments at Cost .. . . ... . . . ..................... .. .. Accrued Income . . ................ . ............. . .. . .. . . . . . Total Endowment Funds... . .. . .. . .. .. ............. $ 7, 954,081 PLANT FUNDS Cash ... .... ..... . .......... . .... . .... . ........... . .. . Due from Current Funds ... . .......... . ............ . .. . Land and Campus Development .. . ....... .. . . .......... . Buildings and Improvements ..... . .. . ............. . .. . . . Equipment . . .. ................. . ......... ... . . ....... . $ 275,048 22,820 253, 134 4,499,979 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds.. . ...... . ... . .... . . . . .. .. .. ... . .... . .. $13, 787, 142 12 �COLLEGE Maryland June 30, 1966 LIABILITIES AND CAPITAL CURRENT FUNDS V nrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due to other Funds ........ . ........ . ..... . ....... . ... . Student Advance Deposits ...... . ... . ......... .. ....... . $ 86,082 151,721 Fund Balance . .. ........ . .. . . . ... . ................... . Total . ....... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Restricted Notes Payable to Bank- Peace Corps. . ...... ... ... ...... Deferred for 1965 Peace Corps Expenses .. . ...... . .. . .. .. . Advances from U.S. Government ....... . .. . .... ... .. .. . . 32,060 22,820 31,202 $ 237,803 $ 35,000 9,572 63, 162 107,734 47, 176 Fund Balance .......... .... .... . ............ . . . .. .... . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 154, 910 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 392, 713 $ 13,859 ENLOWMENT FUNDB Due to Other Funds . ............ . .. . . .. ...... .. ... .. .. . Principal- Income Expendable Unrestricted Endowments ..... . .......... . ... . .. . ... . . Restricted Endowments . ... . ................ . . . ...... . Reservation of Profits- Sale of Securities ...... ... . ... . . Unexpended Income ........ . ............ . .. . .... . ... . Total Endowment Funds . . .. . . . 5,822,293 833,782 1, 270, 112 14,035 $ 7,954,081 PLANT FUNDS Notes Payable- Bank . .. .. ..... . . . ....... .. . . ......... . Funds Available for Plant Expansion ........... . .. . ... . . . Investment in Plant ..... .. . . . .... .. ..... . ... . ......... . $ 34,000 263,868 5, 142,480 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 440, 348 Total Funds. . .. . ........ . .... . ........ . . ....... . . . $13, 787, 142 13 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUNDS General Current Cash. ... . ... ... . ... ....... . . .. .. . . .. . ... .. . . .. .. .. . . . . Investments . ... . .............. .. . ....... . .. . . ......... . Notes and Accounts Receivable, less Reserve of $2,000 . . . .. . Deferred Expenditures . . ...... . . . . .. .. . . .. .... ... ... . . .. . Other Assets . . . .... . . ... .. ... .. . . . . . . ...... .. .. . . . ... . . $ 14,055 9,450 16,821 8,907 1,273 $ 50,506 Restricted Current Due from General Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . $ Cash ... . .. . . . .. .. .. ........... . ....... . ........ . .. ... . Notes Receivable- Students . . ... .. . . . . . . .... . .... . .... . . . United Student Aid Fund Deposit .. . .. .. . . . .......... .. . . 352 1,992 23,990 1,000 Total. ....... . . . .. .. . ..... . . ... . · · · · ······· ·· ·· · · ·· Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27, 334 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 77, 840 Cash. ..... .. ........ ....... ... . .. . . . . . .. ........ .... .. Due from Other Funds .... . .. ........... .. ....... . . .. . . . Investments ..... .. ..... .. ....... . ....... .. ... . .. . ... . . . $ 19,682 5,457 2,219 Total Endowment Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 27,358 ENDOWMENT FUNDS ANNUITY FUNDS ' : Due from Plant Funds.. . .... . . . .. . . . . . . . .. . .... ... ...... $ 255,000 Total Annuity Funds.. .. .. . . . .... . . . ... .. ..... ..... . $ 255,000 PLANT FUNDS Unexpended- Due from Other Funds . .. ...... . .. . ... . .. . . . Construction in Progress- Women's Dormitory .. ... ... .... . Land and Land Improvements . . ... . .. . . .. ... . .... ..... . . . Buildings . . . .. ... . ... . ..................... . ..... . .. .. . Equipment and Furnishings . .. . ... .. . . ............. . . . . . . Library Books . . .. .. . . . . . ......... . ...... ...... ... .... . . Off-Campus Real Estate . . . .. . ...... . ............ . .. .. .. . $ 2,272 317,385 245,083 3,841,228 250,591 39,579 69,879 Total Plant Funds . ........... . .. . ... . . ... .. .. . . ... . $4, 766,017 Total Funds.. ... ... . . ... .. . . . . . . . . . . . . . . . . . . . . . . . . . $5, 126, 215 • 14 • �COLLEGE New Mexico June 30, 1966 LIABILITIES AND CAPIT AI, CURRENT FUNDS General Current Notes Payable . ... . ..... . . . . . ... . .. . .. . . . .. .. . .. . ... .. . . Accounts Payable and Accrued Expenditures . . .. .. . .. . . .. . . Deferred Income . . ........... .... . .... .. .. . ........ . . . . . Due to St. John's College, Annapolis . . . .. .. .. . .... . . . .... . Due to Other Funds .... .. . . .. . ... . ..... . ... . . . . . ... .. .. . $ 33,060 30,031 14,532 19,908 4,329 Total. . .. .. . ... . . . ..... .. . . . . ... .. .. .. .. .. .... . .. . . Cumulative Fund Deficit for Years 1963-66 . .... . . . . . . . . .. . $ 101,860 (51,354) Total ... . . . .... . . . . . .. . .. . ... . . .. ..... . . . . ... .. ... . $ 50,506 $ 26,000 1,000 334 Total ... .. .. . . . . . . . .... ... . . .. ... ...... .. .. .. . . . . . . $ 27,334 Total Current Funds . .. .. .... .. . . . .. . . .. .. ..... . .. . . $ 77,840 $ 27,358 Restricted Current National Defense Student Loan Fund . .. . . . .. . . .. .. ... . .. . United Student Aid Fund . . ....... . . . ........ . . . . . .... .. . Other .... . .... ..... ... . .. . ... . .. . .. : ..... .. .. .. . . . . . . . . ENDOWMENT FUNDS Total Endowment Funds .. . ... . .. . .. .. ... .. . .. ... .. . ANNUITY FUNDS Total Annuity Funds .. .. . . . . . ... ... ....... .... .. . .. . $ 255,000 PLANT FUNDS Unexpended .. .... .. .. . .... . ...... . .. . . . .... . .. . . . . . . . . . Source of Funds- Dormitory Construction Accounts Payable . .. .. .. ..... . .. . . . . . .. ... ... . ... . . . . . Notes Payable ..... . . . ..... . ........ . .. . .. . .. . ..... .. . Due to General Current Fund .. . . .. . .. .. . . . .. .. ... . ... . Invested in Plant Dormitory Bonds of 1964 .... ... . . . . ....... ... . . .. . . .. . Notes Payable . ....... . ... . .. .. ... .. . . . .. .. . . .. . .. . .. . Due to Annuity Funds ........ ... . .. . .. . ... . ... . .. . .. . From Contributions and Current Funds . ..... ... .. ... .. . $ 2,272 114, 860 198,773 3,752 900,000 1,461,000 255,000 1,830,360 Total Plant Funds ........ .. .. ... . . . .. ... .. . .. .. ... . $4,766,017 Total Funds . .. . . . . . . . .. . . ... . . . $5,126,215 • 15 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Education and General Tuition Fees ........... .. . . ........... . ...... . ........ . Adult Education ................................. . ..... . Endowment . . ......... . .... . ... . .............. . .. . . . .. . State Appropriations .. . ... . . . ......... . . . ..... . ... ... .. . Miscellaneous .......... . .......... . ...... . . . ... . ...... . Total. .... . ...... . ... . ... . ... ·· ···· ·········· ··· ·· · Auxiliary Enterprises Dining Hall ................... . ................... ... . . Dormitories ......... .. ... . . . .. . ... . ........ . .......... . Bookstore ........ . ..... . ........ . ..... . ...... . ..... . .. . Coffee Shop . . . .... . ...... . . . . . ......... . .............. . Total. . . . . ...... . ... . .. . . ........ ··················· Other Non-Educational Income............... . . . . . . . . . . . . . . Gifts and Grants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 575,340 1,520 273,988 119, 125 18,510 $ 988,483 $ 137,019 137,815 39,619 1,330 $ 315,783 $ $ 52,445 39,389 $1, 396, 100 EXPENDITURES Educational and General Administration ....... . ........... ... . .. . . .... . ....... . . General .... . . . .. .. .. ... .... . . . ..... .. ........ . ....... . . Instruction . . .. . ........... . .. . ........ . ... . .. .. . . . .... . Student Activities . . . .. . . . ... . .. .. ....... . .......... . ... . Adult Education .... .. ..... . ...... .. ............ . . .... . . Plant Operation and Maintenance .... . ........ . .... . . . ... . Total . . . ........... . .......... . ........ . . .... .. . .. . Auxiliary Enterprises Bookstore .. . .. . . . ... .. .. ....... .. . ... .... . .. . . . ... ... . . Dining Hall . . .......... . . . ... . . .. ..... .. .......... . . . . . $ 151,357 89,685 513,402 16,646 919 234,797 $1,006,806 $ 42,703 122,375 Total. . .. .. . .. .. ........ . ...... . .. . ... . .. .. .. · .. · · . $ 165,078 Other Non-Educational Expenditures Scholarships and Grants in Aid . ..... .. .. . . ...... . .... .. . . Others . .. .. .. . . . . .... . ........ . ....... . .. . . . . . ... . .. . . . $ 190,080 15,892 Total. . ........ .. . . .... . . ····· · ······ ··· ··········· $ 205,972 Total Expenditures .. . . . ... ... .... . ................. . $1,377,856 Income in Excess of Expenditures . . . .. .. ........... . .... . . Less Amortization of Chase-Stone Improvement Loan .... . $ 18,244 18,000 Current Funds AYailable for Future Operations . . . ... .... . $ 244 16 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1966 INCOME Educational and General Tuition . ........ . . .... . ..... Adult Education ... . .. . . .. . .. Endowment .. .. .... . . . .. .. .. Miscellaneous ... .. . ....... .. .... . .. . ........ .. ... .. . .. . . . . . . . . ... ... . .... .. ... ....... . .... .. ...... .. . .. .. .... . . .. . . . . . . . .. .. . . ... .. . . ... .... . . . . $245,684 2,772 307 3,366 Total ... . ... . . . . ...... ..... . .... . ... ... ... .. .. ... ... . Auxiliary Enterprises $252, 129 E~~~rt!i~~: ::::::::::::::::::::::::::::::::::::::::::··· Total .. . . . . . . . ... . . . ............ . .. . . . .. .. . ...... . .. . Other Non-Educational Income . ... .... .. . .. . . . .. . ...... .. ... . Gifts and Grants, including $13,485 Peace Corps .... . ....... . . . . $ 66,560 66,643 $133,203 $ 1,412 $515,069 $901,813 Total Income .. EXPENDITURES Educational and General Administrative ..... . . .. . . . . . . . ...... . ...... .. . . ...... . .. General .. . ... . . . . . ... .... . .. .. . . . ............ ..... . ... .. Instruction ..... . .. ... . ....... . ....... . .. ............ .... Operation and Maintenance . . .. . .. .. . . .... . . ..... . . . . . .... . . . . $100, 192 69,857 267,557 57,877 Total . . ... .. ... .. .... ... . . .. .. ... . . . . .. . . ....... .. .. . Auxiliary Enterprises Dining Hall ....... ... . . . ..... . ...... . .. .... ..... .. ... . . . . Dormitories, including $32,625 debt service . ........... . ..... . $495,483 Total .. ... .... ... ... . . . . ... ... ... ... . . .. . . . ...... ... . Other Non-Educational Student Aid .. . .. . .... . . .. .. .. ... ......... . .... . . . .... . . . . Interest ..... .. . .. . . .. .. ... . . . . ..... . ... . . .. . . .. . ... . . . . . . Annuity Payments .. .. .... ... ......... . ... .... ..... . .. . . . . Peace Corps Program ... . . .. ............. . . . .......... . ... . Campaign Expenditures . .. .. . .... .. . ....... . .. . ..... . .. . . . $137,525 $ 31,485 65,054 7,076 11,238 15,061 Total . .. .. . . . .... .... . . .. .. . . ... .. . ....... . .. . . ..... . $129,914 Total Expenditures ........ . . . ... .. ... . . .. . .. .. . ... ... . $762,922 Appropriations For National Defense Student Loans . .. . ... .. . . .. ........ .. . For United Student Aid Loans . . . .... ........ . . . .... . . ... . . . For Capital Outlay ..... .. .. .... . ..... . . ...... .. .... . ..... . $ 57,004 80,521 $ 2,600 1,000 68,437 Total Appropriations ....... . . . ... . . .......... ....... . . $ 72,037 Total Expenditures and Appropriations ..... .. .... . . .... . $834,959 Excess of Income over Expenditures and Appropriations .. . . .. . $ 66,854 17 • �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund $1,891,017 150,216 $ 500,000 150,000 $2, 391,017 300,216 $2,041,233 $ 650,000 $2,691,233 $ 15,000 25,000 3,070 1,130 87,933 135 6,373 25,025 7,367 150,250 8,000 500 36,000 10,141 22,685 19,362 26,000 560 2,500 7,056 3,473 1,552 $ $ $ 459, 112 $ 323,864 $ 23,680 3,693 $ 20,000 1,470 $ 43,680 5, 163 $ 27,373 $ 21,470 $ 48,843 $ 500 200 125 855 2,638 1,000 1,965 1,035 500 658 18,357 $ $ 500 400 250 1,362 2,638 2,000 2,300 2,020 1,000 1,291 25,920 TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ...... . . . .. ... . ... . .. Arthur deTalma Valk, 1906 .. . ..... .. . . ........ SCHOLARSHIP ENDOWMENTS Annapolis Self-Help .. . . .. ...... . .. . . .. . .. . .. .. George M. Austin Memorial, 1908 . . ... . . . .. ... .. Chicago Regional . . .... . . .... .. .... . . . . .. . . ... Class of 1897 . ..... . ..... . . . ... . ... . ... . . . .. .. Class of 1898 ... .. ......... ... ........... ... . . Corporal George E. Cuniff, III, 1930 ....... . . . . . Faculty .. .. ....... . . . .. . . . .... . . .... . . .. . . . . . John T. Harrison, 1907 .. . . .. .. .. . ...... . ...... Hillhouse High School, 1927 .......... . . . . .. . .. . Richard H. Hodgson, 1906 .. . .. . .. . ....... . .. . . Alfred Houston, 1906-Student Aid . .. . . . . .. . . . . Houston Regional . .... . ..... . .... . ... .. . .. ... . Jesse H. Jones and Mary Gibbs Jones . . ... .. .... Robert Edward and Margaret Larsh Jones . . ... . . Massachusetts Regional . .. . . . .. .. ... . . . . . .. . . .. Philip A. Meyer, II, 1938 ... . . . . . . . .. . . . . .. . .. . Oklahoma Regional ....... . . .. ......... . .. ... . Pittsburgh Regional . . . .. . .. . . .. . . . .. . . ... . .. .. Reader's Digest Foundation . ..... . .. . . . . .. ..... Clifton H. Roehle ..... ... . . .. . . . ... .. . ..... . .. Clarence J. Stryker ......... . ..... . . . .......... Friedrich J. von Schwerdtner . . . . . . . . . . . . . . .. . .. 15,000 25,000 3,070 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6,140 1, 130 87,933 270 8,732 45,050 14,734 300,500 10,500 1,000 72,000 10, 141 45,370 28,362 52,000 1, 120 2,500 7,056 6,886 1,552 $ 782,976 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . . .. . ... . . . ... . . . . . . . . . . . .. John David Pyle, 1962- Memorial. . . ........ ... ALUMNI MEMORIAL ENDOWMENTS Granville Q. Adams, 1929 .. . ...... . .. . ... . . . ... Drew H. Beatty, 1903 .... .. . . .. . ........ . . . .. . Dr. William Brewer, 1823 ....... . ..... .. .. ... . . Frederick W. Brune, 1874 .... . ... . . .. . .... . .. .. Henry Duvall Chambers, 1905 . . .. ... . . . . . .. . .. . Henry M. Cooper, Jr., 1934 ..... . ... .. .. . . . . .. . Robert F . Duer, Jr., 1921 .. . . . . . .. .. . ..... .. . .. In Honor of: Dr. Philip Edwards, 1898 .. .. . . . . . . Allen Lester Fowler, 1915 ..... . ..... . . . . . ... . . . Dr. Amos F. Hutchins, 1906 . .. . . . . . . . ... .. .... . Helen Barnes Jones and Robert 0 . Jones, 1916 .. . . 18 200 125 507 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift (jf Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ... . .. . .... . . . . . .. . . .. . .. . . Col. Harrison McAlpine, 1909 ... . ... . . .. ...... . William L. Mayo, 1899 . . . .... . ... . . . . . . .. .. . . . Ridgley P. Melvin, 1899 ... .. ... . .. . .. . . . ... . . . William S. Morsell, 1922 (Athletic Fund) ... .... . John Mullan, 1847 .. ........ .. ... . ...... . .... . H . Keith Neville, 1905 . .. . .. . . . . . . . . . . . . . . . . .. . Dr. John 0 . Neustadt, 1939 .. .. .. .. ... .. ... . . .. Blanchard Randall, 1874 ... .. .. . . . . . . . .. . . . . .. . Leroy T. Rohrer, 1903 ... . .. . ...... . .. . ... . ... . C. H. Schoff, 1889 . .......... . . .. . .. . ........ . . Rev. Enoch H. Thompson, 1895 ...... ... .. .. . .. Dr. Robert S. G. Welch, 1913 . ... . . ... . .... . .. . Dr. Willis H . White, 1922 ... . . . . .... . ...... . . . . Amos W. W. Woodcock Fund, 1903 ..... .. ... 1,020 325 11,885 100 5,000 10,000 1,000 822 331 100 500 3,000 125 625 2,000 $ $ \ 64,665 $ $ $ $ 1,020 325 $ 2,040 650 11,885 200 10,000 20,000 2,000 822 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 99,638 60,000 $ 120,000 175 308 50,000 720 5,000 1,034 6,000 103 1,000 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . .... AlumnVMemorial Book Fund .... . . . .... .. ..... . Philo Sherman Bennett Prize Fund ..... . .. . .. . .. Benwood Foundation Library Fund .. . . .. .. . . . .. George A. Bingley Memorial Fund ... . . ..... .. .. Helen Cropsey Davidson and George Davidson, Jr. Walter I. Dawkins Prize Fund . .. .. .. .. . . . .. . . .. Fund for Tomorrow Lectureship ... . .. . .. . .. .. . . Floyd Hayden Prize Fund .. ... . . . .. . .. . ...... . . Mary Safford Hoogewerff Memorial Library Fund. Library Fund . . .... . . . . . . .. . .. . . . ... . .... .... . Ellen C. Murphy Memorial Library Fund . . .. . . . . Cora Dodson Sasscer Newspaper Fund .. ... . . .. . . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund . ..... . .. . ..... . . . . . . . Clara B. Weigle Memorial Fund ... . ....... . . . . . Victor Zuckerkandl Memorial Fund . . . . . .. ... . , : Alumni Endowment . . . . .... . ......... . . . ... ..1. General Endowment . . . ... . .. . . . .. . ..... . . . . . .. 60,000 175 308 25,000 720 5,000 1,034 3,000 78 1,000 400 1,500 500 518 25,000 3,000 25 400 1, 500 500 19,500 19,500 339 18,730 198,212 402,935 $ 783,949 186,309 $ 39,000 339 18,730 384,521 402,935 296,234 $1,035,183 $1,998,201 $1,998,201 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds ..... . ........ .. Reservation of Profits, Sale of Securities ... . . .. . . $1,270, 112 Total Endowment Principal .. ..... . . . .. $4,601,445 . 19 . $1,270, 112 $3,324,742 $7,926,187 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund .. . . .... . ... . . . . . ... ... . .. . ... . . . Mrs. Nina S. Garson Memorial Fund . .... ... . .... ...... .. ....... . Dr. Florence R. Kluckhohn Fund ... .. .... . .... . . . .... .. . ... .. . . . Frank Patania Memorial Fund . . .. .. .... .. . . . . .... . . ...... . .. .. . E. I. "Tommy" Thompson Memorial. . . . . . . . . . . . . . . . . . . ... .... .. . SCHOLARSHIP ENDOWMENTS General Fund . . . .. . ... . .. ... . . ... . . ..... . . . . .... . . .. . .. .. . . Nina Otero-Warren Memorial Fund . . .. .. . . .. . . . . ..... .. . . . LIBRARY- PERPETUAL MEMORIALS Ruth Laughlin Alexander Dorothy Calvert Hino Hubert E. Holdaway Judge Levin Claude Bailey George Bart Berger John Mead Howells Josephine Foster Blair Robert H. Isaac Louise M. Clevenger Clarence Lohman Dr. Elizabeth B. Demarest Isaac H. Mayer Jake Dorbin Thomas J. Needham Sarah Dorbin Duane L. Peterson Henry Dendahl Lowell S. Peterson Alice C. Fletcher Bernard Buckley Robinson Bessie Fogelson J. 0. Seth E. E . Fogelson Charles H . Strong Hirsch Fogelson Thomas C. Van Stone Dorothy Friedman James R. Thorpe, Sr. Nina S. Garson Clara B. Weigle Violette Collingwood Glasstone Horace White John Stewart Harvey LIBRARYFrank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Donald J. Caven Margaret Pond Church Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs. Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E. Fogelson Gayle D. Fogelson Dorothy Friedman Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt $ 1,200 950 1,000 3,341 1,865 $ 8,456 $ 314 ~ $ 1,889 $ 7,713 LIFE MEMBERSHIPS Bishop and Mrs. Everett H. Jones Franklin H. Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mr. and Mrs. John Gaw Meem Mary Metzger James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L. Shultz Mr. and Mrs. Roger Slakey Paul R. Stein Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson Total Endowment Principal . . .. . . . . . . .. .. .... .. . .. . .... . • 20 $ 9,300 $27,358 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its=building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of. ............................... dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 20 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 Bulletin of St. John's College, September 1966 Description An account of the resource Volume XVIII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1966. 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 1966-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVIII_no3_1966_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c9166aa699349a372b8b28c62feec898.pdf 9a3d187a5270e0a6cf86ce1afa7e22d0 PDF Text Text No. 3 VOLUME XVII Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1965 Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVII SEPTEMBER, 1965 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: St. John's College in Santa Fe is now a reality. With the formal dedication of the new campus on October 10, 1964, and the successful completion of the first academic year, St. John's has again proven itself an educational pioneer. It has demonstrated the feasibility of establishing other campuses as an alternative to constant growth and expansion of existing campuses. Through duplicating itself St. John's has reaffirmed its faith in the small college as potentially an ideal learning community for both student and teacher and in the St. John's Program as an unusually effective means to the end of liberal education. For the nation at large this has been a year of student ferment and unrest. Demonstrations, sit-ins and picketing at certain of our great universities are a manifestation of student dissatisfaction with the present state of education. Students sense that something is lacking in their college experience; they are not quite sure what it is. By contrast, the students at St. John's have devoted themselves with enthusiasm to their studies. They seem to have been unaffected by the prevalent national malaise. It is just at this point that a small liberal arts college like St. John's can make its greatest contribution upon the American educational scene. This small college, upon both its campuses, holds to the mission of "liberal education of youth," in the words of the ancient Charter. This implies continued resistance to the eroding pressures of expanding bodies of knowledge, demanding graduate schools, and undue specialization. Such resistance is not easy, and most liberal arts colleges have effected compromises, often achieved at the cost of liberal studies. By liberal education St. John's College means that optimum development of a man's intellectual powers that will enable him freely to exercise his highest functions of rational thought and discrimination. Liberal education also implies the effort to gain understandings on the part of a student-understandings of himself and his place in this world, of the long heritage in which he stands, of his relationship to his fellows and to his God, and of his very reason for being. Such ends require the cultivation of the tools to understandingthe tools which are so aptly called the liberal or liberating arts. These are the arts or skills to which the liberal arts college must be primarily dedicated. The student must learn to think, to analyze, to define, to imagine, to experiment, to demonstrate, to communicate, and to • 1 . �decide. In other words, the processes of the mind must command primary attention, not the limitless expanses of information and facts on the one hand or the more specific vocational skills on the other. Learning will always remain essentially an individual enterprise. It is perfectly clear that an earnest and devoted student can gain a good education- and perhaps even a good liberal education- in almost any college or university. The liberal arts college, however, should be best suited to the goals of liberal education. It can be essentially a one-purpose institution without the fragmentation of the large college or university. It can concentrate on teaching rather than research and publication. It can offer the advantages of close teacherstudent relationships rather than the remoteness of the large lecture hall. It can escape, if it wills to, from the multifarious distractions of intercollegiate extravaganzas and of extra-curricular busyness. It can seek to make a coherent and intelligible whole of the student's learning, stressing constantly the interrelatedness of the many fields of knowledge and the liberal quality of every subject taught. This is the St. John's credo. It is gratifying to report significant new interest in the St. John's Program and in the possibility of adapting it to the curricular needs of other colleges and universities. The Acting Chancellor of the University of California at Berkeley invited me to spend two days on that campus in May discussing the possibility of developing a sequence of work for freshmen and sophomores along the lines of the St. John's program. St. Mary's College in California, which offers as an elective an integrated program similar to that of St. John's College, invited the Instruction Committee of the Faculty to participate in a colloquium on liberal education. This introduced St. Mary's faculty members and those of other West Coast institutions to the St. John's concept of education. And one might cite the experimental program being undertaken this summer on the Annapolis campus for trainees in the Peace Corps. Officials of that government agency had been dissatisfied with the training programs previously used and thought that the St. John's seminar might be a fruitful way to give young men and women the necessary understandings in preparation for overseas assignments. Such evidence of interest in the St. John's concept and methods confirm the necessity for the continued vitality and development of the College on both its eastern and western campuses. St. John's College in Santa Fe According to Dean Clarence J. Kramer, "It can be said, without qualifications, that this first year of operation was more successful than we had any reason to expect. That it was so is due in large measure to the splendid spirit of cooperation that existed throughout the year among students, faculty, administration, and staff. Almost • 2 • �without exception everyone associated with this new venture has contributed energies and imagination far in excess of contractual obligations. Without such willing and unselfish efforts our task would certainly have been more formidable." The level of academic performance in the classrooms was remarkably high. Tutors with long teaching experience in Annapolis reported that their Santa Fe tutorials and seminars were. among the best that they had ever taught. The student body itself developed a remarkable coherence and esprit de corps. Attrition, though always painful for a small college to assimilate, was lower than might have been expected. The first class surmounted uniquely difficult circumstances- minimal athletic facilities, a temporary library, the absence of music practice rooms, tenuous transportation to town, and the absence of stabilizing upperclassmen. The Santa Fe communiy extended a warm and enthusiastic welcome to the new college. Qualified individuals volunteered their services for extra-curricular instruction of the students in German, Hebrew, French, Russian, Spanish and the fine arts. Some sixty Santa Fe residents participated in three adult seminars during the year, while large numbers from the community attended Friday night lectures and the Saturday evening film series. During the year a number of exhibitions at the College attracted wide interest in the community. Dr. F. M. Hinkhouse, Director of the Phoenix Art Museum, generously loaned his personal collection of paintings and sculpture at the time of the dedication of the new campus. This was followed by a three-man exhibit of the works of artists Eric Gibberd, I. Bodeur, and John C. Wylie; modern Spanish paintings and sculpture from the New York World's Fair; the ACF exhibit of science, technology and art. The final exhibition in June was a collection of Indian paintings belonging to Richard Pritzlaff, of Las Vegas, N:ew Mexico. St. John's College in Annapolis Dean John S. Kieff er reports that the quality of work done by the students in Annapolis was unusually high. By all accounts the freshman seminars and tutorials were the best in years. Attrition was minimal, reflecting even greater stability in the College at large and a student body of high calibre. It is also gratifying that the College graduated its largest senior class since the 1930's. Fifty-one seniors were awarded the Bachelor of Arts degree at Commencement, four of them magna cum laude. The preceptorial program has now become a regular feature of the curriculum. With the increased size of the junior and senior classes it was necessary to increase the number of preceptorial participants • 3 • �to nine or ten. This did not prove to be the handicap anticipated. Preceptorials offered during the year were the following: A Sequence of Americans; Aristotle's Politics; the St. Matthew Passion; Kant, Critique of Pure Reason; Hegel and His Influence; Sophocles as Artist and Tragedian; Analytic Philosophy, Ethics; Dostoevsky, The Possessed; Two Accounts of the Beginning, Genesis and Hesiod; Aristotle's Metaphysics; Theology in the Twentieth Century; Foundations of Mathematics; Shakespeare's Hamlet; Plato's Theatetus; Shakespeare, Three Plays; and the Watson-Crick Model of D.N.A. After a year's moratorium, music tutorials were resumed, now offered for sophomores only. The faculty music study group had evolved a more satisfactory plan for the tutorial, and bi-weekly tutors' meetings kept the classes in step without sacrificing healthy variation. The Dean reports that revision of the laboratory program continued its deliberate advance. Sophomores tried the new biology program for the first time. The manual proved too optimistic as to what could be accomplished in the allotted time so further revision will be necessary. Meanwhile, most of the work has been completed on revising the junior physics program, which goes into effect in the fall. The Faculty The entire St. John's community felt a deep sense of personal loss in the death of Victor Zuckerkandl at Ascona, Switzerland, in May. An accomplished musician and an inspired teacher, Mr. Zuckerkandl was a member of the St. John's Faculty from 1948 until his retirement in 1964. He was responsible for the initiation and development of the music program at the College, but his versatility as a teacher extended to all branches of the program. Under grants from the Bollingen Foundation he wrote and published two books, Sound and Symbol and The Sense of Music. In tribute to him, a simple but moving memorial service was held in the Great Hall of the College. His memory is to be perpetuated through the gift of a grand piano by his widow and through the creation of a permanent endowment by his long-time friend and admirer, Miss Caroline Newton, of Berwyn, Pennsylvania. As previously reported there were nine new additions to the Faculty in Annapolis: Ida Doraiswamy, Mickey Gibson, John R. Gump, David Jones, Louis Kurs, Roger Schmeeckle, Earl Scott, Deborah Traynor and Arthur Reisz. James I. Gilbert was appointed Artist-in-Residence and will continue in that capacity for the coming academic year. Four members of the Faculty were on leave: Henry Na than, Thomas Simpson, Edward Sparrow and Beate Ruhm von • 4 . �Oppen. Mr. Sparrow is on a two-year leave of absence to take charge of the Integrated Program at St. Mary's College. The opening of the Santa Fe campus drew seven members of the Annapolis Faculty: Clarence J. Kramer, Dean, Robert E. Skeele, Assistant Dean, Ford K. Brown, William A. Darkey, Molly Gustin, Thomas J. Slakey and Curtis A. Wilson. Mr. Brown returned to Annapolis this summer. Samuel E. Brown, Jr., Wiley W. Crawford, David C. Jones and Philip B. Waring are moving from the Maryland to the New Mexico campus. They will be joined by Michael Ossorgin, who spends the coming academic year on sabbatical leave. Two of the Santa Fe tutors resigned at the end of the year, Marcia Bullard and Journet Kahn. Ingeborg Lorenz and Donald Rauber continue, the former with added responsibilities as the second Assistant Dean. It is significant that over 150 applications were received to teach on each of the St. John's campuses. Many of these candidates were unusually well-qualified, and the Instruction Committee was confronted with a difficult task in recommending new appointments. The following members join the Faculty this summer: at Annapolis: Jerry L. Blatt, a bio-chemist and physiologist from Kansas State University; Peter Brown, from the Columbia University Graduate School; Geoffrey Comber, musician and philosopher from the University of Western Ontario; George Doskow, instructor in English at Trinity College; Charles E. Finch, senior English teacher at the Conestoga High School; Howard J. Fisher, University of Rochester graduate; Carl Linden, from the Central Intelligence Agency; and Benjamin Milner, assistant professor of philosophy and religion at Wellesley; and at Santa Fe: Robert Bunker, head of the English and Philosophy Departments at New Mexico Highlands University; Don B. Cook, who has just completed his Ph.D. in chemistry at the University of California (Davis); Thomas H. Jamison, assistant professor of English at New York University; Elliott Skinner, Ph.D. in philosophy from Princeton; Clare Dodson Smith, who completed her Ph.D. at the University of Arizona in zoology; Richard D. Sullivan, instructor in history at the University of Montana; and, on a parttime basis to teach music, Richard B. Stark, Curator at the Museum of International Folk Art in Santa Fe, who holds the degree of Master of Music from Yale University. Dr. Julius L. Wilson, College Physician at Santa Fe, will teach one of the sophomore biology laboratories. The Students Two hundred and seven men and women were selected by the Admissions Committee from more than double that number of applicants for the freshman class which entered St. John's College in the • 5 • �fall of 1964, 123 of them in Annapolis and 84 of them in Santa Fe. This resulted in a total enrollment on the two campuses of 405 students, distributed among the several classes as follows: Annapolis Men Women Total 69 52 30 40 54 32 29 15 123 84 59 55 Total 191 130 321 Freshmen 51 33 84 242 163 405 Freshmen Sophomores Juniors Seniors Santa Fe Grand Total Geographically 39 states, the District of Columbia and nine foreign countries were represented. As expected, half of the students on the Santa Fe campus came from western states, half of these from California. Dean Kieffer reports that the students exhibited mature behavior and great responsibility. The Rules of Residence were well observed. The Delegate Council of the Student Polity functioned well under Gerald Zollars as Executor. At the elections in the middle of the year Pattie Turner was elected to the office, the first woman to achieve this distinction. The St. John's Collegian appeared regularly under the capable editorship of David Lachterman and later Susan Roberts with Eva Brann acting as Faculty Advisor. Leon Rottner achieved an excellent performance of "Much Ado About Nothing," which he directed for the King William Players. The Modern Theatre group presented three plays, climaxed by a highly entertaining musjcal review under the able direction of Jeremy Leven, entitled "The Perils of St. John's." This production with music and lyrics by Michael Littleton and Jeremy Leven effectively capitalized on the foibles of the community and delighted all who saw it. In Santa Fe there seemed objection from the outset to any formal student government. One delegate was elected from each dormitory to meet weekly with the officers of the administration to discuss matters of common concern. These delegates were rotated three • 6 • �times during the year. It is expected that this informal arrangement will continue for the coming academic year. As anticipated, skiing proved to be one of the most popular sports on the new campus, since the Santa Fe Ski Basin lies less than an hour away. Other athletic activities were limited to volley ball, ping pong, fencing, weight-lifting, hiking and calisthenics. Over the summer months tennis courts are being constructed. These courts and the future clearing of a general-purpose field for intra-mural touch football, field hockey and softball, will provide welcome release for student energies. In general, the Santa Fe student body had a pronounced musical inclination. Guitar players and folk singers abounded. Three students joined the Santa Fe Community Chorus and three played regularly throughout the season with the Santa Fe Symphony Orchestra. Student talent was well displayed at the Variety Show in early June, to the delight of St. Johnnies and townspeople alike. Health of the college community presented no major problems on either campus. Over 1500 dispensary calls were handled by Dr. Gerard Church, the College Physician, and Pauline G. Fowler, the College Nurse, at the infirmary in Annapolis. In Santa Fe the College was fortunate in obtaining the services of Dr. Julius L. Wilson, who had retired to the Southwest after distinguished teaching at Tulane and Yale Medical Schools. By mid-winter it was apparent that the assistance of a nurse would be welcome. This position was filled by Mrs. Mordant Elrington, whose husband was Senior Resident in the men's dormitory. Experience of this year clearly demonstrates the need for a small but efficient college infirmary. Such a facility has been included in the plans for the new women's dormitory to be completed by the fall of 1966, if funds are available. Libraries Creation of the second campus in Santa Fe has necessitated the building of a new library collection. John Knego, the Librarian, and his staff have wrought miracles in bringing the new library into being and in acquiring and cataloguing 6,675 volumes during this first year. An additional 7,000 volumes have been received, mostly by gift, and are yet to be acquisitioned. It would be impossible in this report to acknowledge the many donations to the Library, but mention should be made of the gift of all publications by the Bollingen Foundation and of reprints of the Southwestern Classics by the Rio Grande Press of Chicago. Notable bequests of books were received from the late Edith Ames Crosley, Kenneth Foster, Grace Guest, and Robert Hunt. The volunteer Library Committee of Santa Fe citizens and others, under the honorary chairmanship of Witter Bynner and the • 7 • �general chairmanship of Mrs. Alexander Girard, contributed importantly to the development of the Library. Through sponsoring benefits and through seeking Friends of the Library, this Committee obtained gifts of nearly $5,000 to endow the purchase of books and $4,360 in memberships for current book acquisitions. Already space has become the major problem of the Library. Temporary quarters in the Book Store in the Student Center are inadequate. One large room in the basement and a laboratory and preparation room in the Laboratory Building are now assigned as additional temporary space. Detailed plans and specifications for the library building have already been drawn by the architects. Construction of this essential building only awaits a donor. Its cost is estimated at $750,000. Unless this building can be finished by the fall of 1967, the College will be seriously handicapped in its educational program. In Annapolis too the Library is at the top of the priority list of necessary new facilities. Prelimin~ry plans have been prepared for the complete renovation and expansion of Woodward Hall, which has served as the College Library since 1899. Fortunately the General Assembly of the State of Maryland extended to December 31, 1965, its matching offer of $75,000 toward the three-story addition to the building. An appeal was made by mail to the alumni of the College to meet this matching offer and to raise another $250,000 to accomplish the renovation. Thus far only $55,467 has been received in gifts and pledges. The Library Committee and the other members of the Faculty hope that a more generous response will be forthcoming so that construction can be undertaken during the academic year 1966-67. Charlotte Fletcher, the Librarian, reports steady growth over the past year, with the cataloguing of 1,270 new books and the discarding of 830. Reference and bibliographic services grow noticeably, particularly to meet the scholarly needs of the Faculty. The basic set of the British Museum Catalogue of Printed Books was completed during the year. Three volumes by St. John's tutors were included among new acquisitions: Galen's Institutio Logica, English translation, introduction, commentary by John S. Kieffer; Plato's Meno by Jacob Klein; and The First Hundred Years of Wagner's Tristan, by Elliott Zuckerman. Special mention should also be made of a gift in Victor Zuckerkandl's memory from Miss Caroline Newton, a first edition 'of Goethe's Gedichte, inscribed by the author to Jane Carlyle. Polity Revision The third quinquennial review of the College Polity was accomplished during the year, based on study and recommendation by a faculty committee under the chairmanship of Barbara Leonard. The nost important changes concerned the incorporation of the Santa Fe • 8 • �campus into the body politic of the College. A decision was reached to have a single Instruction Committee for the entire College, its membership to be drawn equally from the two campuses. Provision has been made for annual meetings of the Instruction Committee, alternating between the two campuses, to discuss educational policy matters and to recommend tenure appointments to the Faculty. Members of the Instruction Committee on each campus will also serve as local instruction committees to handle specific curricular and instructional matters not affecting the College as a whole. I am highly pleased with the resolution of this matter, since the single Instruction Committee will help to assure the unity of the two campuses. The Polity was also revised to provide for two Vice Chairmen of the Board, one from the East and one from the West. The Executive Committee was enlarged and provision made that a quorum of five members could be convened either in Annapolis or in Santa Fe. The Governor of New Mexico was added as an ex officio member of the Board, and the President of the Maryland Senate and the Speaker of the Maryland House were deleted as ex offido members. Finally, full tenure for faculty members was reinstated in lieu of the twelveyear tenure appointments which had previously been in effect. Campus Development In the early fall construction will start in Annapolis on a small dormitory complex to be known as Harrison House. This building is the generous gift of Gertrude Harrison in memory of her husband, John T. Harrison, 1907, who served for many years on the Board of Visitors and Governors. Final architectural plans are now being drawn by the Baltimore firm of Rogers, Taliaferro, Kostritsky and Lamb. The dormitory will consist of three small units, each housing from eight to ten students. Included as well will be a tutor's apartment, common rooms, and storage space. Harrison House will be loca.ted on a site immediate.ly west of Chase-Stone House, bordering upon the boxwood garden. The Faculty Campus Development Committee, under the thoughtful chairmanship of Dean Haggard, has played a considerable role in planning for both the new dormitory and the library renovation. Helpful advice has also been forthcoming from the landscape committee under the chairmanship of Mrs. Carleton Mitchell of Annapolis. Both committees have served in an advisory capacity to the administration. Last summer and this summer great progress was made on replacing unsightly and broken concrete walks with brick in the entire area around McDowell Hall. The hedge along College Avenue was renewed and shrubbery planted near the gymnasium and the Carroll Barrister House. All of this has done much to enhance the general • 9 • �appearance of the campus. Not readily apparent but equally important was the completion by the city of a storm drain to carry waters off St. John's Street instead of allowing them to flood the lower athletic field. General maintenance of the buildings, both interior and exterior, continues according to schedule. Pinkney Hall received a major overhaul, including the installation of new furniture, wall bookcases, corridor carpeting, and an automatic heating-control system. The entire interior was repainted. Campbell Hall received similar but less attention. For the effective progress in maintaining and improving both buildings and grounds great credit is due Charles T. Elzey, the Treasurer; James E. Grant, the Business Manager; David Tucker, the Superintendent; and the maintenance staff. In Santa Fe surprisingly few problems developed in the operation of the physical plant over the first year. A main concern was to develop appropriately the landscaping of the new campus. A committee was formed under the knowledgeable chairmanship of Mrs. Arthur Musgrave to work with the administration. The committee sought to make the type of shrub and tree which it recommended conform to the College's surroundings. It was also concerned with keeping maintenance and watering to a minimum. Some modifications were therefore made in the master plan, which had been developed by Garrett Eckbo of Los Angeles. The first concern was to plant the rock slope above the pool in the patio area between the Student Center and the academic buildings. A beautiful garden area has emerged. This is a memorial to Mrs. Nina Garson, the gift of her daughter, Greer Garson, wife of Colonel E. E. Fogelson, of the Board. Appropriate planting of fruit trees and shrubs was undertaken in the dormitory patios. This summer the open slopes between the buildings were seeded to native grasses, both to eliminate the barren look of the ground and to prevent erosion. Two new construction projects are about to begin. A contract has been signed for building three tennis courts just north of the arroyo. These will provide urgently needed athletic facilities for the new campus. They are the generous gift of Mr. and Mrs. Don Kirby of Albuquerque as a memorial to Mr. Kirby's mother, Helen Davidson Kirby. The second project is a women's dormitory complex to be located on the slope of Moon Mount just west of the Student Center. Holien and Buckley, the architects, are now drawing plans for these buildings, which will house 126 women and provide space for an infirmary, two apartments, and common rooms. Preliminary approval has been obtained from the Housing and Home Finance Agency for an $850,000 loan to finance the project. • 10 • �Administration In recognition of accomplishment, John H . Dendahl was promoted to the Treasurership in Santa Fe and James E. Grant to the Business Managership in Annapolis. The former appointment releases William J. Hooton to concentrate upon development and public relations in his capacity as Assistant to the President. James Patton, of Chicago, Illinois, was appointed as an additional Assistant to the President in anticipation of a major fund-raising program over the next several years. Another staff appointment was that of Theodore Smith as Director of Admissions in Santa Fe. He replaces Frank Hoback, who resigned to embark upon graduate work in mathematics. In Annapolis, Philip Camponeschi, of the Class of 1946, was appointed to serve as Acting Director of Admissions during the coming year, when James M . Tolbert will be on a well deserved leave. Other administrative appointments in Annapolis were as follows: Margaret Larner, music librarian, and Catherine Tobin, secretary to the Assistant Deans. Mrs. Louise McCarthy became secretary to the Dean, replacing Virginia Cade, who resigned for personal reasons . Mary Frizzell and Georgina Koval relinquished their positions as secretaries in the Alumni and Admissions Offices respectively. In Santa Fe Laney Bancroft succeeded Grace Evans as secretary in the Admissions Office when Mrs. Evans was transferred to the Business Office. Phyllis Willa and Laura Lacey filled the position of receptionist and telephone operator. Lucille Webb served as Manager of the Book Store. Resignations during the year included Florence Van Dresser and Frances Smith, secretaries in the Library and Business Office. Peace Corps Training Program In January the Dean was approached by the Deputy Director of Training of the Peace Corps about the possibility of undertaking an experimental training program at Annapolis this summer. There had apparently been some dissatisfaction with the quality and methods of teaching trainees in area studies and in the courses on the United States, world affairs, and communism. The College was invited to work out a program which would use the St. John's seminar discussions to prepare trainees in these two major areas. A faculty committee under the chairmanship of Robert Bart conferred with representatives of the Peace Corps to plan the program of instruction, and Philip Camponeschi was named Director of the Program. Ninety-four trainees registered for the summer session of twelve weeks on June 18, 1965. The group were destined for India to assist in poultry-management programs. The curriculum for the summer in• 11 • �eluded seminars in Indian and American social problems and institutions, instruction in Hindi, technical poultry studies, and seminars in a selection of readings of books from the St. John's list together with certain Indian classics. Eight St. John's tutors are participating as part of an able staff of instructors, both American and Indian. The program has apparently gone extremely well, though one might be startled at the small village of chicken coops of American and Indian design which have sprung up overnight on the banks of College Creek. The College continued its contractual relationship with the Department of Labor to assist in orienting various groups of foreign nationals. These teams had been brought to this country to study the labor movement in a democratic environment. Publication and Publicity Dedication of the Santa Fe campus on October 10th was the principal public event of the year. One hundred and twenty delegates from colleges and universities attended in full academic regalia. Distinguished guests included the entire New Mexico Congressional delegation, as well as the Governors of both Maryland and New Mexico. Senator Clinton Anderson brought greetings from the President of the United States, and Robert 0. Anderson, of the Aspen Institute of Humanistic Studies, made the principal address. Governor and Mrs. Campbell received delegates and Board members at the Executive Mansion, after which there was a dinner and open house in the Student Center attended by over 1200 persons. Wide publicity in the press and on radio and television was arranged by Jack Wentworth, who continued his able handling of publicity for the College throughout the year. Thomas Parran, Jr., as Assistant to the President, directed the public relations program for the College in Annapolis. The Bulletin of St. John's College continues to serve as the principal publication of the College for both campuses. The new catalogue which appeared in December and the admissions brochure which followed provide basic information about both Annapolis and Santa Fe to prospective students. Special reports on the progress of the Santa Fe campus were sent to selected donors and friends by the President. For the year ahead it is hoped that the number of issues of the Bulletin can be increased to include at least two in magazine format which would be of general interest to alumni and friends of the College. / Alumni Affairs The alumni reelected John Donohue, of the Class of 1935, President of the Alumni Association and at the same time reelected to • 12 • �three-year terms on the Board of Visitors and Governors John D. Alexander, Jr., of the Class of 1953, and Joseph L. Bean, of the Class of 1932. An enthusiastic spirit prevailed at Homecoming in October. Colonel Carey Jarman, of the Class of 1917, received the Alumni Award of Merit. Present for the festivities was Seth Linthicum, of the Class of 1895, of Linthicum Heights, Maryland, then the College's oldest living alumnus, whose death in late July it is my sad duty to report. Only a handful of alumni attended the "Back to College" program scheduled for the two days immediately prior to Homecoming. Those present enjoyed and benefited from the program. It is hoped to repeat it another year. Charles Bell, of the Faculty, addressed the Mid-Winter Dinner in Baltimore in March. The film of the Santa Fe dedication was also shown. This had been underwritten by the Alumni Association. Alumni Annual Giving fell off markedly this year, perhaps as a result of the solicitation of alumni for the Woodward Hall project. A total of $10,605 was contributed for current purposes by approximately 350 alumni, as compared with $18,582 in the preceding year. Alumni gifts and pledges to the Library Fund totaled some $25,000, including a donation of $2,000 from the Alumni Association. Finances Even though St. John's College is a legal entity, the finances of the two campuses are being separately maintained and accounted for. The Annapolis College over the years has built up an endowment fund of $6,946,151, the market value of which on June 30, 1965, was $7,948,008. This fund earned $299,251 last year which represented a 4.313 return on book value of the portfolio. It accounted for nearly one-quarter of the College's income of $1,243,519. The Auditor's statement shows that income exceeded expenditure by $906. Funds actually received by the Treasurer in Santa Fe during the fiscal year under review totaled $603,896. Of these monies $330,332 was used to clear the final balances on the construction of the new campus and on equipment. The sum of $273,564 was applied to current operations, which left a deficit for the first year of $16,849. The balance sheet of the College in Santa Fe shows assets of $5,419,324, against which there are both short- and long-term liabilities of $2,988,644, including a temporary loan of $1,950,000 which had been advanced for construction purposes from the endowment fund in Annapolis. Gifts for current purposes in Annapolis totaled $43,644 for the fiscal year: $10,605 from alumni; $17 ,023 from business' and industry through joint solicitation by the seven colleges comprising the Asso• 13 • �ciation of Independent Colleges in Maryland; $2,178 from Board members; $7,775 from corporations and foundations; and $6,063 from other friends of the College. In addition, $55,467 was received in gifts and pledges in the Library campaign and $39,267 was donated for endowment purposes. This latter sum was matched by Old Dominion Foundation of New York City in accordance with its generous matching offer, which continues through June 30, 1967. For Santa Fe new gifts and pledges including cash, securities and property were in excess of $436,000. This brought the total raised for the Santa Fe campus from February 22, 1961, when the project was born, to $1,859,003. It is interesting to note that 110 individuals contributed $368,815 of the new monies and 24 corporations and companies gave $51,220. On behalf of the entire College community, I acknowledge with deep gratitude the many gifts which have been received over the past year. Within the compass of this report, it is impossible to jnclude all who have contributed so generously. Certain gifts have already been mentioned; the following should also be cited: Gifts and Grants for Annapolis Corporate and Foundation gifts and grants for current purposes as follows: $3,000 from the Esso Education Foundation; $1,000 from the Gulf Oil Corporation Foundation; $1,000 from the Stornaway Foundation; and other gifts totaling $1,200 from the Gordon-Davis Linen Supply Company, the Household Finance Foundation, the Washington Steel Corporation, and Wheat and Mullen; and for the Library Fund $10,000 from the Hodso!} Trust. Gifts totaling $1,977 from the corporate matching programs of the following: Aetna Life Insurance Company, Bristol Laboratories, Clairol, the Ford Motor Company Foundation, the Gulf Oil Corporation, the International Telephone and Telegraph Company, International Business Machines Corporation, the J. Walter Thompson Company, the National Lead Company, and the Office of the Messrs. Rockefeller, the Ortho Pharmaceutical Company, and Towers, Perrin, Foster and Crosby. Gifts and grants totaling $15,272 for scholarship purposes from: the Baltimore Colts Foundation, the Burroughs Newsboy's Foundation, The Colonial Dames of America, the Dr. Charles C. Cook Foundation for Charities, the Edwards Scholarship Fund, the Food Fair Stores Foundation, Mabel L. Gillespie, the Lewis S. Mills Scholarship Fund, the National Merit Scholarship Corporation, the Norristown Parents' Club, the Rotary Club of Cohasset, the Schlumberger Well Survey Corporation, the Williams High School Student Activity Fund, the Norristown Y.M.C.A. Educational Fund, and the Yeadon P.T.A. Scholarship Fund. Bequests of $2,637 from the late Benjamin D. Chambers, of the Class of 1905, and of $11,885 from the late William L. Mayo, of the Class of 1899, both to establish alumni memorial funds. Other gifts as follows: $7,350 in stock from Mr. and Mrs. Jesse L. Adams, representing the final payment on their pledge to endow the concert series of the College; $1,000 from Mrs. Mary F. Duer toward the Robert F. Duer, Jr. • 14 • �1921 Memorial Fund; a further payment of $3,200 from Colonel Robert E. Jones, 1909 and Mrs. Jones toward the Robert E. and Margaret L. Jones Scholarship Fund; gifts totaling $1,124 toward the Dr. John 0. Neustadt 1939 Memorial Fund; gifts totaling $373 toward the Clara B. Weigle Memorial Library Fund; $10,000 from Mrs. Carleton Mitchell for landscaping; $957 toward the Faculty Scholarship Fund, representing the proceeds from a benefit concert by Douglas Allanbrook, of the Faculty; a gift of magnetic components for the laboratory valued at $500 from G-L Industries, Inc., of Westville, New Jersey; a set of the works of Shakespeare from Mrs. Harold D. Jacobs; and a gift of gasoline from Harry Waller. Gifts and Grants for Santa Fe For general purposes, including equipment and scholarships: $1,500 from ACF Foundation; $15,000 from the Brown Foundation of Houston, Texas; $2,500 from Colorado Fuel and Iron Corporation; $5,000 from the Esso Education Foundation; $6,500 from the First National Bank of Santa Fe; $5,500 from the Gulf Oil Company; $2,000 from the Crescent Porter Hale Foundation; $15,000 from the Kennecott Copper Corporation; $500 from the Merrill Lynch, Pierce, Fenner and Smith Foundation; $500 from Miller and Smith Manufacturing Company; $5,000 from the Mountain States Telephone and Telegraph Company; $600 from the Sperry and HutJhinson Foundation; $5,000 from the Santa Fe Foundation (Atchison, Topeka, and Santa Fe Railway); $2,000 from the Singer Company Foundation; and $500 from the Tyler Pipe and Foundry Company. Gifts of books for the Library from Mrs. C. L. Bailey, General and Mrs. Percy Poe Bishop, Richard S. Claassen, Phyllis Crawford, Mr. and Mrs. C. P. Dodge, Colonel E. E. Fogelson, Dr. and Mrs. Murray Friedman, Mrs. Boaz Long, Mrs. Aaron Margulis, L. B. Speiss, Amelia Elizabeth White, and Mr. and Mrs. Richard Wormser. Gifts of furniture from Claude Anderson; Indian rugs from Rex Arrowsmith, Al Packard, and J. I. Staley; Indian pots from Witter Bynner; a collection of santos from J. I. Staley; a Mexican bell and Indian rugs and artifacts from Mr. and Mrs. William M. White. The gift of a collection of eight of his paintings by Eric Gibberd; paintings and sculpture from Dr. F. M. Hinkhouse; one of his paintings by Arthur F. Musgrave; Henderson's "Arroyo Chamisa" from his daughter, Mrs. Edgar L. Rossin; a contemporary Ethiopian painting and Bible pages from Stanley Slotkin; etchings from Mrs. Philip L. Travers; a painting from Dr. and Mrs. Stanislav M. Ulam; two lithographs from the family of Theodore Van Soelen; lithographs and maps from Mr. and Mrs. Alexander V. Wasson; and' three of his paintings by John C. Wylie. Development Program Now that St. John's College is fully established and carrying on its distinctive educational program both at its traditional location in Annapolis and at its new western site in Santa Fe, New Mexico, the time seems propitious to embark upon a major development program to assure the requisite financial support for both campuses. A single major campaign for funds seems desirable, for St. John's has achieved nationwide stature through its colonization plan. I am convinced that many thoughtful people all across this country recognize im15 �portant principles in the St. John's Program and in the College's emphasis upon a small learning community. St. John's College has a real mission upon the American educational scene. The Board has wisely recognized the need for a development program for $16,500,000 to be undertaken as rapidly as feasible over the next decade . The proposed objectives of such a development program are these: Annapolis Campus Renovation and Expansion of the Library New Dormitories for 60 Men Renovation of Existing Dormitories Athletic Center and Swimming Pool Conversion of Gymnasium to Dining Hall Miscellaneous Campus Landscaping Additional Endowment Funds for Current Operations (three years) Total $ 400,000 450,000 200,000 1,000,000 3.50 ,000 100,000 2,000 ,000 150,000 $ 4, 650, 000 Santa Fe Campus Library with Music and Art Facilities Auditorium Athletic Center and Swimming Pool Administration Building New Dormitories and Infirmary Endowment Funds for Current Operations (three years) Repayment of Construction Loans on Existing Buildings $ 750,000 1,100,000 1,000,000 350,000 900,000 5,000,000 800,000 1,950,000 Total $11,850 ,000 Grand Total $16 ,500 ,000 In anticipation of embarking upon this major fund-raising effort, the Board has retained the firm of John Price Jones Company, Inc., of New York City, to do a study, analysis, and plan. The findings will be reported at the October meeting of the Board. Meanwhile, a national committee of sponsors is being enlisted and other preparations are being undertaken. • 16 • �I have every confidence that St. John's College will command the active interest and support of foundations and individuals who are concerned with the future of education in this country. Provision of the proper financial undergirding for both campuses will free the College for what must always be its principal function- the education of young men and women. I hope that the year immediately ahead will see us make great strides toward this goal. * * * * * The future of St. John's College is both exciting and challenging. In an era of bigness and impersonality in education, St. John's is making a contribution out of all proportion to its size. Its institutional purposes and program are clearly delineated. Its commitment is to liberal education as the best preparation both for vocation and for living. Its faculty members believe teaching and learning in common with their students to be their primary opportunity. Its students manifest a seriousness of purpose and a desire to learn for learning's own sake. These factors work toward liberal education of a high order and make St. John's College a small college of distinction. RICHARD D. WEIGLE President Santa Fe, New Mexico August 12, 1965 • 17 • �WHEAT 8c MULLEN CERTIFIED PUBLIC ACCOUNTANTS COLONIAL 3·2888 ANNA,.OLl8. MA"YLAND August 31, 1965 Board of Visitors and Governors St. John's College Annapolis, Maryland Dear Mesdames and Sirs: We have examined the Comparative Balance Sheet of St. John's College located at Annapolis, Maryland as of June 30, 1965 and 1964 and the related Statement of Income and Expenditures for the years ended June 30, 1965 and 1964. Our examination was made in accordance with generally accepted auditing standards and accordingly included such teats of the accounting records as we considered necessary in the circumstances. We did not examine any of the records of the new St. John's College in Santa Fe, New Mexico. A separate audit has been made by Peat, Marwick, Mitchell and Company, Certified Public Accountants of Albuquerque, New Mexico. Any liability that the College in Annapolis may incur because of the financial activities of the College in Santa Fe is not noted in this report except for the loan of $1,950,000.00 as shown on Exhibit "A". In our opinion, subject to the realization of the above loan, the accompanying Comparative Balance Sheet and related Statement of Income and Expenditures present fairly the financial condition of St. John's College of Annapolis, Maryland at June 30, 1965 and 1964 and the results of its .operations for the years then ended in confo;nnity with generally accepted accounting principles, applied on a basis consistent with that of the preceding year. Respectfully submitted, WHEAT & MULLEN EFM:lf 18 �PEAT, MARWICK, MITCHELL & Go. GEHTIFIED PUBLIG AGGOUNTANTS BANK OF NEW "MEXICO BUILDING ALBUQUERQUE, NEW MEXICO 8?101 ACCOUNTANTS' REPORT The Board of Visitors and Governors St. John's College in Santa Fe: We have examined the balance sheet of St. John's College in Santa Fe as of June 30, 1965 and the related statement of current income and expenditures and the several statements of changes in funds for the year then ended. Our examination was made in accordance with generally accepted auditing standards, and accordingly included su~h tests of the accounting records and such other auditing procedures as we considered necessary in the circumstances, except as noted in the following paragraph. In accordance with your instructions, we did not confirm by direct correspondence amounts due from contributors nor did we verify the due dates of such pledges. Accordingly, we do not express any opinion concerning such pledges receivable stated at $829,370.43. Because the pledges receivable at June 30, 1965 enter materially into the determination of financial position and results of operations, we do not express an opinion on the accompanying financial statements taken as a whole. Albuquerque, New Mexico August 16, 1965 19 �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUND Unrestricted Cash.... . ............ . ... .. ......... . .. .. .. ..... . . ... Accounts Receivable ...... . ....... . ..... . ............. . Sundry Receivables ........ .. .... . ......... . .......... . Inventory-Bookstore ....... ... ...... . . .. .... . ....... . . Prepaid Expenses ........ . .. ... .... .. ............ .... . . Due from Other Funds ... .. .. . ............. . . . ..... . .. . Total. .. .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 138, 471 4,282 10,382 19,061 1,183 22,658 $ 196,037 Restricted Cash . . . .. . ........ . .. .. .. ... . . . ...... .. . . .... . ...... . Loans Receivable .................. . . . ................ . Due from U.S. Government ...... . .................. . . . Investments at Cost .... . ........ . ... . . . ......... ... ... . 75,870 11,316 17,958 9,870 Total... ... . . .. .. . . ... . ... .. ......... . ... .. .. . .. . . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 11, 904 2,054,051 1,095 4,870,959 37' 911 ENDOWMENT FUND Cash ..... . . .. . .. ... . . . .... . .... ..... ... . . .. .. . ..... . . Accounts and Notes Receivable ................. . ..... . . . Pledges Receivable .......... .... ........... . ...... .. .. . Investments at Cost . .. . ..... .. .... . . . .............. . .. . Accrued Income .... . . . . .. .. . ...... . .. .. .. . . .... .. ... . . Total Endowment Funds ..... . . .. . .. .. . . . ... .. . ... . $ 6,975,920 PLANT FUNDS Cash ...... . ..................... . ............... . ... . Land and Campus Development ... . ... . ... . ............ . Buildings and Improvements ......... . ........... .... . . . Equipment .. . .... . .. .... . .. . ... .. . ...... . .. . . . ....... . $ 85, 139 252,438 4,482,845 389,367 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 20 • �COLLEGE Maryland June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND Unrestricted Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Deposits and Credits ... . . . ...... . ... . .. . ....... . $ 16,413 32,564 48,977 147,060 Fund Balance ........ . ... . ... .. . . . .... .......... . .... . Total.......... . ........ . ........ . .. . . . . . . . . . . . . . . $ 196,037 Restricted Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Advances from U. S. Government .... . . . . ....... . .. .. ... . $ 25,000 49,342 74 , 342 40,672 Fund Balance . . .... . .............. .... . . ............. . Total.... . ....... . ........ . . ... .. . ........ .. . .... . $ 115,014 Total Current Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 311, 051 $ 22,658 ENDOWMENT FUND Due to Other Funds . . . . .. . .............. . ..... . .... . .. . Principal-Income Expendable Unrestricted Endowments ......... . . . . . . . .... . .. ... .. . Restricted Endowments ..... . . .. ................ . .... . Reservation of Profits-Sale of Securities ... . ...... ... . . 5,265,859 827,011 854,968 Total..... . ........ .. ... . . . . . . . . . . . . . . . . . . . . . . . . . . $ 6, 947, 838 U nexpertded Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Endowment Funds...... .. . . . . .. . .. ..... .... . 5, 424 $ 6,975,920 PLANT FUNDS Notes Payable ...................... . ................ . . Funds Available .for Plant Expansion ... . .... . .. .. . . . . ... . Invested in Plant . . ....... . .. . .. . ................... . . . $ 49,000 36, 139 5,124,650 Total Plant Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 5, 209, 789 Total Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 496, 760 • 21 • �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT FUND ASSETS Cash . . ... .. . . ....... . .. . .. . ... . .... .. . . . . ..... . ... . . . . . . Notes and Accounts Receivable .......... . .. .. . ............ . Pledges Receivable Due within One Year. . . . . . . . . . . . . . . . . . . . . . . . $ 337, 695 Due after One Year . . . . . . . . . . . . . . . . . . . . . . . . . 439, 476 $ 777' 171 Investments at Cost . .... . . . . . .............. . ........ . .... . Due from Other Funds .... . . . . . ................. . .. . .. . .. . Other Assets . . . . . . . . ... .. ... .... . . .. . . .. ........ . ... . . .. . Total Current Fund Assets ... .. .. . ............. .... . . 84 4,518 4,349 5,358 768 $ 792,248 Cash in Savings Accounts... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Pledges Receivable . . .. . .. . ......... . .................. . .. . Investments at Cost . ... . ...................... . . . ....... . . $ 17,945 2,200 2,219 Total Endowment Fund Assets . . . . . . . . . . . . . . . . . . . . . . . $ 22,364 $ 4, 928 197,647 ENDOWMENT FUND ASSETS ANNUITY FUND ASSETS Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Investments at Cost. .. . . ... . ......... . ........... . . . .. . .. . Total Annuity Fund Assets . . . . . . . . . . . . . . . . . . . . . . . . . . $ 202, 575 PLANT FUND ASSETS Unexpended Pledges Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds................... . . . $ Invested in Plant Land and Land Improvements ... . ........ . .. . Buildings ....... . ... . .... .. ...... . .. . . .. . . . Equipment and Furnishings ..... . ...... . .... . Library Books .... . .... . ....... . ...... . ... . . Off-Campus Real Estate ....... . ............ . $ 218,918 3,839,302 202,750 26,654 63,838 4,351,462 Total Plant Fund Assets....... ... . ... ............... $4,402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 22 • 50, 000 675 $ 50,675 �COLLEGE New Mexico June 30, 1965 LIABILITIES AND CAPITAL CURRENT FUND LIABILITIES AND PRINCIPAL Notes Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... Accounts Payable and Accrued Expenses ..... . . .. .. . ... .. ... . Interest Payable . . ........ .. ..... .. .......... .. .... .. .... . Students' Deposits ... .. ....... .. .. . ... . . . ......... . .. ... . . Due to Other Funds .. . . ... .......... .... ............. .. .. . 75,000 23,820 19,500 14,290 675 $ Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133,285 658, 963 Total Current Fund Liabilities and Principal. . . . . . . . . . . $ 792, 248 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Unrestricted Endowment ....... . ... .. .. . .. .. ......... . .. . . Restricted Endowment . . . ... . . . ... .. . .. . . ........... .. .. . . $ 431 9,406 12,527 Total Endowment Fund Liabilities and Principal. . . . . . . $ 22,364 $ 4, 928 197, 64 7 ANNUITY FUND LIABILITIES AND PRINCIPAL Due to Other Funds. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fund Balance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total Annuity Fund Liabilities and Principal. . . . . . . . . . . $ 202, 575 PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Fund Balance.. . ... .. . . . . ..... . ... .... ... . . . .... . ..... . Invested in Plant Notes Payable ... .... ...... ... .... ... ...... . Bonds Payable .. . .... . ....... . . . .. ... ..... . Net Invested in Plant ...... . . .. .. ... . . ... .. . $ 50,675 $1,950,000 900,000 1, 501,462 4,351,462 Total Plant Fund Liabilities and Principal. . . . . . . . . . . . . $4, 402, 137 Grand Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $5, 419, 324 23 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition Fees .. . . . .. .. ..... . .. .. . . .. . ... . ..... ... .... .. . Adult Education .. ..... . . . . .... .. ... . .. .. . .......... . .. . Endowment ........ . ... ... ...... ..... .... .... . .... .. .. . State Appropriations ..... . . . . ... .... .... . . . ...... .. ... . . Miscellaneous .. ...... .................. .... .......... . . Total .. .... . . . .. .. .... ..... ... .. . ... .. . ... .. . ..... . Auxiliary Enterprises Dining Hall .... . .. ... .. ..... ... . .......... ..... . .... .. Dormitories ............ .. ...... .. ......... . ..... ... ... Bookstore .. . .... .... ... . . ....... ........ ........ .... .. Coffee Shop .. ... . ... . ........... . . .. .... . ..... .... . ... $ 505,616 775 266,352 80,000 15,326 $ 868,071 ----. . . . $ 135,299 108,095 38,428 1,176 Total .. . .. .. ... .......... ... .. . .. .... ........ .... . . $ 283,000 Other Non-educational Income . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 52, 482 Gifts and Grants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 39, 966 Total Income ... . . .... .. . .... . ..... ... . . ... ... . . ... . $1,243,519 EXPENDITURES Educational and General Administrative .. . . ..... .. . . . .. . ... . . ....... . . . . . . . .... . General . . .. . .... .... .... . ....... . . .... . . . .. . .. . ....... . Instruction .... ....... .... . ....... . . . . . . ... ....... ... . . . Student Activities .. . ... ............ . ... ... ..... ..... . .. . Adult Education ..... . . . ... ................ . . . .. . ...... . Plant Operation and Maintenance ... .... ..... . .. .... .... . . $ 148,371 78,865 449,571 16,867 1,066 221, 548 Total . ..... ... ...... ... . . . . . ........ .. .. . . ...... .. . $ 916,291 Auxiliary Enterprises Bookstore ...... .. . . .. .. . . ... ... . . . ... . .. ... . .... . ... .. . Dining Hall . . . . ..... . ................ . . .. . .. . .. ... ... . . Others . . .. ..... .. ........ . .. ... ...... .. . . .. . .. .... .. .. . $ 42, 158 115, 176 80 Total ..... ... ....... . .. ..... ..... ....... .. .. .. .... . $ 157,415 Other Non-educational Expenditures Scholarships and Grants in Aid ... .. .. . .. . . ...... ........ . Others ........ ... .... .. ......................... . .. . .. . $ 136,998 16,909 Total .. ........ . ... . ... . ... .... .. ..... .. . .. ..... .. . Total Expenditures ....... . . ......... . . . ..... . ... . . . . $ 153,907 $1,227,613 ----- Income in Excess of Expenditures ........ . .. . . ... . . . . .... . Less Amortization of Chase-Stone Improvement Loan .... . $ 15,906 15,000 Current Funds Available for Future Operations .... . . . .. . . $ 906 • 24 • �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF INCOME AND EXPENDITURES Fiscal Year Ended June 30, 1965 INCOME Educational and General Tuition ........ .. ... ............ . . ... ....... .. .......... . Adult Education . .. .............. ... .. .... . . ........ .. ... . Endowment and Annuity .............. . ............. . ... . . Miscellaneous ................... . ...... .. ........... .. .. . $121, 707 2,970 2,266 837 Total . . ... . ... .. ...... .. .... .............. . ...... . .. . $127,780 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: Total ..... . .... . ........ ... ............ . . . .. ........ . $ 36,570 29,677 $ 66,247 Other Non-educational Income .... . .......... ... .. .. .. .. .... . $ 6,661 Gifts ... .. ...... . . . .... .. . . . . .... . ......... . ............ .. . $273,564 Total Income .... . . .. ..... .. .... .. .. .. ... . ... ... ..... . $474,252 EXPENDITURES Educational and Generai Administration and General ... . . .. . . . ...... . .. .. . . ..... . .. . Instruction .......... .... ....... . . ..... . ................. . Adult Education ............. ... .................. . . . ... . . Plant Operation and Maintenance ... . .. ..... . .............. . $136,423 158,424 2, 130 41,784 Total ................. . ... ... ...... .. ..... . . ... .. . .. . $338,761 Auxiliary Enterprises g~~~ft!~~: ::::::::::::::::::::::::::::::::::::::::::::: $ 31, 906 32,322 Total .... ........... . ........ . ........ ....... .. . . . . . . $ 64,228 Other Non-educational Expenditures Scholarships and Grants-in-aid ...... .. . .. .. . .......... .. ... . Interest . .... .. . . ....... . .... . .... . ... .... .. .. ..... . ..... . $ 17,473 70,639 Total. .... .. .. . . . . . ....... . .. .. . ....... ...... .. . .... · $ 88, 112 Total Expenditures ..... .. ..... . .. ..... ... . ....... . . . . . $491, 101 Excess of Expenditures over Income ... .. ... ..... . .......... . $ 16,849 • 25 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . .. ..... ... . .. .. . . Arthur deTalma Valk, 1906 . . . ... ... . .. . .... .. . $1,817,955 150,216 $ 500,000 150,000 $2,317,955 300,216 $1,968,171 $ 650,000 $2,618,171 $ 15,000 25,000 3,070 1,130 87,933 135 5,233 25,025 7,367 150,250 2,500 500 36,000 7, 141 22,685 19,362 26,000 560 7,056 3,448 1,552 $ 15,000 25,000 3,070 $ 446,947 $ 323,864 $ 29,316 3,452 $ 20,000 1,470 $ 49,316 4,922 $ 32,768 $ 21,470 $ 54,238 $ 200 125 855 2,637 1,000 1,360 1,035 500 658 18,357 $ 200 125 507 $ 400 250 1,362 2,637 2,000 1,695 2,020 1,000 1,291 25,920 SCHOLARSHIP ENDOWMENTS Annapolis Self-Help . . ... . . ... . . . . .... .. .. . . ... George M. Austin Memorial, 1908 . . .. . ... . . . .... Chicago Regional ... . . .. ... . . . . ...... . ..... . .. Class of 1897 .. . . . ..... . . . . . .... . ... . . . . . . .... Class of 1898 . .. . ......... . .... . . . . . ... . .. ... . Corporal George E. Cuniff, III, 1930 .. . . . . .. ... . Faculty . . .. . . ..... . . . ... . .. . ... . . . . . ... . .... .. John T. Harrison, 1907 . .. . ........ . .... . ...... Hillhouse High School, 1927 .... . .. .. . .... . ... .. Richard H. Hodgson, 1906 ..... . . . . ... . . . .. .. . . Alfred Houston, 1906-Student Aid . .. .. .... . . . . Houston Regional .. . ..... .. . . . . . . .. ........ . . . Jesse H . Jones & Mary Gibbs Jones . .. .... ..... . Robert Edward & Margaret Larsh Jones .... . . . .. Massachusetts Regional. ..... . .... . ... .. . ...... Philip A. Myers, II, 1938 ...... . . . . .. ... . .. .. . . Oklahoma Regional . . .... . . . . . .. ... . .. . . .. . . . . Pittsburgh Regional . . . ..... . . . . . ... . ... . . . . . .. Clifton C. Roehle . ........ . . . . . . .... .... .. . . .. Clarence J. Stryker . ... ... .. . . . .. . .. . ... .. . .. .. Friedrich J. von Schwerdtner . . .... . .. .. . . . .. . . . $ 135 2,359 20,025 7,367 150,250 2 , 500 500 36,000 22,685 9,000 26,000 560 3,413 30,000 50,000 6, 140 1,130 87,933 270 7,592 45,050 14,734 300,500 5,000 1,000 72,000 7, 141 45,370 28,362 52,000 1,120 7,056 6,861 1,552 $ 770, 811 STUDENT LOAN FUND ENDOWMENTS George Friedland . . . ... . ........ .. ... . .. .... . . John David Pyle, 1962, Memorial. . ... . . . . .... . . ALUMNI MEMORIAL ENDOWMENTS Drew H . Beatty, 1903 .. ... . ... .... . . .. . . . ..... Dr. William Brewer, 1823 . . . ... . .... .. . ... . . ... Frederick W. Brune, 1874 .. . ... .. .. . .. . . .. . . ... Benjamin Duvall Chambers, 1905 . . ...... . .... .. Henry M. Cooper, Jr., 1934 .. .. . . . . . ...... .. .. . Robert F. Duer, Jr., 1921 .. . .... . . . . . .. . . . . . ... In Honor of Dr. Philip Edwards, 1898 . . . . ..... . . Allen Lester Fowler, 1915 . . . . ... . . . ... . . .... .. . Dr. Amos F. Hutchins, 1906 . .... . .. . ..... . . .. .. Helen Barnes Jones and Robert 0. Jones, 1916 ... . 26 . 1,000 335 985 500 633 7,563 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund ALUMNI MEMORIAL ENDOWMENTS- Continued William Lentz, 1912 ...... . ...... . ............. Col. Harrison McAlpine, 1909 . . . ..... . . . .. .. ... William L. Mayo, 1899 . . .......... . . . ....... . . Ridgely P. Melvin, 1899 . ... . ............ .. . . . . William S. Morsell, 1922 (Athletic Fund) . ... . . . . John Mullan, 1847 ........................ . ... H. Keith Neville, 1905 .. . .... . ..... . ....... . ... Dr. John 0. Neustadt, 1939 .. . . ........... .. ... Blanchard Randell, 1874 ............ . .......... Leroy T. Rohrer, 1903 .... . . . .......... . ... . ... C. H. Schoff, 1889 .. .. ... . ... . . . . . ..... . ....... Rev. Enoch H. Thompson, 1895 ...... . ......... Dr. Robert S. G. Welch, 1913 . .. ... .. ...... . .. . Dr. Willis H. White, 1922 .... .. ...... .. ... . . . .. Amos W.W. Woodcock, 1903 .. . . . . .. ..... . .. . . 1,020 325 11, 885 100 5,000 10,000 1,000 597 331 100 500 3,000 125 625 2,000 $ $ 63,335 $ $ 60,000 150 308 25,000 1,034 3,000 77 400 1,500 500 518 $ $ 1 ,020 325 $ 2,040 650 11, 885 200 10,000 20,000 2,000 597 661 200 1,000 6,000 250 1,250 3,000 34,973 $ 98,308 60,000 $ 120,000 150 308 50,000 1,034 6,000 102 800 3,000 1,000 518 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . . .. Alumni Memorial Book Fund ............... . ... Philo Sherman Bennett Prize Fund . . ... . . . ...... Benwood Foundation Library Fund . . . . . . ... .. . . Walter I. Dawkins Prize Fund ....... . . . .... . ... Fund for Tomorrow Lectureship .. .. .... . .... ... Floyd Hayden Prize Fund . .............. . .. . ... Library Fund . . . . ..... . ...... .. .. . ............ Ellen C. Murphy Memorial Library Fund . . ...... Cora Dodson Sasscer Newspaper Fund . . . . .. . ... Mrs. Blair T. Scott Prize Fund .. . .. . ........ . .. Elma R. and Charles D. Todd Memorial Library Fund ...... . .... . ..... . . .. Clara B. Weigle Memorial Fund ...... . ........ . Alumni Endowment ........ . ....... ... ... . . . . . General Endowment . .. .. .............. . .. . .... $ 25,000 3,000 25 400 1,500 500 19,500 189 191,026 202,357 19,500 186,309 39,000 189 377,335 202, 357 505,559 $ 296,234 $ 801, 793 $1,749,549 $1,749,549 PERMANENT ENDOWMENT FUNDS Old Dominion Foundation Grants Not Applied to Named Funds .... . . . . . ...... . Reservation of Profits, Sale of Securities ..... .. .. Total Endowment Principal . . ... . .. . ... . 27 $ 854,968 $3,871,748 . $ 854,968 $3,076,090 $6,947,838 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Fletcher Catron Memorial Fund . . . . . .. .... . .. . .. . . .. . . .. . .. .. . . Mrs. Nina S. Garson Memorial Fund . . ... .. . ......... . . . .... . .. . Dr. Florence R. Kluckhohn Fund . . . .. . . . . . ... .. . . ... . . . . . . . ... . Frank Patania Memorial Fund . .. . . . .. . . ... ...... ..... . . ... . . .. . E. I. "Tommy" Thompson Memorial. . .. . . . .. . .. . . .. .. .. . .. . ... . $1,300 2,000 1,000 3,341 1,765 $9,406 SCHOLARSHIP ENDOWMENTS General Fund . . .. .... . . . . . ... . . .. . . . . . .... . . ... . ........... .. . Nina Otero-Warren Memorial Fund . . .. . . . . . ........ . .. . .. . . ... . $ 200 465 $ 665 LIBRARY-PERPETUAL MEMORIALS Ruth Laughlin Alexander Judge Levin Claude Bailey George Bart Berger Josephine Foster Blair Louise M. Clevenger Dr. Elizabeth B. Demarest Jake Dorbin Sarah Dorbin Henry Dendahl Alice C. Fletcher Bessie Fogelson Hirsch Fogelson Nina S. Garson Violette Collingwood Glasstone John Stewart Harvey Dorothy Calvert Hino Hubert E. Holdoway John Mead Howells Clarence Lohman Isaac H. Mayer Thomas J. Needham Lowell S. Peterson Bernard Buckley Robinson J. 0. Seth Charles H. Strong Thomas C. Van Stone Jam es R. Thorpe, Sr. Clara B. Weigle Horace White $5, 112 LIBRARY- LIFE MEMBERSHIPS Frank W. Armstrong Roland S. Bond Vic E. Breeden Mrs. Agnes M. Canning Mrs. Gertrude Clarke Miss Flora W. Conrad Mrs . Cecily Cunha Mrs. Margaret W. Driscoll Miss Helen Park Edwards E. E . Fogelson Gayle D. Fogelson Mr. and Mrs. Alexander Girard Samuel Glasstone Mrs. Henriette Harris General Kenner F. Hertford Mr. and Mrs. Henry H. Hoyt Bishop and Mrs. Everett H. Jones Franklin H . Kissner Mrs. Albert S. Lathrop Mervyn LeRoy Mrs. John Gaw Meem James Merrill John S. Newberry Mrs. Duane L. Peterson Mrs. Joseph H. Quire Harrison Sasscer Adolph W. Schmidt Mr. and Mrs. Winfield T. Scott Dr. and Mrs. Philip L . Shultz Mr. and Mrs. Roger Slakey Mrs. Susan A. Turnbull Mr. and Mrs. John K. S. Walter Mr. and Mrs. Paul A. Wilson $6,750 Total Endowment Principal .. . .. . . .. . ... . . ... . ... . . . . . . . • 28 $21,933 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $7,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of ................................ dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 28 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1965 Description An account of the resource Volume XVII, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1965. 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 1965-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVII_no3_1965_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/50579e74630c9d01e77dc8b8710f588e.pdf 5086d650c0e06c3fc8fb6eba0e5d5ce5 PDF Text Text No. 3 VOLUME XVI Bulletin of ST. JOHN'S COLLEGE REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND SANTA FE, NEW MEXICO SEPTEMBER, 1964 .Founded as King William's School, 1696. Chartered as St. John's College, 1784 �Volume XVI SEPTEMBER, 1964 Number 3 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GovERNORS OF ST. JoHN's CoLLEGE: This my fifteenth annual report is being written in a spacious new office on the campus of St. John's College in Santa Fe. The window to the south commands a view of Monte Sol, the College's landmark in the southeast corner of the city. The window to the north affords a panorama of the Sangre de Cristo Mountains, twenty miles distant. The quiet and beauty of the scene are rudely interrupted by the drill of a telephone installation crew, the roar of a bulldozer grading roads, and the ring of carpenters' hammers from the neighboring dormitories. All administrative offices and the college library moved from scattered temporary quarters and began functioning on the new campus on August 31st. Meanwhile, nearly 200 men are still working against time to complete the interiors of the various buildings before some seventy-five entering freshmen arrive on October 1st. Remarkable progress has been made in construction since ground was broken eighteen months ago. Another month will see the completion of the classroom building to be known as Santa Fe Hall, the laboratory building, the student center, and nine small dormitory units, together with two tutor's apartments. The overall construction cost, including all utilities, roads, landscaping, equipment and furnishings, will amount to approximately four million dollars. An additional hundred thousand dollars will have been spent for interest on construction loans. I am confident that each of you as he visits the new campus will be impressed by the quality of the materials and workmanship, by the beauty and durability of the buildings and by the actual size of the physical plant as compared with the amount of the College's investment. Simplicity of design will be the keynote within the several buildings. Alexander Girard, Architect, of Santa Fe, agreed to design the interiors with Frank Woods, AID, as Associate. The effects achieved so far have been most pleasing, particularly in the student center, where square brick has been used to advantage in certain walls and simple vertical paneling in others. Most of the furniture- executive and student desks, dining room and coffee shop tables, and common room furniture- has been designed by Mr. Girard and custom built for the College. Use of a laminated wood-block top throughout has resulted in significant economies and has produced a harmony of appearance. Appropriately enough there will be a tie with Annapolis tradition through the use of the same kind of seminar chair as has endured thousands of hours of dialectic over the years. • 1 . �For landscaping and the development of the patio between the student center and the academic buildings, the firm of Eckbo, Dean, Austin and Williams of Los Angeles, California, was commissioned. The design for this area calls for broad paving on two levels separated by attractive stone walls and by a rocky slope at the base of which there will be a pool of water. Concrete walkways are being poured in a brownish hue to reduce the glare of the New Mexico sun. All of the stone for the walls has come from the College's hillsides; it possesses a unique beauty, much of it retaining the green lichen from its native resting place. The landscape architect's future plans call for various kinds of trees, shade trees, small pinon pines, and the tall ponderosas which normally grow at an elevation just higher than the 7300 feet of the new campus. As the new campus has approached completion an ever-increasing number of visitors have crossed the causeway to see it. Much of this is a direct result of the many stories which, through the able efforts of Jack Wentworth, the College's Consultant on Development, have appeared in the Santa Fe New M exfran, in the Albuquerque papers and in other papers in the Southwest. The College has also been the subject of numerous radio and television programs and of articles in national journals and magazines. Interest appears to be great in this unique venture of establishing a second campus in the western part of the United States. The principal item of unfinished business continues to be the problem of finance. With a few notable exceptions there has been a dearth of major new gifts and pledges during the year under review. Nearly $415,000 was received, most of it payments against pledges made in the earlier campaign. Fortunately, the Housing and Home Finance Agency increased the size of the dormitory loan from $700,000 to $900,000. At the same time the capacity of the proposed dormitories was increased from 106 to 146 students. Within the next fourteen months the College must raise two million dollars in order to pay off the major construction loan due on October 25, 1965, and in order to operate the new campus for the coming academic year without incurring a deficit. Faculty The scheduled opening of the Santa Fe campus compelled both the College and individual members of the Faculty to reach a number of crucial decisions. After careful search by a committee of tutors having tenure, Clarence J. Kramer, a graduate of the College in the Class of 1948 and for ten years a member of this faculty, was unanimously recommended for appointment as Dean of St. John's College in Santa Fe. This position carries with it the associate deanship of • 2 • �St. John's College. The Board made this appointment at its September meeting. Members of the Faculty were all canvassed for their interest in present or future assignment to the Santa Fe faculty. The initial roster as recommended by the two deans and the Instruction Committee consists of: Clarence J. Kramer, Dean; Robert E. Skeele, Assistant Dean; Ford K. Brown, Marcia Bullard, William A. Darkey, Mrs. Molly Gustin, J ournet Kahn, Mrs. Ingeborg Lorenz, Donald Rauber, Thomas J. Slakey, and Curtis A. Wilson. Seven of these tutors have a total of 98 years of teaching experience in the St. John's Program, ranging from Mrs. Gustin's two years to Mr. Brown's 39 years. Mr. Kahn is himself an alumnus of the College and taught briefly after his graduation. Mrs. Lorenz, Miss Bullard and Mr. Rauber all present interesting experience in other institutions. These eleven initial appointments are a promising cadre around which to build the faculty in succeeding years. Because of the program of preparation for Santa Fe, the College in Annapolis benefited during the year from a faculty of fifty tutors for the 319 students. This figure excludes tutors on leave. Both Mr. Kramer and Mr. Darkey had sabbatical leaves, which they spent for the most part in study in Mexico. Miss Beate Ruhm von Oppen was on leave to teach at Smith College. Thomas K. Simpson held a Danforth Fellowship and worked toward a Ph.D. in the History of Science Department at the Johns Hopkins University. Victor Zuckerkandl had leave for the first semester to work in Europe on Beethoven's notebooks under a grant from the Bollingen Foundation. Jacob Klein, having reached the age of 65 during the current academic year, retires as a tenure tutor. He will, however, continue full-time teaching for the coming year on one of the annual appointments provided for in the College Polity. Richard Kennington and Robert N eidorf resigned at the end of the year to accept appointments elsewhere. Both will be missed. Four other tutors will be absent on leave during the coming academic session, Mr. Simpson to complete his Ph.D. on a National Science Foundation fellowship, Mr. Sparrow to teach at St. Mary's College in California, Miss von Oppen to teach at the University of Massachusetts and to write, and Mr. Nathan to study at Harvard University in a special program for teachers of mathematics. In addition to the new appointments for the Santa Fe campus, the following tutors have been appointed for 1964-65 in Annapolis: Ida Doraiswamy, mathematician from Lady Doak College, Madurai, India (concurrently to be resident head of Humphreys Hall); Mickey Gibson, anthropologist, from Goucher College; John R. Gump, former assistant minister of the First Presbyterian Church in Annapolis (concurrently to be Assistant Dean); David Jones; of the Class of 1959, who studied Philosophy in Australia and has satisfied • 3 • �all Ph.D. requirements but the dissertation at the University of Texas; Louis N. Kurs, geologist, from the University of Illinois; Roger Schmeeckle, former Benedictine novice; Earl Scott, chemical engineer and professor of theology, from the Austin Theological Seminary in Austin, Texas; Deborah Traynor, who studied English Literature at the University of Chicago; Arthur C. Reisz, of the Class of 1955, Classics (to be a part-time visiting tutor); and James I. Gilbert, retired professor of Art from the University of Chicago (to be Artist-in-Residence). I nstritction A second successful year of the preceptorial program means that this can now be considered a permanent part of the curriculum. The resultant reduction in the number of books read in the junior and senior seminars has apparently not caused too serious a sacrifice of essential reading. The revised laboratory program for the freshman year functioned well. Measurement exercises in the first semester were later followed by a chemistry sequence. Next year all sophomores will have a full year of biology. After study of body chemistry the laboratory will proceed through anatomy and physiology to embryology and genetics. A committee under the chairmanship of Mr. Douglas Allanbrook has prepared a recommendation for revising the music tutorial. This will now be taught in the sophomore year. There will be three meetings weekly, with more attention paid at the beginning to the relation of music and poetry, especially through their common rhythmic qualities. Since this change will bring about a closer relationship between the music and language tutorials, the sophomore language tutorials will meet only three times weekly instead of four. They will be devoted more completely to the study of grammar and logic. More Greek will be read at the end of the year and a new logic textbook substituted for the present manual. In March the College was visited by an evaluation team from the Middle States Association of Colleges and Secondary Schools. This was a periodic visit, eleven years having elapsed since the previous visit. The team, under the chairmanship of Dean Ruth Adams of Douglass College, submitted a favorable recommendation. In June the Commission on Higher Education of the Middle States Association reaffirmed the College's accreditation for a further ten-year period. This accreditation automatically extends to St. John's College in Santa Fe for a period of two years. At that time a joint visit will be conducted by a team from the Middle States Association and the North Central Association to appraise the new college and to evaluate both campuses after two years of operation. . 4 . �The Students St. John's College in Annapolis opened in September of 1963 with an enrollment of 310 students. Nine former students re-enrolled at midyear, making the total enrollment for the year 319. There were 38 withdrawals during the year, as compared with 51 in 1962-63. The tabulation on total enrollment follows: Freshmen Sophomores Juniors Seniors Grand Total Men 78 41 47 28 Women 53 41 17 14 194 125 Total 131 82 64 42 319 Like all colleges, St. John's has experienced a steadily nsmg number of applicants over the last several years. For this fall, a total of 420 formal applications for admission were received, as compared with 215 in 1962 and 262 in 1963. These developed from 2,447 inquiries as compared with 1,589 in 1962 and 1, 719 in 1963. A total of 200 entering freshmen will arrive on the two campuses later this month: 120 registering at Annapolis on September 17th and 80 at Santa Fe· on October 1st. Of these new students, 115 are men and 85 are women .; they come from 25 states, the District of Columbia and three foreign countries, Germany, Mexico, and Spain. James Tolbert, the Director of Admissions, is continuing to follow an extensive program of school visits. He is assisted by Frank Hoback, of the Class of 1964, Admissions Officer in Santa Fe, and by Mrs. Patricia Grady Bassine, of the Class of 1958, who has been visiting schools in the New England area. A lower rate of attrition in all classes, itself a most desirable development, caused the College to institute an advance-payment plan for returning upperclassmen. The purpose of this was to predict with greater accuracy the size of the upper classes so that a maximum number of entering freshmen could be admitted within the limits of the College's facilities. Deposits were received from 90 sophomores . 55 juniors and 55 seniors. This will permit the College to enroll approximately 120 freshmen. The session began with the enforcement of the Rules of Residence in the hands of the Dean, after three years of experimentation with their administration by students. After a number of early violations had resulted in individual suspensions, the student body appeared to understand and accept the situation. The rules appeared to be better enforced than in preceding years. In other areas of student activity the Student Polity functioned well under capable leadership. A movement to revise the Polity in the direction of a community • 5 • �government proved abortive. The Dean will continue to welcome any serious proposal looking toward responsible student self-government. The Library Over the past twelve months the Librarian and the Library Committee had the simultaneous tasks of compiling the basic list of books for the new college in Santa Fe, bringing the Annapolis collection up to date, and at the same time planning renovation of and an addition to Woodward Hall. On December 1st much of the responsibility for Santa Fe was shifted to John Knego, the new Librarian, who spent two months in Annapolis before setting up temporary headquarters in Santa Fe. The most helpful source of titles for book purchase for the western campus was found to be the Annapolis shelf list. The architectural firm of Rogers, Taliaferro, Kostritsky & Lamb was chosen to execute the preliminary plans for the addition to Woodward Hall and for its general renovation. Specifications had been drafted by the Librarian, the Library Committee and the Treasurer of the College over a period of years. A first proposal based on these specifications was submitted by the architect in May. It is hoped that final plans can be drawn this fall at the same time that monies are being sought to execute the project. Another task accomplished during the year was the reorganization of the music library under the capable administration of Mrs. June Main. A re-cataloguing of the collection was completed and an inventory taken. Circulation of records and scores was greater than in any preceding year, as was the circulation of books both among students and tutors. The Library benefited by the return from leave of Mrs. Candida Allanbrook to her position as circulation librarian and inter-library-loan assistant. Administration There were a number of changes in the administrative staff during the year under review. In January the College appointed David Tucker as Superintendent of the physical plant. Mr. Tucker had supervised the renovation of Chase-Stone House. His technical knowledge and managerial ability will greatly strengthen the College's entire maintenance program. Marion Catterton, who had served loyally as Superintendent of Buildings and Grounds for some years, resigned in June to accept a position in the Engineer's Office of the City of Annapolis. James E. Grant replaced William E. Thomas as Assistant Business Manager at the beginning of the fiscal year. At the same time • 6 • �Mrs. Jorie Hopkins became Bookstore Manager, since Mrs. Rozanne Kramer accompanied her husband on sabbatical leave. Mrs. Louise McCarthy was appointed secretary to the Assistant Deans in the place of Mrs. Audrey Kempton, who assumed the responsibility for the mimeograph room. Mr. Gerald Fitzgerald was appointed Director of the International Labor Center when the College undertook a new one-year contract for the United States Department of Labor to conduct an orientation program for Japanese and other nationals visiting the United States. Mrs. Mary Frizzell served as secretary in this office until May, when she replaced Mrs. Barbara Simpson in the Alumni office. Mrs. Virginia Cade resigned as secretary to the Dean in June, when she was replaced by Mrs. McCarthy. Other secretarial appointments included Mrs. Thyrrice Lewis, secretary to the Assistant to the President and Mrs. Georgina Koval, additional secretary in the Admissions Office. In Santa Fe, William Hooton, as Treasurer and Assistant to the President, did yeoman service in discovering and recommending appointment of able staff assistants. John Dendahl was named Business Manager of the new college and undertook his duties in December. In April 1 Maurice Howell joined the staff as Superintendent of Buildings and Grounds after considerable experience in the Army and at the State Hospital in Las Vegas. Both Mr. Dendahl and Mr. Howell followed closely the progress of construction to familiarize themselves with the developing buildings. Mention should also be made of the temporary office space provided for the young college in downtown buildings during the construction period. The College is grateful for helpful contributions of space by Harvey Durand of La Posada Inn and by Seth, Montgomery, Federici and Andrews, and of office furniture by John Dillon, Jr., of Santa Fe Book and Stationery Company. Mrs. Marie Winterhaler was appointed secretary to the President and the Assistant to the President; Miss Carol German, secretary to the Dean; and Mrs. Grace Evans, secretary in the admissions and adult education office. In the Library the following appointments were made: Mrs. Florence van Dresser, secretary; Mrs. Margaret Frazier, library assistant; Mrs. Diana Chaffee, library assistant; and Miss Ruby Rubidoeaux, cataloguer. Maintenance Program Great strides were made in improving the general condition of the buildings and enhancing the attractiveness of the common rooms on the Annapolis campus. McDowell and Pinkney halls underwent major exterior repairs. The ivy was removed and the brickwork cleaned, pointed and siliconed. Interestingly enough, this facelif ting revealed the names of many former St. Johnnies etched in the • 7 • �sandstone of McDowell and the brickwork surrounding the Pinkney doorways. One such name, still quite legible, was carefully etched by a member of the Class of 1800, some 164 years ago! The major construction project of the year was the renovation of Chase-Stone House, completed in November. From sagging timbers and cracked walls there was created a superb building providing accommodation for 27 men. The basement is a complex of four small common rooms~ each with fireplace. The College is indebted to James W. Burch, architect, for his imaginative design and careful supervision. Baltimore Contractors, Inc., executed the project with skill and precision at a total cost of $250,000. As of the end of the year a bank loan of $134,000, payable over a six-year period, was stm outstanding on this project. In other campus developments women students relinquished Randall Hall to the men in exchange for Humphreys Hall. Ultimately it is planned that Paca-Carroll House will likewise be converted into a women's dormitory, thus housing all women on the south half of the campus. A mimeograph room was set up in the small wing appended to Pinkney Hall. An intra-campus telephone system was installed which greatly facilitated communications. Unfortunately, a considerable section of underground pipeline gave way from corrosion. This necessitated replacing some 600 feet of pipe. Fortunately, the project was completed before the arrival of cold weather. It is significant that nearly $50,000 was expended on various maintenance projects during the year. A like sum was projected for the summer of 1964. Charles T. Elzey, the Treasurer of the College, deserves high praise for the way in which he has handled the property of the College. His report wisely states that his goals will continue to be the protection of the investment in plant, increased utilization of the College's existing facilities, and the general enhancement of the attractiveness of the campus. Finances Once again, I am pleased to report that the College operated with a slight excess of income over expenditure. Expenses of $1,273,387 exceeded the budget by $22,000, but income of $1,274,288 was some $23,000 greater than had been anticipated. Included in both sets of figures is the sum of $55,473 covering the salaries of tutors in training for the Santa Fe campus. As of June 30, 1964, the principal of the endowment fund had reached a new high of $6,678, 772, representing an increase of approximately $180,000 during the year. The market value of the endowment fund on the same date was $7,660,978. The total income earned by • 8 . �the endowment fund for the year was $293,625, representing a return of 4.4% on book value or 3.8% on market value. In Annapolis, $51,136 was received for current purposes: $18,582 from alumni, $12,255 from business and industry through the Association of Independent Colleges in Maryland, $4, 189 from Board members, $8,351 from corporations and $7,579 from other friends of the College. In addition, $42,832 was received for endowment purposes. For the Santa Fe campus, a total of $414, 762 from 168 donors was received, most of it designated for the construction program and the general purposes of the College. Gifts and Grants from Corporations and Foundations: Gifts for current purposes as follows: $1,342 from the Gulf Oil Corporation Foundation; $500 from John D. Lucas Printing Company; stock valued at $959.23 from Sears, Roebuck and Company; $2,000 from the Singer Company Foundation; and $2,000 from Western Electric Fund as an Appreciation Award; and, for capital purposes, $3,500 from Baltimore Contractors, Inc.; and $3,000 for equipment from the Esso Education Foundation. Other gifts totaling $1,050 for current purposes from the Carling Brewing Company; Gordon Davis Linen Supply Company; Household Finance Foundation; and the Washington Steel Corporation; National Merit Scholarship; the George A. and Mary E. Oursler Foundation. The following gifts and grants for scholarship purposes: $2,050 from the Baltimore Colts Foundation; $500 from the Dr. Charles C. Cook Foundation for Charities, Inc.; $1,500 from the Food Fair Stores Foundation; $500 from the National Association of Secondary School Principals; $2,450 from the National Merit Scholarship Corporation. Gifts and grants for the College in Santa Fe are as follows: $1,500 from ACF Foundation; $2,500 from the Colorado Fuel and Iron Corporation; $1,000 from the Crescent Porter Hale Foundation; $1,000 from Empire Block Company; $10,000 from First National Bank of Santa Fe; $4,503 from Holien and Buckley; $5,000 from Isaac Liberman Foundation, Inc.; $1,000 from Reynolds Electrical Engineering Company; and $57 4 from the Tektronix Foundation for laboratory equipment. Gifts totaling $1,625 from the corporate matching programs of the following: Aetna Life Affiliates Company; Bristol Laboratories; Clairol, Inc.; Chemical Bank of New York Trust Company; Insurance Company of North America; International Business Machines Corporation; International Telephone and Telegraph Corporation; Scott Paper Company; The Smith, Kline and French Foundation; and the National Lead Foundation. Gifts and Grants from I ndividual.s: Thirty-one major gifts toward the new college in Santa Fe were received from the following: C. P. Anderson, Robert 0. Anderson, Mr. and Mrs. Bromwell Ault, Mr. and Mrs. Francis G. Coates, Thomas M. Evans, Col. and Mrs. E. E. Fogelson, Green Garson, Dr. and Mrs. Alvin C. Graves, Mr. and Mrs. Merrill B. Johns, Bishop and Mrs. Everett H. Jones, Mr. and Mrs. Donald Kirby, Dr. Florence Kluckhohn, John R. McCune, Jr., Mr. and Mrs. Robert E. McKee, Mr. and Mrs. John Gaw Meem, Mr. and Mrs. William D. Miller, • 9 • �Mr. and Mrs. Arthur Musgrave, W. T. Old, Jr., Edward S. Pinney, Mrs. Roberta M. Regan, Mrs. Edgar L. Rossin, Mr. and Mrs. Jack Ru~t, Mr. and Mrs. Leland Thompson, Sr., Mrs. Edgar Tobin> Miss Amelia Elizabeth White, Mr. and Mrs. William M. White, Mr. and Mrs. E. R. Wood, James Webb Young, and three anonymous donors. The gift of a music listening room in the Student Center as a memorial to Mrs. James R. Thorpe, Jr., from her husband and family. A gift of $15,000 in stock from Mr. and Mrs. Jesse L. Adams, of Annapolis, representing the fifth payment on their pledge to endow the concert series of the College. A gift of a mahogany table from Dean and Mrs. Thomas P. Brockway, of Bennington, Vermont. A gift of $750 from Ralph E. Campbell, of Annapolis, toward the purchase of athletic equipment. Gifts totaling $1,100 from Mrs. Elinor Wiley Dobbins and Mrs. Elizabeth Dobbins Simmonds, in memory of Mrs. Dobbins' father, Sprignel P. Wiley, of the Class of 1897, toward the Class of 1897 Scholarship Fund. A further gift from Miss Mabel L. Gillespie, of Pittsburgh, Pennsylvania, for scholarship purposes. A bequest of $10,000 from the estate of Mrs. Rebecca Mullan Flather to establish the John Mullan Scholarship Fund in memory of her hther, Captain John Mullan of the Class of 1847. A gift of $3,880.73 from Colonel Robert E. Jones, Class of 1909, and Mrs. Jones of Palo Alto, California, the first payment on a pledge to establish a scholarship fund. A futher gift of $10,000 from Mrs. Carleton Mitchell, of Annapolis, for landscaping. A gift of a year's supply of gasoline for the College car from Harry Waller, of Baltimore. A bequest of $1,000 from the estate of General Amos W.W. Woodcock, Class of 1903, former President of the College, to endow a mathematics prize. Gifts for the Library Building Fund from Mr. and Mrs. Philip J. Levin and Mr. and Mrs . Lawrence R. Fink. Alumni In assessing these fifteen years as President of St. John's College, I confess to a feeling of some disappointment in failing to stimulate more active interest among the alumni of the College. It would seem that St. John's graduates and non-graduates as well would have a keen appreciation of the value of the liberal education for which St. John's stands and that, even given their small numbers, they would demonstrate determined and generous support of the College. There are hopeful signs for the future: the promise of more vigorous leadership under the alumni presidency of John C. Donohue, of the Class of 1935, the general interest in and approbation of the • 10 • �College in Santa Fe, as evidenced by letters from the alumni, and the response to the back-to-college program which was announced for this fall. Under this program, being developed by Thomas Parran, Jr., the Alumni Secretary, alumni and their wives will be invited to spend three days on the campus this fall, immediately prior to Homecoming on October 24th. They will attend classes, seminars and laboratories, participate in special alumni seminars and generally re-acquaint themselves with the College. It is my hope that some rejuvenation of alumni interest in St. John's will follow. * * * * * A new era lies ahead for St. John's College. The Board and the Faculty have committed themselves to a bold venture in Santa Fe, one that has never before been undertaken by another college. It gives promise of an interesting and exciting dialogue between two campuses, two faculties and two student bodies. It should broaden the horizons of the College in Annapolis and free it from any insularity of the past twenty-seven years. Its future success depends upon every person who is committed to the St. John's concept of education- board member, tutor, student, alumnus, and friend. I look forward with quiet confidence to the opening on October 1st and the dedication ceremony on October 10th and beyond that to many future college generations in St. John's College in Santa Fe. A new tradition is being born. RICHARD D. wEIGLE President Santa Fe, New Mexico September 1, 1964 . 11 . �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT ASSETS Cash..... . .. . .. ... . .... . . ... . . ....................... . . Accounts Receivable .... . . ... ... ..... . ........ .. ...... . . . Pledges Receivable .... .... . . .... .. .......... . .... . . .. .. . . Investments ... .. . ..... . ...... ..... ... ..... .... ....... . . . Inventory~Bookstore ..................... . . ... ... ... . .. . Prepaid Expenses . .... .. ... .. .. . . . .. .. .... .. ..... ..... . . . Due from Other Funds ......... . . . .. . .. .... ....... .... .. . $ Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 160,895 6,805 22,563 1,985 8,574 200, 822 19, 125 840 10,634 9,870 Restricted: Cash .. ... . .. . . ............. ... .............. . Accounts Receivable .......................... . Student Loans .......... . ................ .. .. . Investments .... ... ................ .. .. ... . .. . Total. . ....... . . . .. . .. . . . ..... . .... ... .. .. .. . · .... ·· $ 40,469 Total Current Assets .. ...... . $ 241,291 $ 18, 146 1,122,658 22,603 5,508,046 18,419 ENDOWMENT FUND A88ETi-; Cash ................................. .. ............... . Accounts and Notes Receivable .... ...... .. .......... . .... . Pledges Receivable ...... . .. . ..... ... .. .... .. .. ........ .. . Investments . . . . . . . ..... ........ .... . ... . . ... .. ........ . . Accrued Income and Purchase Interest .. ......... ... . Total Endowment Assets ... .......... . ....... . . $ 6,689,872 PLANT FUND ASSETS Cash .... ........ ..... ... . ... ... .. ... . . . ... . ... ··· . . · · · · Land and Campus Development ... ... ... ... .... ......... . . Buildings and Improvements ........ . ...... ... . ..... ... .. . Equipment . ...... .... .. . .... .. . ........ . ...... .. ....... . Investments .......... . . . ......... ..... ..... . ... . . ... ... . $ 67' 106 245,054 4,469,766 389,367 15,675 Total Plants Assets . . ..... . $ 5, 186, 968 Grand Total.............. . . . . . . . . . . . . . . . . . . . . . . . . . . . $12, 118, 131 12 �COLLEGE Maryland June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABII,ITIES Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' Deposits .... .. ... . . . ... . ..... .. .... ... . . .. .. .. . Accrual Expenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . $ 19,833 33,786 1,084 Total ...... . ....... . . . . . . . . .. . . .. . ................. . 54,703 Reserve for Current Operations ... .. .......... . .... . ...... . Restricted Fund Balances .... . .......... ... ...... . .. . .... . Student Loan Funds ................ . ................... . 146, 119 29,835 10,634 Total... .. ... .. .. .. ... ...... . . ......... . ............ $ 186,588 Total Current Liabilities .. $ 241,291 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal- Income Expendable Unrestricted Endowment . . ... . . . . . ...... .. ....... .. .. . . Restricted Endowment . ......... . . .. . ... ...... . . .. ... . . Reservation of Profits- Sale of Securities .... .......... . . . $ 5, 189,827 821, 488 667,458 Total. ............ . ...... ...... . .... . .. . .. .. .... .... $ 6,678,773 Unexpended Income... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accrued Income Not Available for Distribution. . . . . . . . . . . . . . 11, 072 27 Total Endowment Liabilities and Principal. . . . . . . . . . . . . . $ 6, 689, 872 PLANT FUND LIABILITIES AND PRINCIPAL Invested in Plant . .. .. . . . .. . .. . ... .. . .. . ..... . .... . . . .. . . Due Other Funds ...... . .............. . . . .. ............. . Funds Available for Plant Expansion .... . .. . ... . ... . .. . ... . Notes Payable, Chase-Stone Loan ..... . . .. . . . ... . .... .. ... . $ 5, 104, 187 8,574 (100,793) 175,000 Total Plant Liabilities and Principal . . .. . .. . ... . . . $ 5,186,968 Grand Total ......... . .... .. . . .. ...... .. .. . . . . . ... . .. $12,118,131 13 �ST. JOHN'S Santa Fe, BALANCE SHEET, ASSETS CURRENT ASSETS 108 Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Due from Other Funds . . .. . ..... . .. . . ... .. . .. . Restricted: Due from Other Funds . .. . ..... .. . ..................... . $ Total Current Assets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 5, 118 1,200 4,744 $ 11, 062 4,985 2, 106 ENDOWMENT FUNDS AND FUNDS FUNCTIONING AS ENDOWMENT Cash..... .. .. . ..... . . . .. .. . .. . .. . .. . . .... . . .... . . ... . ... Pledges Receivable . . . . .. . .. . .... .. .. .. ... .. ... . .. . .. . .... . Due from Other Funds ... ... . ..................... .. .... . . Total Endowment Funds and Funds Functioning as Endowment . . . . . . . . . . . . . . . . . . . . . . . . . . PLANT FUNDS AND ASSETS Unexpended Plant Funds Cash ... ... . . ............ . . . . .... . . . .. . .. . Investments, at Cost .... . . .. .. .. . . . . . . ..... . Pledges Receivable Due within One Year. . . . . . . . . . . . $317, 615 Due after One Year. . . . . . . . . . . . . 758, 703 Plant Assets Land .. ....... . .. ... . .. . .... . Buildings, Roads, and Utilities under Construction ....... .... . Furniture and Equipment .. .. . . . Library Books .... . ... . ... .... . . . .. . . . ..... . Dormitory Project Cash ..... .. ·......... .. . .. ... . . . . .. . Construction in Progress ... . . ........... .. .. . $ 39,756 39,283 1,076,318 - - - -- 1,155,357 178,575 2,167,211 6,562 6,502 - - -- - 2,358,850 81,335 678,525 759,860 Total Plant Funds and Assets .. $4,274,067 Grand Total $4,292,328 14 �COLLEGE New Mexico June 30, 1964 LIABILITIES AND CAPITAL CURRENT LIABILITIES 5,093 Accounts Payable and Accrued Expenses. . . . . . . . . . . . . . . . . . . . . Restricted: Fund Balance ...... . ... . . .. . .. .. .. .... . . . . . .. .. .... . .. . $ Total Current Liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 7, 199 $ 107 10,955 $ 11, 062 2,106 ENDOWMENT FUND LIABILITY AND PRINCIPAL Due to Other Funds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Principal of Funds . . .. . . . ..... . . . ... . . . .. . . ... . .. . . . . . ... . Total Endowment Fund Liability and Principal .. . ....... . .. . . ~ . . . . . . . . . . . . . . . . . . . . . . . PLANT FUND LIABILITIES AND PRINCIPAL Unexpended Plant Funds Due to Other Funds .... . . ....... . . ..... .. . . . Balance of Funds . . . ...... . .. .. .. . . ..... . .. . 11, 728 1,143,629 1,155,357 148,233 136,519 1,085,204 988,894 2,358,850 $ 410, 201 131, 875 57,845 2,969 156,970 759,860 Total Plant Fund Liabilities and Principal. . ..... .. ..... . $4,274,067 Grand Total .. .. .. . . . . . . ... . ... . . . .. . . .. . .. . ...... . . . . $4,292,328 Plant Liabilities Contract Estimates Payable ... . .. . . . ... . . .. . . Retainage Payable . . .... . . .. .. . .... .. ...... . Notes Payable . . . . . .. . . ....... . .. .. . . . . . .. . . Balance of Funds . . . .... . ... .. . .. . . . . .. .. . . . Dormitory Liabilities and Principal Construction Advances .. . . . . .. .... . . . .. . ... . Contract Estimates Payable ... ... .. . . .. . ... . . Retainage Payable .. . . ... ... . . ..... ... ..... . Accrued Expenses .... . . .. ...... . .... .. ..... . Balance of Funds .. . .. ........... .. . .. ..... . 15 $ $ �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Educational and General Tuition .... . .... . . ... . . .. ...... . .... . ..... .. .... .. . ... . Adult Education ... .... . . . ... . . .. . ..................... . Endowment ..... . .. . .... ... . . ................. . ..... . . . State Appropriation . . . ...... .. . . .... . ... . ... . . . .. . .... . . Miscellaneous ...... . ... . .... . .. . ... . . . . ....... . ... . ... . Santa Fe Tutorships ........ .. ...... .. . . . ....... .. .. ... . . Total. ... .. . . . . ... . .... . · . . · · .············· · · · ······· $ 479,949 1,799 259,338 80,000 17' 160 55,473 $ 893, 719 Auxiliary Enterprises Dining Hall and Dormitories .... . . . . . . .. . ..... . ....... . . . Bookstore .......... . . . . . ...... . . .. . .. .. . . . . ........ . . . . Other ...... ... . . .... .. ...... . .. . .. . .. . ........ . ....... . $ 250,333 35,818 1,208 Total .. ...... . .. . .... . ....... . .. . . . .. .. ... . . ... . .. .. . $ 287,359 Other Non-educational Income. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 42, 07 4 Gifts and Grants.. . .... . .. .. .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 51, 136 Total Income .. . ..... . ........ . .. ... . ... . . .. ...... . . . .. . Less- Current Expenditures .. ... . ... . . . .... .. . ..... . .. . $1,274,288 1,248,387 Income in Excess of Expense . .. . . ....... . ..... . . . . .. .. . Unused Contingency Transferred to Cash Revolving Fund ...... . .... ...... . Transferred to Building Fund . . ... . ..... . ....... . . . . . Current Funds Available for Future Operations . .. . .. ... . . 25,901 25,000 901 EXPENSES Educational and General Administrative ............. . ........... ... . . . . .. . ... .. . General ... . . . ... . ... . ..... . ... . ........... . ....... . ... . Instruction ... . ............ . . . ....... . . .. . ... . .... . .... . Student Organizations and Art Studio ....... . .. . . .. . . . ... . Adult Education ..... ... . . . .. . .... .. . . ..... .... . ... . . .. . Plant Operation and Maintenance .. ....... . .... . . .. .. . . . . . Total ... .. . . .. . . . . . . . . .... ... . .... . . . . . ... . .. . ... .. . . Auxiliary Enterprises Bookstore ...... . ... . .. . . ... ... . . .... . .. .... .. . .. ...... . Dining Hall and Coffee Shop .... . ....... . .. . ..... .. ... . . . Other .. . ............ .. ........... . .. ... . ·· ···· ·· ···· ···· $ 150 , 172 77,291 469,684 16,519 1, 696 230,002 $ 945,364 $ 37,312 118, 926 2,980 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 159, 218 Other Non-educational Expenditures Scholarships and Grants-in-aid . . .. . .... . . .. . . .. . . . . . . . .. . . Miscellaneous . . . . .. . ..... . . . ..... . . . . .......... ... ... . . $ 127,922 15,883 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 143, 805 Total Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $1, 248, 387 16 �ST. JOHN'S COLLEGE Santa Fe, New Mexico CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1964 INCOME Contributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Less: Loss and Expenses of Conversion to Cash of Donated Securities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $286, 454 Net Contributions ... . .. .. . . . . ..... ... .. . ...... . . . ... .. . Interest on Investments . ... .... .... ....... . . . . . ...... . . .. .. . Net Proceeds from Benefit ..... ... . . .. .. . . . . .. .. . . .. .. . . .. .. . $280,484 3, 102 514 Total Income .... . ... .. . .. .. .. . .. .. . ...... .. . . . . . . . . . . . . Less: Current Expenditures ...... .... . .. . ... . . . .... . .. . $284,100 137,025 Income in Excess of Expense. . . . . . . . . . . . . . . . . . . . . . . . . . . $147, 075 Transferred to Unexpended Plant Funds... .. .. .. . .. . $147,07.5 5, 970 EXPENSES Salaries for Tutors in Training in Annapolis. . . . . . . . . . . . . . . . . . . . $ 55, 503 Administrative and General Expenses Salaries-Executive . . . . . . . . . . . . . . . . . . . . . . . . . $15, 667 Salaries-Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20, 601 Interest on Construction Loans . . . . . . . . . . . . . . . . . . . . 14, 038 Travel... . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7, 347 Public Relations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4, 597 Development and Publicity. . . . . . . . . . . . . . . . . . . . . . . 3, 433 Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3, 361 Faculty Moving. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2, 822 Office Supplies . . . . . ............. 2, 489 Telephone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 , 394 Legal and Auditing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 264 Payroll Taxes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 1, 081 Printing, Postage and Stationery .. . . . . . . . . . . . . . . 934 Automobile. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 614 Office Rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 600 Loss on Trade of Automobile. . . . . . . . . . . . . . . . . . . . . . 502 Maintenance of Office Equipment... . . . . . . . . . . . . . . . 250 Membership, Dues and Subscriptions . . . . . . . . . . . . . . . 153 Janitorial Services. . . . . . . . . . . . . . . . . . . . . . . 150 Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223 81, 522 $137,025 Total Expenditures ..... . . . 17 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift Total Fund TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . . . . . Arthur deTalma Valk, 1906 .. . .. .... . ... . . $1,789,862 150,216 $ 500,000 150,000 $2,289,862 300,216 ----- ----- ----- $1,940,078 $ 650,000 $2,590,078 $ $ 15,000 25,000 3,070 SCHOLARSHIP ENDOWMENTS Annapolis Self Help (Grant from William H. Labrot Fund) George M. Austin, 1908 .. .... .. . ... . ..... . . .... Chicago Regional . .. . .. ... . . ................. . . Class of 1897 ...... . . .. . .. . . . .. . .. .. . . .. . . ... . Class of 1898 (Bequest of Charles H . MacN abb, 1898) .. .. . . . Corporal George E. Cuniff, III ... . . .. . . ..... .. .. Faculty .. . ....... . ........ . . . .... ... ...... ... John T. Harrison, 1907, Scholarship Aid .... . .... Hillhouse-Class of 1927 ........ . .... . .. .. .. .. . Richard H. Hodgson, 1906 . . . .... .............. Alfred Houston, 1906, Student Aid ........ . . . . .. Houston Regional ................ .. .. . .. .. .... Jesse H. Jones & Mary Gibbs Jones .... ... . . .... Robert Edward & Margaret Larsh Jones . .... . ... Massachusetts Regional (Gift of Walter Paine, 1945) ..... .. .. .. ... . ... Philip A. Myers, II, 1938 .. .. .... .. ....... . ..... Oklahoma Regional (Gift of Eugene Adkins, 1953) Pittsburgh Regional. .. .. . .. .. .... .. ....... . . . . Clifton C. Roehle ........ . ... : .. . .. ..... ...... Clarence J. Stryker .. . . ........... . .. ..... . .. .. Friedrich J. von Schwerdtner . ......... . . . .... .. 15,000 25,000 3,070 1,130 87,933 135 3,666 25,025 7,367 150,250 2,500 500 36,000 3,881 $ 87,933 270 6,025 45,050 14,734 300,500 5,000 1,000 72,000 3,881 135 2,359 20,025 7,367 150,250 2,500 500 36,000 22,685 9,000 26,000 560 22,685 19,362 26,000 560 7,056 3,438 1,552 30,000 50,000 6, 140 1, 130 45,370 28,362 52,000 1,120 7,056 6,851 1,552 3,413 ----- $ 442, 110 $ 323,864 $ 765,974 $ 28,870 3,211 $ 20,000 1,470 $ 48,870 4,681 $ 21, 470 $ 53,551 $200 125 507 1,000 335 985 500 $ 400 250 1,362 2,000 695 2,020 1,000 LOAN FUND ENDOWMENTS George Friedland Fund . . ...... . . ... . ......... . John David Pyle, 1962, Memorial Fund .......... ----- $ 32,081 $ 200 125 855 1,000 360 1,035 500 ALUMNI MEMORIAL ENDOWMENTS Drew H. Beatty, 1903, Memorial Fund . . ..... . .. Dr. William Brewer, 1823, Memorial Fund ....... Frederick W . Brune, 1874, Memorial Fund .. .. .. . Henry M. Cooper, Jr., 1934, Memorial Fund ... .. Robert F. Duer, Jr., 1921, Memorial Fund ... . ... In Honor of Dr. Philip Edwards, 1898 . ........ . . Allen Lester Fowler, 1915, Memorial Fund ... . ... 18 �ST. JOHN'S COLLEGE Annapolis, Maryland PERMANENT ENDOWMENT FUNDS Gift of Donor Old Dominion Foundation Matching Gift ALUMNI MEMORIAL ENDOWMENTS- Continued Dr. Amos F . Hutchins, 1906, Memorial Fund . . ... 658 Helen Barnes Jones and Robert 0. Jones Memorial Fund .. . ...... . .... . ........... . ...... . . .. . 18,357 William Lentz, 1912, Memorial Fund ........... . 1,020 Col. Harrisqn McAlpine, 1909, Memorial Fund ... . 325 Ridgely P. Melvin, 1899, Memorial Fund .. . .... . 100 William S. Morsell, 1922, Athletic Fund ..... . . . . . 5,000 John Mullan, 1847, Memorial Fund . ... .... ... . . 10,000 H. Keith Neville, 1905, Memorial Fund ..... . . .. . 1,000 Blanchard Randall, 1874, Memorial Fund ..... . . 331 Leroy T. Rohrer, 1903, Memorial Fund .. . ...... . 100 C.H. Schoff, 1889, Memorial Fund ............. . 500 Rev. Enoch H. Thompson, 1895, Memorial Fund . . 3,000 125 Dr. Robert S. G. Welch, 1913, Memorial Fund .. . . Dr. Willis H. White, 1922, Memorial Fund . ..... . 625 Amos W.W. Woodcock, 1903, Fund . ..... ...... . 2,000 Total Fund 633 1, 291 7,563 1,020 325 100 5,000 10,000 1,000 330 100 500 3,000 125 625 1,000 25,920 2,040 650 200 10,000 20,000 2,000 661 200 1,000 6,000 250 1,250 3,000 - - - -- - -- -- $ 47,216 $ 34,973 $ $ 52,650 308 25,000 1,034 3,000 77 400 1,500 500 518 $ 52,650 $ 105, 300 308 50,000 1,034 6,000 102 800 3,000 1,000 518 82, 189 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund .. . .. Philo Sherman Bennett Prize Fund .... . .. . . Benwood Foundation Library Fund ..... . ..... . . Walter I. Dawkins Prize Fund .............. . .. . Fund for Tomorrow Lectureship .. ....... .. . . . . . Floyd Hayden Prize Fund . .... .. ... . . ... . .·. ... . Library Fund . .. .... . ... . . . .. .. ......... . ... . . Ellen C. Murphy Memorial Library Fund . .... .. . Cora Dodson Sasscer Newspaper Fund .. ... . .... . Mrs. Blair T. Scott Memorial Prize Fund .... .. . . Elma R. and Charles D. Todd Memorial Library Fund ... .. .. . ..... ................ . . ... ... . Alumni Endowment .. . ......... . . ............ . General Endowment . .... .. . . . . . . . . 25,000 3,000 25 400 1,500 500 19,500 186,309 39,000 377, llO 202,226 288,884 $ 786,398 $1,319,191 1, 733, 126 $1,733,126 19,500 190,801 202,226 $ 497,514 Total Gifts from Donors . . . . . . . . . . . $2, 958 , 999 Old Dominion Foundation Grants: Applied to Named Funds . .. .. . . ..... . . .. ....... . . .. . . Old Dominion Foundation Fund . . . .... . . ... .... .. . . . . $ ----- Total Endowment Grants from Old Dominion Foundation ..... . .... . . .. ... . . Total Funds .............. . ......... . .. . .. . .. .... . Reservation of Profits, Sale of Securities ... . . . ... . . .. .. . Grand Total, Endowment Funds, June 30, 1964 .. . . .... . . .. . . $3,052,317 $6,011,316 667,456 $6,678,772 19 �ST. JOHN'S COLLEGE Santa Fe, New Mexico PERMANENT ENDOWMENT FUNDS UNRESTRICTED ENDOWMENTS Mrs. Nina S. Garson Memorial Fund .... .. .. .... .... . ... ..... . Dr. Florence R. Kluckhohn Fund . ......... . .. . . . .............. . E. I. "Tommy" Thompson Memorial Fund .. . ... .. .... .. . ... . . ... . $2,000 1,000 1, 710 $4, 710 LIBRARY MEMORIAL FUNDS Ruth !Jaughlin Alexander Memorial Fund . . ...... .. ... . Judge Levin Claude Bailey, 1911 Memorial Fund ....... . .......... . Louise M. Clevenger Memorial Fund ................. . ..... ... .. . . Dr. Elizabeth B. Demarest Memorial Fund . ........... . .. . ..... . . . Henry Dendahl Memorial Fund .. .................... . Nina S. Garson Memorial Fund. . . . . . . . . . . . . . ... .... ....... . .... . John Stewart Harvey Memorial Fund . . . . .. .. ..... . ... . . . . ...... . . Dorothy Calvert Hino Memorial Fund . ... ... ... . . .. . ...... .. . . . John Mead Howells Memorial Fund .............. . .. . .......... . . . Isaac H. Mayer Memorial Fund ..... ........ .. . . ....... . .... . Bernard Buckley Robinson Memorial Fund . ... . .. . .... . ........ .. . Charles H. Strong Memorial Fund .... . . .... . .... . ...... . .. . . Thomas C. Van Stone Memorial Fund . ... ......... . .. ...... . .. ... . Horace White Memorial Fund. . . . . . . . . . . . . . .. .. .. ..... . . $ 350 150 150 150 150 1,050 150 150 150 150 150 150 150 150 $3,200 FRIENDS OF THE LIBRARY-LIFE MEMBERSHIP FUNDS Roland S. Bond.............. ... . .. .. ... . ........ . ...... . .. ..... Mrs. Agnes M. Canning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Gertrude Clarke. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs. Cecily Cunha..... . . . . . . . . . . . ............. Mrs. Margaret W. Driscoll.... . . . . . . . . . . . . . . . . . . . . . . Miss Helen Park Edwards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Alexander Girard. ... . . ......... .. . ... . . . .... . ... .. . General Kenner F. Hertford.... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Henry H. Hoyt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Franklin H. Kissner.. . . . . . . . . . . . . . . . ..................... Mrs. Albert S. Lathrop. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mervyn LeRoy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mrs . •Tohn Gaw Meem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . James Merrill. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John S. Newberry......... ... .. . . .. .. . ....... . . . . . . .. .. ..... . .. . Mrs. Joseph H. Quire........ . ... .. . .. .. . ................. . . . .... Harrison Sasscer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Adolph W. Schmidt. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Winfield T. Scott... . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. and Mrs. Philip L . Shultz. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mr. and Mrs. Roger Slakey .... .. .. ............ . ..... ..... . ...... Mr. and Mrs. Paul A. Wilson.................. .. . .. . ........ $ 150 150 150 150 150 150 300 150 150 150 150 150 500 150 150 150 150 150 150 150 150 300 $3,950 Total Endowment Funds, September 1, 1964 ... . ...... . .. . . . 20 $11, 860 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, and the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $6,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College in Annapolis, Maryland or in Santa Fe, New Mexico the sum of .............................. . . dollars.'' The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. �~--~-~~ ------- -----~ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 20 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 Bulletin of St. John's College, September 1964 Description An account of the resource Volume XVI, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1964. 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 1964-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXVI_no3_1964_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6e107a9172dd3f271e8556f629a5f78c.pdf f2ab67a916a9eddb9f3c6984ba588d5b PDF Text Text �������������������������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 35 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 Bulletin of St. John's College, September 1963 Description An account of the resource Volume XV, No. 3 of the Bulletin of St. John's College, "Report of the President." Published in September 1963. 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 1963-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXV_no3_1963_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/301aa77c4fb15bac99a7e5dc54114c6f.pdf 74c6743724f67f26e1db10553754140f PDF Text Text ������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 16 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 Bulletin of St. John's College in Annapolis, November 1962 Description An account of the resource Volume XIV, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in November 1962. 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 1962-11 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIV_no4_1962_November President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c44006add8d31714349ee671c6bcbb39.pdf 6c99192ed98c24e380108e1ecb703185 PDF Text Text ����������������������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 20 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 Bulletin of St. John's College in Annapolis, October 1961 Description An account of the resource Volume XIII, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in October 1961. 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 1961-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXIII_no4_1961_October President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/faac00066a61d5f36cb076ab5d823068.pdf aa88a9aa4ed546ad4ba67f79ee22fc86 PDF Text Text No. 4 VOLUME XII Bulletin of ST. JOHN'S COLL.EGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1960 Founded as King William's School, 1696. Charte~ed as St. John's College, 1785 �Volume XII OCTOBER, 1960 Number 4 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: If questioning is an evidence of institutional vitality, St. John's College is both alive and vigorous as it moves into the decade of the 1960's. Important advances have been made over the past year in curriculum, faculty appointments, student procurement, administration and finance. Many of these gains, however, served but to raise new and challenging questions which the Faculty and the Board must now consider with calm and dispassionate deliberation in charting the course of the College for the years ahead. The year witnessed an invitation from a group of citizens on the Monterey Peninsula in California to discuss the possibility of establishing a second St. John's College in that area. This suggestion poses many questions quite apart from the grave problem of financing a new institution: the matter of administrative control, the relationship of two institutions on opposite coasts, the task of discovering and training new faculty members in sufficient numbers to staff both institutions and the problem of creating in a totally new situation the proper traditions conducive to an atmosphere of thought and learning. A faculty committee is presently studying the ramifications of such a development and will report at an early fall meeting. As an alternative to colonization the question has been raised of enlarging the student body on the campus in Annapolis. For at least three decades, the figure of 300 students has persisted in the minds of the Board and Faculty as the optimum size for this institution. There may, however, be some merit in a slightly larger enrollment which would produce more variety in faculty and student body, somewhat greater anonymity for the individual student and a much more efficient use of the campus. On the other hand, to increase the enrollment by planned steps to 400 students or 450 students would mean a dilution of the present endowment of $20,000 for each student or would require the raising of additional endowment funds. It would also be necessary to construct a new dormitory and more adequate facilities for recreation and boarding. This in turn would involve questions as to the most effective and efficient planning for the entire campus area. Still another question arises out of the College's responsibility to the community. The facilities of the Francis Scott Key Memorial Hall and Mellon Hall are more extensive than • 1 • �necessary for a college with an enrollment of 300 students. The International Labor Center has been a successful venture in using surplus college facilities while at the same time serving the government. However, this program may well end at this location in another year and the question arises as to whether the Faculty and the College should consider a twoyear community college, a Master's program for future college teachers, a summer institute for teachers from Anne Arundel and neighboring counties, or an intensified program of conferences for a variety of organizations. Finally, there is an even more important area of questioning, that having to do with the curriculum. Specific question arises with respect to the laboratory program, as to whether the amount of actual laboratory work might be reduced; thus achieving more real thinking and greater flexibility in the laboratory experiments. There is question about the language program, especially the amount of elementary work required by one year of German and one year of French in the junior and senior years. There is also a question with regard to the order and content of mathematics throughout the St. John's course. These and other questions were sharpened by the visit which St. John's tutors paid to Reed College in Portland, Oregon, in March, the first in an exchange of visits between faculty members of the two institutions. It appears then that, in recording for the Board the accomplishments and the events of the past year, I do so against a backdrop of re-examination and re-evaluation of the St. John's program and of the physical facilities designed to foster the learning process. I am confident that both faculty and board members can in the two years immediately ahead complete the necessary study of the many problems which present themselves so that the College will have a clear direction for the future when it commences its second quarter-century under the present curriculum in 1962. The Faculty It is most gratifying to note that the College now has two major tutorship endowments. The first of these tutorships was established in honor of Dr. Arthur deTalma Valk of the Class of 1906. The initial incumbent appointed to this chair is Wiley W. Crawford, who has now completed ten years at St. John's College. The second of the endowments is that in memory of Addison E. Mullikin of the Class of 1895. Six Mullikin tutors were given appointments on this endowment: Ford K. Brown, who joined the St. John's faculty in 1925 as an associate professor of English ; Richard Scofield, who came to the College in • 2 • �1927 as an associate professor of Art and English; John S. Kieffer, former President of the College, who has been on its faculty since 1929 ; Jacob Klein, former Dean of the College, who began his first appointment as tutor in 1938; the Reverend J. Winfree Smith, who started teaching at St. John's in 1941; and the Reverend William Kyle Smith, Assistant Dean of the College, who first joined the Faculty in 1942. There were two additions to the Faculty at the start of the academic year, Thomas J. Slakey, a graduate of St. Mary's College in California, with a Ph.D. from Cornell University in Philosophy, and Edward Barksdale, a graduate of the University of Virginia, with an M.A. from the University of Chicago in the Humanites. Eva Brann, Charles Bell and Jacob Klein returned from leave of absence in the fall, and Ford K. Brown and Hugh P. McGrath began their sabbatical years. Thomas K. Simpson was granted leave of absence to study at Johns Hopkins University on a Teacher Study Grant from the Danforth Foundation. A. Leonard Slafkosky continued his special work in the Marine Corps on leave from the College, and William F. Gleason was on leave for further study, resigning at the end of the year to return to the practice of law. Two tutors reached retirement age during the year, Ford K. Brown and William Kyle Smith. Both have been reappointed on a part-time basis for the coming academic year, as has Simon Kaplan, who retired in June of 1959. I am happy that the Board has adopted a plan which makes possible up to five years of further teaching after a tutor's tenure appointment is formally completed at age 65. The College will gain much from the experience and wisdom of these senior tutors in the years immediately ahead. The Students The 1959-60 year began with 257 students distributed as follows among the four classes : Freshmen Sophomores Juniors Seniors Women Men Total 42 27 17 6 73 45 29 18 115 72 46 24 257 92 165 Totals Regrettably, 41 students withdrew prior to the close of College in June. Of these, 23 were freshmen, 13 sophomores and 5 juniors. A faculty committee is presently studying the entire • 3 • �problem of student attrition and expects to report at an early meeting of the Faculty in the fall. Student morale is always a factor in determining the rate of attrition. The Dean, one of the assistant deans, Miss Barbara Leonard, and a tutor, Malcolm Brown, addressed themselves to this problem at the Danforth Campus Community Workshop in Colorado Springs in early July. Various proposals have been formulated and will be presented to the Instruction Committee and the Faculty for appropriate action. Two very promising developments occurred toward the end of the academic year. In one case a group of students addressed a letter to the Dean and the Instruction Committee suggesting that each student be assigned to a faculty advisor who would meet with him fortnightly to discuss "any subject whatsoever." This proposal was discussed extensively and resulted in faculty action to assign incoming freshman students to faculty advisors who have been on the campus for at least a year. No set program of meetings is to be laid down but each incoming student will thus have a member of the Faculty to whom he can turn apart from those who are his regular classroom tutors. The second development had to do with student government on the campus. As the year progressed there were indications that a number of students were not satisfied with the leadership of the Student Polity. This was evidenced in part by the formation of an organization known as the Student Forum, the aim of which was to promote interest in local student affairs and in national and world problems. The Forum scheduled a discussion of platforms and issues at the time of the election of the new Student Polity officers. Under the leadership of the new Polity officers, a revised constitution was drafted for the Student Polity, whereby the Polity would assume responsibility for the Rules of Residence. The administration accepted this constitution as an adequate proposal and the Faculty concurred. The old Student Polity was dissolved by my official act and the students then proceeded to accept the new constitution under which they will be governed during the coming academic year. It is too early to predict the success of this new venture. It should certainly be said that it is most promising and that it deserves the fullest cooperation of the administration and Faculty. Curriculum In the field of curriculum, a general revision of the laboratory program is projected for the next two or three years. The plan is to employ a number of consultants who have specialized • 4 • �competence in the physical and biological sciences, and to obtain advice from them as to subjects of study and methods of presentation. The faculty members chiefly concerned with the laboratory program will be immediately responsible for the revision of the printed materials used in connection with the laboratory. One of the consultants will be Professor Sanborn Brown of Massachusetts Institute of Technology, who visited the College on May 16 and 17, 1960, and had several discussions with the Dean and Messrs. Poe and Simpson. He favors a very considerable reduction in the amount of actual laboratory work, choice of experiments which entail more intellectual work and more real thinking than most of the exercises in which physical laws are merely verified. He also favors complete separation of written materials which present and develop theories from those which give instructions for laboratory procedures. Such changes in the laboratory program could contribute importantly to making the two upper years of the St. John's program more stimulating and profitable than at present. However, the Instruction Committee and the Faculty must still address themselves to other areas of the Program as well. The content and order of the mathematics tutorial must be revised so that it will mesh more helpfully with the work in physics in the senior year. A decision must be reached as to whether to substitute two years of French or German for one year of each language at the junior and senior level. The reading knowledge examinations in foreign languages leave much to be desired and require attention. Finally, the Dean states that a way must be found to introduce more independent work in the junior and senior years without sacrificing the essential unity and community of the St. John's program. Reed College Visit Closely related to the ongoing consideration of curricular matters was the visit already referred to of seven members of the St. John's Faculty to Reed College in Portland, Oregon, in late March. Financed by a grant from the Hazen Foundation, the visit was planned to make possible a discussion of common problems in the fields of administration, curriculum, and student life. The St. John's tutors visited classes, laboratories and a symposium. They sat in on a regular faculty meeting, a meeting of the Student Educational Policy Committee and a meeting of the Community Council. All of these occasions and many informal meetings with Reed faculty members and students provided ample opportunity for the exchange of ideas. • 5 • �After a week of such activity there were four seminar sessions involving faculty members of the two institutions. The Reed curriculum was presented and discussed. This involved specific debate on the place in the college curriculum of the humanities on the one hand and mathematics and science on the other. St. John's tutors questioned their Reed colleagues on the latter's apparent commitment to student research or work in depth. There was also a useful exchange of experiences on the problems of stimulating intellectual activity on the campus and of reducing attrition in the student body. A return visit by Reed faculty members to St. John's College is projected for March of 1961. Meanwhile, St. John's tutors have been challenged to re-think various aspects of the College's program in a useful and constructive way. The Library Members of the Library Committee have devoted considerable time over the past year to planning for a new library building. An initial conversation was held wth Dr. Keyes Metcalf, former librarian of Harvard University, who has consented to serve as a consultant to the College on the project. At the present time there is general agreement on the following four points : ( 1) provision for a well-chosen collection of approximately 100,000 volumes, (2) ample study carrells, (3) efficient arrangement of facilities to permit supervision by one attendant, and (4) adequate work room space for the staff. The entire problem of a new library must be considered carefully by the Faculty and the Board in determining the construction needs and priorities of the College for the longterm future. I am happy to report that the Library has received the set of 167 volumes in the Library of Congress catalogue of printed cards. These are the gift of Mr. and Mrs. Henry H. Clifford, of Pasadena, California. Supplementary volumes published since 1948 have been presented to the College by the Library of the United States Naval Academy. At the same time an order has been placed for the photolith reprint of the British Museum Catalogue, to be received over the next four years. These two comprehensive bibliographic guides are indispensable tools for a small library which must limit the size of its collection to usable proportions. Circulation of books to students increased by about onesixth over the preceding year. Use of the Library by members of the Annapolis community doubled during the same period. A real effort was made by the Library to build up certain sections of the collection, particularly in the fields of astrono• 6 • �my, history and politics, Greek language texts, German literature and Far Eastern literature. At the same time the class copy collection was thoroughly overhauled so that there will be sufficient copies for loan to a larger student enrollment. New class copies were purchased from the Ellen C. Murphy Memorial Library Fund, the gift of her son, William F . Murphy, of New Milford, Connecticut. The M cKeldin Planetarium Throughout the year a program has been conducted by Donald Rogers of the Faculty to present demonstrations of the planetarium to school groups, and to other visitors to the campus. All members of the freshman class likewise witnessed presentations in connection with their study of Ptolemy in the freshman mathematics tutorial. Throughout the year a total of 62 demonstrations were made to over 1300 individuals. It is apparent from the letters and comments received that these showings have been of considerable educational value and that they have created a great deal of good will for the College _ _ / in the community. In May a dinner was held in the College Dining Hall for faculty members and invited guests at which the planetarium was formally dedicated. There were brief addresses by J. Millard Tawes, Governor of Maryland, by Victor Frenkil, of Baltimore Contractors, Inc., who gave the funds to complete the planetarium, and by former Governor Theodore R. McKeldin in whose honor the building was named. The Infirmary A new plan was followed during the past year whereby students requiring medical attention were referred by Mrs. Louise E. Young, R.N., the College Nurse, to the offices of the College Physicians instead of having the physicians conduct regular office hours on the campus. This meant that only 195 of 773 dispensary visits required further diagnosis and treatment by the physicians. These figures do not include some 300 other calls upon the College Nurse for such attention as deep-heat therapy, inoculations, immunizations and consultations on personal problems. There were only 35 infirmary admissions and 6 hospital admissions. For the first time the College also retained the services of a psychiatrist, Dr. Wilfried Freinek, of Annapolis, Maryland, who interviewed and advised some 16 students between September and June. Admissions The national increase in the college-age population and the greater acceptability by the public at large of the St. John's • 7 • �program have contributed to a far larger volume of inquiries and applications for admission to the College. This has placed a great burden of work upon James Tolbert, the Director of Admissions. He has again brought to this task careful judgment and infectious enthusiasm with the result that the entering class of 1964 should number approximately 120 carefully selected students, 67 of them men and 53 of them women. This class was developed from over 1400 inquiries. In each case the prospective student received a personal letter from the Admissions Office together with a catalogue and other literature about the College. All inquirers east of the Mississippi River were invited to visit the College for a period of one or two days. A total of 138 visitors accepted this invitation and it is interesting to note that 94 of them or over two-thirds applied for admission. Further to stimulate the flow of applications from good students, the College again relied upon school visits by the Director of Admissions and upon showings of the film, "The St. John's Story." Mr. Tolbert spent three weeks visiting secondary schools on the West Coast at Seattle, Portland, San Francisco, Santa Barbara, Los Angeles and La Jolla, and in Texas at Austin and Houston. More such visits should be undertaken and it is clear that the services of an Assistant to the Director of Admissions could be utilized in the years ahead. The film was shown in nearly 200 secondary schools. It continues to arouse favorable comment but should be replaced with a new vehicle. The College has commissioned Roger Tilton of the Class of 1945 to write a new script, and an application has been submitted to one of the foundations for sufficient funds to produce a new film. It is interesting to compare the statistics on applications for admission, on acceptances and on actual enrollment over the past five years. Applications Applications for Admissions Approved Class Class Class Class Class of of of of of 1960 1961 1962 1963 1964 129 166 188 198 249 125 146 161 164 180 Actual Enrollment 94 107 104 115 120 Only in the last two years have all applicants been required to take the Scholastic Aptitude Test of the College Entrance Examination Board. The median scores for the entering class this fall are 621 on the verbal test and 560 on the mathematics test as compared with the median scores of 612 and 550 for the Class of 1963 a year ago. The College has made formal appli• 8 • �cation for institutional membership in the College Entrance Examination Board and expects to receive favorable action at the next annual membership meeting in October. Maryland State Scholarships St. John's College was listed as first choice by 53 Maryland students taking the State Senatorial Scholarship examination in February, nearly three times as many as in 1959. Fifty-five others indicated that St. John's was their second choice. Thirty-one in the first category and 17 in the second category made acceptable scores on the examination and were sent catalogues and application blanks together with an invitation to apply for admission. The results are as follows compared with those of preceding years. 1958 1959 1960 Applied Accepted Rejected Withd.rew 16 13 27 14 2 9 4 5 3 19 3 7 In general, the quality of the Maryland students receiving Senatorial and Tuition Scholarships at the College has shown a marked improvement over the past several years. Alumni It is a matter of deepest regret that I must record in this report the death of two of the College's most devoted alumni. Dr. Amos F. Hutchins died on November 11, 1959, after a lingering illness. He had graduated from St. John's College in 1906 and from the Johns Hopkins Medical School in 1908. Dr. Hutchins had a long and distinguished career as a surgeon in Baltimore City and Anne Arundel County. He served for many years upon this Board as member, as secretary, as vice chairman and as chairman. John Harrison suffered a heart attack and died on the way to his office on May 23, 1960. He was a graduate of St. John's College in the Class of 1907. Subsequently he established a successful insurance brokerage business in New York City. He too was for many years a member of this Board and always took an active interest in affairs at the College. Both of these men had been honored by receiving the Alumni Award of Merit of the St. John's College Alumni Association. In the elections held last fall the Alumni of the College chose John S. Hodges of the Class of 1936, of Baltimore, Maryland, as President of their Association for the current year and R. Penfield Brown of the Class of 1922, of New York City, • 9 • �and Dr. J. Ogle Warfield of the Class of 1919, of Washington, D. C., as members of the Board of Visitors and Governors for three-year terms expiring in 1962. On Homecoming Day the Alumni A ward of Merit was presented to William Childs Purnell of the Class of 1923, of Baltimore, Maryland. Again the Association presented the College with a generous check for $1,000 toward the Third Century Fund. Administration There were relatively few changes in administrative personnel during the year. Mrs. Jane Tucker joined the staff on July 1st to work in the Development Office and in the Alumni Office. These files have now been reorganized and are ready for the future. It became apparent during the year that the College should devote more energies to its alumni than Miss Miriam Strange could spare from her duties as Registrar. The decision was therefore reached to relieve her of these onerous duties and to appoint as Alumni Secretary of the College James A. Baldwin, of the Class of 1958, who took up his respo~sibilities at the start of the new fiscal year. Mrs. Peter Lauck, secretary to the Dean, left the College in September to assume new family obligations. Her position was filled by Mrs. Virginia Cade whose position in the Assistant Dean's Office was taken by Miss Patricia Schwallenberg. In the area of buildings and grounds, Marion Catterton took over general supervisory responsibilities. He performed his duties conscientiously. However, it seems clear that the magnitude of the task of overseeing the physical facilities of the . College requires a business manager who could coordinate work distribution, centralize purchasing, and plan immediate and long-term maintenance. This would, I believe, produce greater efficiency and more effective use of available manpower. The College was fortunate in acquiring the services of Clifford Taber, an engineer who had previously worked for an oil company. Mr. Taber brought order to the heating plant and steam to the buildings. Physical Plant This was the first complete year of occupancy of the Francis Scott Key Memorial Auditorium, Mellon Hall and the newlyrenovated Humphreys Hall. The Key Memorial appears to have become a landmark in the Annapolis community within this short period of time, as the College has made these facilities available to local and state groups at a very modest rental. The people of Annapolis and Anne Arundel County seem to have responded with a new measure of affection for St. • 10 • �I, John's and what it is trying to do for the larger Annapolis community. Over the summer months the entire interior of McDowell Hall has been redecorated. Mrs. Helen Wohl, of the Brice House, has given freely of her time in advising on colors and in overseeing the actual painting. The ground floor of the building is being completely renovated to provide for an enlarged coffee shop. The facilities formerly occupied by the Book Store are being incorporated into the coffee shop area. The senior common room for faculty use will be moved from its old location to the room previously occupied by the Book Store office. Toward this reconstruction project the Slater System of Philadelphia, Pennsylvania, has made a generous gift of counter and other food preparation equipment for the coffee shop. Much progress was made in landscaping and improving the physical appearance of the campus. Mrs. Ford K. Brown, Mrs. Elizabeth Myers Mitchell, and Mrs. St. Clair Wright, all of Annapolis, constituted an able advisory committee on the planting of trees and shrubs around the Francis Scott Key Memorial and Mellon Hall. Grading and seeding was begun on the land recently acquired from the State of Maryland in the western corner of the campus. The fence along King George Street was largely renewed and painted. The boxwood bushes were removed from the front walk leading to McDowell Hall and replanted around the McDowell Hall porch and at the entrance to the Charles Carroll Barrister House. A wider permanent brick walk is being laid from College A venue to the McDowell Hall steps and will afford a much more pleasing approach to the campus. If funds can be found, it would seem wise to replace the bedraggled hedge surrounding the front campus with an attractive low brick wall which would not deny a view of the campus green to passing visitors. Finances The College auditors, Wheat and Mullen, reported that the College had no outstanding encumbrances against plant property as of July 15, 1960, for the first time in many years. This resulted from paying off the remaining mortgage certificates. The auditor also reported income of $23,297 as over against expenditures of $914,331 for the fiscal year ending June 30, 1960. The small surplus of $8,965 is a paper surplus only as cash funds in the amount of $13,713 were used for equipment and campus improvements and were thus capitalized. It becomes almost a necessity for an institution like St. John's College to operate with a surplus of at least $25,000 • 11 • �- 11 annually as far as current expenditures are concerned if its favorable cash position is to be maintained. For the coming year the annual budget will exceed $1,000,000 for the first time in the history of the College. The principal item of expenditures is, of course, faculty salaries which will average $265,000 for all those teaching on a full schedule. The following table will be of interest as showing the increase in faculty salaries over a twelve-year period. Low Median High 1949-50 $5,000 $3,000 $4,050 1950-51 5,500 3,750 4,137 1951-52 3,750 5,500 4,825 1952-53 3,750 4,950 6,000 1953-54 3,750 6,000 4,950 1954-55 4,200 5,000 6,000 1955-56 4,500 5,250 6,500 1956-57 4,000 5,900 7,500 1957-58 4,000 6,000 7,700 1958-59 4,800 6,875 8,700 1959-60 4,950 8,275 10,850 1960-61 7,820 11,050 5,000 The Board appears to have been wise in its decision to increase fees from $2,100 to $2,300 in September of 1961. The danger arising out of any increase in fees is the possible denial of a St. John's education to able but impecunious students. There is also the danger of over-optimism on an entering student's part as to his ability to finance subsequent years of his education. The Vice President and Treasurer of the College has urged that incoming students assess their resources for the full four-year period and not become a heavy charge upon the College's limited financial aid fund in their upperclass years. It is the President's recommendation that ways and means be found to establish a considerable student loan fund whereby a maximum of up to $5,000 could be borrowed in successively larger installments throughout a student's course. These loans, properly secured by a parental co-signer, would bear interest at the rate of 1 % until a student's education had been completed and thereafter would carry a rate of 3 %. This would be comparable to the Federal Student Loan Program participation in which St. John's College has denied itself because of the disclaimer affidavit provision. A hopeful step in the direction of a more adequate loan program was the adoption by the College of the Girard Trust Company loan plan whereby parents may spread the cost of a four-year education over a sevenyear period. There still seems to be a need, however, for long• 12 • �term loans which would be repaid by the student himself over a fifteen-year period. The Book Store The Book Store completed its first year in its comfortable and attractive new quarters on the ground floor of Humphreys Hall. Its volume of business continued to grow, gross sales exceeding $25,000 for the year, a gain of more than $4,000. Inventory increased because certain items were reprinted to supply tutorials in future years. Nevertheless there was a modest profit of approximately $1,000 in operations. The Third Century Fund The Third Century Fund campaign ended on June 30th. The endowment goal of $4,000,000 was over-subscribed by a substantial sum, thanks largely to the Mullikin bequest and the magnificent support of Old Dominion Foundation. The building phase of the drive yielded only sufficient funds to complete the renovation of Humphreys Hall at a cost of approximately a quarter of a million dollars and to do necessary landscaping on the campus. In all, 586 gifts, grants, and pledges totaled $4,698,000 in the campaign. Again I should like to express the immense gratitude of all members of the College community to each of the donors, not only for the gift itself but also for the confidence in St. John's College which the gift implies. The following gifts and grants were received during the year under review : Foundations and Corporations The sum of $13,805.72 representing the share of St. John's College in corporate gifts received from business and industry by the Association of Independent Colleges in Maryland. A grant of $1,350 from the Baltimore Colts Foundation for scholarship purposes. A gift of $25,000 from the Benwood Foundation of Chattanooga, Tennessee, for the establishment of The Benwood Foundation Library Fund. A grant of $2,000 from Esso Education Foundation for current purposes. A grant of $500 from the Ford Motor Company Fund of Dearborn, Michigan, for current purposes and $1,916.43 for scholarship purposes. Four scholarships totaling $3,000 and a gift of $250 from the Food Fair Stores Foundation of Philadelphia, Pennsylvania. A grant of $200 from the German Society of Maryland for scholarship purposes. A grant of $1,013 from the Gulf Oil Corporation in its aid-to-education program. • 13 • �A grant of $2,500 from the Hazen Foundation of New Haven, Connecticut, to underwrite the cost of a visit by seven St. John's tutors to Reed College, in Portland, Oregon, the first in an exchange of visits between the faculty members of the two institutions. A grant of $250 from Hofsted College, Pennsylvania, fo r scholarship purposes. A grant of $500 from the Knudsen Foundation for scholarship purposes. A grant of $25,000 from the Kresge Foundation of Detroit, Michigan, toward the renovation of Humphreys Hall. A gift of $1,000 from the Dr. Frank C. Marino Foundation t oward the renovation of Humphreys Hall. A grant of $4,550 from the National Merit Scholarships Corporation of Evanston, Illinois, for scholarship purposes. A gift of $600 from the Philadelphia Board of Education for scholarship purposes. Grants of $20,000 for current purposes and $500,000 representing the final installment upon its pledge of matching funds for endowment purposes from Old Dominion Foundation of New York City. A pledge of $1,500 from Read's Foundation, Inc., of Baltimore, Maryland, toward the renovation of Humphreys Hall. A pledge of $2,500 from Roberts Paving Company, Inc., toward the renovation of Humphreys Hall. A gift of $600 from the School District of Philadelphia for scholarship purposes. A gift of $1,000 from Sears, Roebuck & Co., of Baltimore, Maryland, toward the renovation of Humphreys Hall. A gift of $500 from the Simon Foundation, Inc., toward t he Helen Barnes Jones Memorial Fund. A gift of $500 from Singer, Deane & Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $5,000 from Smith, Kline & French Foundation, Inc., of Philadelphia, Pennsylvania, toward the support of the laboratory program. A gift of $500 from the Talbot T. Speer Foundation, Inc., Baltimore, Maryland, toward the renovation of Humphreys Hall. A gift of $1,000 from the Stornaway Corporation of Chicago, Illinois, toward the renovation of Humphreys Hall. A supplementary grant of $250 from Time-Life, Inc., in the National Merit Scholarship Program. Grants in recognition of alumni employed by the Chemical Bank New York Trust, $250; First National City Bank of New York City, $680; International Business Machines, Inc.; Scott Paper Company. Gifts for current purposes from the C.I.T. Financial Company, The Daily Record Company, the Elks of Erie, Pennsylvania, Gordon Davis Linen Company, Household Finance Company, Washington St eel Company, Wheat and Mullen, and Black & Decker Company. Gifts and pledges in the Third Century Fund from the Aladdin Travel Agency, the Annapolis Clearing House Association, Annapolis Utilities, Inc., Harry T. Campbell Sons Corporation, Cuccia OldsmobileCadillac Co., Harder & Dressel, Robinson's Department Store, Wheeler, Bonn & Shockey Associates. 14 �Individuals An anonymous gift of $25,000 toward the renovation of Humphreys Hall. A gift of stock in the amount of $9,300 from Mr. and Mrs. Jesse L. Adams, of Annapolis, representing the first payment on their pledge to endow the concert series at the College. A gift of three armillary spheres from Walter S. Baird, of the Class of 1930, of Cambridge, Massachusetts. A gift of two sets of Great Books of the Western World from William Benton, of New York City. A gift of a desk for the Charles Carroll Barrister House from Mr. and Mrs. Ford K. Brown. A gift of $1,000 from Mrs. Henry M. Cooper, Jr., toward endowment of the Henry M. Cooper Memorial Fund. A gift of $1,000 from Cyrus S. Eaton, of Cleveland, Ohio, for an acoustical shell in the Francis Scott Key Auditorium. A gift of $250 from Marvin Epstein for scholarship purposes. A gift of $355 from Walter F. Evers to inaugurate a scholarship fund in honor of Dr. Philip H. Edwards of the Class of 1898. A further gift from Mrs. William J. French of Annapolis to complete the furnishing of a room in the Charles Carroll Barrister House in memory of her husband, Dr. William J. French, for many years a member of the Board of Visitors and Governors. A gift of an 1830 Chickering piano from Miss Janie Feldmeyer, of Annapolis, Maryland. A gift of a Greek typewriter from Mr. and Mrs. Leon Goldstein of Philadelphia, Pennsylvania. Gifts from Mr. and Mrs. Robert J. Franke, Annette N. Hutchins, Mrs. C. T. Hutchins, Mrs. I. N. King, Mr. and Mrs. R. N. King, William Lentz, Margaret Ward McCabe, Alfred Houston, Captain W. D. Sharp, Dr. T. B. Turner, Richard D. Weigle, Charles R. Zimmerman, toward the endowment of the Dr. Amos Hutchins Memorial Fund. A gift of $2,000 from George S. Johnston, of New York City, toward the renovation of Humphreys Hall. A gift of $363.10 from William Lentz toward the Clarence Stryker Memorial Scholarship Fund. A gift of $1,000 from William A. Lydgate, of New York City, for endowment purposes. Gifts from Orble B. Boughton, Mr. and Mrs. James C. Cook, Susan McAlpine Garrett, Robert E. Jones, Mrs. James Ladd, Mrs. Harrison McAlpine, Harrison McAlpine, Jr., Ruth S. Schaff, Mrs. Edgar A. Trethaway, toward the endowment of the Colonel Harrison McAlpine Memorial Fund. A gift of a partial interest in Gauguin's "Pont Avon" by Robert McKinney, of Santa Fe, New Mexico. A gift of $1,000 from Richard C. Paine toward the renovation of Humphreys Hall. A gift of $1,000 from Edward S. Pinney for scholarship purposes. Gifts from Mr. William Arthur, Mrs. William Arthur, Mrs. F. S. Butterworth, Frank D. Fuller, J. William Flanders family, Judge and Mrs. Carroll C. Hincks, Gilbert Kenna, Nathalie H. Jones, Mrs. Waldo McKee, Mrs. Paul S. Ney, Dr. and Mrs. I. S. Otis, Jeannette Gilbert 15 �Pyle, Prvt. Ransford Pyle, Rebecca P. Pyle, Mr. and Mrs. Russell Pyle, The Savitt Company, Mr. and Mrs. Wayne Carrington Smith, Pauline L. Sperry, Gordon C. Thayer, Gordon C. Thayer, Jr., T. C. Thayer, toward the endowment of the John David Pyle Memorial Loan Fund. A gift of a bronze sculpture "Ballet Russe" by Corelli from Mr. and Mrs. Alexander Sachs of New York City. A pledge of $300 from Jos. M. Scribner toward endowment of the Helen Barnes Jones Fund. A pledge of $100 from Mrs. Harry R. Slack of Baltimore, Maryland, toward the Randall Memorial Fund. A pledge of $100 from Mrs. LeRoy T. Rohrer toward the LeRoy T. Rohrer Memorial Fund. A gift of a Bronzino painting by Dr. Warren Smadbeck of New York City. A gift of a Greek book from Miss Irene M. Syle, of Philadelphia, Pennsylvania, which belonged to her great grandfather, Henry Lyon Davis, President of St. John's College from 1820 to 1821. A gift of $125 from Miss Dorothy M. Strickland, of Annapolis, Maryland, toward the endowment of the Dr. William Brewer Memorial Fund. A further pledge of $42,750 from Mr. and Mrs. Arthur deTalma Valk, Jr., toward the Arthur deTalma Valk Tutorship. A gift of a collection of German Classics from Miss Marie von Hartz, of Hagerstown, Maryland. Gifts from Dr. T. B. Turner and Richard D. Weigle toward the endowment of the Dr. Robert S. G. Welch Memorial Fund. A gift of his personal library collection from Colonel Ernest L. Yost, of the Class of 1914, of Washington, D. C. Gifts and pledges in the Third Century Fund from C. Meredith Boyce, Donald J. Cowling, Mr. and Mrs. Wiley W. Crawford, Dr. John H. Fischer, Earl I. Heenan, Jr., Mrs. Heister Hoogewerff, David Hume, Robert M. Hutchins, Richard M. Johnson, Meyer Kestnbaum, Mr. and Mrs. John C. Kohl, Nathan Korshin, Mr. and Mrs. Henry Maling, former Governor Theodore R. McKeldin, Robert G. Merrick, Mrs. Margaret McL. Morse, Harry Waller, M. E. Warren, Mr. and Mrs. Theodore Wolfe, William R. Woodfield, Sr. * * * * * It is interesting to report that I was asked to visit five college campuses this past year to speak about the St. John's program and, in most cases, to lead faculty seminars : Delaware State College at Dover, Delaware; Eastern Nazarene College at Wollaston, Massachusetts; Virginia Union University at Richmond, Virginia; Lycoming College at Williamsport, Pennsylvania; and the College of St. Thomas at St. Paul, Minnesota. In the latter case I addressed a regular college convocation on the Vincent J. Flynn Chair of Literature using as my theme "The College Library: Museum or Market Place." Other speaking engagements included the United Fund of Talbot County, the Child Study Association of Baltimore, the • 16 • �General Educational Development of Military Personnel Conference at Fort Meade, Maryland, and the 12th annual Conference of State Chief Justices at Baltimore. In May I was re-elected for another term as President of the Board of Education of Anne Arundel County. I am also currently serving as Treasurer of the Maryland Association of Boards of Education and will become First Vice President this fall. This has entailed attendance at various conventions during the year: the Association of American Colleges in Boston in January, the Association of American School Administrators in Atlantic City in February, and the National School Board Association in Chicago in May. For the most part these meetings provided useful contacts with other individuals in the field of education at the secondary school and college levels. In conclusion, I want to thank the Board for granting me leave for a European trip this summer. The four members of the Weigle family enjoyed to the full the six weeks spent in motoring over the Continent and in visiting many points of interest. We return relaxed and refreshed and look forward with enthusiasm to the year ahead. RICHARD Annapolis, Maryland September 1, 1960 • 17 • D. WEIGLE President �ST. JOHN'S Annapolis, BALANCE SHEET, ASSETS CURRENT FUNDS Cash in Banks and On Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . $22, 129 .48 Less: Reserve for doubtful accounts.... .... 500.00 47, 230. 53 Inventories ......... .. .. . .. .. . . . ..... ......... .... . . .. . Prepaid expenses ... . . ................ .. .. . ..... ... .. .. . 11, 956.45 6,798.27 21,629.48 Total...... ... ....... . .. . . . . . . . . . . . . . . . . . . . . . . . . . . Restricted: Cash. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts Receivable. . . . . . . . . . . . . . . . . . . . . . . . . $ 87, 614. 73 7, 035. 79 600. 00 Total-Current.... .. ...... . ..... . . . ....... . ....... $ 95, 250. 52 $ 485,608.90 81,666.53 40,179.51 1,275.00 5,648,397.04 31,475.28 ENDOWMENT FUNDS Cash ............... ... .... . ....... . . . ... ... . ... . . ... . Due from Other Funds .. .......... ..... .. .... .. . . . . ... . Accounts Receivable ......... . .... . . . ... . ............. . Pledges Receivable ............. ... .......... . ......... . Investments ................................... . ... . .. . Accrued Income and Purchased Interest ... ..... .. .. . . ... . Total-Endowment ............. .... ... .. .... ... .. . $6,288,602.26 PLANT FUNDS AND ASSETS Cash........ . ...... .... .. . ........................ .. . Due from Other Funds .... . ........................... . Pledges Receivable .............. ......... .......... ... . Land, Buildings and Equipment ........ . . ........ ...... . Total-Plan.t and Assets . .... . ... .... ... . .... . . .... . 18 • $ 5,096.38 8,532.45 25,000.00 4, 708,883.11 $4,747,511.94 �COLLEGE Maryland June 30, 1960 LIABILITIES AND CAPITAL CURRENT LIABILITIES AND RESERVES $ 2,227.53 10,361 ;05 90, 198.98 Total-Current Liabilities. . . . . . . . . . . . . . . . . . . . . . . . . . . $ Accrued Deficit-July 1, 1959. . . . . . . . . . . . . . . $26 ,924. 77 2,786.51 Transfer of Excess Mortgage Certificate Funds . 8, 965 .43 Excess of Revenue over Expenditures .. . . .... . 102, 787. 56 Total ...... .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ Principal-Student Aid and Prizes . . . . . . . . . . . $ 1 , 484. 99 6, 150.80 President's Discretionary Fund .... 87, 614. 73 Total............................... ......... ..... 95,250 ; 5~ Accounts Payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' Deposits .................. . ...... . .. .. ... ... . Due Other Funds ....... .. . . ....................... . .. . $ 15,JU.83 7,635.79 ENDOWMENT FUND LIABILITIES AND PRJNCIP AL Principal . . .. ... . ... .... ........... . ........ . . . ... ... . . $6, 280, 760. 58 lJnexpendedincom.e . ... .. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . 3,337.78 Accrued Incom.e Not Available for Distribution. . . . . . . . . . . . 4, 463 . 90 Total-Endowm.ent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6, 288, 602. 26 PLANT FUND LIABILITIES AND PRINCIPAL Invested in Plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $4, 708, 883. 11 Note Payable-Farm.ers National Bank....... $25,000.00 Funds Available for Plant Expansion...... .. . 13,628.83 38,628.83 Total-Plant ..... ......... ... ........ . . ........... 19 • $4, 747, 511. 94 �ST. JOHN'S COLLEGE PERMANENT ENDOWMENT FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin, 1895 ... . .. .. ... . . . .. .. .... . ...... .. . Arthur de Talma Valk, 1906 . . . . .... .. . . . . $2,419,500 .00 214,532.00 $2,634,032 .00 SCHOLARSHIP ENDOWMENTS Annapolis Self Help (Grant from William H. Labrot Fund) . . . . George M. Austin, 1908 . . . . ... .. . .. . .... .. ..... . . .... . .. . . Chicago Regional .. . ........ . .... .. . .... . .... .. . ... . . ... . Class of 1898 (Bequest of Charles M. MacN abb, 1898) . . . .. . . Faculty .......... . . . . . ....... . . . . . . ........ . .. . . . . . .. .. . John T. Harrison, 1907, Scholarship Aid .. . .. . . .. . . .. . ..... . Hillhouse- Class of 1927 . . .. . . . . .. . . . . . ...... . ... . . . . . .. . . Richard H. Hodgson, 1906 . . . ..... ..... ... .. . . . . . .. ... . .. . Alfred Houston, 1906, Student Aid . ... . . .. . .... . ... ... . Houston Regional ........... .. ... ... . ..... . .. . .. . . . . . .. . . Jesse H . Jones and Mary Gibbs Jones .. . . . ..... .. . . . . ... .. . Los Angeles Regional . .. . . .. . . .. .... . . .. .. . . . .. . . ... .. ... . Massachusetts Regional (Gift of Walter Paine, 1945) . . .. . ... . Philip A. Meyer II, 1938 .. . . .... ........... . ... .. . . .. . . . . . Oklahoma Regional (Gift of Eugene Adkins, 1953) .. . .. . . . . . . Pittsburgh Regional .. . . ... . ... . .. . . . . .. . ... .. ...... . . . . . . San Francisco Regional .... . . . .. ... . . ... . .. .. . . . . . . ...... . Clifton C. Roehle . . . . . . . . . . . . . . . . .. .. .. . . ... . Clarence J. Stryker .. . . .. . . . .. .. ... . . . .. ... . .. . . .. . . . . . . . . Friedrich J. von Schwerdtner .. ... . .. ..... . ..... . . . . . . . . . . . $ 27,000 .00 50, 000.00 6, 140.00 91 ,265.02 3,746 .00 40,050.08 14,734.00 300,000.00 5,000.00 1, 000 .00 72,000.00 750.00 40 , 370.00 28,362.47 52,000 .00 1 , 120 .00 200.00 7,055.56 6,776.20 1,551. 91 $ 749, 121. 24 $ 45, 200 . 81 2,945 . 25 $ 48, 146 .06 LOAN FUND ENDOWMENTS George Friedland Loan Fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . John David Pyle, 1962, Memorial Loan Fund.... . . ... . . .. . . • 20 • �ALUMNI MEMORIAL ENDOWMENTS Dr. William Brewer, 1923, Memorial Fund.. . . ... ..... . .. ... $ Henry M. Cooper, Jr., 1934, Memorial Fund ............... . Allen Lester Fowler, 1915, Memorial Fund .... . ...... . ..... . Dr. Amos F. Hutchins, 1906, Memorial Fund ..... .. . ... . ... . Col. Harrison McAlph1e, 1909, Memorial Fund ....... .. .... . Ridgely P. Melvin, 1899, Memorial Fund .... . .... . .. . ... . . . William S. Morsell, 1922, Athletic Fund ... .... .. .. .. .. .. .. . H. Keith Neville, 1905, Memorial Fund ................ ... . . Blanchard Randall, 1874, Memorial Fund ... ...... ....... .. . Leroy T. Rohrer, 1903, Memorial Fund .................... . Rev. Enoch M. Thompson, 1895, Memorial Fund ........... . Dr. Robert S. G. Welch, 1913, Memorial Fund ............. . 250.00 2,000.00 1,000.00 1,266.18 650 .00 200 .00 10,000.00 2,000.00 100.00 100.00 6,000.00 250.00 $ 23,816.18 OTHER ENDOWMENTS Hertha S. and Jesse L. Adams Concert Fund . ..... . ........ . $ 18,600.00 Philo Sherman Bennett Prize Fund .... .......... . . . ....... . 308 .11 Benwood Foundation Library Fund ...... .... ........... . . . 50,000.00 1,033.93 Walter I. Dawkins Prize Fund ...... . ... ..... . .. . ......... . In Honor of Dr. Philip Edwards, 1898 ..................... . 1,000 .00 Fund For Tomorrow Lectureship .... . ... ....... . ...... .. . . 6,000.00 Floyd Hayden Prize Fund ............................... . 102.50 17,026.18 Helen Barnes Jones Memorial Fund ....................... . 800.00 Library Fund ......................... . ................. . Ellen C. Murphy Memorial Library Fund .... ....... ... . ... . 3,000.00 600.00 Cora Dodson Sasscer Newspaper Fund ... . .. ... .. . ........ . 517 .95 Mrs. Blair T. Scott Memorial Prize Fund . ............ .... . . 39,000.00 Elma R. and Charles D. Todd Memorial Library Fund ...... . 362, 619 .49 Alumni Endowment ............ ... . . .................... . 2,077,571.88 General Endowment ..... .. ............. .. ... .. .......... . 122,864.67 Matching Funds Encumbered Against Outstanding Pledges .. . $2,701,044.71 Total of Permanently Endowed Funds . . . . . . . . . . . . . . . . • 21 • $6, 156, 160 . 19 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1960 INCOME Educational and General Tuition ................... . .................... . ..... . Adult Education Fees .......... .... .. .. ........ ... ... . . Endowment Income ........... . .... . .. .. .............. . State Appropriation ......... . ..... ............ . . ...... . Foreign Operations Administration Contract ............. . Grants and Gifts ....... .... .... .. ......... .. .. ..... .. . . Miscellaneous income ............ ... ................... . $294,006.58 2,429.91 200,614.48 80,000.00 15,000 .00 68,076.10 7,222.38 Total. ................. . ............... . .... ... .... . $667,349.45 Auxiliary Enterprises Dormitory and Dining Hall ........ . ..... . ... .. ... .... . . Bookstore ........ . ............... . ........ .... . . .... . . Other ..... ................ ... .. . . .. .. .... .......... .. . $188,830.94 25,863.68 2, 991.20 Total. ............................... · ····· ······· ·· $217,685.82 Other non-educational income .. . ......... . . . . ............ . $ 38, 261. 43 Total income .... ... . .... .... ....................... . Less-Current Expenditures .. .... .. ............. .... . . $923,296.70 914,331.27 Excess of Revenues over Expenditures ... .. .. ... ....... . $ 8, 965 .43 EXPENSES Educational and General Administrative ...... . ... ... ...... .. ....... .. . ... ..... . General ............ . ... .. ........ ... ..... ... .... . .... . Instruction ... . ....... . . . ... . .. ... ... . .. ·.. .... ..... . .. . Library ....................... . ... ....... . ........... . Student Organizations and Art Studio ........... .. .... .. . Adult Education .......... ......... ... .. ..... ... . . ... . . Plant operation and maintenance . .. ...... . ............. . Miscellaneous .............................. .. ........ . $115' 886 . 38 85,120.98 273,579.51 16,766.67 9, 901. 59 1,921.64 . 166, 731.34 212 .46 Total. . .... .... ..... ... .. .... .... ·· · ··· ········ · ···· $670,120.57 Auxiliary Enterprises Bookstore ... .. .................................. .. ... . Dining Hall and Coffee Shop ... ... . .. .... ....... ... .... . $ 23,653.50 90, 209.43 Total . ... ............... .... . . .. .. ................. . $113' 862. 93 Other non-educational expenditures Scholarships ..... . . . . ..... . .............. .. ..... ...... . Grants-in-Aid ........ ... .................... . .. ...... . Miscellaneous .......................... . ............. . $108,345.43 12,367.34 9,635.00 Total. .......... . ..... . ..................... .. . .... . $130,347.77 Total Expenditures .. ... .. . ....... .... ..... ... .. ... . . . $914,331.27 22 • �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. The College's permanent endowment now exceeds $6,000,000, but increasing educational costs will require future additions to these funds. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to St. John's College, Annapolis, Maryland, the sum of ... . .. .... .... . . . dollars." The College would prefer gifts and bequests to be applied in the discretion of the College, but gifts and bequests may be made for specially stated purposes. • 23 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 23 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1960 Description An account of the resource Volume XII, No. 4 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in October 1960. 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 1960-10 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXII_no4_1960_October President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fdaa51820e2d39c3949bb17527c41237.pdf 8f5879ce599046cecd4248b02fc6bcd8 PDF Text Text VOLUME XI No.1 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND J <{.Jg' JANUARY,~ Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume XI JANUARY, 1959 Number 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: It is appropriate to begin this, my ninth annual report, with a tribute to Jacob Klein, who, at his request, has relinquished the deanship after serving in this capacity since 1949. Mr. Klein came to St. John's in 1938, so that his career here and the New Program are in large measure co-extensive. I for one learned much under his wise and patient tutorship and gained new insights into liberal education. Mr. Klein leaves for a sabbatical year, long overdue, and will return to the faculty next fall. He turns over the deanship to one of the ablest of the young men on the faculty, Curtis A. Wilson. Mr. Wilson is a Californian by birth and upbringing. Over the ten years of his tutorship at St. John's he has shown himself to be a scientist with the breadth and understanding of a philosopher. In a sense Mr. Klein's retirement at the end of the twenty-first year of the Program signalizes a passing on of responsibility to a new generation at St. John's. I cannot refrain from marking this transition by quoting from Mr. Klein's last statement of Educational Policy and Program. These words of wisdom offer inspiration and guidance for the future. All a school can do-and St. John's is no exceptionis to establish the conditions under which learning may take place. In some important respects the College has succeeded in doing that. The curriculum provides a wide basis for the exercise of the skills of discussion, translation, demonstration and experimentation which in turn help the learning mind to experience the discipline of the liberal arts and to acquire an understanding of them. It is not a panorama of opinions, or styles, or disciplines, or systems, it is the sharp edge of a crucial question, the stumbling block of a massive contradiction, the labyrinth of complexities in a given problem, that furnish link after link to the chain of learning offered to the student at St. John's. · One of the great virtues of the teaching that goes on at St. John's is the patience with the shortcomings of the students, with the difficulties of a given subject matter explored in common, with the disappointments • 1 • �and frustrations, the faithful satellites of all teaching and learning. All improvements of instructiorial patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of the task. Curriculum Revision Mr. Wilson, as the incoming dean, confronts three major problems to which the faculty must find more nearly adequate solutions. The first of these is in the curriculum itself. Ways must be found to improve the learning in the junior and senior years. The Instruction Committee has already addressed itself to this matter and has reached some tentative conclusions. They entail a reduction in the number of language and mathematics tutorials, which in turn means much more independent work on the part of the students, all closely supervised by their tutors. As the dean says, it is perhaps possible to formulate the problem that the College faces in the following way: the students have to be brought to understand that "learning" is not identical with "doing one's assignments." The latter is one of the indispensable conditions for learning but by no means the main task. The Problem of Attrition A second area of concern to the College is the rate of attrition in the student body. It is true that St. John's College makes heavy academic demands upon its students. It is also true that the program and the climate of the campus demand that each student question long-held beliefs and search for answers to almost unanswerable questions. Furthermore, it is necessary to reiterate that the real benefit to a student from his college experience is not necessarily to be reckoned in terms of four full years of academic work. For many students it may be quite right that they should have spent one or two years at St. John's. The problem of attrition is clearly related to the calibre and preparation of the entering student. His work habits usually leave much to be desired. Ways must be discovered to counsel with the freshman in particular and to help him to adjust to the demands of the College's curriculum. Ways must also be discovered to involve a larger percentage of the ·student body in extra-curricular activities such as athletics, shop work, sailing, and the fine arts. The Instruction Committee and the faculty will continue to wrestle with this problem . • 2 • �The Wider Community A third major area of concern to me is that the College exert a wider influence upon American education than it does at present. Twenty-one years ago the St. John's Program was widely reported in the public press. Great predictions were made for its expected influence, many of them hardly realizable given the sober facts of American higher education. Over the past two decades St. John's has indeed been host to thousands of educators who have observed with interest what is done here but who have tended for the most part to dismiss the means as impractical or unfeasible in their own academic situations. St. John's College has exerted a most considerable impact upon the educational scene indirectly through its contribution to the Harvard Report on General Education in a Free Society. It is also true that there is today less sharp a dichotomy between St. John's College and many of its sister institutions. On the other hand, it is clear that St. John's and its faculty have a mandate to propagate the goals of a liberal education for which this institution stands and to seek to bring other faculties to adopt in greater degree these ends and means of the liberal arts. The Intellectual Life Conferences of the Association of American Colleges are one example of the way in which certain ideas developed at St. John's College can be spread. As a result of these conferences, begun under my chairmanship of the Commission on Liberal Education, approximately 100 college presidents and 30 college deans have now experienced the exhilaration of learning in seminar diScussions on the St. John's pattern. It is my hope that the College can undertake two programs in the near future designed to extend the influence of these ideas even further. One would be exchange. tutorships and professorships with other institutions whereby members of the St. John's faculty might have a year in other institutions interested in developing the seminar and tutorial techniques. Likewise, faculty members from other colleges and universities might spend a year on the St. John's faculty contributing their insights and criticisms and at the same time learning something of the methods used here. Second, it is my hope that the College can establish a program leading to the degree of Master of Arts in teaching. Such a program would have two aspects. On the one hand it would enable graduates of St. John's College and of other liberal arts colleges to meet state certification requirements in education, educational psychology and practice teaching. On the other it would enable graduates of teachers' colleges and other institutions to broaden themselves in the liberal arts • 3 • �r to gain new insights into what liberal learning is. It is my hope that such a program can be worked out in cooperation with the Board of Education of Anne Arundel County and the State Department of Education in Maryland. It would entail both graduate courses throughout the academic year and a special summer-school program designed for in-service training of teachers. If St. John's College is to meet its responsibilities to the Republic, it should do all it can to assist in educating more and better teachers. Assets-The Faculty As the administration and the faculty seek solutions to these problems they work from a position of strength. The greatest asset which the College possesses is its faculty, numbering some thirty well-qualified and genuinely devoted tutors. It is of the utmost importance that the favorable student-faculty ratio of 8: 1 be maintained and perhaps even improved in the years ahead so that faculty members can continue to give freely of their time to individual students. It is gratifying that the Board has recognized the significance of its faculty asset by adopting the new faculty salary scale with a maximum figure of $12,000, by continuing to provide for the Faculty Study Group, and by furnishing adequate office space for all faculty members in the new laboratory building and in the Charles Carroll Barrister House. For the coming academic year the faculty will be further strengthened by seven new appointments: Malcolm Brown, of New York City, who combines interests in science and philosophy; Samuel E. Brown, of Boston, Massachusetts, whose experience has been mainly in music; E. Bennette Henson, of Charleston, West Virginia, a former student at St. John's College who has his doctorate in limnology from Cornell University; Bryce Jacobsen, of Gettysburg, Pennsylvania, a St. John's graduate in the Class of 1942 who will serve concurrently as Director of Athletics; John S. Price, of Baltimore, Maryland, a St. John's graduate in the Class of 1931, who has been supervisor of the Development Department for a large industrial concern; Donald W. Rogers, of Amherst, Massachusetts, who comes to St. John's from the Department of Philosophy at the University of Massachusetts; and E. Malcolm Wyatt, of Richmond, Virginia, who holds the Master's Degree in mathematics from the University of Virginia. Scott Abbott, John A. Bremer and Henry V. Grattan are leaving the College faculty this year. Three other members of the faculty will be absent for the coming academic year: Robert S. Bart, who will continue the studies begun during his . 4 . �sabbatical year; Charles G. Bell, who has been awarded a Fulbright scholarship for study in Germany; and Eva Brann, who will complete an archaeological project at the Institute for Advanced Studies at Princeton University. John Kieffer returns to the faculty after his sabbatical year, and Jacob Klein leaves for London to work in the British Museum. The Students A second immense asset is the student body. Almost without exception visitors to the campus and faculty members from other institutions comment upon the high calibre of student at St. John's College and upon his active and enthusiastic interest in learning. Each year brings a greater number of promising applications from all parts of the United States and from a number of foreign countries. The Director of Admissions reports approximately 200 applications for the hundred places in the entering class this fall. As in previous years there were approximately a thousand inquiries, many of them prompted by the film "The St. John's Story," which was shown to 60,000 students and teachers in 36 states. During the year under review the College suffered a serious interruption to its work in the form of a violent flu epidemic which caused the administration to close the College for one week on the advice of the College physicians. This seriously disrupted instructional schedules for the balance of the year. In spite of this deplorable gap and in spite of heavier demands upon the infirmary than ever before, student morale was higher than in the preceding year. Sophomores, juniors and seniors seemed to exercise a more responsible attitude toward the freshmen and this in turn resulted in a better student public opinion. The Student Polity worked hard at trying to identify its role in the life of the College. On the other hand, it is interesting to note that there was a somewhat higher incidence of student involvement with the local constabulary. The last case involved the unsuccessful effort of a toga-clad sophomore to carry Olympic fire from the Piraeus of the Annapolis dock area to the Athens of the back campus where pseudo-Olympic games were to be held. In this and in other cases the local police officials showed a willingness to resolve issues in a cooperative way. Books Another important item upon the asset side of the balance sheet is the availability of books to tutor and student alike . . 5 • �The College Library reports a significant rise in the general circulation of books among the students. Three projects are underway to improve the library building and to augment its usefulness to the community. First, in order to save space, the library staff is planning to sell most of its back files of magazines and journals, and to obtain this same material on microfilm. A regular policy of microfilming will be adopted for the future. Secondly, construction is underway to re-design the basement of the library building to provide additional stack space for the Library of Congress catalogue of printed cards and the British Museum catalogue of printed books, to provide microfilm facilities and to make a pleasant reading space close to the mathematics and science sections. Finally, the Library and the Library Committee have undertaken studies looking to an addition to the library building, to furnish much-needed stack space, work space and cubicles for students. The Book Store provides an important adjunct to the curriculum under the general managership of Clarence J. Kramer, tutor. It seems to be fulfilling the functions long expected of it. Sales exceeded $20,000, an increase of 50% over last year, but, more important, the students constantly found a challenging and interesting fare of new books throughout the year. Plans are now being drawn for re-locating the Book Store in Humphreys Hall, since the basement of McDowell Hall will be inadequate in another year to house both .the Coffee Shop and the Book Store. By way of addendum I should like to note that the St. John's College Book Store sells only books, a fact which makes it somewhat unique among American college and university book stores. Physical Facilities A fourth asset of which St. John's can well boast is its beautiful campus combining the best in old tradition in McDowell Hall (1744) and Humphreys Hall (1838) and the finest in modern construction. This fall Baltimore Contractors, Inc., completes the two magnificent new buildings designed by N eutra and Alexander of Los Angeles, California. The first of these, the Francis Scott Key Memorial Auditorium, will contain a 600-seat auditorium with an unusually large stage, a 200seat room for choral work and for the question periods after Friday night lectures, theatrical dressing rooms, two music seminar rooms, a music library and office, six music practice rooms, and studios for the fine arts. The new laboratory building will contain two laboratories for physics and chemistry, four for biology, two for optics and electronics and two for mechanics. There will also be a balance room, preparation • 6 • �rooms, faculty offices, and a dozen special project rooms, a Foucault pendulum, and a planetarium. I am happy that the Board has decided to name this building Mellon Hall in recognition of the many benefactions by Paul Mellon, of Upperville, Virginia, to St. John's College. I should also like to report that work is nearing completion on the restoration of the Charles Carroll Barrister House, a project made possible in large measure by the conditional grant from the Avalon Foundation, of New York City. All of the necessary matching monies have now been received and it is hoped that the building will be ready for occupancy in October. The Carrier Corporation, of Syracuse, New York, has made a special gift of heating and air-conditioning equipment, so that the building will be fully air-conditioned. It is planned that the Director of Admissions will have his office on the first floor and that the upper floors will be used for six faculty offices. In accordance with the agreement with Historic Annapolis, the first floor of the house will remain open to visitors. It will be a real test of the genius of the College to absorb these three new structures into the life of the community in the year ahead. Superb facilities must never blind one to the fact that students and the faculty, not buildings, make a true college. I am confident that these new structures will be used wisely and that they will provide surroundings just as conducive to the learning processes as the ivy-covered walls of McDowell. Dedicatory Convocations To mark the completion of the twenty-first year of the St. John's Program and to dedicate the Key Memorial Hall and Mellon Hall, the College plans a number of special events for the forthcoming academic year. The first will be a formal ceremony marking the opening of the buildings. This will be followed by concerts and seminar discussions with Ralph Kirkpatrick, the harpsichordist, during the first week in December, and the premiere American production of Monteverdi's Orfeo, the first opera, January 30 and 31, 1959. Finally, there will be two seminar conferences in the winter and spring. The first will be held February 26-28 on "The Scientist as Philosopher," with lectures by distinguished scientists and scholars on "Science as the Handmaiden of Politics," "Science in Conflict with Morality?" and "What Is Science as Philosophy?". The second will be held April 9-11 on the subject of "Man and His World," with a similar series of lectures on • 7 • �"The Revolution in Man's Labor," "Man's Evolutionary Future" and "Planetary Politics." A special grant of $20,500 has been received from the Danforth Foundation to underwrite the cost of these special events and to provide for suitable publication of the two lecture series. Through the conferences the College hopes to focus public attention on the integral relationship of the sciences in liberal arts education. Adult Education The Adult Education Program of the College during the year under review included a regular Great Books seminar, a seminar on readings from the American tradition, a music seminar on Mozart, two language groups, introductory Italian and conversational French, and, for the twelfth successive year, a Baltimore seminar, led by Ford K. Brown. There was no seminar in Europe this summer, perhaps because of a change in the travel agency handling the arrangements. Alumni Association The Alumni A ward of Merit was given on Homecoming Day to Dr. Thomas B. Turner, of the Class of 1921, Dean of the Medical School at the Johns Hopkins University, and a past chairman of the Board of Visitors and Governors. For the first time an alumnus of the present program served as President of the St. John's Alumni Association: Warren Bomhardt, of Baltimore, Maryland, of the Class of 1942. Unfortunately the College lost the services of Thomas W. Ligon, of the Class of 1916, who had worked voluntarily as Alumni Secretary over the past several years. The College owes him a deep debt of gratitude. Mr. Ligon's functions were taken over by Peter Donchian, Assistant to the President for Development. The annual giving campaign was carried on under the chairmanship of Edward A. Kimpel, of the Class of 1931. His final report showed 367 contributors and a total of $10,806. International Labor Orientation Center The International Labor Center, which has been located at St. John's College since July 1, 1953, continued to serve as one of the main arteries of the Government's expansive technical assistance program with 738 foreign visitors. The most interesting development during the past year was the decision by the International Exchange Service of the State Department to send all labor exchange groups under their direct sponsor• 8 • �ship, to St. John's for seminars of one or two weeks. With the addition of these groups it is expected that over a thousand foreign nationals will participate in the Center programs during the coming year. Mr. Jesse Friedman, formerly with the School of Industrial and Labor Relations at Cornell University, was appointed Assistant Director of the Center on February 10, 1958. His predecessor, Mr. Morris Pollak, who had served in that capacity since June, 1954, received a Ruskin scholarship, and is currently pursuing studies at Oxford University, Oxford, England. Administration This year witnessed the retirement of Archibald McCourt as Superintendent of Buildings and Grounds at St. John's. For nearly thirty years Archie performed yeoman service for the College in coaxing heat out of antiquated boilers, in making crucial repairs with bailing wire, and in delighting the College community with his addiction to Bobby Burns. I am happy to say that Archie will not be completely lost to the campus, for he is presently in charge of the restoration of the Charles Carroll Barrister House and will next move to an assignment as clerk of the works on the renovation of Humphreys Hall. To fill the post of Superintendent of Buildings and Grounds, the College has appointed C. Frederick Houston, of Annapolis, who brings to this position considerable architectural knowledge, a number of years as a contractor, and experience over the past eighteen months as clerk of the works on the new construction at St. John's. Other new administrative appointments include the following: Miss Christine Behm and Mrs. Alice Libby as secretaries to the Assistant to the President and to the Director of Admissions respectively, Mrs. Elizabeth Hall as assistant in the Book Store, and Mrs. Ruth Sutphen and Mrs. Jeanette Dixon as assistants in the Treasurer's Office. Mr. William Aston resigned as assistant in the Laboratory and Mrs. Lydia Aston as College Nurse in order to accept positions in Puerto Rico. Both are alumni of the College and both will be missed by the community. Mrs. Rose Merriken resigned after having served faithfully and well as secretary in the Alumni Office for over seven years. The College has also lost the services of Mrs. Evelyn Sentman, secretary to the assistant deans, and Miss Sue Byrne, secretary to the Director of Admissions. • 9 • �Finances The annual audit by Wheat and Mullan, Certied Public Accountants, indicates that the College operated in the black for the fiscal year just ended. Gifts and grants from all sources amounted to more than $1,800,000, distributed approximately as follows: current budget $25,000, scholarships $12,000, building purposes $1,598,000, special projects $30,500, and endowment $150,000. The College endowment funds now aggregate $2,190,150 in book value, compared to $1,961,850 on June 30, 1957. Bequests The College has been named as a beneficiary of the will of the late Charles H. MacNabb, of the Class of 1898, an attorney at Cardiff, Maryland, and of his wife, V. Catharine MacNabb. Cash and stock certificates in the amount of $83,714 have been received to date with approximately $5,000 more still to be received. Mr. MacNabb provided that these monies should be used to endow the Class of 1898 Scholarships, income to be awarded annually to deserving students in need of financial assistance. Priority will be given to students from Harford County, Maryland, in accordance with the wishes of the donors. Gifts and Grants Foundations A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $20,500 from the Danforth Foundation, of St. Louis, Missouri, to underwrite a series of special events in connection with the dedication of the Francis Scott Key Memorial Auditorium and Mellon Hall. A grant of $400 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A grant of $7,000 from the Ford Foundation toward defraying the cost of the Faculty Study Group. A pledge of $36,000 from Houston Endowment, Inc., of Houston, Texas, to endow the Jesse H. Jones and Mary Gibbs Jones Scholarships on a permanent basis. The first of three annual payments of $12,000 has been received. During the current year the College also received a grant of $2,500 for scholarship awards. • 10 • �Grants from Old Dominion Foundation, of New York City, as follows: $1,000,000 toward the construction of the new auditorium and the laboratory building; $102,642.59 in matching funds for endowment purposes; $81,884.76 for current purposes; $62,000 for additional boilers in the heating plant; and $10,000 for a special emergency fund. A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. Corporations and Corporate Foundations A gift of 100 cubic yards of concrete from the Annapolis Concrete Company for use in new construction on the campus. The sum of $7,853.95 representing the share due St. John's College from corporate gifts received from Maryland business and industry by the Association of Independent Colleges in Maryland. A gift of 50,000 paving bricks from the Baltimore Brick Company for use in laying future campus walks. · A contribution of air-conditioning and heating equipment from the Carrier Corporation, of Syracuse, New York, for use in the Charles Carroll Barrister House. A gift of $150 from The Daily Record, of Baltimore, Maryland, in memory of Mr. Edwin Warfield, of the Class of 1909, a former member and secretary of the Board of Visitors and Governors. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $660 from the First National City Bank, of New York City, in recognition of St. John's Alumni in the employ of the bank. Four scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation, of Hialeah, Florida. A grant of $1,600 from the Ford Motor Company, of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A gift of $250 from the Hagan Corporation, of Pittsburgh, Pennsylvania, for current purposes. • 11 • �A gift of $200 from the John D. Lucas Printing Company, of Baltimore, Maryland, for current purposes. A grant of $300 from Merrill Lynch, Pierce, Fenner and Smith, of New York City, for current purposes. A gift of $1,900 from the National Merit Scholarship Corporation, of Evanston, Illinois, for scholarship purposes. A gift of $450 from Singer, Deane and Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $1,500 from the Westinghouse Educational Fund, of Pittsburgh, Pennsylvania, for current purposes, and the gift of two cathode-ray oscilloscopes from the Westinghouse Electric Corporation. Individuals and Others A gift of $500 from Mr. and Mrs. Alexander S. Cochran, of Baltimore, Maryland, for current purposes. A gift of stock in the amount of $1,754 from Mr. John T. Harrison, of New York City, to be added to the Harrison Scholarship Aid Fund. An advance gift of $1,000 from Donald R. McLennan, of Chicago, Illinois, in the Third Century Fund. A pledge of $5,000 from Mrs. William S. Morsell, Jr., of Baltimore, Maryland, to establish an athletic fund in memory of her husband, William S. Morsell, Jr., of the Class of 1922. An advance gift of $1,000 from Keith Neville, of the Class of 1905, of North Platte, Nebraska, in the Third Century Fund. A gift of $2,500 from Walter C. Paine, of the Class of 1945, of Lebanon, New Hampshire, toward restoration of the Charles Carroll Barrister House. A gift of $500 from Mrs. Charles H. Schaff, of Media, Pennsylvania, to establish a fund in memory of her husband, the late Charles H. Schaff, of the Class of 1889. Two gifts of stock totaling $31,416 from Dr. and Mrs. Arthur deTalma Valk, Jr., of Wilmington, Delaware, representing further installments toward endowing the Arthur deTalma Valk Tutorship at St. John's College. • 12 • �St. John's Third Century Fund During the year under review much time and thought has been expended upon plans for the St. John's Third Century Fund, which continues from July 1, 1958, through June 30, 1960. Its goal is $6,600,000: $4,000,000 for endowment purposes and $2,600,000 for new construction and renovation of the existing campus facilities. Capable planning for this campaign has been provided by Peter Donchian as Assistant to the President for Development. He has tackled the problems of fund-raising organization, dignified campaign literature, publicity, and alumni relations with perseverance and imagination. I believe that we will move into the active period of solicitation with well-conceived and executed materials which will go far toward the achievement of the College's goals. A formal announcement of the opening of the campaign was mailed to the entire St. John's constituency in the late spring. This in turn has been followed up over the summer months by two items: "The Student Body" and "Portrait of a Faculty." Considerable progress has been made on compiling a register of all St. John's alumni from the first graduating class to the Class of 1962. It is my hope that publication of this register will stimulate the establishment of a number of memorial funds which will perpetuate the names of prominent St. John's alumni of early as well as of later classes. Another interesting development arising out of a general study and review of the College's publications is the decision to amalgamate all present brochures and bulletins into a single series to be known as the Bulletin of St. John's College. Each year ,two issues of this bulletin will normally be devoted to the Catalogue and to the President's Report. Other issues will seek to serve as a forum for alumni and other friends of the College by printing significant lectures, student essays, and articles, as well as contributions from graduates and former students of the College. A short section of the publication will be devoted to news of the College, and an insert will contain alumni notes and information about former faculty members. This publication will be somewhat larger than the present bulletin and will depend for its usefulness both upon the labors of the Editorial Board, consisting of the Dean, Mr. Richard Scofield and Mr. Clarence J. Kramer, and upon the willingness of alumni and others to contribute material. I am confident that it will serve a useful function in drawing together members of the St. John's community who have left the campus and in making them feel a more active part of what is going on at the College. * * • 13 • * �I cannot close this report without paying tribute to two men who died during the year after having given many useful years to St. John's College. Both men gave unselfishly of themselves in the interest of the College and I record their deaths with genuine sorrow. Enoch Barton Gary was a member of the Class of 1903. After a distinguished military career he assumed the presidency of St. John's College in 1923 and served for six years. At the time of his death in September, 1957, he was living on the West Coast, having retired from an executive position in the Veterans Administration. He held the title of President Emeritus of St. John's College. Dr. William J. French came to Anne Arundel County in 1937 after an active career in international public health service. He assumed the position of Health Officer for Anne Arundel County. Shortly after his arrival in Annapolis he became a member of the Board of Visitors and Governors, and . he served continuously in that capacity until his death early in August. * * * The two years ahead are years of immense challenge to every member of the St. John's community and to every one of the College's friends. This challenge is to work toward the elusive goal of financial stability. Success should enable the Board, the Administration, and the Faculty to devote undivided attention to the educational task which constantly looms so immense and so demanding. I shall do my best to try to lead toward these goals. I can succeed only if each individual member of the Board pledges me his fullest support and cooperation and if each member of the St. John's constituency responds wholeheartedly to the opportunity which is now ours. RICHARD Annapolis, Maryland August 29, 1958 • 14 • D. WEIGLE President �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1958 INCOME Educational and general Tuition ................ . ......... . .. . .. .. ............ . Adult education .... . ... . .. .. ... .......... .. ..... .. ... . Endowment fund income ......................... .. .... . State appropriation ...... ...... ...... ....... ...... ... . . F.O.A. contract ... .. . . ... . . . ... ... ... . . . .... ..... .... . . Gifts and grants-net .... ... .... .. . ... . . . .... . .... ... . . Miscellaneous . . .. . .......... . ........................ . $201, 105 .47 2,176.50 71, 190. 78 80 ,000.00 12,800.00 131,336.85 5,307 .15 Total ...... ..... ... .... .. .... ........... . .... ...... . $503,916.75 Auxiliary enterprises Dormitories and dining hall ..... .. ... .... . .. . ..... ..... . Book store ...... .. ... .. ....... .. ..... . .... . .......... . Other ... ........... .... .. . . .. .. ..... . ......... . .. .. .. . $143,384.82 20,660.45 2,916.86 Total. . . . ....... ... ..... . .. .. . . ... . ....... .. . . .. ... . $166' 962. 13 Other non-educational ....... . ...... . .... . ... ........ .... . $ 24, 651.16 Total income ........... . . . . . ..... . ................. . $695,530.04 Excess of revenues over expenditures .......... . ....... . $ 15,850.81 EXPENSES Educat!o!lal aI_ld general Adm1n1strat1ve .. .. ................. . ... . .. . .. . ...... . . General ... . ... . ... .... .. .... ..... .. ....... ... .. ...... . Instruction . ... . .. . .. .. ........... ... .............. .. . . Library ................... . .. .. ...... .. .. .... ........ . Student organizations and art studio .. ...... . ........... . Adult education .... .. ........... . . . ......... ......... . Plant operation and maintenance ..... .. . . ..... . .. . .. . .. . Miscellaneous .. ... ... . . .............. ............ . . . . . $ 90,241.73 57,449.10 181,272.85 13,219.92 8,470.54 2,055.72 100,440.65 80.41 Total .. . .......... . . ............. . ..... .. ..... . .... . $453,230.92 Auxiliary enterprises Dormitories and dining hall .. . .. .. ... . ....... . .. ... ... . . Book store ........ .. . . ............................. .. . $ 88,438 .68 22,228 .02 Total. . .. .... ..... ..... . .. ............. . ........... . $110,666.70 Other non-educational Scholarships and grants-in-aid ............ . . .. .. . . . . .... . Faculty Study Group ... ..... . ....... . ... . . ... ......... . Miscellaneous . . . ..... . .... . .... . . .. . ... .. ............ . $104' 130. 71 6,430.90 5,220.00 Total. . ............... . .. ...... . . . ... .. ... . ...... .. . $115' 781 . 61 Total expenses .................. . . . ... ..... .. . . ... .. . $679,679 .23 • 15 • �ST. JOHN'S Annapolis, BALANCE SHEET, Assets CURRENT FUNDS Cash in banks and on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts receivable. . . . . . . . . . . . . . . . . . . . . . . . $14, 049 .13 Less: Reserve for doubtful accounts...... 500.00 Inventories ... . ... . . .. ................. . .............. . Prepaid expenses ........ ..... .. . ...... . .............. . . $ Total...... . . ....... ....... . ..... . ....... . .... . ... $ Restricted: Cash .. ... ............... . ..... . Due from other funds .. .. .. . ... . . 13, 549 .13 9,034.04 6,390.51 $ 8,007 . 91 1,014.00 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 174. 79 42, 148.47 9,021. 91 $ 51, 170. 38 $ 28, 155 .39 102,642.59 74,599.04 1,275.00 3,578.59 1, 980' 969 .45 11,863.30 ENDOWMENT FUNDS Cash ........................ . ..... .. ..... . .......... . Foundation matching funds receivable ..... .. .. . . . .. ..... . Accounts receivable .......... ................ .. ... ... . . Pledges receivable .... ... ...... .... ................ .... . Due from other funds . .... . ..................... . ... . . . Investments ... .......... ..... . ........... .. .. ....... . . Accrued income and purchased interest . ..... ........... . . Total-endowment .. . .......... .... ... ..... .... . ... .. $2 ,203,083.36 PLANT FUNDS AND ASSETS Cash ....... ........... . ........... . . .... .. .. ...... .. . Cash in sinking fund ........... ... . . .. .. ............ . . . Due from other funds ............. .. .. . ... . ........... . Pledges receivable .......... . .. . . .. .... . .............. . . Investments .......... . ....................... .. . . .... . Land, buildings and equipment ..................... .. .. . Buildings under construction ..... . ........... ... ....... . Total-plant and assets ...... ........ . ............. . • 16 • 638, 159 .40 23,289.22 46,576.91 2,000 .00 28, 950 .42 2,297,691.05 1,389,698 . 25 $ $4,426,365.25 �COLLEGE Maryland SEPTEMBER 19, 1958 Liabilities and Capital CURRENT LIABILITIES AND RESERVES Accounts payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' deposits . .. ....... . ...... . ................ . .. . Deferred income .. .. ........ . ..... . . .. . . ....... .. ..... . Due other funds . . . .. . .. . ...... . .. . ......... . . . . .. .... . $ 3,394.37 6,309 .78 3,000.00 50,813.61 Total-current liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63 , 517. 76 Deficit-7 / 1/ 57 ...... .. . . ... . .... . ...... . . Excess of Revenue over Expenditures ..... .. . Miscellaneous special funds . .. ....... .. .... . $ 46 ,792 .41 15,850.81 9,572 .31 Total. . ... . ............ . .. ... .... . .... . . . ..... . ... Principal-student aid and prizes .. . .... . .. . President's Discretionary Fund . . . $ 21, 369. 29 $ 820.32 8, 201.59 Total. . ...................... . ... . ... . .. .. . .. ... . . 42, 148.47 9,021.91 $ 51, 170.38 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal ... . . . ..... .... ......... . . . .. . ..... . ......... . Unexpended income ....... .. ... . .. . . . ................. . Real Estate D epreciation Reserve .. . ................... . . Undistributed income .. . ......................... . .. . . . . $2, 190, 150. 78 8,016.49 971.86 3,944.23 Total-endowment ... ... .. . ... . . . .... . .. .. .. ... . . . . $2,203 , 083.36 PLANT FUNDS LIAB ILITIES AND PRINCIPAL Mortgage payable . . . . ..... . ... . ........... $300,000.00 Less mortgage certificates acquired. . . . . . . . 252, 200 . 00 Due other funds ............... . .... . . . . . ....... . ... . . . Reserves available for mortgage liquidation .. . .. .. . .. .... . Invested in plant ... . . .. .... . ..... . ...... . ........... . . Funds available fo:- plant expansion . . ........ .. ... ... ... . Total-plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 17 • $ 47,800 . 00 355.89 51,883.75 3,639,589 . 30 686 , 736.31 $4, 426, 365. 25 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now approximate $2,000,000 but must be tripled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . ..... ......... .. .. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 18 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 18 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 Bulletin of St. John's College in Annapolis, January 1959 Description An account of the resource Volume XI, No. 1 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in January 1959. 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 1959-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXI_no1_1959_January President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b720966b0322ed53c1d57dbfed2f1103.pdf 0f85ad79e2c31ae403fcfa42bac6adb8 PDF Text Text No. 3 VOLUME IV Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS , / . REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND SEPTEMBER, 1952 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume IV SEPTEMBER, 1952 Number 3 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE MEMBERS OF THE BoARD OF VISITORS AND GovERNORS: .Fifteen years have now passed since the introduction of the present curriculum at St. John's College in the fall of 1937. One can state unequivocally that during this period the College has passed out of the stage of being an experiment. In spite of the difficulties created by two war situations and in spite of tremendous financial and administrative problems, the College has survived and is on firmer ground than at any time in many years. First of all, the College is the possessor of a vital and important idea in education. The College knows why it exists. The faculty and its instruction committee have brought intelligence and skill to bear in building up a sound curricuh~m in the liberal arts and in modifying it as experience demonstrates to be wise. The faculty is an able and devoted group of teachers, scholars not in the sense of research workers in some narrow field of endeavor, but rather in their eagerness and ability to probe enduring and important human problems in company with their students. The student body remains small but includes men and women from many parts of the country, most of whom are distinguished by their maturity and native ability. Finally, the physical plant of the College is in better overall condition than ever before, and the permanent endowment funds of the College are beginning to assume more respectable proportions. The College may now best be described as the pilot college in liberal arts education in the United States. In assessing the influence of St. John's over the last decade and a half, I should like to point first to the role of the College in imparting stimulus to the movement toward what is termed General Education in this country. First through its contributions to the thinking behind the Harvard Report on "General Education in a Free Society," and later through faculty deputations from other colleges to Annapolis, St. John's has contributed largely to curriculum revision in many institutions of higher learning. In most instances the changes which have been adopted have represented a compromise between thoroughgoing liberal arts education and the strongly entrenched vocational requirements of our society. The trend is nonetheless ·heartening. The leavening influence of St. John's has also been felt on a small scale through the activities of the younger alumni, the two hundred and fifty men who have completed the St. John's program since the first class of six men was graduated in 1941. One in four have gone into the professions of teaching, the law, medicine, and �the ministry, and the breadth of their St. John's preparation for professional training has enhanced the reputation of the College. Particularly among those who have embarked upon a teaching career, whether at the elementary and secondary school level or in colleges and universities, there has been apparent an unwillingness to accept the status quo in education. Rather each has sought to inject fresh ideas into the school or college situation in which he finds himself. I venture to suggest that graduate schools will come to plaae a considerable premium upon men with a St. ] ohn's degree and that these graduates will in turn make significant contributions to the educational life of the nation in the years ahead. Wider acceptance of the basic idea underlying the St. John's Program is evident in two important areas. The younger doctors all over the country have evinced dissatisfaction with the highly technical premedical education which they themselves received and have led a movement toward greater emphasis upon the liberal arts for preprofessional students. Medical schools at the Johns Hopkins University, Pennsylvania, Columbia, Yale, and Harvard already appear to be thinking more along these lines. Likewise in the area of business and industry one perceives a concern for the educated man, one who can understand and correlate the work of the technicians and specialists, one who knows human problems, one who is capable of clear thinking and considered judgment. Evidence of this is found in the public utterances of business executives and in conferences such as those held recently at Corning, New York, and Aspen, Colorado. Among the public at large, however, there is still no enthusiastic receptiveness to the type of liberal arts education for which St. John's stands. The College has perhaps failed to capture the imagination of men, as it hoped to. Perhaps the pressure of earning a livelihood has obscured other considerations in the minds of students and their parents. Perhaps it is an innate conservatism in many people, which causes them to regard with suspicion anything as unconventional as the St. John's Program appears to be. At all events, it is in the field of informing the public and convincing them of the efficacy of the St. John's idea that the College has been least effective in these first fifteen years. Even among schoolmen, who express a keen if vicarious interest, there is a basic reluctance to recommend St. John's to their graduating seniors when four years at a safer and less imaginative college is the alternative. By its very nature the St. John's Program is difficult to explain to the uninitiated. The St. John's vocabulary of seminars, tutorials, don rags, tutors and the like sounds more esoteric and intellectual than the more readily comprehended classes, credit hours, grades, 2 �and professors of other colleges. Exercises designed to devdop the mind of a student are comprehended but dimly by a generation which is used to thinking in terms of subject matter courses, majors and minor s, and the pre-requisites for subsequent professional training. Furthermore, the popular association of St. John's with the Great Books has produced a peculiar concept that the College is concerned only with literature and philosophy. Few people realize the fact that students at St. John's study language, mathematics, and laboratory science for four full years. All of this makes immensely difficult the task of interpreting the College to the general public and particularly to the secondary school student and his parents, upon whose willingness to undertake this type of education the future of St. John's depends. It is not enough that the administration and faculty should rely upon the general excellence of the College and its reputation in certain circles. The story must be told more generally. St. John's must consider it a mission to disseminate information about its liberal arts program. Instruction The Dean reports that the academic year just ended was a much better one than were the several immediately preceding ones. The teaching was more effective, the students more eager to learn, the level of application higher, and the general planning and machinery of instruction better. All seminars functioned well. In the tutorials, the principal problem was the desirability of continuing to offer a second year of Greek. There was considerable sentiment among the language tutors in favor of restoring Latin as the language in the second year. The instruction committee finally decided to withhold judgment for one more year, meanwhile studying closely the content and operation of the freshman Greek tutorial. The laboratory sections, with few exceptions, functioned incomparably better than in the preceding year. There were still shortcomings in the content of the laboratory exercise sheets. Nor was the deeper problem of the laboratory set-up solved, in spite of special laboratory seminars on the part of the faculty. A noteworthy modification of - the senior laboratory program was undertaken at the initiative of John Wilkinson, who was appointed to the faculty in the summer of 1951 from the University of Chicago. At the end of the first term each senior began work on a project, which provided him with an opportunity to deploy greater initiative and thus to gain better comprehension of scientific methods and of what science implies. This innovation suffered somewhat from improvisation, · perhaps unavoidable in such new developments, but gives promise of more uniformly excellent results in the future. 3 �During the year the failure of students to attend the weekly chorus caused the instruction committee to revise the music program. The chorus will no longer be an obligatory exercise, since it is impossible to deal with absences from the chorus in the same way as absences from other classes. The freshman music tutorials will be continued as required exercises, and each student will be graded upon his work. Sophomores will have three and juniors two seminars on music during the academic year. Classes will meet as a unit for these seminars, which will be conducted by the tutor in charge of the music program. Out of a class of twenty-seven seniors, only nineteen met the requirements for graduation in June. Three failed to submit their theses in time, one of them having requested more time to prepare his dissertation, in accordance with the stipulations of the catalogue. Five others were not graduated, generally for some deficiency which could be made up during the summer. A ll things considered, the Class of 1952 may be regarded as the weakest which the College has had since 1941. By contrast the results of the enabling examinations which the junior class took were better than in a number of years, an immediate consequence of better work in the junior year. Only two juniors were dropped as a consequence of these examinations. The Students For the first time in the history of the College women students were admitted to the entering class and participated equally with men in the classroom exercises and the general life of the campus. The twenty-four women who enrolled as freshmen seemed an unusually capable group. All finished the year, eight of them with distinction. The Dean reports that their assimilation into the academic life of the College was complete and did not create any difficulty. It is interesting to note certain facts and figures concerning this first group of women at St. John's. Sixteen of them came from Maryland, twelve holding state scholarships. The others came from California, Connecticut, Georgia, Massachusetts, New Jersey, New Mexico, New York, and the District of Columbia. Twenty of them were unmarried. Three were wives of St. John's upperclassmen and the fourth was a widow. With respect to previous academic exper~ence, two were admitted prior to completing high school, six had attended other colleges before coming to St. John's, one had studied voice after graduating from high school, one was a registered nurse, and two had worked as secretaries for two years or more. Thirteen women held scholarships, and all but five received some form of aidscholarship, grant, or student job. 4 �The Assistant Dean, Miss Barbara L eonard, reports that women students participated generally in the extra-curricular activities of the campus- in the King \i\Tilliam Players, the choral groups, the Bible classes, and on the Cotillion Board. Three women students exhibited paintings and other original art work during the course of the year, two were violinists in the string quartet and one organized a modern dance group. One competed in intercollegiate sailing as a member of the Boat Club and another pitched on the fre shman softball team. The majority of the women confined their athletic participation to the individual sports, such as badminton, tennis, ping pong and swimming. The only team sport which met with any enthusiasm was volley-ball, in which the freshman co-educational teams competed against the all-male aggregations of the upperclassmen. Team sports among the women alone must a wait the enrollment of women in all four classes at St. John's. Total enrollment at the College during the year amounted to 151 students as follows: 28 seniors, 27 juniors, 42 sophomores, and 54 freshmen. Eleven students were dropped during the year, three freshmen, all of them repeaters, four sophomores, three juniors, and one senior. Of the total st udent body, thirty-eight were vet erans. Fifty-eight held Maryland state scholarships, and sixty-seven were recipients of grants or student jobs from the College. In this connection the College made available to students during the academic _y ear scholarships amounting to $56,550, grants-in-aid amounting to $9,650, and student jobs amounting to $15,222, or a grand total of $81,422. For the coming academic year it will be necessary to increase this figure to approximately $100,000. Campus Life A year ago the Dean predicted that the College would live on a firmer ground with respect to campus discipline. This has been achieved. The situation with regard to absences from classes was considerably improved, although still unsatisfactory in the cases of the sophomores and seniors. The Dean issued a number of first and second warnings and exerted as great a pressure on the students in this regard as could be considered efficacious. The problem of men and women living on the same campus was met initially by certain rules of residence laid down by the administration, since the Student Polity the preceding spring had been unwilling to assume the responsibility for making and enforcing such rules governing the dormitories. The administration in promulgating -the rules of residence sought to make them as liberal as possible, with .a view to stimulating a sense of responsibility in the student for his 5 �own behavior. The administration informed the students that it did not propose to police the dormitories, but that it sought to develop a reasonable attitude of cooperation toward the whole problem of student conduct on the campus. The Student Polity, although recognizing the necessity for order on the campus, had some misgivings about the rules as promulgated by the administration. A series of student meetings were held on the general problem of living in a community of learning, with faculty members invited to participate in the discussions. Finally an alternate set of rules of residence were submitted by the Polity and accepted by the administration, whereupon the Polity assumed responsibility once more for their promulgation and execution. The new rules may need further revision after more experience living under them. It is evident, however, that a common understanding exists now as between administration and students in matters of communal life. There are still problems to be worked out, particularly with respect to the way in which the Student Court functions in dealing with violations of the rules. On the other hand, it is probably a safe assumption that the majority of the students have come to share the opinion that an active student government is the best way to make students understand the problems of organizing the life of an institution such as ours and the degree of responsibility that this entails. In conclusion it should be noted that the presence of women students on the campus did create some difficulties, but certainly no more than could be expected, and, in the opinion 'of the Dean, far less than the non-coeducational set-up of former years. The Library During the year there were three notable accessions to the book collection. Mr. Paul Mellon presented the College with the Founders' Edition of the Great Books of the Wes tern World. The Bollingen Foundation gave the first thirty-one volumes published in its series, including books on architecture, painting, sculpture, and Eastern culture. The library will receive future publications in the Bollingen Series, including a book to appear next year by Victor Zuckerkandl, Director of Music at St. John's. Finally, Miss Maria Baldwin made a gift to the College of fifty-one books from her personal library. These are for the most part English classics and include some fine editions of the titles on the St. John's reading list. One other current gift to the College is now on display in the library, a rare Ch'ing celadon jar, the gift of Mr. Alexander Sachs of New York City. 6 �The Library Committee met at regular intervals to advise the Librarian on book purchases, and special attention was devoted to building up the contemporary French collection. The Committee also sent a gift copy of the St. John's translation of Appolonius to the John Erskine Memorial Library at Dijon University, France. The Infirmary M iss Elizabeth Hopkins, R.N., the College Nurse, reports that nine women and forty-three men students were admitted to the infirmary in the course of the year for a total of 197 sick days. In addition, twenty-one women students, 105 men students, and twentyfour faculty and staff members received a total of 818 treatments in the dispensary. Student Procurement In the absence of a full-time director of admissions William A. Darkey, of the Class of 1942 and a tutor at the College, served on a part-time basis. This meant that visits to high schools and preparatory schools were largely curtailed except as I could combine them with official travel in various parts of the country. In mid-March John Sterrett, of the Class of 1950, was appointed Admissions Officer to assist Mr. Darkey. He thereupon concentrated his efforts on visiting the public high schools of Maryland and the District of Columbia, with a view to stimulating interest in the Maryland state scholarship program. During the year initial steps were taken to enlist the alumni in the matter of recruiting new students. It is a matter of record that the largest number of entering freshmen have come because of personal contact with a St. John's alumnus or member of the student body. It is planned to develop a list of capable and willing graduates located throughout the country who would visit local high schools, and to whom inquiring prospective students might be referred. The alumni have indicated their interest in this plan by the selection of a committee to work with the Admissions Office on the problem. Recognizing the importance of provocative and stimulating literature in disseminating information about St. John's to prospective students and their parents, the College engaged professional help to supplement its own efforts in producing a new recruitment brochure entitled "Learning for Living." This brochure appeared in June as a regular issue of the College Bulletin and has been given extensive distribution. It is designed to be the first item that a prospective student reads and aims to acquaint him with the philosophy of the College. Reprints of my article in School and Society, entitled "Record 7 �of St. John's Graduates, 1937-1952," and of Milton Mayer's article in Harper, s, entitled "Socrates Crosses the Delaware,'' were also obtained in quantity for distribution. Finally, a determined effort has been made to invite guidance counsellors and secondary students to visit St. John's and attend the evening seminars. This device has been most effective in arousing interest and in acquainting others with the St. John's Program. For the second summer in succession the Maryland Boys' State, sponsored by the American Legion, has held its sessions on the campus. Seminars under St. John's tptors have been held to give the boys firsthand experience in how the program of the College operates. Two boys were admitted to the College this year as a result of their earlier attendance at Boys' State. Again the fifty-eight Maryland state scholarships are filled. In March of this year approximately eighty boys and girls from most of the counties and legislative districts of the state took the scholarship examination and indicated St. John's as the college of their first or second choice. These boys and girls were competing for some twenty vacancies, which is encouraging evidence of an awakening interest in St. John's in Maryland. The actual administration of the state scholarship program leaves much to be desired, however. Appointments are sometimes delayed until some of the abler candidates have felt it necessary to make other plans. Mr. Darkey wisely recommends a conference of the colleges which participate in the Maryland scholarship program, together with representatives of the State Department of Education, to determine a more expeditious method of handling the examination papers and of effecting earlier senatorial appointments. The state senators generaily appreciate the problem which the College faces in this regard and have sought to be cooperative. During the winter I invited all the senators to attend dinner in the dining hall one evening, along with their scholarship appointees. This gave them some first-hand familiarity with the College and its students and will enable them to understand the College better in making future scholarship appointments. Student procurement continues to be one of the two most vital problems which confront the College, finances being the other. Since the peak enrollment of the immediate post-war years the size of the freshman class has declined from 92 in 1947 to 74 in 1948, 70 in 1949, 63 in 1950, and 53 in 1951. Prospects for this fall are for even less. I consider it imperative that every effort be made to admit a class of approximately a hundred well qualified students in 8 �the fall of 1953. The College is now able to assimilate a group of this size, and it would be an important step toward the ultimate goal of a balanced enrollment of 300 students at St. John's. It is difficult to assign precise reasons for the failure of the College to attract as many students ·as it should. It is true that we find ourselves in an exceedingly competitive market for students, when one considers the draft and the relatively small school population born during the depression 'thirties. Disregarding this, however, St. John's is offering a type of education which is in direct opposition to the prevailing climate of opinion in the country, which places emphasis upon specialized training to prepare for specific jobs. The non-elective feature of the curriculum undoubtedly disturbs many prospective students, particularly those who imagine themselves weak in mathematics or laboratory science. The course rightly creates the impression of requiring considerable effort on the part of those who enroll, and this, unfortunately, is not always the reason that men and women come to college. A continuing factor in the general picture is the lack of accreditation by the regional accrediting agency. In spite of the fact that the Maryland State Department of Education recognizes the College, and in spite of the fact that all of the principal universities welcome recommended graduates of St. John's College, some parents continue to harbor doubts about a college without this particular stamp of approval. Coupled with these doubts is a basic suspicion of anything which is new and relatively non-conformist. One of the principal tasks which lies ahead of us is cultivation of secondary school headmasters and headmistresses, principals and guidance counsellors. Once they are convinced of the worthwhileness of the St. John's Program they will prove invaluable in steering able students to the College and in persuading reluctant parents of the merits of this liberal arts education. , I am happy to announce the appointment of Joseph Hollywood, Jr., of the Class of 1947, to be Director of Admissions commencing this September. He and Mr. Sterrett, the Admissions Officer, ar~ now planning a comprehensive program of student recruitment for the coming year, to include school visits, demonstration seminars, alumni cooperation, and widespread dissemination of information about the College. Adult Education Under the skillful guidance of John S. Kieffer, Director of Adult Education, the adult program showed most gratifying growth with 37 5 individuals participating in fourteen seminars, two language 9 �classes, and a short story wntmg group. Noteworthy was the innovation of conducting a seminar in Annapolis on world politics. This was done in cooperation with the American Foundation for Political Education of Chicago, of which Charles Nelson, of the Class of 1945, is the director. Mr. Kieffer led this seminar in collaboration with Douglas Lacey, professor in the Department of English, History and Government at the United States Naval Academy. Mr. Lacey proved an excellent leader and will continue with the program during the coming year. Mention should also be made of the valuable teaching of Mrs. Richard Scofield and Mrs. William H . Bayliff. Mrs. Scofield has had considerable experience in seminar work, having taught for some years in the Basic Program of the University of Chicago. Finally, it is interesting to note that the son of one of the adult seminar participants has been enrolled in the entering freshman class at the College this fall. The Adult Education Program is certainly one of the most effective means of informing people about the College and its methods. Administration With respect to staff changes, Miss Marian Alexander, who had served faithfully and well as College dietician for many years, completed her appointment at the College and accepted a position in Washington. Miss Alexander was released with regret because the College found that it could operate the dining hall at a considerable saving by contract with an outside food purveying system. During her last year at the College Miss Alexander served as housekeeper, replacing Mrs. Marie Johnson in November. Mrs. Johnson's termination was also a result of the overstaffing attendant upon the change in the dining hall operation. Mr. Joseph G. Smith, machinist, resigned in October to accept a position at the Johns Hopkins University. He was replaced by Felix S. Suwall, who serves as a laboratory assistant and technician rather than as a machinist. Mrs. Joan Hutchins, cashier, resigned from the business office for family reasons in June after several years of careful and dependable work. She was replaced by Mrs. Athalia B. Morrow commencing July 1st. Irving V. Abb, of the Class of 1947, managed the print shop on a part-time basis during the year_, after Clarence J. Kramer, of the Class of 1948, relinquished this portion of his duties in favor of tutorial commitments. Mrs. Aleitha Janos resigned as varitype operator in the middle of the year and was succeeded by Mrs. Nancy Gearing, who stayed until mid-June. The present watchman, George J. Danek, has served in this capacity since March, which bids fair to establish some sort of record for this position. For the financial 10 �campaign two temporary typists were employed for varying periods, Mrs. Sally Clark and Miss Betty Barron. The major change in the physical facilities of the College was the completion of the new heating plant and shop building in the fall. Appropriate ceremonies were held on Homecoming Day to mark the formal transfer of the building to the College. Paul Mellon, president of the Old Dominion Foundation, made the presentation. The new building has more ·than fulfilled all expectations, providing a steady and even flow of heat and hot water, which is more than could be claimed for its predecessor. Cost of operation with oil burners is slightly in excess of that using the coal fired boilers, but there is considerably greater radiation than there was a year ago. Other physical changes on the campus include demolition of the old chimney and boiler room, and the razing of temporary wooden annexes to Humphreys Hall and Koogle House. Randall Hall was completely redecorated and remodeled for the use of women students during the summer of 1951, the cost having been defrayed by generous contributions on the part of certain Annapolis banks and business firms, as well as a number of other friends of the College in A nnapolis and Baltimore. Stone House was left vacant during the year to permit the buildings and grounds crew to complete extensive renovations. It will be occupied by women students this fall, in addition to Randall Hall. In the interests of economy of operation, the College contracted for food services with the Slater System, Inc., of Philadelphia, Pennsylvania. Both the dining hall and coffee shop were run under the direction of a resident manager. All personnel was provided by the company except for the student waiters. It took some months to eliminate the justified complaints as to the operations of this organization, but by late spring the students were agreed on the wisdom of renewing the contract for another year. Savings to the College from the contract were considerable, not only in money but also in administration. Finances Expenses for the fiscal year amounted to $413,804, including $81,422 in scholarships and student aid. Income exceeded expenditures by $19,313, most of which was used up in the purchase of the required $15,000 worth of mortgage certificates. The College has maintained a perfect record for the twelve years that this debt retirement agreement has been in operation and has acquired certifi11 �cates or placed cash in the sinking fund for an aggregate figure of $181,850. These annual purchases, however, provide a considerable strain upon the cash position of the College. Although there was definite improvement over June of 1951, the College still finished the fiscal year with a bank overdraft. I am happy to report that the permanent endowment funds of the College, both alumni and general, increased .by over $92,000 during the year. Half of this sum represents gifts from alumni and friends and the other half the matching gift of the Old Dominion Foundation. The Finance Committee of the Board of Visitors and Governors has continued to do an outstanding job in the matter of investing these funds, their June statement showing an excellent portfolio of governments, bonds, and preferred and common stocks. Including gifts for current purposes as well as endowment, the College received a grand total of approximately $103,000 during the year, exclusive of pledges payable at a later date. For the coming academic year it was decided to raise the tuition fee from $650 to $850 to provide for increased faculty salaries and greater student aid. This brings total fees for the year to $1,500 per student, which is not inconsistent with the charges at other institutions. A request is now being submitted to the Director of Budget and Procurement of the State of Maryland to increase the state appropriation for the fiscal year of 1954 from $63,000 to $87,000, based upon the greater cost to the College of offering the fifty-eight state scholarships to Maryland students. These two steps will help somewhat with what promises to be a difficult job of finance in the years ahead. Every effort must be exerted, however, in the current financial campaign to increase endowment income, for the present commitment of the Old Dominion Foundation for support of the College's annual budget terminates in June of 1953. Financial Campaign During the course of the year it became apparent that the College would require professional assistance and advice if it were to succeed in the campaign to raise $1,000,000 for endowment and $250,000 for new building in accordance with the generous matching offer of the Old Dominion Foundation. The firm of Marts and Lundy, Inc., of New York City, was engaged to conduct a fund -raising survey to determine the feasibility of the project. After receiving a favorable report, the Board of Visitors and Governors considered the matter carefully, but finally decided not to engage Marts and Lundy for the actual campaign. The reason was their insistence upon a large 12 �and relatively expensive convocation to launch the fund-raising effort. Instead the Board retained William F. Murphy, of New York City, as fund-raising counsel and is endeavoring through his advice and assistance to discover new potential sources of support for the College. Mr. Murphy drew up a campaign plan, which was approved by the Board in April. The plan calls for the raising of regional scholarship endowment funds in certain key cities all over the United States, thus contributing simultaneously to the solution of the recruitment problem. The plan also anticipates specific campaigns. in Maryland, and a more general effort throughout the country to raise funds for an auditorium and theater building to be a memorial to Francis Scott Key, of the Class of 1796. Some preparatory meetings were held during the year, but the main campaign effort is scheduled for the winter and spring of 1953. Public Relations The College has received excellent newspaper coverage during the year, particularly in Baltimore and Washington. Feature stories were largely concerned with coeducation at St. John's. Miss Ann Hill has continued to prepare publicity releases and maintain contacts with editors. About St. Jolin, s appeared regularly on a bi-monthly basis under student editorship, and went out to a large mailing list. In January there were four televised St. John's seminars on the college program sponsored by WEAL-TV of Baltimore. I have continued to try to make the physical facilities of the College available to groups in the community whenever such use did not impinge upon the regular activities of the campus. Among the varied groups granted permission to use college buildings or grounds during the year were Maryland Boys' State, the Girl Scouts, the League of Women Voters, the Republican Party, the Young Democrats of Anne Arundel County, the Rotary Club, the Annapolis Kennel Club, Friends of Recreation, Inc., St. Mary's High School, Historic Annapolis, Inc., the United World Federalists, and the Christian Science Church. Alumni Under the continuing leadership of Elmer M. Jackson, Jr., of the Class of 1927, as president and R. Cresap Davis, of the Class of 1938, as secretary, the Alumni Association enjoyed a good year, building 13 �its active rolls to 1,700 members with local chapters organized from Maryland to California. I addressed regional dinners in Baltimore, Washington, Hagerstown, and Cumberland, in addition to the Homecoming Dinner in Annapolis. The Hagerstown gathering was particularly noteworthy in that high school guidance personnel, preparatory school masters, and prospective students were the guests of the alumni for the dinner and evening. It is hoped that this pattern will be followed by alumni in other cities. Accreditation In February the College was visited for four days by an evaluating committee of the Middle States Association of Colleges and Secondary Schools. Their report was in turn considered by the Commission on Institutions of Higher Education of the Middle States Association of Colleges and Secondary Schools at its April meeting. The Commission voted to defer accreditation of St. John's College pending improvement in the financial .status of the College. This action was based upon "the considerable deficit incurred each year in the operation of the college, and because gifts to cover that deficit are insured only for the next two years." Specifically, the Commission "decided to withhold final action on St. John's College until the conclusion of the campaign to raise funds in accordance with the generous offer of the Old Dominion Foundation," in the words of the chairman of the Commission. ' I take vigorous exception to the action of the Commission, for it seems to me that the only valid ground for granting or withholding accreditation must be the record of the product of a college or uni,versity. The evidence amassed by the younger St. John's alumni, 1 including their performance in graduate and professional schools, provides ample reason for according this formal recognition to the College. Financial grounds can hardly be valid criteria for determining the effectiveness of the educational job being done by a college, and even if they were, St. John's College is certainly in a more favorable financial position than many institutions in this country. I venture to state that relatively few of them are certain of having their deficits covered, even for two years in advance. It is at best an anomalous position that the College should find itself seeking accreditation from a commission which is part of the vested system of education in this country against which the St. John's Program is a protest. The College has adopted this course of action for two reasons only, partly to allay the doubts of parents and guidance counsellors of prospective students and partly to ease the path of the St. John's graduate as he applies for advanced edu14 �cation or for commissions in the armed forces. Postponement of a decision on the part of the Commission on Higher Education in effect makes it more difficult to rectify the very financial situation which prompted the Commission to act as it did, for without accreditation the College must work harder to obtain both new students and new money. I still believe that it is worthwhile pursuing the case with the Commission in the spring of 1953 after the campaign has been in operation for a reasonable period. Given a substantial measure of success in the drive for funds there is every reason to believe that the application for accreditation will meet with approval. This makes doubly important the money-raising task which lies ahead of the Board, the alumni, and all friends of the College during the coming winter and spring. I am confident that the year immediately ahead . will mark a turning point in the fortunes of the College, and I move forward into it with confidence and determination. RICHARD D. WEIGLE Annapolis, Maryland September 11, 1952 15 �GIFTS AND BEQUESTS St. John's College is a non-governmental, non-sectarian college deriving its income from students' fees, from a limited appropri::ttion by the Maryland General Assernbly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is exceedingly expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College hopes some day to provide for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following : "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. 16 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 18 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 Bulletin of St. John's College in Annapolis, September 1952 Description An account of the resource Volume IV, No. 3 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in September 1952. 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 1952-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volIV_no3_1952_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/de2281fce0bdfae826f0315e1059711b.pdf 22e591d607fe14fa8eea3840af113bd2 PDF Text Text No. 3 VOLUME Ill BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND SEPTEMBER, 1951 Founded as King William's School, 1696. Chartered as St.John's College, 1785 �Volume III SEPTEMBER, 1951 Number 3 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE MEMBERS OF THE BOARD OF VISITORS AND GOVERNORS: The warfare which broke out in Korea in late June 1950 has had · vitable repercussions upon the colleges and universities of the nation. ~;r most institutions unce:tainty. has been tl~e char~cteris~ic of the academic year just en de?. T~1s f eel:ng has man1fested 1tsel~ ii: the areas of administrative plannmg, 10struct10n, student morale, bu1ldmg programs and college finances. Most institutions recalled the lean days of W odd War II and prepared to weather the new storm by seeking ROTC units, by pruning faculty ranks, by slashing budgets and by competing vigorously for the limited supply of draft-free freshmen. One of the worst features of the year was the uncertainty as to congressional action in the matter of Selective Service and Universal Military Training. The protracted committee hearings and debates in the Congress depressed student morale and produced more than one flurry of enlistment as students felt themselves about to be tapped by their local draft boards. Naturally . t~~s uncer~ainty was translated into the classroom and other campus act1v1t1es and m no way fostered the learning process. The tremendous stimulus to inflation which the war in Korea produced likewise had its effect upon institutions of higher learning. College business managers sought vainly to avoid mounting deficits in the face of rising costs and falling enrollments. Supplies and equipment costs exceeded budget figures. Soaring food prices forced increases in dining hall fees. Funds already in hand for new construction proved inadequate. The high cost of living multiplied the problems of the already underpaid faculty member. Meanwhile friends and alumni found themselves hard pressed by their own household budgets and by mounting taxes. This naturally had an adverse effect on the success of financial campaigns to relieve the plight of the colleges. St. John's College was no exception to the rule and, like most colleges and universities, felt the impact of war throughout the academic year. Student enrollment decreased moderately and the College found itself operating with a slight deficit. In the face of the general hysteria which characterized some college campuses, it should be said to the credit of the St. John's student body that only one student left college prematurely to enlist and avoid the draft. The esprit de corps of the student body remained remarkably high, although the general unsettlement of the �country manifested itself in other ways. Another evidence of the uncertainty of the times was the preoccupation of the nation with anti-subversive legislation and with hearings on the loyalty of individual citizens. The most noteworthy example of an institution affected by this type of legislation was the University of California, where a considerable number of faculty members were summarily dismissed for their refusal to comply with the dictum of the regent~ . Many educators have stood out against this trend in the United States and have feared a dangerous blow to academic freedom by the heavy hand of political control. Some members of the St. John's faculty felt it their duty to bring this position to the attention of the people of Maryland at the time of the referendum on the Subversive Activities Act of 1949, in November of this past year. While cognizant of the latent dangers in the current situation, the group feared that the ultimate issue of such legislation might be to jeopardize freedom of inquiry. Moreover, history suggests that oaths are often forerunners of other tests of loyalty not immediately contemplated. Admission of Women Probably the most far-reaching action taken by the College during the year and one which was certainly prompted by the war situation was the decision of the Hoard to open St. John's College to women students in the fall of 19 51. This step represented a distinct departure with 2 5 5 years of tradition, but it was almost uniformly applauded by alumni and friends of the College. I believe that the decision was a wise one and that the instruction and the general life of the College will be benefited. Such a decision could not have been taken had not a majority of both Faculty and Board members considered co-education good in principle for St. John's College. The fact that the step was taken in December of 1950, rather than two or three years hence, is definitely attributable to the war in Korea and the anticipated drop in male enrollments. I consider the College most fortunate to have obtained the services of Barbara H. Leonard of Oberlin, Ohio, to be tutor and Assistant Dean for women. Miss Leonard is herself a graduate of Oberlin College, the first co-educational college in this country. She is a scientist, holding her doctor's degree in zoology from the University of Rochester. For the past six years she has taught at Smith College. I believe that she combines in an unusual way the teaching, administrative and counseling skills necessary to this position. �It appears that t~ere will be approximately 2 5 women in the er:tering class this fall, .commg from as far a.field as Mas~achusetts, Geo~g~a and California. It is true that the announcement relative to the admission of women was made somewhat late in the year and that it was perhaps not publicized as widely as it might have been. I suspect, however, that the rigors of th.e St. Jo~n' s curriculum~ particularly the mathematics ~nd laboratory soences, will prove somethmg of a deterrent to women seekmg a liberal arts education at St. John's. On the other hand, I am equally confident that within the space of two or three years the College will be faced with the problem of selecting from a long waiting list the best fifty or sixty woman candidates for each entering class. Renovations are proceeding this summer on Randall Hall to convert it to the use of women for the coming academic year. This includes complete redecoration of student rooms, installation of a suite for the Assistant Dean, and the creation of reception rooms. It is evident that the present dormitories will be adequate for the housing of men and women for at least two years, after which it will be necessary to erect a women's dormitory, probably on the site of the old heating plant. Faculty This is the first year during which the College has operated under the Polity, which was adopted by the Board of Visitors and Governors at its regular meeting July 8, 1950. All faculty appointments for the coming academic year were made within its terms. This meant that four members . of the faculty who could not be recommended for tenure appointments, had to relinquish their positions. Three other faculty members were not reappointed in view of the expected shrinkage in enrollment, and two tutors accepted positions elsewhere. Appointments to the faculty, in addition to Miss Leonard, include Curtis A. Wilson in the field of Science and a physicist to be announced. Mr. Wilson has been on leave of absence, studying in Italy on a Fulbright Fellowship. These new appointments will compensate in part for the reduction in the size of the faculty, so that the full time teaching staff of the College will number 17 for the coming academic year, as against 23 in the year 1950-51. The student-faculty ratio remains high-approximately seven to one. It is true that the operation of the Polity, an instrument designed to produce greater administrative stability in the College, in this case produced some dissension within faculty ranks because of the decisions reached on reappointments. It should be said, however, that this impact on faculty morale did not cause the teaching in the College to suffer �appreciably. I am also glad to report that those faculty members leaving St. John's have been almost uniformly successful in obtaining new positions elsewhere. I do believe that the personnel changes have not adversely affected the quality of the St. John's faculty. The Curriculum No major changes in curriculum were decided upon by the Instruction Committee, although there were the usual additions, deletions, and rearrangements of the reading list. The Dean reports that seminars and tutorials functioned well, with certain exceptions, but that the laboratory still suffers from technical shortcomings and supervisory deficiencies. Genuine progress has been made in relieving the pressure upon students arising out of the working load, except perhaps in the junior year. On the other hand, excessive absences from academic exercises have become a real problem. The required music tutorial in the freshman year proved successful and will be continued. Participation in the weekly meeting 6f the chorus will be made obligatory for both freshmen and sophomores, and in subsequent years for juniors as well. This will afford some practical application of the principles developed in the tutorials. The four Friday evening concerts by visiting artists were all well received and will be continued. The Instruction Committee decided, however, to drop the evening music lectures in favor of three sophomore music seminars, one each term. Another concern of the Instruction . Committee was to devise ways to improve the writing skill of the student. Instead of requiring term essays the tutors in the language tutorials will now have students write essays in class every third week on subjects announced in advance. Topics may be those arising out of tutorial or seminar discussions, commentaries on texts, polished versions of translations, or matters derived from the Friday night lectures. It is hoped that the writing of at least three essays each term will contribute to the development of writing skills commensurate with those in the field of dialectic. The instruction at St. John's College is constantly facing the problem of correlating adequately the quality of learning with the quantity of material that has to be "learned." Without acquainting the student with certain concrete material, the exploration of which gives rise to a problem and to its formulation, the tutor can hardly expect the student to grasp the universality of the problem and the validity of its formulation. But by the same token, the very exploration of that material tends to absorb �the attention of the student, tends to make him forget the very purpose for the sake of which the exploration is being undertaken. The danger ·s that the student might learn about many things but not understand them ~ell. Or, conversely, he might grasp the nature of the problem in general but not appreciate its real significance and applicability if he cannot build on a concrete basis. Two factors have a bearing on the solution of this problem: ( 1) the teaching ability of the faculty, and ( 2) the teaching tools-the texts, equipment, exercises, and subject matter. The quality of the faculty, of course, always remains a primary concern at St. John's. With respect to teaching tools, the Dean reports that the necessity exists to condense the texts of Ptolemy, Copernicus, Kepler, and Newton. Some progress in solving the basic problem was made during the year, for the teaching in the mathematics tutorial was actually done on the basis of reduced assignments. Some efforts have been made to write our own texts in algebra and analy~ical geometry, but the basic editing job on the fundamental texts remams. Closely related to the above considerations is the problem of the laboratory. The set-up of the laboratory now seems reasonably adequate. The failures in the laboratory during the past year were attributable primarily to shortcomings in individuals. These will be overcome. The more general grave and fundamental problem continues, however, of how to coordinate the laboratory instruction with the practice of the liberal arts. Weekly meetings of all laboratory tutors with the Dean will help to clarify the issues. Again, the main difficulty is the selection of such exercises in physics, chemistry, and biology as to give the student enough material support to understand the relations between observable fact, hypothesis, theory, and mathematical symbolism, and, beyond that, to understand the assumptions and principles involved in any scientific investigation. The danger lies in too great a concern with material and facts. Student Enrollnzent Student enrollment reacted to the war situation and declined slightly from the preceding year. Total enrollment in September was 168, subsequently increased to 173 by the readmission of four former students and by the enrollment of a Chinese refugee. Two of the readmitted students and the Chinese refugee withdrew and twenty-one other students dropped out during the course of the year. Twelve of these were freshmen; five, sophomores; and four, juniors. Personal or financial �reasons prompted the withdrawal of fourteen of this group, two joined the armed forces and five were dropped by the College. This represents a rate of attrition for the year of 14 per cent, an appreciable improvement over the record of the preceding year. As in other years, there was a wide geographic distribution of students. Twenty-eight states, the District of Columbia, and three foreign countries were represented. Sixty-five students were veterans studying under the G.I. bill, and twenty-three students were married. Thirty-one seniors were graduated in June as compared with twentyeight in 1950. Four others have certain requirements to meet and should be awarded their degrees during the coming year. As in other years, approximately half of the graduates plan further study in graduate or professional schools. This group will undertake work in law, medicine, education, political' science, philosophy, linguistics, international relations, zoology, mathematics and the theatre. A majority of this graduating class are veterans, but at least three are committed to immediate tours with the armed forces. For the second year in succession, one of the graduates goes directly to the public school system of Anne Arundel County, a trend which I hope can be encouraged. Other members of the class are going into business, research and farming. The Students As already mentioned, the general unsettlement of the times was apparent in the student body. Throughout the year there was evidence of continuing dissatisfaction with the operation of the dining hall. The Administration tried to alleviate these conditions but the basic problem remained. A mjnor crisis developed in December at the time of the announcement that women would be admitted to the College. Meetings of the student body expressed dissent, not so much from the principle of co-education at St. John's as from the way in which the decision was reached. The Student Polity did not claim the right to have a voice in the decision but believed that it should have been consulted on a matter of such great interest to the general College community. The Administration, on the other hand, believed that the controversy which would have been provoked by student and other discussion of this matter would have prevented the Board from determining policy in the absence of prejudices and pressures. The ultimate result of this situation was to infuse new life into the Student Polity and its executive committee and to �institute monthly meetings of the Co11ege community at which matters of general interest were discussed. Disciplinary problems became rather acute during the year. On the one hand, there were excessive absences from classroom exercises and from the Friday night lectures. Steps are being taken to correct this situation during the coming year. On the other hand, certain students seemed to exhibit a progressive lack of understanding of the elementary rules that should tacitly or explicitly govern campus life. Certain irregularities led to a series of College meetings and forums in which the students finally voted to surrender their prerogative of self-government with respect to rules of residence. The students made it apparent that they the~selves did n_ot see th~ necessity for a chan~e,_ but. that they were willmg to submit to the Judgment of the Admm1strat10n. New conditions of residence have therefore been promulgated, to become effective with the opening of College in the fall. These rules will still be subject to change in consultation with the Student Polity. I believe that the disciplinary problems at St. John's are no greater than at other colleges . . They can be viewed here, however, only from our general educational perspective. The student is encouraged to question many things which he has previously accepted blindly. On the other hand, the College has to acknowledge the wisdom embodied in written and unwritten laws of social conduct or, if this wisdom is not immediately apparent, to suspend judgment and not try to reform society. To jeopardize the existence of the College for the sake of such an ultimate and uncertain goal would amount to a betrayal of the College's primary educational aims. I am happy to report that the Student Polity voted to establish the position of Polity Treasurer and that the functions of budget making and disbursement of funds for all student activities are now vested in this office. The operation of this plan during the past year has been exceedingly smooth and augurs well for the future. As in preceding years, the Film Club functioned successfully. The King William Players showed a remarkable resurgence of activity and staged a brilliant production of Charles Williams' Tho mas Cranmer of Canterbury, which was widely acclaimed by friends and critics. Reformation also characterized the activities of the Cotillion Board which stimulated greater interest among the student body than in the past. The Boat Club was not as active as in other years but has embarked upon a plan to change the rigging on the fleet of College dinghies with a view to greater safety. �Selective Service The new regulations of the Selective Service System have imposed a heavy burden upon the Dean's office. St. John's was designated as one of the twelve hundred colleges at which the aptitude of students from all over the country was tested in May and June. A large number of outside students took these tests along with our own students. In actual practice, local boards seem to consider both test scores and the academic standing of students in determining deferments. This is not in accordance with the various pronouncements of the Selective Service, which indicated that def erability would be determined upon the basis either of certified academic standing or of test scores. The result is that it is actually the colleges which, in certifying the academic rank of students, are providing local draft boards with decisive data for the deferment or non-deferment of students. In the case of St. John's, this poses a real problem, for the mechanical computing of grades and arranging of students in some kind of order of achievement is contrary to our ways and places the College in a difficult position. The Library During the year the Library has operated successfully with extra student assistants instead of a replacement for Mrs. Simon P. Fullinwider, Jr., whose resignation was accepted with regret in August to permit her to accept a position in the Library of the United States Naval Academy. Per capita circulation of books continued high-twenty-seven as compared to thirty-one in 1949-50, twenty-eight in 1948-49 and twenty-four in 1947-48. The Librarian reports that an examination of the Library for obsolete and unnecessary books was completed, and that lamination of some of the older library archives was begun in cooperation with the Maryland Hall of Records. Forty books of the Thomas Bray collection were also catalogued during the year. Considerable interest was developed in cooperation with the student shops in the field of bookbinding. The College this year bound all of its own magazines for the first time. The Infirmary The plan to integrate the College Physician into the faculty worked well. Dr. Frank Shipley discharged his medical duties in good fashion and also participated in one of the freshman seminars. Miss Elizabeth S. Hopkins, RN, maintained the infirmary at its usual operating efficiency. �There were 53 students admitted as bed patients during the year, while students, faculty members, staff and employees received a total of 181 , 217 treatments in the dispensary. 1 Administration In addition to personnel changes mentioned elsewhere in this report, it should be noted that Mr. Archibald B. McCourt was reappointed Superintendent of Buildings and Grounds following the resignation of Mr. Charles F. Horton in October. George Van Sant, of the Class of 1947, who h~d effectively managed th~ combined_ operations of the Book Store and Pnnt Shop, was called up 111 the Manne Reserves in October and was replaced by Clarence J. Kramer, of the Class of 1948. Mrs. Marie Johnson replaced Mrs. Faye Bartell as Housekeeper, and Mrs. Aleitha Janos was employed as a varitype operator. Miss Hallie Rich served temporarily as secretary to the Assistant to the President and was succeeded in November by Miss Ann D. Hill. Mr. Joseph Smith, Machinist, took over the supervision of the student shops in addition to his other duties. · Staff regulations supplementing those originally instituted for administrative and office assistants were drawn up for buildings and grounds personnel, kitchen staff, maids and others not previously covered. The College came under the provisions of the Social Security Act January 1, 1951, for all persons on its faculty and staff. An annuity plan with the Teachers Insurance and Annuity Association, and a collective decreasing group life insurance plan were also put into operation for faculty members. New equipment installed during the year included a deep freeze room in the kitchen, the door for which was generously given by J. Vincent Jamison, Jr., of the Class of 1905, and an offset press, a varityper and a folding machine, all of which were purchased from a fund established by an anonymous donor. A new fire alarm system was installed on the campus and certain fire hazards corrected during the year. The College insurance was completely readjusted to current requirements through the active cooperation of William S. Morsell, Jr., of the Class of 1922 and William B. Athey, of the Class of 1932. Some savings were made on the budget during the past year. For example, the College switchboard was eliminated and direct outside lines installed with considerable saving to the College. Such savings, however, were not sufficient to offset the decrease in enrollment. The College therefore ended the fiscal year with ~ deficit of approximately $300. �Its cash position was poor because 0£ the continuing obligation to retire $15,000 worth of outstanding Mortgage Certificates annually. The Finance Committee of the Board in cooperation with the Treasurer of the College have done much to strengthen the financial position of the College. Investment income has been increased appreciably by the purchase of corporate bonds and preferred and common stocks in lieu of retaining all of the College's holdings in United States Savings Bonds. A planned program for further investment will produce a progressively larger income from this source. Admissions Louis Graff resigned at the end of the College year to study law, after having served capably as Director of Admissions at St. John's College for two and one-half years. During this period he visited over two hundred preparatory and high schools and collected names of approximately two thousand prospective students. He also established contact with certain professional school agencies and sought to promote the cooperation of alumni in the matter of procurement. In his final report, Mr. Graff concludes that the general public, while expressing a keen interest in the St. John's Program, cannot be expected to lend full support to the College. The very unorthodoxy of the curriculum makes headmasters and high school principals loath to recommend St. John's to their students, even though they themselves may express great enthusiasm and vicarious interest in the Program. Among the definite objections which students and teachers alike have expressed to Mr. Graff are the following: ( 1) Lack of accreditation-In general it is not sufficient to tell prospects that the College has successfully placed its students in graduate schools. The fact that the Middle States Association has not seen fit to put its stamp of approval upon St. John's somehow magnifies the doubts raised by the unconventionality of the Program. (In this connection, I should like to point out that the College has already applied for accreditation and that a survey committee from the Middle States Association for Colleges and Secondary Schools will visit the campus early in 1952.) ( 2) The exclusive athletic pro gram-Mr. Graff feels that some students may be discouraged from applying for admission because of the absence of competitive intercollegiate athletics at St. John's College. He points to the strong sentiment and color which the American · playing �t Id holds for the average boy. On the other hand, he suggests that 6 e is little likelihood that students would come to the College for ~~~r sake of athletics. The answer to this may be a more rigorous intraral program than the College now has and perhaps, eventually, ~;ited informal athletic meetings with nearby colleges in certain minor sports congenial to the Program. ( 3 ) The P'Yo g~am-Four ~ears of required .mathema~ics. and laboratory science constitute a considerable obstacle m the thmkmg of many condary school graduates. Moreover, the urge of the elective system ~: strong, for the whole climate of opinion in this country stresses the ~raining of speci~lists and .technicians for particular jobs. St. Joh.n's College, in effect, is thus tellmg people what is good for them and askmg them to trust the College for four years that they may emerge as truly educated men. Perhaps the best answer to this criticism will be the accumulating mass of evidence as to the success of the younger St. John's alumni. There is also perceptible in the fields of graduate study, business and government a movement to favor the more broadly educated indi~idual whose general intellectual skills surpass those of the technician and specialist and who is thus in a position to grasp the fundamentals and to understand all facets of a problem. During the spring I had occasion to visit forty-five high schools and private secondary schools in Missouri, Oklahoma, Texas, Arizona, California, Utah, and Colorado. In a number of instances I addressed student assemblies; in other cases I talked with headmasters, principals, guidance counsellors, or individual students. Widespread latent interest was apparent, and yet it was evident that it would take more than occasional visits or literature to start even a modest flow of students to St. John's. I was told on a number of occasions that adequate scholarship assistance would guarantee one or two good students from a particular school each year. I believe that the mission of St. John's College is to publicize more widely the opportunities which exist here and to further this type of education in other colleges in the country. I should propose that a substantial grant of money be sought from one of the foundations to establish scholarships for students from all over the country to come to St. John's and to disseminate as widely as possible through the public and private schools of this country an understanding of the educational philosophy underlying the St. John's Program. The very novelty of the Program created a certain amount of interest in the late 1930's and early 1940's. �The facts of achievement now give an even more solid base for con vincing people of the efficacy of the St. John's idea. Public Relations A. Chesley Wilson, Jr., a member of the Class of 1942, was appointed Assistant to the President in September with responsibility for publi relations and the Adult Education Program. Mr. Wilson was able to accomplish a great deal for the College prior to being called up in the Naval Reserve in mid-April. Since his departure, Miss Ann Hill, secretary to Mr. Wilson, has continued to issue publicity releases about College events. During the year a wide variety of stories were prepared and released to the newspapers, particularly in connection with my inauguration and the decision of the College to become co-educational. A number of television and radio broadcasts were arranged with faculty and student participation. 11 • • • About St. John'sn and the quarterly bulletin of the College were sent to an ever-increasing list of friends. Brochures were also prepared on adult education, student procurement, the proposed summer school, and the financial campaign. On the western trip which Mrs. Weigle and I made during the spring I made a point of speaking as widely as possible about the College. I found that the leaders of Great Books seminars were particularly interested in learning the details of the St. John's curriculum and in contrasting their seminar methods and readings with ours. Many new friends were gained for the College at such meetings in St. Louis, Tulsa, Oklahoma City, Houston, San Antonio, La Jolla, Los Angeles, San Francisco and Denver. Alumni meetings, appearance before service clubs, and newspaper interviews also contributed in these and other cities to a wider public understanding of what St. John's College is doing. The basic problem in connection with any public relations program for St. John's College is to effect a presentation which is dignified and in consonance with the Program itself. There is also the problem of presenting material which will be attractive and of interest to varying groups in the College's constituency. Adult Education Nine adult seminars were conducted during the year; three each in �Annapolis and Baltimore and one each in Easton, Hagerstown and Washington. One. hundr~d and sixty-one participated during the first t rm and eighty-nme durmg the second. Following Mr. Wilson's deearture on military leave, John S. Kieffer was appointed Director of ~dult Education. His plan to conduct a summer session at the College had to be aba.ndoned b~cause. of the latene~s of the announcement, but consideration 1s now bemg given to expanding the Adult Program next year with additional seminars in Frederick, Leonardtown and Cambridge. Alumni Edward F. Lathrop, of the Class of 1938, relinquished his duties as Alumni Secretary in December when he was granted military leave from the College for active service in the United States Navy. His place was filled on a volunteer basis by R. Cresap Davis, of the Class of 1938, who has given freely of his time and energies notwithstanding commitments to an active law practice. With the vigorous leadership of Elmer M. Jackson, Jr., of the Class of 1927, as President of the Alumni Association and the persistent efforts of Mrs. Rosalind Merriken in the Alumni Office, the list of known alumni of the College has now increased to over 1,500 as compared with less than 1,200 a year ago. It is planned to publish an alumni directory as one of the regular bulletins of the College during the coming year. The last such compilation was issued in 1922. A large group of alumni returned for Homecoming in the fall, which coincided with my inauguration. Others met with me during the year for dinners or other gatherings in Baltimore, Washington, New Haven, Chicago, Houston, San Antonio, Los Angeles, and Oakland. New chapters of the Association have been chartered in California and in Washington, D. C. Building Program In my report of a year ago I announced the generous gift of a new heating plant from the Old Dominion Foundation. I am happy to report excellent progress on construction, with occupancy promised for late September. The new building is of Georgian Colonial architecture to conform to the rest of the campus, and is located on St. John's Street immediately northwest. of the temporary defense shops building. It is designed to provide steam from two oil-fired boilers with sufficient �capacity to care for a twenty-five percent differential beyond all presently planned campus expansion. One wing of the new building will house the buildings and grounds office, shops, and vehicles; the other w ill contain student shops, a switch room, and facilities for buildings and grounds personnel. It is believed that dependable heat and hot water will contribute in no small measure to the general well-being of the College community during the now distant rigors of future Annapolis winters. Preliminary plans have now been drawn for a science laboratory building, an auditorium, a women's dormitory, and a larger dining h all as an addition to Randall Hall. The Old Dominion Foundation _h as offered to match funds contributed for the construction of one of these buildings up to a total of $250,000. It is my hope that some friend of the College will make possibe the erection of the women's dormitory on the site of the old heating plant prior to the start of .the academic year in 195 3. In this connection I should also like to report completion of a master plan for campus development, drawn up by the F. Ellwood Allen Organization of New York City. Financial Campaign At Homecoming last fall I announced the start of a long-term campaign to provide adequate endowment fund s for the College. I told at that time of the generous commitment of the Old D ominion Foundation to match dollar for dollar all monies contributed for endowment purposes prior to June 30, 1953, up to a total of $1,000,000. To date fundraising efforts of the College have been confined to members of the Board and to alumni. I am happy to announce that a total of $77,709. had been pledged through June 30, 1951. Of this figure, alumni gifts totaled $41,000., including amounts previously contributed during the annual giving campaigns of 1948-49 and 1949-50, which the Foundation has agreed to match. Cash totaling $29,238. actually received prior to June 30, 1951, has already been matched by the Foundation and invested by the Finance Committee of the Board. This brings the total endowment funds of the College to approximately $300,000. It is planned to press forward with the alumni phase of the campaign during September and October and then to broaden the campaign during the winter. Approaches are likewise being made to ct::rtain foundations . * * * �I am anxious that St. John's College continue to concern itself with the Republic. Our primary task is of course the education of young men and young women in the liberal arts to become leaders in our Republic. Beyond that, however, we have a missionary function to perform in convincing others of the validity of the St. John's idea for assuring the future of the Republic. This is accomplished in part by receiving delegations and individual visitors from other colleges, in part by writing articles and disseminating printed material about the Program, and in part by the daily conversations and contacts of St. John's faculty, students and alumni with others. The College must be concerned with the smaller Republics of the state and city in which it exists. To this end I have sought to make available to townspeople and citizens of the state College concerts, lectures, library services, and the physical facilities of the campus. I have encouraged members of the College to concern themselves with community activities. For my own part I have accepted appointments by the Governor to the Citizens Advisory Committee of the Commission on Administrative Organization in the State, and to the Board of Education of Anne Arundel County. I look forward to the day when the College can contribute to the intellectual development and refreshment of the school teachers of the State through summer seminars on the College campus. It is the responsibility of the College to awaken in its students a sense of civic responsibility and service to the Republic, which will prompt the members of each graduating class to carry on this finest tradition of the College. I appreciate deeply the cooperation and support I have had from members of the Board, from members of the College community, and from alumni and friends. I believe we should face the future with confidence and encouragement, for I am convinced that the College will move ahead in spite of the transitory obstacles created by war and inflation. RICHARD D. WEIGLE Annapolis, Maryland August 3, 1951 �GIFTS AND BEQUESTS St. John's College is a non-governmental, non-sectarian college deriving its income from students fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and alumni. The type of education for which St. John's stands is exceedingly expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College hopes some day to provide for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquires may be addressed to the President or the Treasurer. Bequests may be made in form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 18 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 Bulletin of St. John's College in Annapolis, September 1951 Description An account of the resource Volume III, No. 3 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in September 1951. 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 1951-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volIII_no3_1951_September President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64b2006d90d62ee484b774e2d44fe5d2.pdf 902af80826a32bc2c75d9e68451467cd PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1874 �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1943 Founded as King William's School, 1696 Chartered as St. John's College, 1874 �BOARD OF VISITORS AND GOVERNORS THOMAS PARRAN, ]R., Chairman STRINGFELLOW BARR M. Ro BERT RICHARD F. CLEVELAND, CLARENCE AMOS F. HUTCHINS EDWIN wARFIELD, JR. PAULL. BANFIELD ROBERT '. Vice-Chairman Secretary FRANCIS PICKENS MILLER, 0. BONNELL HUTCHINS w. STRYKER HAROLD F. LINDER ScoTT BucHANAN HERVEY ALLEN WILLIAM J. FRENCH �REPORT OF THE PRESIDENT TO THE BOARD OF VISITORS AND GOVERNORS: The most urgent problems which St. John's College has faced during the past year are of course, as in the case of all American colleges, the problems posed by war. The most important adjustments to the War which St. John's has made have been to furnish instruction for four terms a year instead of three and to admit students from the second year of high schoo!. The addition of a summer term is of course purely a War measure. Temporarily, it means that the next academic "session" of three terms will begin on July 8th instead of in September. The change in requirements for admission, most members of the Board will recall, has been on the College agenda since 193 7, when the College introduced the St. John's Program. I am taking the liberty of recalling this fact to the minds of Board members because I think it worth recording, at the end of the first six 'years of the St. John's Program, that the College has now taken the last major step which could be predicted, six years ago. While the admission of younger students may well prove the least important of these steps, it is not without interest as a milestone and it is not without considerable practical importance if the College is to render to the community the highest possible degree of service. It would seem desirable to record briefly the series of steps that brought us to the point we have now reached. First, the Board of Visitors and Governors, convinced that a drastic reform in American undergraduate education was overdue, took council and decided on the main lines which that reform might best follow. I believe it is important to recall that the Board had the daring to postpone dealing with the College's grave financial problems until they had dealt first with the nature and aims of genuine liberal education. Once they had determined upon their purpose and upon the type of curriculum that could achieve their purpose, they showed even more unusual daring. They authorized a major educational reform of the College with no money in sight to carry it out. When the reform had been effected, they and the College administration then sought and found men and women who would help financially. None of these men and women, in my judg1 �ment, would have underwritten such a reform in advance either at St. John's or at any other college. It was because the College chose to risk its very existence, in order to achieve its proper purpose, that it found faith and support. Remembering those anxious early years, members of the Board may find a nostalgic interest in the recently published Report from the Committee on the Re-Statement of the Nature and Aims of Liberal Education to the Commission on Liberal Education of the Association of American Colleges. Having agreed on the proper educational aims of the College, and the broad lines of the curriculum that could achieve such aims, the Board chose a new administration which would be responsible for working out with the faculty the actual teaching practice of the College. So far as the administration's mandate would permit, the existing faculty was utilized. It was obvious that we who would do the daily teaching of the College would have in large measure the arduous task of re-educating ourselves. For we were ourselves the products of the very system whose breakdown had brought us together in this enterprise. It is doubtful whether any other faculty in this country can have worked as ours has had to during these past six years. Moreover, for the first half of that period the College could offer none of us financial security a month ahead. But we early discovered the exhilaration and workmanlike satisfaction that inhered in the curriculum we had determined to teach, and by the end of the first five-year period the College faculty had attained a strength that nobody could have predicted in 193 7. Meanwhile, the Board had completely reorganized itself in the light of the educational purpose of the College and achieved approximately its present membership. The College then set to work to shoulder the mortgage on its property which the present administration had inherited, in addition to meeting the deficits which its reorganization would inevitably impose upon it during the period of transition. The mortgage was reorganized in such fashion as to provide full repayment to the creditors of the College while giving the College sufficient time to find the means for annual amortization. But the College's material needs did not stop with inherited cash debts. The physical plant was in desperate need of repair and improvement. However, finding money for these purposes proved, quite naturally, much easier than finding money for inherited debt; and much was accomplished before wartime shortages postponed resumption of our building program. All the tasks thus far listed were predictable enough in 1937. But two major internal reforms were not foreseen and yet have proven 2 �of great significance to the College community. By the beginning of its second year, the curriculum met in head-on collision with the existing system of intercollegiate athletics. After all, intercollegiate athletics, as conducted just before the present War, had grown up during a period when the American undergraduate curriculum was in rapid decay. Indeed, there is a quite genuine sense in which it had arisen in order to fill a growing vacuum. The hardest solution of the problem seemed to be the only real solution: the College abolished intercollegiate competition and was richly rewarded by the extraordinary development of its intramural sports. Members of the Board have doubtless been reading predictions that, following this War, our colleges will not willingly restore the incubus of intercollegiate athletics as our generation came to know it. They may readily underestimate now the anger and mystification which St. John's caused in 1939 by making a clean break with the whole impossible business and developing an athletic system of its own that would fortify, instead of disrupting and confusing, the College's educational function. The second internal reform which none of us foresaw was the shift from a social system dominated by national fraternities to one in which the entire student body, which is socially, economically, geographically, religiously, and even intellectually an unusually heterogeneous group, has been welded by common study and play into something very much resembling one fraternity. Incidentally, it is a "fraternity" which would welcome chapters on other college campuses! It was in the light of these successive reforms that the College faced last winter the new problems posed by the War. Its faculty had lost some of its ablest members to the armed forces, to government administration, or to war research. The drafting of men of eighteen would mean that few of its students would return next session. Indeed, half of them were already in the armed forces, under orders to continue at college until called out. From one end of the country to the other, discussion raged as to whether liberal education for men must be suspended for the duration of the War. The College faced three possibilities, as perhaps every other men's college m America did. First, it could apply for a contract with the Army or Navy to teach technical courses. None of the faculty was interested in this alternative, although the nature of the St. John's curriculum meant that perhaps no other liberal arts faculty in the country contained so large a proportion of experienced teachers in mathematics and physics. The simple fact was that the armed forces were being 3 �besieged by colleges which saw in war contracts their one means of financial survival. Given that state of affairs, the faculty of St. John's felt there would be many other and more useful ways of helping the war effort. Secondly, St. John's could suspend instruction until peace had been won and its faculty and students could again assemble and resume where they had left off. This would have worked a hardship on very few students and would in my judgment have been a defensible move. But the difficulties of reassembling a specially trained faculty at the perhaps indeterminate "end" of a global war cast doubt on the wisdom of the proposal. There remained only one alternative. In December 1942, the faculty by unanimous action decided in effect that their duty lay in continuing their work during those years of their students' lives immediately preceding military service. The Board will recall that they had already had teaching experience with younger students. It was evident that from the point of view of liberal education, the graduate of the average high school was not sufficiently better prepared than the lad with only two years of high school to make the shift imprudent, and in many cases there had been recognizable deterioration within the last two years. Members of the Board will recall that the Board's action in January, in ratifying this decision by the faculty, was likewise unanimous; and they may likewise recall the two principal reasons advanced in debate. First, it was pointed out that if we were justified in the daring steps we took in 1937, from a conviction that the American college of liberal arts was no longer meeting its obligations and that it badly needed to re-state the nature and aims of liberal education, surely it was even more necessary to stick to the job now, when leaders throughout the country were recognizing that liberal education for young men was in effect suspended, and that this suspension endangered the postwar period. Secondly, it was pointed out that both the Army and Navy were complaining bitterly of the lack in college graduates of disciplines which St. John's was furnishing in eminent degree, and that the College therefore owed it to the war effort to give this type of training to as many young men as it could handle. St. John's has not been alone in urging that the American school and college system be permanently shortened and strengthened. The President of Fordham University has argued cogently for six years of grammar school, three years of high school, and three years of college, although he doubtless assumes that this time would be spent in genuine studies and not in wandering through the mazes of the 4 �elective system, both in college and high school. We who teach at St. John's heartily wish that other colleges would boldly take lads young enough for them to get a liberal education before military service; that they would do so, not hesitantly, shamefacedly, and in view of various personal circumstances, but in order that the colleges might meet their responsibilities to our country in an hour of great need. Obviously, this would "lessen entrance requirements," at least as to time served in classrooms; and precisely to that extent it would "lower standards." In actual practice it could of course infinitely raise the educational standards of the American people. If the liberal arts colleges of this country could not teach more in the same space of time than is now learned in the last two years of the American high school, then our colleges are in worse shape than even their severest critics suppose. We wish other colleges would face this grave national problem. We even believe with the President of Fordham that they might indeed learn consistently to graduate men younger than they now do, and we believe that they might collaborate with the schools to do a better job in less time. But our experience of the past six years suggests that they would need to do one thing first. They would have to re-define their educational purpose. Fortunately, there are at the moment hundreds of academic committees throughout the country striving to do just that. The elective system that has grown up in our country during the past decades will not support the shift. It has inevitably bred a country-club atmosphere and innumerable "college activities" to fill the vacuum it leaves and it is not an atmosphere into which responsible parents should want to introduce younger students-or perhaps any students. If our colleges would assume the task of educating boys before military service, they would , first have to construct again a curriculum that could occupy such a boy's time and attention, a curriculum that could challeng~ his capacities and develop his sense of responsibility. I invite the Board's vigilant attention during the coming years to one important -consequence of the earlier matriculation. It was with this consequence in mind that the College planned in 1937 to make the shift "some day," six years before the brutal necessities of war defined that phrase practically. It is this: the College's present entrance requirements substitute two years of solid study, in such subjects as language and mathematics, for four years of wandering in a diluted and padded curriculum. This should bring us better prepared students, less confused by what are known at St. John's 5 �as "high school habits." And better prepared students will demand better teaching. For decades now the professor who teaches undergraduates has fallen back on two alibis for the meager results he has usually achieved. First, he does not admit responsibility for the student's general intellectual growth, since he is concerned only with knowledge in a given "field." Secondly, the professor truthfully reports that not much can be done anyhow with the graduate of the average secondary school: he is not prepared for college work. In 193 7, by abolishing the elective system, we teachers at St. John's surrendered the first alibi; and to that surrender I should ascribe much of the teaching strength the College has developed. In the process, the faculty have rid themselves of an intellectual agoraphobia that has made it increasingly difficult in our times to teach the liberal arts. In the pursuit of ideas, no teacher at St. John's can decline a hurdle on the grounds that it would take him out of his field. This has proven important. The men who wrote the great books which our students read did not dwell in fields. In short, better subject matter has challenged our capacities as teachers, not only to teach but to learn. Now more relevantly prepared students will challenge those capacities again. We have said what we want our students to understand before they come to us. We have qiscouraged their wasting and misusing time in irrelevant preparation. By defining their responsibilities more clearly, we have again defined our own more clearly. We know from daily experience that to define a teaching responsibility is a most important first step towards meeting it. Since we are determined to meet ours, we believe that earlier matriculation may carry even more important consequences than salvaging liberal education from the blackout of a total war. STRINGFELLOW BARR Annapolis, Maryland, July, 1943. 6 �A BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM EDUCATION BY BooKs, by Mark Van Doren, The Nation, December 6. 1933. ST. JoHN's REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A CoLLEGE EDUCATION FROM 117 BooKs, by· Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BooK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JoHN's, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JoHN's COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JoHN's ExPERIMENT TO RECLAIM A LosT HERITAGE, by George Bull, S. J., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi .Beta Kappa News Magazine, Autumn, 1938. BACK To THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QurnT AT ST. JoHN's, by Francis Beirne, "Our Educational Correspondent,'' The Baltimore Evening Sun, October 4, 1938. THE ST. JoHN's PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. THE ST. JoHN's PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JoHN DoE GoEs TO ST. JoHN's, by Stringfellow Barr, Progressive Education, January, 1939. Reprints available. FROM ST. JoHN's TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND,'' by Hedley Donovan, The 'Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CoNTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man,'' and Part II, "The Flying Trapeze,'' by Milton S. Mayer, Harpers Magazine, March and April, 1939. 7 �REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1939. Reprints available. SocRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. DEMOCRACY AND EDUCATION, by Dorothy Thompson, Ladies' Home Journal, August, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK To FrnsT PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TowARDS A D1sc1PLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Ass'n of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Fre e America), December, 1939. THE CLASSICAL REVIVAL AT ST. JoHN's, by John S. Kieffer, The Classical Journal, December, 1939. How CAN WE BE TAUGHT To THINK, L "Back to First Principles," by Scott Buchanan, in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. A CoLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July, 1941. Reprints available. How CAN OuR SCHOOLS MEET THE WAR EMERGENCY? Radio Debate, Town Meeting of the Air Program, January, 1942, between Wm. F. Russell, Stringfellow Barr, James B. Edmonson. Reprints available. THE WAR AND THE CoLLEGES: Two Radio Addresses, by Stringfellow Barr, May, 1942. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, July, 1942. Reprints available. THE ROLE OF THE COLLEGE IN AMERICAN LIFE, by Scott Buchanan, Learning and Living, November, 1942. How CAN EDUCATION KEEP PACE WITH WAR NEEDS? Radio debate on Town Meeting of the Air Program, November, 1943, between John W. Studebaker, Stringfellow Barr, and Mary B. Gilson. Reprints available. SusPENDING EDUCATION, Radio address by Stringfellow Barr, February 4, 1943. Copies available. CRISIS AND REFORM IN EDUCATION, by Walter Lippmann, New York Herald-Tribune, February 14, 1943. CLICK AND PICK vs. THE ATLANTIC, by James Harry Price, The Churchman, Christmas, 1942. THE ST. JoHN's PROGRAM, by Stringfellow Barr, Swedish Encyclopedia of Education, Spring, 1943. THE ST. ]oHN's PROGRAM, by Stringfellow Barr, Encyclopedia of Modern Education, Spring, 1943. Two YEARS OF HIGH ScHooL, THEN CoLLEGE, by Stringfellow Barr, Secondary Education, April, 1943. 1 8 �THE COLLEGE OF THE FUTURE, by Stringfellow Barr, New York Times, Magazine Section, May 8, 1943. CLAssrcs OF THE WESTERN WoRLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's Program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. How TO READ A BooK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. How TO READ A PAGE, by I. A. Richards, W. W. Norton, 1942. Still more detailed techniques of reading. 9 �Copies of this Report may be had on request. Address: The Registrar, St. John's College. Annapolis, 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 14 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 Supplementary Bulletin, St. John's College, July 1943 Description An account of the resource Supplementary Bulletin, St. John's College, "Report of the President." Published in July 1943. 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 1943-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SupplementaryBulletin_1943_July President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/558694b58c19aa8951802e0971d3ebcf.pdf e6892bf33f5bc09c0f81267d7337f56e PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1942 Founded as King WiIJiam's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND JULY, 1942 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �BOARD OF VISITORS AND GOVERNORS THOMAS PARRAN, ]R., Chairman Vice-Chairman Secretary ROBERT M. HUTCHINS w. FRANCIS PICKENS MILLER, CLARENCE RICHARD F. CLEVELAND, CoLBY M. CHESTER F. STRYKER AMOS F. HUTCHINS HAROLD EDWIN ScoTT BucHANAN wARFIELD, JR. BEARDSLEY PAULL. BANFIELD ROBERT 0. LINDER R UML HERVEY ALLEN BONNELL WILLIAM J. FRENCH STRINGFELLOW BARR HENRY F. STURDY �REPORT OF THE PRESIDENT Five years have passed since St. John's College introduced its present program of instruction. During that time much has been said and written about the College's radical reform. Some of what has been said has exhibited extraordinary insight, both into the St. John's Program and into the state of liberal learning in America today. Inevitably also, much has been said which was simply misinformation about St. John's College, yet has been unconsciously revealing of American opinion concerning liberal education. It would seem proper to lay before the Visitors and Governors in some systematic form the principal misapprehensions concerning the College's purpose and the means it has adopted to carry out that purpose, both because they are the natural interpreters of the College to the outside world and should know the points which most need interpretation, and also because one may well record, at the end of these five years, what the comments of that world have been upon the assumption of a task which American colleges had for decades refused to assume. The history of the College for the past five years has acted as a catalytic upon the confusions implicit in contemporary liberal education, has indeed made more explicit, confusions which every college trustee might well consider. There have been two main classes of misapprehensions. On the one hand "conservative" educators have argued for the "tradit ional" elective system in our undergraduate colleges against the " novel educational experiment" which St. John's supposedly started. St. John's had restored a kind of education that has more than two thousand years of teaching experience back of it compared with the elective system's century or less. The liberal educators, on the other hand, welcome what they call novel experiments and took the St. John's Program to be one. In general, the conservatives have found in the St. John's curriculum all the things they fear, and the liberals all the things they always hoped for and never found elsewhere. The conservatives have feared an intellectual coup d'etat under papist auspices . Was the College not requiring students to read St. Augustine, St. Bonaventura, St. Thomas Aquinas? And were not these theologians Catholics- at a time, it is true, when the choice of Protestant churches was lamentably restricted? Were they not dog- �with those three questions in mind: Whom is the St. John's Program for? What does it do for them? What chance has it of surviving? "Only the brilliant student need apply to St. John's for admission, and in any case only he would profit by studying there if admitted." As a matter of fact the Dean of the College has through~ out the five years, and as a matter of educational policy, admitted freshman classes that exhibited what educators often call a bell curve. That is, he has admitted a few freshmen who had averaged "A" in high school, a few who had averaged "D", and a goodly . proportion of "B's" and "C's." For the first five years the entrance requirements the College had for a long time been using, fifteen high school "units" and the principal's recommendation, were continued, not because the Dean attached much importance to them but because he did not wish to recommend more appropriate requirements until the faculty had had enough experience teaching the Program to draw them up wisely. This year the War precipitated action that might otherwise have been postponed for two or three years longer: the faculty substituted for a high school diploma its own entrance examinations, examinations designed to insure as far as possible that the incoming freshman had the relevant preparation while at the same time enabling him to enter the College early enough to graduate by twenty. Although the military draft precipitated this action, there is reason to hope that the College will feel justified in continuing to graduate its students by twenty, even after peace comes. Certainly an efficient system of school and college should accomplish more for a student by that age than the present system achieves by a considerably later age. The Visitors and Governors will doubtless recall that the new entrance examinations cover algebra through quadratics, plane geometry, one foreign language and-what innumerable college matriculants and some graduates from our better colleges no longer possess-common school arithmetic and English grammar. A boy who understands those subjects should profit by studying at St. John's. There is, however, one requirement which the bulk of matricu-, lants in our colleges do not meet: the boy that enters St. J ohn'S\ must desire a liberal education seriously enough tQ face tasks he did not choose and to work harder upon them than he would need to work if his only desire were to secure a bachelor's degree from a leading American university. This last requirement keeps more boys from 1 1 applying to St. John's than anything except misinformation about it, or misinformation about liberal education. But mediocre abilities have not barred applicants. 3 �"Only students with private incomes should enter St. John's since the College does not prepare boys to earn a living." Almost none of the present student body now have, or may expect to have, private incomes. They did not of course come to St. John's to prepare for a specific job. St. John's is not a business school, not a professional school. It is concerned to awaken and discipline and render genuinely usable the intellectual powers of its students. It assumes that many of them will upon graduation enter a business occupation, in which case they will learn the job from those already on the job. This is the way most bachelors of arts in the United States, who earn bread today, learned their jobs, not by taking "practical" college courses. In fact, alumni surveys indicate that few undergraduates "major" in the field in which they later earn their living, for the adequate reason that life is much more surprising than most colleges realize, and the average undergraduate cannot predict how he will eventually earn his living. In short, most persons still learn their business ·the way their great-grandfathers did, by the method formerly known as apprenticeship. Tho~e who have first learned to think make the aptest apprentices. However, certain of the learned professions, theology, medicine, law, engineering, and others, require of their apprentices that they first get specialized theoretical training, usually though not invariably in a school. Some of the best of these professional schools require of those who enter them a bachelor's degree, in an effort to guarantee that those who study for a profession shall first be educated men. They are usually disappointed in their guarantee and are loud in saying so to the liberal arts colleges. The graduates of St. John's go to professional schools just like other college graduates, except that they have learned first to handle more difficult problems than the elective system requires students to handle. The medical schools offer a special problem, since, despairing of getting educated B.A.'s from the colleges, they have passed over to the colleges, under the term "pre-medical course," some of the professional training which medicine requires. The graduates of St. John's are entering good medical schools. Certain graduate departments in our universities, notably chemistry, do not insist on a liberal education but do insist on several years of undergraduate chemistry. No college could hope both to assume this professional responsibility and give its students a thorough liberal education, and St. John's does not try. It has never tried to "meet requirements" but to give a solid education, .and really good graduate and professional schools are but too glad to get what they originally hoped the colleges could give. 4 �The "practical" benefit of a liberal education is to enable young men to think clearly and imaginatively, to display versatility and adaptability, and the onlY- known "course" in these valuable qualities is what men once called liberal education. The qualities are still eagerly, if vainly, sought by those in responsible positions with difficult personnel problems. Only recently have many Americans assumed that knowing how to think better would be a handicap in earning a living. "Poor boys need not apply, since there is no student aid, and since St. John's is in any case a community of 'gentlemen' with a high standard of living." There are of course many poor boys at St.John's, earning a part of their education by the usual college jobs and receiving the rest as a free grant. The standard of living is conspicuously simpler than in most well known American colleges. "St. John's teaches no science, only the classics." St. John's is, I assume, the only college of liberal arts in the country that will not grant a degree without four years of laboratory work, three hours a week for freshmen and sophomores, six hours a week for juniors and seniors. It is true that the purpose of this laboratory work is not to train professio_n al chemists or physicists or biologists but tol \ v discipline the student in the kind of thinking that goes on in those_; subjects by working in those subjects. St. John's is concerned, not primarily to teach laboratory rule of thumb but the reasoning back of the rule. It is moreover concerned that students should understand the great v revolutions in scientific thought, whether in ancient Greece, or in contemporary Europe or America. In the last formal lecture he ever delivered, Sir William Osler argued indeed for the value of Greek classics to liberal education but demanded that we study not only those called "humanistic" but the giants of Greek scientific inquiry as well: Democritus and Archimedes, Arista,rchus, Hippocrates, and Galen, and the scientific works of Aristotle. For there are "classics" in science as well as classics in poetry or philosophy. There are books which are classics and there are laboratory instruments which are also classics. "St. John's teaches no modern books, only the Greek and Latin classics." The books used at St. John's are of course the great books of the Western tradition, regardless of time or place. In time they range from Homer to living authors. Fortunately not all the great classics were written by Greeks or Romans. "Are students required to 'believe' Aristotle or St. Thomas Aquinas?" No, nor Freud, nor Marx either. Students are discour5 �aged from believing or disbelieving books they have not read or do not yet understand. They learn by daily experience how irrelevant this question of believing or accepting or subscribing usually is. Those moderns who accept, or refuse to accept, Aristotle, without knowing what he said, are not in a happy position intellectually, although their ignorance of the nature of their position usually leaves them tranquil. "The abolition of the elective system at St. John's leaves no room for the great specialist, no room for research, without which teaching itself decays." Leaving aside the rather obvious fact that most great specialists in our universities tend to pass on undergraduate teaching to their less distinguished colleagues, it is true that the faculty of St. John's are far too busy learning how to move through the same unspecialized areas of human knowledge through which the authors of the great books moved, to carry on much specialized research in the contemporary academic sense. It is equally true that the research that they do undertake is chiefly concerned with the recovery of understandings which the specialized scholar has now lost. How easily this loss could occur is obvious to anyone who reflects that the greatest minds of the Occident were rarely content to operate. in what a modern research scholar calls his field. Finally, it is worth observing that though modern research has indeed been used as the only available antidote against the bc,~·edom of teaching elective courses to undergraduates, that antidote is not needed by a faculty constantly occupied with the greatest books in all fields which our civilization has produced, and with helping undergraduates to understand them. "Undergraduates cannot read some of the books on the St. John's list." The heavy word in this sentence is the word "read." If it means master, the statement is not only true but a bit obvious. Some of the books on the St. John's list are not in a certain sense mastered by the faculty, nor perhaps by anybody. It is one of the characteristics of William Shakespeare that just when one feels one has really seen all the meanings in a given tragedy, a new implication appears. That is presumably why grown men, even learned men, do not object to reading and rereading Shakespeare. But the other great authors of our civilization exhibit the same inexhaustibility. If "read" means to understand to some degree and with immense intellectual profit, then the books "read" at St. John's are quite genuinely "read." Some of them, like ·Newton's Principia, have to be read in the British university sense: that is, studied line by line and toiled over at the blackboard. But they are read. 6 �The levels of understanding by undergraduates of different capacities vary more widely than the levels of understanding in dealing with a modern textbook. But the different levels increase in depth, and that is the reason for the reading. "Undergraduates cannot read so many books, since whole graduate courses are built around one or two of them." Again it depends on whether a man has read Dante when he knows what he says and can discuss it intelligently, or whether he has read him only after mastering the philological and historical apparatus employed by Dante Clubs. It depends on whether one seeks to become a Dante specialist or whether one uses the experience of reading Dante's poetry as one of the means of increasing a young man's understanding, in short, of educating him. Finally, it is quite probable that the required books at St. John's are less numerous than the books the average American undergraduate reads during the four years it takes him to thread his way through the maze of elective courses. It is more than probable that they are better books and therefore more worth his precious time. "Undergraduates cannot master four languages, yet St. John's requires every undergraduate to study Greek for one year, Latin for one, French for one, German for one. Why not study one long enough to master it?" St. John's is not concerned to turn out Hellenists or Latinists or French scholars or German scholars. It is concerned to acquaint its students with Language. It is concerned that its students should learn to use their mother tongue, in most cases English, with more discrimination and with greater effect than American college alumni now can. For Language is a basic _instrument of human thought. Normally, dull and slovenly language is recording dull and slovenly thinking. Even if the thinking is not dull, dull language cannot adequately convey it to others. This is as true in writing a business letter as in writing a piece of literary criticism. But to study Language in general, it is wise to study a sample language. Foreign languages are better for this purpose than one's own language, because they command a stronger quality of attention. Ancient languages are peculiarly adapted to exhibiting clearly the problems of all Language because they are highly inflected and the joints show. French and German have the advantage of being easier to learn to read directly without translation. Like Greek and Latin, they have the added advantage of being the vehicles of some of the greatest thinking of the Western world. For the end in view at St. John's, the comparisons between the four languages studied are of high pedagogical value. Neverthe7 �less, there is nothing sacred about the number four. Provided the end were kept clearly in view, the same job could be done with two languages or even one. The decision to use four was a purely practical one. "The object of the St. John's Program can be better achieved by a survey course in the intellectual history of the Western world." Not if this means substituting for the products of great minds condensations or commentaries by smaller minds. The American college professor, by the way, has no reason to feel insulted if his mind is considered smaller than the greatest minds whose products have come down to us. His mind can become less small if he associates constantly through his study and reading with minds that are really great. So can the minds of his students. "How can an undergraduate read a great book, say Machiavelli's Prince, without having first been given the background of the book: the Italian Renaissance, a course in painting, or the history of the Italian city states?" It is a modern superstition that a book like the Prince is inaccessible except to those who "have read up on the period." It is accessible to anybody who reads it attentively. Far from requiring a historical background to make good sense, it is one of the documents without which the so-called background makes very little sense indeed. Additional information, shedding light on Machiavelli and sometimes on his work can be multiplied almost indefinitely so long as our larger libraries hold out. But Machiavelli will remain intelligible, alone and unaided, so long as ordinary human experience holds out. Finally, most contemporary attempts to do a "thorough" job on Plato or Rousseau turn out to be based on the professorial assumption-in the context of contemporary education, curiously self-verifying-that no man reads an important book a second time after he has graduated. In so far as the alumnus does not read important books, he is quite simply another expensive educational failure. I am aware that he normally feels he lacks the time and I am equally aware of his frantic efforts to kill the time he could use re-reading the great books he first read in college, if indeed he did. "There is no course in American · history given at St. John's." In fact, in June 1942 the New York Times conducted a survey that disclosed that only eighteen per cent of our colleges require such a course for graduation and only twenty-eight per cent require it for admission. The Times reported that many educators were horrified by this disclosure. St. John's is not. It is horrified by the fact that American liberal arts colleges no longer supply the kind of educa8 �tion that made that history possible. As for the history itself, there are extant many readable versions of it, and there are countless Americans who have learned more about the history of their country from the sort of reading educated men and women do than can be learned in an undergraduate course. In terms of understanding America, it is far more shocking not to have read the Federalist papers than not to recall what happened in McKinley's administration. "St. John's is too intellectual. It is concerned with reading and thinking and talking, but it does not educate the whole man." It happens that colleges can best help the whole man by strengthening his intellect, as hospitals can by healing his body, and restaurants by feeding his stomach. St. John's thinks it important to discriminate between these social functions. It is true that it operates an infirmary and a dining hall, but its central concern is with the minds of its students. It also has a very lively athletic system, although it will have no truck with intercollegiate competition in its present form . It sings, it dances, it boats, it even goes to the movies! But it does these things in order that it may do better the job it was chartered to do: develop the intellectual powers of young men and teach them the means of continuing their development for life. I ts " college life" is organized around its instruction, not vice versa. It is not a club . " St John's is not concerned with 'creative' work or with the fine arts." St. John's is deeply concerned about the fine arts, but it is quite true that it has made really effective educational use of only one of them: music. It would welcome a good solution by which other fine arts might support the libe~al arts. It has not to date found such a solution and it would be quite unwilling to substitute for a genuine solution any schemes that contemporary colleges have to date set up. "St. John's does not cater to individual differences in its students." The College does not believe that young men can afford to focus upon their peculiar aptitudes before getting a basic, sound, general education. Such an education, is the common need of all free men. With it, differences in personality are rendered significant. Without it, such differences become mere eccentricity. Those persons best learn to "express themselves" who learn to express ideas; and they can learn to express ideas by essentially the same method by which children can learn to talk well: by listening to adults who can already talk well and by talking with them. It is true that the average St. John's student quite naturally puts more time on those aspects of human knowledge and inquiry which most attract him, 9 �although as he develops, the area frequently shifts. What he is not allowed to do, and what the elective system encourages, is to blackball whatever he finds difficult, thereby maiming himself intellectually. The elective system operates pretty much the way our political elections do; and James Bryce noted decades ago that the American electorate does not so much choose the man it wants in as vote against the man it wants out. Students do not so much elect what interests them as dodge what frightens them. Intellectual muscle, like other muscle, depends on a balanced ration, not on a diet of favorite dishes. This is a hard truth for many of our progressive educators, but one with which educated men everywhere are quite familiar. "It is too early to tell whether St. John's has the answer or not." It is somewhat doubtful if there is an "answer" to have. But there is long human experience back of the teaching which St. John's is doing. If by "answer" is meant the ability of the College's graduates to "make good," St. John's would have to reply that no selfrespecting educational institution would consent to measure the worth of its work by the average size of its alumni's incomes. That the graduate who has learned to think will find many things easy that the man who cannot think finds painfully difficult, is obviously true. But history does not record a necessary correlation between material success on the one hand and intellectual and moral worth on the other. We should recall for our good, now and then, how many of the world 's great men were "failures." Any educational institution whose faculty can practise the liberal arts is capable of detecting whether its students are learning to do so. It does not have to "wait ten years" before "evaluating" its work. On the other hand, it cannot guarantee even an educated graduate against war, famine, earthquake, or other catastrophes. Nor can any other institution. All a college can do at the .best is, not to guarantee its alumni from catastrophe, but to teach them how to meet catastrophe. If the present war cures our colleges from trying to guarantee comfort and prosperity to their graduates, it will not be fought wholly in vain. If it can teach the colleges that what our country asks of them is not successful alumni, but useful citizens, our victory will be sweet. War can cause anguish, and anguish sometimes brings contrition, and contrition is a fair start towards understanding. "St. John's has a good curriculum but is about to collapse financially." This practical prophecy the Board will recognize as based on tangible, if dated, evidence. Just previously to the introduction of the present curriculum, those who knew the affairs of the College 10 �had every reason to fear its imminent collapse. The determination to exploit educationally that near-catastrophe in large part made possible what St. John's is and stands for today. I believe the Board will agree with me that the vitality of the College springs in great measure from its resolution in 193 7 to tackle the job without money, do the job, and call for help. That this call has been generously heeded sprang, I ain convinced, primarily from the fact that the College was doing the job, not offering to do it if somebody would make it safe to do. The risks it then took have served ever since as a pledge to its friends that it meant business and that its financial needs reflected carefully chosen means to a clearly envisaged end. But on this problem too it is worth . our avoiding the childish fallacy I have just ascribed to colleges in general. Just as they cannot guarantee their graduates an income or even physical survival, so neither can any institution guarantee its own survival. Those of us whose picture of the world was formed before 1914 sometimes have to pinch ourselves to recall that a large part of that snug, successful, comfortable civilization lies in ruins about us and that the rest of it is fighting for its very life. Today it ill behooves a college of all places not to recognize that its first obligation is not security but performance of duty. It can be prudent in fitting means to end; it cannot play safe as an educational policy without forfeiting the right to the very means it seeks at all cost to guarantee. That St. John's has prospered during the past few trying years is due not merely to good fortune but to its courage as an institution in meeting its responsibilities. That courage and responsibility have attracted support from men and women able to recognize those qualities. "St. John's will not collapse financially, because it is operated by the University of Chicago, which will look out for its material needs. But since it is an experiment conducted by that University, it is not a free agent, and may come to an end when the experiment has yielded publishable findings." Of all the misapprehensions listed in this Report this one was once the most widespread. Although the College has never been in any way connected with the University of Chicago, it is easy to see where this particular legend started. The President of the University of Chicago joined our Board when I became head of the College; he was for a time Chairman of the Board: he still is a member. For years he had publicly advocated the sort of education St. John's is giving. Perhaps more important than that was the assumption of the average newspaper reader that 11 �there must be a connection of this sort: otherwise the College would not dare to push ahead. In short most members of the newspaper public, who did not predict financial collapse, assumed as the only other plausible hypothesis that Chicago money would keep us from collapse. For the colleges have taught the public not to expect action without advance subsidy. I tried to tell the story of an unsubsidized action in the July 1941 issue of the Atlantic Monthly. The Treasurer's Report for January 1941 fills in the gaps in that narrative. There is one last group of comments from those who recognize the vitality of the College and its work but find other reasons than its educational purpose and practice for that vitality. "It is special teaching methods that give the College life, not the subject matter it insists upon." Needless to say the College employs no teaching method that ·has not been used intermittently for thousands of years. "Then it is a specially brilliant faculty." We do not admit the compliment. After five years we have naturally become more competent to our task. One does not read the great books steadily year after year without being in a better position to teach them to undergraduates than even most leading scholars now are. But that is because of the work we have been doing, not because of our average intellectual capacity. We have, quite simply, re-educated ourselves for five years, and we have thereby repaired in part the deficiencies in our previous training. "The faculty of St. John's are enthusiasts, and enthusiasts can educate with any subject matter." I think I can report to the Board quite truthfully that with all the difficult problems the faculty have had to face, they have not had the additional problem of being enthusiasts. I once hired a housepainter who was an enthusiast and it was a costly business. I take it that good workmen incline to like their work, if only because it is, in proportion to their growing competence, good work. I think the faculty of St. John's now have felt this kind of satisfaction to a degree unusual for academic men of our generation. But they are far too busy to be what the word enthusiast suggests. Those who admire enthusiasts habitually conclude their diagnosis with a murmured reminiscence of Mark Hopkins on the end of a log. The anecdote has done American education much disservice by glorifying the living teacher and exempting us from listening to greater ones who were even wiser men than Mark Hopkins and who can still be summoned to our aid through the magic of the books they left behind them. 12 �The misstatements quoted above tell, it is true, little or nothing about St. John's, but by implication they tell a great deal about the state of liberal education in America today, about what most Americans think a college of liberal arts is and ought to be, about what kind of education Americans want for their sons. Let us sum up the misstatements in those terms. We Americans do not expect our children to be able by college age to read first-rate books and are content to have them read a few passages or a few of the great books in a special field and be told what is in the rest of them in survey courses. First-rate books are all right for the sons of our rich neighbors who can afford to concern themselves with the problems free men have always examined. For ourselves, we would rather our boy learned how to earn money and we believe that courses in a liberal arts college can somehow teach him to do so. Is not this the "age of specialization"? We have no faith that reading the first-rate will form the mind in any useful way. We believe that the world's greatest books are "culture" and we believe that culture is for the rich. We cannot conceive why a boy should study both ancient books and modern ones, both humanistic ones and scientific ones. Classics were written in Greek and Latin and are "culture." The up-to-date and the scientific are useful and true. Nor do we want · him to read medieval books, because even the greatest books of medieval Christendom are not worth reading unless you believe them. We are not convinced that the reading of great books would be more favorable to education than the reading of lesser books. The important thing is the teacher. He should be skillful and enthusiastic,- or our sons will become listless. What he teaches, provided it will be useful to making money, does not greatly matter. We Americans once provided liberal education in our colleges of liberal arts, a kind of education aimed at liberating the intellectual powers through discipline, and this aim is again the aim of St. John's College. But we were able to provide it for a very few of our sons. It is not true that we provided it for the rich only, but it is true that at the college level liberal education was thought of primarily as preparation for the learned professions. Since those days we have expanded incredibly the number of young men who "go to college." But we are not giving even those of them who propose to enter the learned professions, a genuine liberal education. We are trying instead to give them the specifically useful in a pitiful effort to prepare them against the utterly unknown demands of their future life. It is more than possible that the War and its aftermath will 13 �teach us the folly of t his substitution, will teach us how seriously our sons will need a more versatile preparation for living, how seriously we will need disciplined thinkers instead of college "majors." But I am in hopes it will teach us one more thing. I am in hopes it will teach us that if our modern industrial society is to be selfgoverning, not only must we restore the sort of liberal education that will prepare adequately for citizenship; we must set about making it available to all young Americans. That is a formidable task, but it is one that is worthy of the American tradition. If we propose to guard the freedom for which many of our fellow citizens are now dying, and if we expect to exercise it on the basis of a complex technology, we dare not aim at less. Once more, the comments and questions which have greeted the St. John's Program can be classified under three headings: What does liberal education do? Whom is such education for? What chance has it of surviving in our world? The answers to those questions are simple answers, even if they are difficult to understand for institutions which have for many decades not asked the questions. Liberal education frees the human intellect by disciplining its powers. It removes a man's impediments to the complete use of whatever thinking powers he may possess. Since to live well, since even to earn a living, requires a man to think, liberal education is the basic preparation for life. But it is a full-time job and cannot be carried on adequately by institutions that attempt simultaneously to give occupational training and- what they may call "practical" knowledge. That kind of knowledge can be speedily acquired, whether on the job or in a postgraduate professional school, by the man who has learned to think. It can be acquired only with difficulty and inadequately by the rrian who has not. The penalty which contemporary society has paid for omitting this basic sort of education is the multiplication of highly trained specialists, who are, fundamentally, uneducated men and who are inadequate to the varied responsibilities of life, whether as citizens, as husbands, as fathers, as friends, as soldiers. But since liberal education is the sort that enables each man to think as well as his native powers permit, it is by definition appropriate to all men. It is not for the rich alone, nor the intellectual elite alone, nor the gauleiters and commissars alone. A free society that limits it to a small fraction of its citizens, does so at the peril of its existence. And the effect which liberal education seeks is not the ability of graduates to " pass" a certain test but the completest possible realization of the powers to think, on the part of each human individual. By ignoring the ideal goal of universal liberal education, 14 �America allowed such education to transform itself into a training for white-collar workers and those who aspire to a white collar. Then, quite logically, since there are many honorable occupations in which white collars are not worn, America declared that it would be folly to give liberal education, that is white-collar training, to everybody. But true liberal education, of the kind American colleges stopped giving, is appropriate to any occupation a human being may properly perform. Since man's most specifically human powers are the powers of the intellect, the powers of understanding, the man who neglects to use and develop those powers does so at the peril of becoming a shrewd and dangerous animal. And since happiness depends on the full use of man's proper powers, those men who become shrewd animals do not become happy. The ultimate price of neglecting to free the intellect is bestiality. What chance has such education of surviving in our practical modern world? First, a glance at our modern world raises some doubt as to whether practicality is among its characteristics. Practical men do not treat such problems as peace, the distribution of material goods, or the education of their young, as we treated those problems in the twenties and the thirties. Secondly, the gloomiest fact about this question, whether true liberal education can survive, is that it should be seriously asked . To the extent that we know so little about it that we ask that question, it has already' ceased. Liberal education cannot of course be killed so long as human beings think. But it can be gravely weakened or postponed in a given place at a given time. What we mean by civilization, with its law, its science, its institutions, its art, is the product of the intellectual arts. To fight a war to preserve that product without taking measures to recover the arts that produced it is to misunderstand a basic fact. It is a fact which the Nazis, whom we have come so much to resemble, also misunderstand . It is that man was not made to support the social order but that the purpose of a good social order, like the purpose of liberal education, is to free the soul of man. STRINGFELLOW BARR Annapolis, Maryland, July, 1942. 15 �A BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ST. JoHN' s REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A CoLLEGE EDUCATION FROM 117 BooKs, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY " BooK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P . Martin, The Commonweal, December 31, 1937. A CR1s1s IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEw PROGRAM AT ST. JoHN's, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JoHN's COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JoHN ' s EXPERIMENT TO RECLAIM A LosT HERITAGE, by George Bull, S. J ., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QurnT AT ST. JoHN's, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JoHN 's PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. Reprints available. THE ST. JoHN's PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JoHN DoE GoEs TO ST. JoHN 's, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JoHN's TO MARK HoPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. SocRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. 16 �THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BACK TO FrnsT PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TowARDS A D1sc1PLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Association of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JoHN's, by John S. Kieffer, The Classical Journal, December, 1939. THE ART OF LiBERATION, by Stringfellow Barr, Character and Citizenship (Reprinted from Free America), January, 1940. How CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLAss1cs: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. REPORT OF THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, May, 1941. Reprints available. A COLLEGE IN SECESSION, by Stringfellow Barr, Atlantic Monthly, July, 1941. Reprints available. CAUSE FOR ExcI'fEMENT, by Stringfellow Barr, Tomorrow, September, 1941. How CAN OuR SCHOOLS MEET THE WAR EMERGENCY? Radio address by Stringfellow Barr on "Town Hall of .the Air" Program, Detroit, February, 1942. APPEAL TO THE CoLLEGES, Radio address by Stringfellow Barr, Columbia Broadcasting System, May, 1942. Reprints available. WHERE WE OuGHT TO BE, Radio address by Stringfellow Barr, National Broadcasting Company, May, 1942. Reprints available. CLASSICS OF THE WESTERN WoRLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. How TO READ A BooK OR THE ART OF GETTING A LIBERAL EDUCATION. By Mortimer .J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. How TO READ A PAGE, by I. A. Richards, W. W. N orton, 1942. Still more detailed techniques of reading. 17 �Copies of this Report may be had on request. Address : The Registrar, St. John's College, Annapolis, 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 21 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Supplementary Bulletin, St. John's College, July 1942 Description An account of the resource Supplementary Bulletin, St. John's College, "Report of the President." Published in July 1942. 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 1942-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SupplementaryBulletin_1942_July President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/61e389ea7ccdca47ae4f0d75f411ad77.pdf 4054ba1ac4090054519ffe5589889841 PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND MAY, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplementary Bulletin ANNAPOLIS, MARYLAND MAY, 1941 Founded as King William's School, 1696 Chartered as St. John's College, 1784 �BOARD OF VISITORS AND GOVERNORS THOMAS PARRAN, ]R., Chairman ROBERT M. HUTCHINS w. STRYKER FRANCIS PICKENS MILLER, CLARENCE RICHARD F. CoLBY M. CHESTER Vice-Chairman CLEVELAND, Secretary F. LINDER AMOS F. HUTCHINS HAROLD EDWIN ScoTT BucHANAN wARFIELD, JR. BEARDSLEY RuML PAULL. BANFIELD ROBERT 0. HERVEY ALLEN BONNELL WILLIAM J. FRENCH STRINGFELLOW BARR HENRY F. STURDY �The St. John's Program is a four-year all-required curriculum based on the study of the great books shown in this frontispiece. A statement of this Program is contained -in the current College catalogue, which may be obtained from the Registrar ���REPORT OF THE PRESIDENT Among the sentences written in 1787 which are required reading for Americans in the fateful year 1941 is one from the pen of Alexander Hamilton: "It has been frequently remarked that it seems to have been reserved to the people of this country, by their conduct and example, to decide the important question, whether societies of men are really capable or not of establishing good government from reflection and choice, or whether they are forever destined to depend for their political constitutions on accident and force." And as if to challenge his fellow-countrymen of 1941 to reflect carefully and choose wisely, Hamilton added: "If there be any truth in the remark, the crisis at which we are arrived may with propriety be regarded as the era in which that decision is to be made; and a wrong election of the part we shall act may, in this view, deserve to be considered as the general misfortune of mankind." "The People of the State of New York," to whom Hamilton addressed those words, accepted his counsel and helped set up a government by "reflection and choice" instead of permitting anarchy to grow into government by "accident and force." The Americans of 1787 met their crisis, made their decision, and elected to play their part. We, their descendants, face the perhaps graver crisis of 1941. By our conduct and example we· may well decide the important question whether government by reflection and choice shall give way everywhere to government by accident and force. As I write these words, we have not to date made our decision, nor elected the part we shall act . .We have calculated danger. We have washed our hands. We have given aid short of war; at the risk of war. We have studied the Gallup polls to see how many of our neighbors might be willing to play a part with or without making a genuine decision, with or without genuine reflection or real choice. We have argued the necessity to "sell" the people-a dangerous metaphor for a free people, though not a dangerous one for Goebbels. We have accused each other of war-mongering, of appeasing. Above all, we have been confused, and we have exhibited to the delighted eyes of the announced champions of government by force a sort of low-tension paralysis. For we have not achieved a clear statement of what we would be defending if we entered the war, and failing that statement, we have �failed of a true decision. The spring of 1941 will go down in American history as the spring of the paralyzed will and the spring of nightmare. For is it not in nightmares that danger steadily approaches while no finger can be lifted in defense? Unclear statements and sentimental statements there have been galore. We have talked loudly, if not clearly, of the American way of life; but whether it meant courage to do our duty in the face of injustice and brutality or whether it meant the right to be left alone, we did not make clear. It may have meant sleeping late in the morning instead of being roused at dawn. It may have meant never walking where a car could be driven, instead of carrying a pack under shellfire. It may have meant free enterprise, the 1941 version of Adam Smith's "mercantile republic," that eighteenth-century City of God, now become the City of Salesmanship. Maybe it meant the right to abolish drunkenness by voting prohibition, abolish war by voting neutrality, abolish blood and toil and tears and sweat by voting billions for defense. Perhaps we have. been paralyzed by guilt. Who are we to throw the first stone or drop the first bomb or sink the first submarine? As President Hutchins pointed out, we have not lived up yet to our own ideals. Yet, our forefathers, when they set up a government capable of defending this republic against external aggression as against internal violence, were under no delusion that they were themselves without sin. At what point did dangerous aggression become a purely relative and merely regrettable matter? Perhaps the real origin of our paralysis is not the knowledge that we, like all men, have also sinned, but that we are ignorant of any assumptions underlying the American Constitution that are worth dying to defend. The preamble of the Constitution will not tell us, for we have lost the ability to read that kind of English. Justice, domestic . tranquillity, general welfare, and the blessings of liberty? Propaganda words!-in this case, we have been taught, the propaganda of !he propertied class in the American colonies. How many Americans really disagree with Thrasymachus' statement that justice is the interest of the stronger? You do what you can get away with. You get your cut. Hitler is doing no more, and you in his shoes would do no less. Our forefathers naively thought that no republic could endure, no matter how wise its laws, unless its citizens possessed the cardinal virtues. They could name the virtues. They were justice, courage, temperance, and prudence. But we do not fall for abstract words like that. And in so far as we do not fall for them, we risk judging 2 �that a republic can endure even if its citizens are unfair, cowardly, greedy, and foolish . But can it? If this famous American way of life is not aimed at these virtues, or if Hitler's way is aimed at them just as accurately, why die to preserve one and destroy the other? One might vote a billion or two to preserve our way, out of pure prejudice and as a public works project; but it would be stupid to die. Patrick Henry got a good hand and a good press for choosing between death and the loss of liberty; but then he was not subject to the draft anyhow. Maybe Patrick Henry meant by liberty what Montesquieu in the same century meant: "In governments, that is, in societies directed by laws, liberty can consist only in the power of doing what we ought to will, and in not being constrained to do what we ought not to will." That is certainly a more complicated right than the right to be let alone. Perhaps liberty was conceived by our forefathers as the precious right to act justly towards other men. Perhaps liberty is not the word in 1941 to bring us back to ourselves, since it is only a means to an end. Perhaps justice, abstract as it also is to ears attuned only to concrete things, might rouse an echo in our hearts, might move our wills. Certainly the word democracy does not seem to have roused or moved. Do we need to summon the ideas that once lay back of democracy? Hitler and Mussolini repeatedly declared, long before the shooting began, that democracy was decadent. From time to time we have heartened ourselves with phrases about ballots, not bullets. We would show them. Have we? Or have they shown us? As a matter of fact, could we show them? Not, certainly, as some wise men have pointed out, by beating them at their own game, by outsmarting them at diplomacy, out-lying them in propaganda. It was Jacques Maritain who pointed out that the '' moderate Machiavellianism" of the democracies could never defeat the all-out Machiavellianism of Hitler. It is just possible that democracy, as we have known it and practised it and preached it, really is dead, and that Hitler is proving it. If so, we may yet live to be grateful to our teacher. What he cannot teach, because it is not true, is that the ideas which once made democracy great are also decadent. Ideas do not decay; yet people's understanding of them can decay, all the same. And literally as sure as shooting, a free republic cannot defend itself against aggressive tyranny unless its citizens understand those ideas which make men free and guard their freedom. No free republic can fight off tyranny unless its citizens love justice more than their cut. I suggest that it is the loss of those ideas which has paralyzed the 3 �will of the American Republic in 1941, as it has already paralyzed the will of the peoples Hitler has subjected. If this Report numbers the consequences of that loss, it is because of the inescapable connection between the decay of liberal education and the decay of liberal government. These same forefathers of ours who could use words like justice and liberty, and make them carry meaning, were deeply aware that no government by "reflection and choice" could hope to stand unless citizens received the sort of liberal education that would enable them to reflect well and choose by the light of understanding. This will account for the urgency with which they established colleges of liberal arts, not for the purpose of teaching what those colleges teach today, specialized knowledge aimed at an immediate livelihood, at pe.rsonal "success," but for the purpose of disciplining the intellectual powers of young men to the point where real reflection and therefore real choice became possible. St. John's College, along with many other of our older colleges of liberal arts, bears witness to this most practical of public policies. When this seventeenth-century foundation was re-chartered under its present name the year was 1784, three years before Alexander Hamilton wrote the words which open this Report. It is significant that, of the men who petitioned the State of Maryland to grant our charter, one, William Paca, had signed the Declaration of Independence; and that three other signers, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, became members of its Board of Visitors and Governors. Equally significant is the preamble of the College Charter: "WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning . . . . . " Let us note that colleges like St. John's were not established to teach men "useful" ways of making more money than their neighbors, nor, on the other hand, to teach them the useless but decorative charms of "pure" culture: they were to teach them to practise the , liberal arts, to use their intellects, to reflect, to make choices, in order that a free society might be able to govern itself wisely, freely, and justly, and not fall a prey to government by force. The founders of the Republic were hard-headed enough to see the high benefit of such colleges to the Republic, without seeking that benefit in the pseudoutilities of "practical" courses. 4 �I shall not outline here what I have attempted to outline in earlier reports: how our colleges forsook the task assigned them and prostituted themselves to other ends. I shall not point out again why liberal education is a necessity for free societies, nor why specialized training, unsupported by liberal education, is fit only for bureaucrats, slaves, and in a sense for animals. For animals, whether human or non-human, can be taught useful tasks. Already by 1910, an Address to the Trustees of Amherst College, presented by the Class of 1885, pointed out the dangerous substitution and its inevitable results for a free society. Its results are now with us. Either Hamilton or Madison shed light on the matter in hand when he wrote in No. ~1 of the Federalist: "If men were angels, no government would be necessary." We twentieth-century Americans, with our anti-theological bias and our trivial blasphemies parading as common sense, are unlikely to read in that terse statement all that the eighteenth century could still read. For we think of the eighteenth century as the age of Voltaire and forget what an intimate part of its intellectual equipment Christian theology still was. Yet this distinction between men and angels we have pretty well lost, along with the distinction between men and beasts. It is worth recalling. Angels, men were once taught, have intellects but no bodies. They therefore know justice and their knowledge is never obscured by passions, by physical appetites, or, in our mock-modest contemporary terms, by their emotions. Beasts have passions, but not intellects. They must therefore be governed by force, for they cannot be , persuaded by reason. But man, as-the Greeks put it, is a rational animal, a logical animal, a speaking animal capable of the word, the logos. Still, he is an animal. By nature, therefore, he can never content himself with a government for long unless it appeal to his reason. By nature, likewise, he is subject, like other animals, to his passions; and no government not armed with force, no matter how near justice it may come, can stand for long. This composite nature of man, our ancestors clearly understood and , plai~ly analyzed. The Constitution of the United States was set up with both facts in mind: man's rationality, which demanded justice, and liberty to . seek that justice; man's animality, which required rationally ordered safeguards if government is to "insure domestic tranquillity" and "provide for the common Defence." Ignorance of this composite nature of man renders the Constitution of the United States fundamentally unintelligible. It then becomes a pious hope that everybody will act like an angel, or a skilfully concealed assumption that 5 �everybody is a mere beast. Nor does a man wittingly die for pious hopes or for concealed assumptions. Hamiltop and Madison and their contemporaries knew that, because of their intellectual powers, men are capable of erecting and maintaining government by reflection, deliberation, and choice. They knew also that, because of their animality, men's political "interests" must be harmonized. One of the pitiful chapters of American historical thinking is the .adolescent delight with which our twentiethcentury debunking historians have discovered that our ancestors were concerned with interests. Would that they had likewise discovered how deeply concerned they were simultaneously with ideas. Today our people oscillate rapidly between a sentimental faith in the goodness of man, a faith once known as angelism, and a cheaply cynical belief that men operate exactly as do other beasts. The first faith slacks toward anarchy; the second as surely forearms tyranny. It was further known, at the time that our Republic was planned and established, that so constantly do men's passions war against their powers of reason that these powers cannot be counted upon to operate dependably, either in the political field or elsewhere, until they have been disciplined and strengthened; and the task of disciplining and strengthening the intellectual powers of men under the most propitious conditions was delegated to the college of liberal arts. That is why such colleges were conceived of, not as pleasant asylums for the offspring of the rich nor as trade schools for the servile poor, but as the very necessary bulwarks of free government. Nor would the men who wrote our Constitution have dreamed for a moment that it could endure for many decades supported only by the "liberal" education our colleges and universities now afford. The Constitution was intended to be merely an instrument through which free men might conveniently govern themselves. Nobody supposed it could alone guarantee their freedom. Ultimately, that freedom is internal, and ultimately it is based on a discipline that is equally internal. Today, we do not possess that internal discipline in a measure adequate for long to guarantee our liberties. If we lose at last our power to govern ourselves, we shall forfeit the right to do so. We become what the Nazis assume we are: shrewd animals. In that event, we are as donkeys are, and we must be ruled as donkeys are ruled: by a club and a carrot. The carrot is applied in front; the club, behind. If you want the donkey to reverse the direction in which the donkey is headed, you do not reason with him. You place the carrot behind, and club him in the face . Those who have observed totalitarian government closely assure us 6 �that two things move it: threats and bribes. Ignore the intellect, and the club and carrot rule what is left : the body, with its passions and its instincts. The most recent reminder of these simple, brutal, beastly facts about mankind may be found in Mr. Walt · Disney's version of Pinocchio. The little boys who became donkeys did so merely by gratifying to the limit their physical appetite for pleasure. But some of those who saw the picture may have attached too little importance to the fact that, in order to go to Pleasure Island, they left-school. Reflection on Pinocchio will tell us why, in the case of so many of our public men who neglected to fit themselves with a liberal education, the spoken word so often turns into the telltale bray. There is another way of telling the story. The curriculum once afforded by our "general seminaries of learning" concerned itself with ends, and the relation of ends to their appropriate means. Specialized education of the sort which has flowered in the "elective system" of the undergraduate college is concerned with means. The student first chooses what he is going to do and is then taught ways of attaining his end. There was a time when he would have been taught to criticize his choice of end. And his mind would have been freed in order that he might choose an end wisely. Free men are men who choose ends. The unfree accept the ends which are dictated to them, whether by their whim and prejudice, or by a government which arouses their fear or awakens their greed. There is a nice test for a liberal education. Regardless of social contacts or of courses that pretend to be commercially useful, do our colleges prepare men to make fearless and responsible decisions under a Constitution like ours and-equally important, if only recently relevant-does their preparation give a man anything that would stand by him in a concentration camp? A genuine discipline in the liberal arts would meet both tests. There are those who, not connected with St. John's College, have yet seen in the type of liberal education it has restored a return to the principles which might make democracy intelligible again-not merely pleasant or easy, but intelligible, and therefore operable. The Latin motto which the seal of the St. John's Program bears-"! make free men out of children by means of books and balances"-alludes to that faith, the faith of our forefathers: that true education in the liberal arts can bring out in young citizens the powers without which they cannot govern themselves, either through our Constitution or through any other that might be devised in its place. For responsible government is responsible not merely in the ordinary sense, that 7 �those entrusted with political power are "responsible to the people," byway of lobby, petition, Western Union, or merely Gallup. The art of responsible government does not consist in how to please voters, how to "sell" them this political action or that. Voters, under a truly respon~ible government, are not customers to be sold anything, and only a nation which had largely sold out to salesmanship would suppose they were. A genuinely responsible government is answerable to truth and reason; and to that reason both leader and follower are equally answerable. Voting ] a, whether in a Nazi plebiscite or a rigged American election, does not constitute what was once meant by "the consent of the governed." It is the reasons for consenting that should interest a free society. The sole importance of a majority vote-of men, not donkeys-is that, by and large, Americans have believed that reasonable steps, if properly debated and deliberated upon, would commend themselves to more men than not. This faith is based on a fact that Descartes observes in the opening sentence of his Discourse on Method: "Good sense is, of all things among men, the most equally distributed." With this faith went once the knowledge that the reason in human beings, the good sense, must be cultivated, exercised, disciplined. Assuming all this, and assuming that the curriculum St. John's introduced four years ago will furnish the exercise and discipline it has already furnished through many centuries, it yet remains true that what is being done at St. John's, even should ~t spread again to colleges throughout the land, may be too little and too late. We have lost valuable decades in the American tradition of liberal education. A generation has grown up that shows an understandable sympathy for the principles on which totalitarian society rests, rather than for the principle that all men are rational and therefore basically equal. It will be years before the work being done now at St. John's, or similar work that any other college might immediately undertake, could bear the fruit in political and economic action which would save the American way of life in the sense in which our forefathers would have used that phrase. Is there time for that? Whether there is time or not for our people to find again in liberal education the strength and understanding they once found there, the College must perform its task. From a practical point of view, its uncompromising acceptance of that task has affected more persons than the undergraduates who attend it. The parents of those undergraduates have been enabled to make a choice for their sons which they could not otherwise have made. Those of us who teach in the College draw from that choice daily strength for our task. -8 �You on the Board who have labored to make it possible for us to teach have thereby shared in the common enterprise, as have the hundreds of men and women, scattered throughout the country, who have made financial sacrifices in order that this work might be done. It is .in the nature of such undertakings that those who participate derive strength from each other. In their joint effort they find the liberty that is the right to do what they ought to will. It was of this liberty, proof against external catastrophe and the vicissitudes of human life, that George Washington spoke when, discussing the necessity to submit a good Constitution whether it were accepted or rejected, he enjoined: "Let us raise a standard to which the wise and honest may repair. The event is in the hands of God." Finally, the educational program of the College was never based upon a grandiose design to save the nation. There are indeed signs that the nation may shortly need saving. There is plenty of evidence that the sort of thing which St. John's is doing is in the long run . necessary if our kind of society is to be saved. But although free men may know, as they have often known, that true liberal education safeguards free republics, it would be misunderstanding liberal education to suppose that the proper purpose of a liberal arts college is to support free government. It would be nearer the truth to say that the true end of free government is to make liberal education possible. Lest I be supposed to say here that the purpose of the United States Constitution is to support colleges, I may be allowed to observe that colleges are not the on!y places in which men perfect their intellectual processes. Were that the case, our people would be today in an even sorrier plight than they are really in. But it is most true to say that if the purpose of government is to preserve life, liberty, and the pursuit of happiness, the first two of these objects are ordered towards the third. We live and enjoy liberty that we may pursue happiness, and the man who penned this triune phrase was perfectly aware of where that happiness lay: in the fullest possible development, and use, of man's most human powers, the powers of the intellect. Under our Bill of Rights Congress may not prohibit you or me from worshiping God-but suppose we know no God to worship? It may not forbid us to speak our minds-but suppose we have no minds to speak? It may not prevent our daily paper from telling us the truth-but suppose our paper does not know how to tell us the truth, or which truths are worth telling? Congress may not prevent you and me from peaceably assembling-but why assemble if we have nothing worth saying to each other? It may not in certain 9 �cases take from you or me our right of trial by jury-but suppose no good men and true can be discovered? In an important sense, the Bill of Rights is negative: it states that Government shall not by force take from us the essential liberty of doing things we ought to do: to deliberate, debate, exchange ideas, judge each other as peers. Nowhere does it, can it, or should it tell ·us either the list of things we ought to do or how to do them. That, in the opinion of our ancestors, was the business of liberal education. That, in their opinion, was an arduous process; for it is harder to develop in men their native powers of self-control, their native powers of thinking through, their native powers to follow up with courageous and just action than it is to tug and drive them, with club and carrot. Tyrants forbid citizens to do their duty as free men. Free government permits them to do it. Liberal education enables them to do it. STRINGFELLOW BARR Annapolis, Maryland, May, 1941. IO �A BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ST. JoHN's REVIVAL, Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BooKs, by Louis M. Lyons, The Boston Sunday Globe, September 13, 1937. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BooK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 1937. THE REVIVAL OF LEARNING, by W. A. P. Martin, The Commonweal, December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JoHN's, by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JoHN's COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JoHN's EXPERIMENT To RECLAIM A LosT HERITAGE, by George Bull, S. ]., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A CoLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 1938. ALL QurnT AT ST. JoHN's, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JoHN's PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 1938. Reprints available. THE ST. JoHN's PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers, December 27, 1938. Reprints available. JoHN DoE GoEs TO ST. JoHN's, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JoHN's 'rn MARK HoPKINs, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan, The Washington Post, January 15, 1939. A Series of Four Articles on THE ST. JoHN's PROGRAM, by Lee McCardell, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CmcAGo, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine, March and April, 1939. SocRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. 11 �THE ART OF LIBERATION, by Stringfellow Barr, Free America, September and October, 1939. Reprints available. BAcK To FIRST PRINCIPLES, by Scott Buchanan, Survey Graphic, October, 1939. TOWARDS A D1sc1PLINED MIND, Address by Stringfellow Barr, Proceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Address by Stringfellow Barr, Proceedings of the Fifty-Third Annual Convention of the Middle States Association of Colleges and Secondary Schools, November 24-25, 1939. Reprints available. THE TRAINING OF A FREE MrnD, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JoHN's, by John S. Kieffer, The Classical Journal, December, 1939. THE ART OF LIBERATION, by Stringfellow Barr, Character and Citizenship (Reprinted from Free America), January, 1940 How CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles," by Scott Buchanan in Democracy's Challenge to Education, Farrar & Rinehart, 1940. A PLAN FOR AMERICA, by E . B. White, Harpers Magazine, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. REPORT or THE PRESIDENT: Supplement to the Bulletin, by Stringfellow Barr, April, 1940. Reprints available. CLASSICS OF THE WESTERN WoRLD, with forewords by John Erskine and Everett Dean Martin, American Library Association, 1934. One of the book lists out of which the St. John's program grew, this pamphlet contains valuable secondary bibliographical material. It was first published in 1927 by the American Library Association for the use of adult classes. How TO READ A BooK OR THE ART OF GETTING A LIBERAL EDUCATION, by Mortimer J. Adler, Simon & Schuster, 1940. A book expounding the techniques by which adult groups or individuals can come to terms with the great books. 12 �Copies of this Report may be had on request. Address: The Registrar, St. John's College, Annapolis, 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 The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 20 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 Supplementary Bulletin, St. John's College, May 1941 Description An account of the resource Supplementary Bulletin, St. John's College, "Report of the President." Published in May 1941. 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 1941-05 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SupplementaryBulletin_1941_May President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d1ed1aaf3ee3f3ce7a5d2ec18f44e700.pdf 05e4a8d570c65af04a07b839498f163a PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplement to the Bulletin ANNAPOLIS . APRIL. Founded as King William's School, 1696 MARYLAND 194 0 Chartered as St. John's College, 1784 �Copies of this Report may be had on request. Address : THE REGISTRAR St . John's College, Annapolis, Maryland �ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplement to the Bulletin ANNAPOLIS, MARYLAND APRIL, 1 9 4 0 Founded as King William's School, 16 9 6 Chartered as St. John's College, 17 8 4 �Board of Visitors and Governors Chairman, DR. THOMAS PARRAN, JR., Surgeon-General, U. S. Public Health Service, Washington, D. C. Vice-Chairman, FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. Secretary, RICHARD F. CLEVELAND, Baltimore Trust Bldg., Baltimore, Maryland, Lawyer. DR. AMOS F. HUTCHINS, 1227 N. Calvert Street, Baltimore, Maryland, Surgeon. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E . Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, Annapolis, Maryland. DR. ROBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. COLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M . Loeb 8 Company, 61 Broadway, New York City. DR. SCOTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RUML, Treasurer, R.H. Macy 8 Company, Broadway and 34th Street, New York City. HERVEY ALLEN, "Bonfield," Oxford, Talbot County, Maryland, Author. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. The Governor of the St;ite of Maryland, the President of the Senate, and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. �REPORT OF THE PRESIDENT Report of the President The third year of the St. John's Program has been increasingly punctuated by the visits of those who wished to observe its operation in daily practice. The visitors have come singly and in delegations. They have included administrative officers and teachers from other colleges of liberal arts, undergraduates from other institutions, headmasters and principals from the secondary schools. A year ago they came to witness "a novel educational experiment." Most of this year's visitors are aware that the St. John's Program is neither novel nor experimental. Most of them are as aware as we are that the elective system which we have discarded is novel, that it is experimental, and that the experiment has failed. Most of them are aware that St. John's is attempting to restore liberal education, of the sort once available in American colleges of liberal arts. But the questions they ask soon convince us that they are hazy as to what end such education had in view. Since that end dictated the instructional means we are employing, these means have been often misread. We have been heartily congratulated for doing things which we are not doing at all. Individually, our visitors have been most welcome. Collectively, they have by their very number posed serious problems. Our faculty have gladly recognized the professional obligation to tell other teachers what they were doing. They -are fully aware that teachers, like doctors, cannot have trade secrets. But they are also aware that neither the teaching art nor the medical art can be properly practised in a goldfish bowl. We have had therefore to place certain restrictions on the visiting of classes. That much of the problem is not hard to handle. What is disturbing, though understandable, is how little many of our visitors have learned from their visits. In many cases they would have learned far more by devoting the same amount of time to the right reading. If we have often failed to instruct our visitors, at least they have instructed us. Their difficulties have reminded us how �ST. JOHN'S COLLEGE 5 persistently those who, like ourselves, dedicate themselves to liberal education, substitute means for ends. No matter how earnestly St. John's College strives to avoid that substitution, we shall not be exempt from the common danger. It behooves us not to assume complacently that because we pledged ourselves to a clear purpose three years ago, we cannot be confronted with a broken pledge, or worse yet, a broken purpose. Moreover, even if we have kept the faith, there is still advantage to be got from a clear restatement now. During these three years both the Board and the faculty of St. John's College have gained experience relevant to that common purpose, experience which throws abundant light on the end at which both aim. I therefore invite the Board of Visitors and Governors to reflect again, with us in the faculty, on the end of liberal education, as well as upon the means we at St. John's are using to reach that end. For more than two thousand .years our Western civilization bas drawn sustenance from liberal education. That education, like the civilization it sustained, has had its dark ages and its rebirths; but wherever and whenever it has flourished healthily, its declared purpose has been to liberate the human intellect through the practice of the liberal arts. Wherever and whenever it has flourished, it has recognized these arts as the arts of thinking, of using symbols, and particularly as the arts of using words and numbers. It has recognized that man, as man, has intellectual powers, which. like his physical powers, can be brought through exercise to operate well, and even to operate habitually well. To develop these powers into actual operations, then into good operations, and :finally into habitually good operations has been the end of liberal education. To effect this end, colleges of liberal arts were set up in Europe and in America. Such colleges clearly did not hold a monopoly of the liberal arts, since the arts of thinking are practised well or badly · by all men. They were set up in order to expedite the transformation of intellectual powers into intellectual habits. In order to practise the liberal arts, the colleges selectes subject matters upon which they might be profitably exercised . For obvious reasons, the most basic of these subject matters, in terms of the objective, were languages and mathematics. But �6 REPORT OF THE PRESIDENT the aim of the college of liberal ·a rts was not to turn out professionally trained mathematicians or professionally trained linguists. The aim was to develop in men the power to use mathematical and linguistic symbols well on whatever problem human existence might pose them. For a long time in both Europe and America, Latin, Greek, and mathematics were basic subject matters. That the colleges should have chosen Latin and Greek as the best available languages for the practice of the liberal arts was due to a number of considerations, but not least to the fact that each was the vehicle of a great literature, a literature in which truly great ideas had been greatly dealt with. Both these languages, as means, had been moulded to that high end. Both, in brief, had served intellects of the first order, as had, in another set of symbols, mathematics. But the time came when the colleges forgot why they had chosen them and began to teach them professionally. Then men found they were being trained as Latinists, as Hellenists, as mathematicians. Some of them quickly decided that, if professional training was the objective, there were other fields than philology and mathematics in which they would find training more useful. And they were correct. Mathematics, Greek, and Latin began properly to give way to the various subjects now taught in the modern elective system. Having ceased to serve as means towards the end of liberal education, they had become ends in themselves. Next they became means to the practice of a profession; and as such they came into sharp competition with other professional training. Unhappily, this custom left us without liberal education. No other appropriate means to that end replaced Latin, Greek, and mathematics. For the end itself had been forgotten. The difficulty today of re-stating that end is that - as always happens when liberal education declines - there is no contemporary vocabulary in which to do it. The term "liberal arts" has become soft and empty. The very term "intellect" is under universal suspicion. In so far as it continues to signify anything, it has come to signify "the cold light of the intellect," something far removed from "the healthy emotional life" which contemporary man states he wants. Yet no term has replaced it, because on the whole men have not recently felt the need for �ST. JOHN'S COLLEGE 7 discussing it. Indeed, our colleges have for many years not seriously concerned themselves with the human intellect. They have concerned themselves instead with professional training or sometimes with imitations of professional training. Their most solid "course offerings" have on the whole been designed to prepare young men for a real or imaginary job with real or imaginary wealth ahead. Since there is no contemporary equivalent of the term "intellect," and since St. John's College has re-dedicated itself to developing, in those who come to it, their intellectual powers, I do not think we can yield the traditional term, even if we should be misunderstood. To those who ask us what we mean by the term, we shall have to answer in metaphor, and fortunately we can fall back on that metaphor which countless generations of men have found useful in discussing intellectual operations. We shall beg our questioner to forget for a moment the terms which professional educators now use: trends, attitudes, measurement, student-interest, I.Q.'s, and the like; and to reflect on light. We shall remind him that men get light on things when they reflect; that they see things in a flash; that ideas dawn on them; or that they still feel they are in the dark; that they are blind to the facts, although they admire lucid explanations. Something illuminates their problem; they get a bright idea, or, alas, a hazy, obscure one. That flash of inward light they get is intellectual light. All men have that flash sometimes; some men have it frequently; and a few, through painfully acquired habits of the reason and imagination, can induce it when it is needed. It is that light, and the habits that induce it, that is under discussion when we say that liberal education has always had as its purpose, not the dissemination of facts, not professional training, but the liberation of the human intellect, that it might see that light and see it steadily. Such liberation is the true purpose of every college of liberal arts. The temporary substitution of any other purpose leads straight to confusion and impotence. The ultimate outcome is .either, on the one hand, the ivy-clad impotence of a "cultural" finishing school, or the respectable alternative of professional, vocational, or technical education. �a REPORT OF THE PRESIDENT Neither those who have accepted the finishing school, nor those who have accepted professional training, as the proper end of liberal education will understand this year or next the pledges exchanged between you of the Board and us of the faculty three years ago; and I suggest we will do wisely to rest our case upon a metaphor until light dawns again. If we are successful in leading a revival of liberal learning in this country, there are still available terms which will make discourse again possible. Meanwhile, I invite the Board to join the faculty in self-examination, and to see if the decisive steps which St. John's College has taken during the past three years have fulfilled or broken our pledges. The Board will recall that the first of these steps was the agreement in principle, if not in detail, upon the curriculum- · that is, upon the basic means which might be deemed proper to the end we sought in common: the awakening and disciplining of all the intellectual powers. It was determined that the basic materials employed should be a hundred or more of the greatest books which our civilization has produced from Homer to the present. If we were to avoid the intellectualism which the honest word intellect now implies to our generation, such a list would need to include not only books from many times and places but books exhibiting the human mind dealing with all the major sorts of problems that confront it: poetry, history, law, medicine, theology, mathematics, and the natural sciences. But they would be chosen on the basis of their own worth, not on the basis of covering so-called fields of knowledge. Lesson One in the art of thinking would be what Lesson One has been perhaps at every renaissance of liberal learning: watching great thinkers think and following their operations with one's own understanding. We assumed that any young man who consorted habitually with the men who wrote the books we were choosing, and who understood what these men said so far as his capacities allowed, would emerge with those capacities developed. But the books included some genuinely difficult works and were worth a full four years of time, and freedom from intellectual triviality. So we completely abolished the textbook and we completely abolished the elective system. We counted on experience steadily to improve the list through constant re- l �ST. JOHN'S COLLEGE 9 vision, and steadily to increase our own powers to teach the books on that list. Finally, to protect the reading of the books from dilettantism, we supported the seminar discussions of them with systematic and rigorous work in language, mathematics, and laboratory science. The curricular devices which emerged are familiar to you: seminar on the books twice a week for four years; mathematics five times a week for four years; language instruction five times a week for four years; laboratory science for three hours once a week the first two years, three hours twice a week for the third and fourth year; one or two formal lectures a week. Some of the College visitors, of whom I spoke earlier, have expressed astonishment at the amount of Greek which many of our freshmen have acquired in one year's study but bewilderment at why we did not require, or at least allow, a second year of Greek. Their bewilderment has measured their incomprehension. They have applauded us for teaching so much Greek when we have not been primarily interested in teaching Greek as such. We have sought in Greek the linguistic and literary medium upon which first-class intellectual operations have left their signature; and like our ancestors, in Greek we found them. It is obvious that our requirement of four full years of laboratory science is not an attempt to produce professionally trained physicists or chemists or biologists. We are interested in having our students know what a man is doing when he carries on scientific investigation with a view to explaining the phenomena of nature which confront him. Unless our visitors remember constantly that the subject matters we make use of, along with our ways of teaching them, are dictated by one purpose and by one purpose only, the developing and perfecting of the intellectual powers of our students, then their plaudits and their reservations are equally irrelevant to the problem at which we are working. I should like to recall to the Board that it was only when we had already agreed on that one purpose and on the basic means of achieving it, that they took up the question of who should assume as President of the College the primary obligation of seeing that this purpose was adhered to. I would further recall that, once the curriculum had been set up and an administration �10 REPORT OF THE PRESIDENT put in charge of it, the Board chose to undergo a complete reorganization of its own membership in order that the .College might receive from that direction the maximum possible support. The reorganization of the Board was carried out successfully, despite the risk that it would be considered by the public one of those personal altercations which affiict college boards when no common purpose unites them. Meanwhile faculty appointments and reappointments were recommended by me, and acted upon by the Board, with the same ultimate goal in mind. Student admissions, while the technical requirements were left unchanged, have been constantly subject to one consideration: that the matriculant should understand in advance, as completely as possible, what a liberal education is, what its high utility is, and precisely what utilities it declines to serve. The faculty have given constant thought to the problem of student activities and to the sort of community life that would support a genuine liberal arts curriculum. It is obvious that true learning cannot go on in vacuo. Should it attempt to do so, the result I should expect would be the kind of intellectualism which our generation blindly fears and fumblingly denounces. For the intellect feeds on sem~e experience, only some of which can be supplied by a laboratory. Its habits are related to moral habits. It requires the support of the imagination. On the other hand, the college activities which have grown up in recent decades, bear the anti-intellectual characteristics of the period during which liberal education has decayed. In their present form, therefore, they not only fail to support liberal education ; they actually compete with it and destroy it. Intercollegiate competition in athletics is a case in point; and once we were sure it could not be subordinated to the purpose of the College, we abolished it, in order to clear the decks for an athletic system that would give that purpose the support it should find in physical sport and bodily skills. That it might have the support of the fine arts as well, the College developed an extensive musical program. Finally, these vitally important considerations of what extra-curricular activities could do for the curriculum itself have led to a constant re-examination of the physical plant in order that its advantag2s might be fully exploited in terms of the main issue. . ' �ST. JOHN'S COLLEGE 11 The external relations of the College involve, as in the case of other colleges, three concentric rings. There is the Board of Visitors and Governors, to whom the College administration is responsible but who cannot from geographical and other considerations participate fully in its daily life. There are the graduates of the College, who likewise cannot participate fully but who do not share the same burden of responsibility for its affairs as do the Board. And there is the general public, without whose understanding the College cannot serve well the purpose for which it was founded. I have deemed it my duty to keep the Board more fully informed of the day-to-day work of the College, than boards commonly are, if only because of the necessity that they help the faculty interpret the College's purpose to the general public. In the case of our graduates, a Baltimore radio station has made it possible ·for me to discuss the work of the College monthly for more than two years now, at least with those of our graduates who live in the Maryland area; and this courtesy has exempted me from the pleasant but, in terms of time, costly duty of visiting localities where our graduates have settled, in order to satisfy their proper desire to know what the College is doing. In the case of Board, graduates, and general public alike, it has seemed to me imperative, if the College was to use properly the leadership which has fallen to it, that our purpose be stated and restated, constantly and in as many different ways as ingenuity might devise. With that obligation in view, we have followed a few simple rules on what colleges term their public relations. We have never sought publicity, on the grounds that it is an irresponsible and dangerous medium of communication. We have tried to answer all questions, carefully and fully, whether they were put by other teachers or by journalists. We have tried deliberately to inform accurately those persons whose understanding seemed most likely to forward the ultimate purpose of the College. If this constant reference of all decisions to the aim of developing the intellectual powers of our students sounds doctrinaire, even to members of the Board, I can but remind the Board that this accusation is an essential feature of the terrain through which we must pass if we would win our objective. �12 REPORT OP THE PRESIDENT It has been a long time since an American college of liberal arts restated the ageless purposes of liberal education in definite fashion. In the midst of indefinite talk, any definite assertion always sounds doctrinaire. Meanwhile, I think I detect two imminent dangers to the success of our common educational enterprise. · On the one hand, from being "an interesting educational experiment" St. John's is beginning to look like a model to the thousands of teachers and laymen who have written the College approvingly. Unless its true purpose is constantly reiterated, I predict that the means it has chosen to employ will be mistaken for ends, and copied as ends, by other institutions, with results I need not attempt here to describe. On the other hand, precisely because a clear vision of the end we seek has created within the College means which are impressively vital, precisely because teaching and learning in it have become so extraordinarily exciting, we too run the daily risk of mistaking our educational means for ends; we too will emerge from the strenuous struggle of these years to the complacency of an apparently permanent victory; we too will go the way of all :flesh and forget that the prize for what we seek to achieve is not awarded here. Against that all too human fate we have no other safeguard than singleness of purpose. I have tried to recall to the minds of the Board as well as to the minds of us who are teaching at the College, what that purpose is, in the light that has been shed upon it by our common service to it. STRINGFELLOW BARR. Annapolis, Maryiand, April, 1940. \ �ST. JOHN'S COLLEGE 13 APPENDIX A First Year SCHEDULE OF READINGS BY YEARS Mathematics and Languages and Science Literature Liberal Arts Hippocrates Plato Homer Aristotle Euclid Herodotus Lucretius Nicomachus Thucydides Aristarchus .IEschylus Archimed~:s Sophocles Euripides Aristophanes Plutarch Lucian Second Ytar Tacitus Virgil The Bible Justinian Dante Burnt Njal Song of Roland Chaucer Villon Cicero Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Apollonius Ptolemy Galen Copernicus Galileo Descartes Grosseteste Third Ytar Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Calvin Spinoza Francis Bacon Hobbes Locke Berkeley Hume Kepler Harvey Gilbert Newton Huygbens Leibniz Boyle Kant Schopenhauer Hegel Peacock Boole De Morgan Bentham Clifford Mill James Freud Poincare . Hilbert Russell Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Ostwald Darwin Virchow Bernard Gal ton Mendel Cantor Dedekind Riemann Lobachevski Gauss Veblen ~ Young Erasmus Montaigne Montesquieu Grotius Fourth Ytar Gibbon Voltaire Swift Goethe Rousseau Adam Smith American Consti~ tution Federalist Papers Malthus Marx Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi �Literature Homer .IEschylus Sophocles Euripides Aristophanes Lucian Horace Virgil Bible Dante Burnt Njal Song of Roland Chaucer Villon Cervantes Shakespeare Milton Rabelais Racine Corneille Moliere Erasmus I Montaigne Voltaire Swift Goethe Fielding Zola Balzac filauben Thackeray Dickens Ibsen Dostoevski Tolstoi Philosophy Plato Aristotle Lucretius Cicero Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Spinoza F. Bacon Hobbes Locke Berkeley Hume Kant Scbopenhaver Hegd Bentham. Mill Poincare James History and Social Science Herodotus Thucydides Rlutarch Tacitus Justinian Montesquieu Grotius Spinoza Calvin Hobbes Gibbon Locke Rousseau · Galt on Bentham Mill Freud Adam Smith American Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Gauss Hamilton Fourier De Morgan Boole Riemann Cantor Dedekind Hilbert Russell Veblen & Young Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen Grosseteste Copernicus Galileo Kepler Harvey Gilbert Newton Huyghens Boyle Leibniz Lavoisier Fourier Dalton Clifford Faraday Darwin Maxwell Joule Ostwald Virchow Bernard Mendel Galt on Freu<l James Laboratory Laboratory (three hours per week for four years) Graphical Construetions Instruments Crucial Experimen ts Concrete Problems (Presented and brought up to date in Laboratory Manuals) (J l' > C/J C/J ;:; n> ..., ~ > (") (") 0 ~ CJ zCl > ro ...., 0 tTl l' tTl (') ..., < tTl C/J c:O:l t.... tTl .., (') $:: ;:i.. .....J ...., rn ~ C/J ro tT1 z 0 ~ co �ST. JOHN'S COLLEGE 15 APPENDIX C BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM ST. JOHN 'S REVIVAL. Time Magazine, July 19, 1937. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. · Lyons, The Boston Sunday Globe, September 13, 19 3 7. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 1937. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5, 193 7. THE REVIVAL OF LEARNING , by W. A. P. Martin, The Commonweal. December 31, 1937. A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938. Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S, by R. Catesby Taliaferro, The Maryland Club Woman, February, 193 8. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.J., America, April 23, 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS, by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 193 8. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4 , 193 8. THE ST. JOHN'S PROGRAM, by Stringfellow Barr, The Virginia Spectator, December, 19 3 8. Reprints available. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. JOHN DOE GOES TO ST. JOHN'S, by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 1939. EDUCATORS STRIVE FOR "FREE MIND," by Hedley D'c;;;a"~;;:Th~ Washington Post, January 15, 1939. �16 REPORT OF THE PRESIDENT A Series of Four Articles on The St. John's Program by Lee McCardeU, The Baltimore Evening Sun, January 23, 24, 25, and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J. Adler, The Social Frontier, February, 1939. HUTCHINS OF CHICAGO, Part I, "The Daring Young Man," and Part II, "The Flying Trapeze," by Milton S. Mayer, Harpers Maga· zine, March and April, 19 3 9. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books, by Milton S. Mayer, Harpers Magazine, June, 1939. Reprints available. THE ART OF LIBERATION, by Stringfellow Barr, Free America, Sep· tember and October, 1939. Reprints available. BACK TO FIRST. PRINCIPLES, by Scott Buchanan , Survey Graphic; October, 1939. TOW ARDS A DISCIPLINED MIND, Address by Stringfellow Barr, Pro· ceedings of the Head Mistresses Association of the East, November 10-11, 1939. THE ENDS AND MEANS OF GENERAL EDUCATION, Addre58 by Stringfellow Barr, Proceedings of the Fifty· Third Annual Convention of the Middle States Association of Colleges and Secondary Schools. Novem· her 24·25, 1939. Reprints available. THE TRAINING OF A FREE MIND, by Stringfellow Barr, Catholic Digest (Condensed from Free America), December, 1939. THE CLASSICAL REVIVAL AT ST. JOHN'S, by John S. Kieffer, TheClassical Journal, December, 19 3 9. THE ART OF LIBERATION, by Stringfellow Barr, Characte.r and Citizen· ship (Reprinted from Free America), January, 1940. HOW CAN WE BE TAUGHT TO THINK, 1. "Back to First Principles." by Scott Buchanan in Democracy's Challenge to Education, Farrar ~ Rinehart, 1940. A PLAN FOR AMERICA, by E. B. White, Harpers Magazin.e, February, 1940, pages 331-332. THE CLASSICS: At St. John's They Come Into Their Own Once More, Life Magazine, February 5, 1940. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 18 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 Supplement to the Bulletin of St. John's College, April 1940 Description An account of the resource Supplement to the Bulletin of St. John's College, "Report of the President." Published in April 1940. 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 1940-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_Supplement_1940_April President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/01b1d47c0f05eee78567066f8d5d8034.pdf 83d4cc818672d970b545a0d704a265df PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT Supplement to the Bulletin ANNAPOLIS, APRIL, Founded as King William's School, 1696 MARYLAND 19 3 9 Chartered as St. John's College, 1784 �Cop ies of this Report may be had on request. Address: THE REGISTRAR St. John's College, Annapolis, Maryland Third Printing �Board of Visitors and Governors Chairman, DR. ROBERT M. HUTCHINS, President, University of Chicago, Chicago, Illinois. Vice-Chairman, DR. THOMAS PARRAN, JR., Surgeon General, U. S. Public Health Service, Washington, D. C. Secretary, RICHARD F. CLEVELAND, Baltimore Trust Bldg., Baltimore, Maryland, Lawyer. DR. AMOS F. HUTCHINS, 1227 N. Calvert Street, Baltimore, Maryland, Surgeon. EDWIN WARFIELD, JR., Editor, The Daily Record, 15 E. Saratoga Street, Baltimore, Maryland. FRANCIS PICKENS MILLER, Pickens Hill, Fairfax, Virginia. PAULL. BANFIELD, Headmaster, The Landon School for Boys, Edgemoor, Washington, D. C. ROBERT 0. BONNELL, President, The Public Bank of Maryland, 15 E. Fayette Street, Baltimore, Maryland. STRINGFELLOW BARR, President, St. John's College, · Annapolis, Maryland. CLARENCE W. STRYKER, Professor Emeritus of History, St. John's College, Annapolis, Maryland. COLBY M. CHESTER, Chairman, General Foods Corporation, 250 Park Avenue, New York City. HAROLD F. LINDER, Member of firm of Carl M. Loeb 8 Company, 61 Broadway, New York City. DR. SCOTT BUCHANAN, Dean, St. John's College, Annapolis, Maryland. BEARDSLEY RUML, Treasurer, R.H. Macy 8 Company, Broadway and 34th Street, New York City. HERVEY ALLEN, "Bonfield," Oxford, Talbot County, Maryland, Author. DR. WILLIAM J. FRENCH, Director, Anne Arundel County Health Department, Annapolis, Maryland. The Governor of the State of Maryland, the President of the Senate, and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. �4 REPORT OF THE PRESIDENT Report of the President Now that almost two years have passed since the St. John's Program was launched, it seems both possible and desirable that I render to the Board a more careful report of progress to date than has hitherto been made. The Program was designed to guarantee that there should again exist in America a college of liberal arts dedicated wholeheartedly and with singleness of purpose to furnishing young men with a liberal education, education of a sort which many American parents have been seeking for their sons in vain. We also hoped and believed that if St. John's College met this responsibility, other colleges of liberal arts would be heartened to meet it too. The response the Program has met among members of other college and university faculties in this country would not, I suspect, have been forthcoming a decade ago. But one thing has acted in our favor. The hour through which our civilization is passing is a dark one compared with the period during which our liberal arts colleges began to whore after strange gods ; and the darkness and uncertainty have reminded thinking men that these colleges are responsible for transmitting our civilization from one generation of men to the next. The crisis in world affairs has illumined the crisis in liberal education. Our primary task, however, was to set our own house in order. To do this, we had to make sure that every. decision the College made, in whatever sphere, should be made in the light of our single purpose. To envisage that purpose clearly and with constancy, our faculty have had to envisage likewise the kind of man St. John's must graduate if it is to meet squarely the responsibilities it has freely assumed. The fact that even our largest and wealthiest institutions are no longer graduating men of this kind was not significant, because these institutions have no longer a clear and single purpose in mind. It will be well to state here and now what sort of man this ideal graduate of St. John's is, before I report on the progress made towards that ideal by the undergraduates who have been �ST. JOHN'S COLLEGE 5 following the St. John's Program. For if these young men are not steadily approaching this ideal graduate, then we are failing and we should know it now. We cannot derive comfort where other colleges can, merely from the fact that our undergraduates are healthy and contented. Thanks to the elective system, our colleges have largely assumed towards their students the attitude a well-run department store assumes towards its customers. But St. John's has reverted to an earlier college pattern in assuming towards its undergraduates very much the attitude a doctor assumes towards his patients. It is offering them professional skill. But a good doctor's objective is not to .offer alternative nostrums for headache or fever, but to guide the patient towards achieving bodily health. And the task of St. John's College is a no less responsible and professional one: that of guiding its undergraduates towards intellectual health, intellectual health which, incidentally, will affect profoundly their moral and physical health as well. Let us suppose that one of the sophomores at St. John's, now nearing the end of his second year of the St. John's Program, stands before us on graduation day in June, 1941. Let us further suppose that in his case the Program has achieved its maximum success. What will such a man be like on that date? He will be able to think clearly and imaginatively, to read even difficult material with understanding and delight, to write well and to the purpose. For four years he will have consorted with great minds and shared their problems with growing understanding. He will be able to distinguish sharply between what he knows and what is merely his opinion. From his constant association with the first-rate, he will have acquired a distaste for the second-rate, the intellectually cheap and tawdry; but he will have learned to discover meaning in things that most people write ·off as vulgar. He will get genuine pleasure from using his mind on difficult problems. He is likely to be humorous: he will certainly not be literal-minded. He will not be a trained specialist in anything; but he will be in a better position to acquire such specialized training, whether in law, medicine, engineering, business or elsewhere, more quickly than it can be acquired by even the best American �6 REPORT OF THE PRESIDENT college graduates today. For he will know how to apply his mind to whatever he wishes to master. His appetites and his emotions will be under his control. not because he has had "character training" in the Hitler Youth or the Avanguardia but because he knows the reasons for selfcontrol, and, because of those reasons, has deliberately acquired the powers of self-mastery. Will he be a "success"? Well, he will on the whole be unlikely to make his million because a million is not readily made except by those who sacrifice to its making the very things this future graduate of St. John's will have learned to value more than wealth. On the other hand he will be likely to earn a good livelihood, if only because he knows how to use his head and has learned how to work during the very years which most college boys spent learning to loaf and dodge. When he is not working, he will be able to distinguish between leisure and idleness. He will be eminently practical, not because he "took" practical courses in college, but because he will have acquired the rare intellectual capacity to distinguish means from end. He will have learned to locate the problem, resolve it into its parts, and find a relevant solution. He will, in short, be resourceful. He will be concerned to exercise a responsible citizenship and he will be as much concerned with his political duties as with his political rights. He will cherish freedom, for himself and others, but it will be not merely freedom from concentration camps; it will be freedom from ignorance and passion and prejudice as well. For, in a quite genuine sense, he will himself be a free man. He will know something of the world he graduates into, not in the sense merely of a current events contest; but because he will know the background and development of the political institutions and economic practices he confronts. He will even have means of understanding the movements in contemporary thought. And he will be familiar with the basic scientific concepts that underlie modern technology. Not only will he be better prepared than his contemporaries to enter business or a professional school. Not only will he be �ST. JOHN'S COLLEGE 7 better prepared to fulfill his obligations as a citizen. He should make a better friend, a better husband, a better father : free men do. He will in short be better prepared to live; and, when his hour · comes, whether through illness or civil disaster or in an army trench, he will know better how to die: free men do. A glowing portrait? Yes, and it would be a remarkable achievement for a college of liberal arts actually to graduat e such a man. But any college of liberal arts that attempts less is betraying its trust and is doomed to graduate successive classes whose members less and less resemble this glowing portrait. It is to produce this sort of man that St. John's is operating. Whether it ever attains this standard is not important here. What matters is whether the work the sophomores and freshmen are actually doing is the sort of work that leads steadily, and as rapidly as may be, in that direction. I think it is. Such work used to ·be done in our colleges of liberal arts: it is being done now at St. John's. The race knows, or should know, by experience what kind of men such work produces. But in order to judge the success of the St. John's Program this month, we would do well to look at the students in it, to look at the work they have already done and at what they are doing, and to see how far these actually existing undergraduates have progressed towards the ideal graduate we have just imagined. The St. John's Program has been frequently referred to by the press as a "novel educational experiment."· It was, of course, not novel at all; what was novel was the elective system which has grown up in our colleges during the past few decades and confused the purpose of the liberal arts college. Nor was it an experiment. Those responsible for developing the Program were convinced that the perpetual experimentation wh ich has characterized our colleges during this century has been reckless, irresponsible, and professionally unethical. The St. John' s Program was not introduced to discover whether a student w ould benefit by reading Plato and Galileo and Shakespeare, more than through reading contemporary textbooks about these writers and the ideas they dealt with. On the contrary, there was quite enough experience within the tradition of liberal arts education to enable an educated man to reconstruct a well -rou nded curriculum. �8 REPORT OF THE PRESIDENT St. John's therefore abolished the elective system and put in its place a four-year all-required curriculum. Its basic requirement would be the reading, and discussing in seminar, of a hundred or so great books, the classics of our civilization, from the Greeks to the present. Some of these books deal directly with the liberal arts themselves, the arts of thinking, of reading, of writing, of reckoning. Others are magnificent examples of the successful practice of those arts. Appendix A of this report gives the list of these great books arranged by student years. Appendix B gives the same list arranged under the headings commonly used in a departmentalized elective system. An understanding of these books is the prime goal of the student during his four years' training. But to supplement his efforts, other teaching devices are used besides the seminar. Once or twice a week, he hears a formal expository lecture, a lecture in which the speaker makes no effort to talk down and in which the stude.nt' s obligation is not to take notes but to understand . Five times a week, in small classes or "tutorials, " the undergraduate studies language, although the language he studies varies each year. Five times a week he studies mathematics in the same way, beginning with Euclid's Elements of Geometry . Once a week, for three hours, he works in a scientific laboratory. This laboratory is mathematical and mechanical the first year ; physical, the second; it is a laboratory of physical chemistry, the third; of biochemistry, the fourth. It is closely correlated with the scientific works in the list of great books. St. John's is probably the only liberal arts college in America which requires four years of laboratory work of every student. T h e regimen here outlined continues for all four years for every student in the College. Unlike the elective system, it does not permit the student to ignore subject-matters he finds difficult : it ch allenges him to find out , under competent guidance , why subjects he thought "uninteresting" are actually nothing of the sort. He is not allowed to exploit his eccentricit ies and peculiarities, or his "personality" as it is· now frequently called, by cherishing his lamenesses and blindnesses and intellectual deformities. He is encouraged to think of his weaknesses as weaknesses and to set about correcting them as speedily as possi- �ST. JOHN'S COLLEGE 9 ble. He is encouraged to think of freedom, not as freedom to be ignorant, but as the trained capacities of his mind that will free it for any task. It was possible, and necessary, to lay down this curriculum before approaching the special problems of teaching staff and student body. This statement of course sounds doctrinaire to those who believe that, for him who seeks a liberal education, one subject is as much worth studying as another, one book is as much worth reading as another, that civilization is a matter of automobiles and radios, that we live in a brave new world, that our ancestors have nothing to teach us, and that it is cowardly not to start from scratch. St. John's is determined not to start from scratch, but to give its students access to the accumulated intellectual capital of their civilization, to see that they come into their cultural heritage, and to redeem them from the intellectual bastardy in which the average college graduate today rejoices. But a college, in addition to having something worth teaching, must have those who teach it; and these should be properly qualified. One of the most intelligent comments one ordinarily hears on the St. John's Program comes to us in the form of a troubled question: "This is undoubtedly what students should be getting in college; but where do you find men capable of teaching it?" It is a good question. It recognizes that, except for a few elderly men, there are no longer teachers in America who themselves possess a basic, general education, who indeed possess their cultural heritage. For our faculties are composed of men who are themselves the maimed products of a too-early specialization and therefore victims of the higher illiteracy. Even the elderly men, while frequently possessed of a genuine culture on the side of the humanities, have rarely assimilated to that culture the intellectual experience of our civilization which we call the scientific revolution. Where, then, get teachers capable of guiding students to these buried treasures? The simplest answer is that St. John's College has today the strongest faculty in America. Every American college or university faculty may be divided into those who wrote the books which the student is required to read and those who teach orally, �10 'I REPORT OF THE PRESIDENT into those whom we may call the authors and those whom we may call. not invidiously, the talkers. In other colleges the talkers do the teaching, and an increasing proportion of the authors are other talkers. talking members of neighboring college faculties. Both faculty groups are roughly of the same calibre, those who wrote the textbooks and those who give the lectures. At St. John's this is not true. The authors have been carefully selected from the writings of twenty-five centuries, selected for their clarity, their profundity. and their teaching capacity. This year's freshmen have been taught by such well known men as Plato. Thucydides, Aristotle. Aeschylus, and Euclid. The sophomores. who had already been taught by these men last year. have been listening to Tacitus, Plotinus, Dante, St. Thomas Aquinas, Ptolemy, Leonardo, and Copernicus. Next year they will "study under" Shakespeare, Cervantes, Moliere; Calvin, Francis Bacon, and Locke; Kepler, Harvey, and Newton. In their senior year and for their benefit Gibbon, Adam Smith, Marx, Bentham, James, Freud, Lavoisier, Darwin, Mendel, and other moderns will join our faculty. To aid them in understanding these great teachers. we have a " talking" faculty of teachers who do not preten4 to be as good as, or bett~r than, the authors they assign their students to read- a freq uent and justifiable pretension in most colleges today-but who conduct seminar discussions, tutor in language and mathematics, lecture rarely, supervise laboratory work, and, like the students, learn from the "authors" whom the whole College studies. As in other colleges, the talking faculty is on our pay-roll; the authors are not. The arrangement has proven workable. We of course face one constant danger: because of the bad academic habits which we members of the talking faculty have acquired from the current educational system, we display an intermittent tendency to usurp the functions of the author faculty, to substitute ourselves for them, to stand in their light when they are working, to over-interpret and even sometimesGod save the mark!- to patronize them a little. But then, we are the product of a system we are attempting to replace and we try manfully to curb our pedantry and pride. In an ordinary college course today, this is not the case. The best courses are usually built around the personality and intellectual interests of a professor. whose lectures are supported by a textbook manual. �ST. JOHN'S COLLEGE 11 Such a professor is likely to admit that the textbook manual he assigns and quizzes on is both boring and trivial. But he is convinced students <::an read nothing better: in fact they have difficulty "getting" this! In such a situation, the teacher's capacities limit the pupil's, and the quality of the reading causes dry-rot in both. Our author faculty have more than met their teaching responsibilities. Despite their differing intellectual backgrounds, they have transcended time and place, they have been clear expositors, imaginative artists, humble fellow.workers with us talking teachers and with the undergraduates. It is of course because of them, and not because of us talkers, that I report to the Board that our total faculty is by all odds the strongest in America. I ought to add that although some of our authors still teach at many American colleges it is not necessary in these . colleges to take courses under them. At St. John's one must study under all of them, and 411 have proven worth studying under. Even with our main faculty requirements brilliantly met, . there has still remained the problem of the talking staff, who fulfill a genuine function, even though with more humility than at our sister institutions. For unquestionably, the treasures our authors had written were for our generation partially buried. We needed men who wanted to help our students dig them up. · The best that we could do, the best indeed that could be done, was to call for volunteers, volunteers for a treasure hunt, remembering for our comfort that this treasure hunt has never wholly ceased during the intellectual history of our Western civilization. We were fortunate in that the faculty of St. John's College was already a better-than-average faculty, and freer than most faculties from the racketeer aspects of so-called research, racketeer aspects that have been fostered by the print-or-perish policies of our college and university administrations. We added to our faculty, in the summer of 19 3 7 and again in the summer of 1938, enough men who had already started the hunt aggressively elsewhere to plunge at once into active instruction, and we invited the rest of the faculty to join us and go to school again. During the session of 19 3 7 -3 8 Dean Buchanan held a �I2 REPORT OF THE PRESIDENT faculty seminar for the reading, or re-reading, of the great books. During the current session the majority of the faculty have helped teach freshman seminars. At times we have doubtless been guilty of reading these books with the narrowed gaze of the specialist, seeing in the books only those things we have been taught by secondary works to see. We are, after all, professors; and this is 1939. But the cure for pedantry has, I think, worked steadily and well. Our faculty is at least better prepared to teach the books on our list than any other American faculty would be: there has been that much headway anyhow. And our teaching capacities and versatilities are increasing rather than diminishing. Some members of our faculty, who felt themselves less adapted to this task than to the teaching of a specialty in a college department, withdrew last June, and several are withdrawing at the end of this session. The twenty-six who will be with us next session are extraordinarily well fitted for the arduous task that confronts us. We remember always that this task is indeed arduous, but we remember also that the real teachers of our undergraduates are the great minds of the past two thousand years, through the written works they left for men like us to read. They have met that task before; they are meeting it today at St. John's. We talking members of the faculty are trying to facilitate that reading, but at most we cannot hope, and should not wish, to do for the student what the books themselves can do. At St. John's today the quality of the reading steadily leads professor and student alike towards deepened understanding and improved capacities. For, while some of the books read at St. John's are difficult, none of them is either trivial or boring. In short, the routine undergraduate teaching at St. John's, instead of interrupting and stultifying the teaching staff, is steadily improving it. It is indicative of the renaissance of learning that the College has undergone that faculty members who have not studied mathematics since they were boys and who, in some cases, had hoped never to open a mathematical work again. have recaptured and developed their mathematical skills; while a number of them set to work for the first time on Greek and mastered it. The constant ideal of the faculty is that every man on it should eventually have read all the books on the St. �ST. JOHN'S COLLEGE 13 John's list, regardless of his chosen field. In assigning teaching tasks, special capacities are naturally exploited; but it is assumed that the right to teach a part of the Program depends ultimately on a knowledge of the whole of which one's part is a part. Only those who are familiar with the sort of specialists our present educational system has burdened us with, will know what courage a faculty must exhibit to set itself such a goal, or how excessively rare such courage is in the academic scene today. And what of the students? For this report is primarily concerned with the actual progress made to date by the actual students following the St. John's Program, progress which we are measuring in terms of the ideal St. John's graduate pictured above. Let it be said first that our initial assumption, or perhaps central faith, has been vindicated in daily practice. It is a credo without which it would appear idle to found, endow, or administer colleges of liberal arts. Yet we have in recent decades founded, endowed, and administered colleges without that credo ; and we have administered without it those which our ancestors founded with it. The medieval statement of that credo was that man has a rational soul and that it is therefore possible to appeal to his powers of reason, to awaken them, to move them, and to transform them into virtues or habits of the intellect. Note that the credo extends to all men and was intended to include even the as yet unborn American freshman. These powers may be stronger in some than in others; they may be blocked temporarily by fever or intoxication or permanently by certain diseases. But in the normal American . freshman they exist and may be developed. All of which leads to a second declaration of faith: that it is possible to teach. It is even possible to teach not merely the contents of a railway time-table, but how to think better, that is how to use the liberal arts freely and well. This is a tremendous article of faith , and one which the whole drift of American higher education has for two decades denied. Its denial would alone account for the rapid decay of liberal education in our country; and it is worth observing that, shortly after teachers lost the faith that it was possible to teach their pupils how to think better, they began to doubt whether it was really possible to teach an undergraduate anything, or anything �14 REPORT OF THE PRESIDENT of consequence. For where liberal learning droops, other forms of learning, even ordinary technology, sooner or later flag and fail. The students in the St. John's Program have read the books listed in Appendix A on schedule time to date. There were minor revisions of the freshman list this year over last year. The list is subject to constant revision and will be kept so. The performance in the freshman seminars has improved steadily, although, as in the case of last year's freshmen, there is wide variation in skills and in knowledge. On the whole, the freshmen are already exhibiting what the sophomores naturally exhibit to a much higher degree, the ability to speak clearly, to argue on the point, to make and understand distinctions, to distinguish abstractions from their concrete applications. On the whole, their capacity for sharp and orderly thinking has increased more rapidly than their powers of imagination. To attack this latter problem, we have had recourse in the field of extra-curricular activities to work in dramatics, to poetry reading, to music. The sophomores have improved considerably in their power to write; it is too early to make the same claim for the freshmen. The organization of the language tutorials is such as to develop that power. In the fall, the grammar, syntax, and vocabulary of a language are quickly mastered. For the freshmen the language is Greek, ·the language in which were actually written the books they are reading in English translation. For the same reason, the sophomores rapidly acquire, or refurbish, their Latin. In the winter term both ar~ constantly exercised in translations, literal, free, and stylistic. This, of course, is an ancient device for learning how to write one's mother tongue, a device that a number of our greatest English and American writers used. In the spring term, the students write original themes in English on the subject-matters contained in the great books. This rotation from a new language, through translation into English, to original English composition is beginning to develop writing powers, but we have still a long way to go. Fortunateiy, the most striking characteristic of the Program, superficially observed, is the acceleration with which learning proceeds. This has been perhaps best exemplified m the improved understanding of mathematics. \ �ST. JOHN'S COLLEGE 15 The sophomores, and to some extent even the freshmen, have developed powers of work extraordinary in American undergraduates. They have developed a courage in tackling really difficult tasks that promises well. At the beginning of the year our freshmen were quite candid about never having learned to work, and the Program pushed some of them pretty hard. But they are getting on top of their work, or most of them are, very ·satisfactorily. In a community where it is taken for granted that everybody is trying to learn, it is remarkable how many people end by learning. For me personally the most interesting experience the Program has yielded has been to watch the intellectual awakening, at different periods of the College session, of different members of the group. This intellectual awakening is sometimes so conspicuous as to be a matter of College gossip. It is as if a given undergrad~ate had come out from under anaesthetic. I think most of us had had a similar experience in watching an undergraduate suddenly cash in, in terms of athletic skill, on long drills and practices; it is even more exciting to watch when it occurs above the eyebrows. Students suddenly find themselves understanding lectures, where such lectures were before mere jumbles of unfamiliar words. They suddenly find themselves understanding the books in an unaccustomed fashion. And they show their new understanding in the way they use words themselves. There are no unique or "novel" teaching methods employed. All our methods, whether discussion, lecture, laboratory, or recitation and drill, have already been proven by centuries of experience. But it is almost unique, I think, in the contemporary educational scene, to find a faculty and a student body unconcerned w ith "credits," decreasingly concerned even with grades-old habits cling-and increasingly concerned with learning. The individual oral examination which each student is given three times a year by a group of his instructors has helped greatly to keep things in focus. Equally powerful, I think, has been a device we stole from English university practice, the device which British undergraduates term a "don-rag." During the past two years we have adapted it more nearly to our needs . It is w orth describing here. �16 REPORT OF THE PRESIDENT About a week after the oral examination, the student appears individually before a group of his instructors, a group of which his seminar leader serves as chairman. Each of the student's instructors reports briefly to the seminar leader on the student's capacities and deficiencies. The student's case is discussed among the instructors but in his presence. Occasionally, his advice may be sought. The purpose of the don-rag is not to read the student a curtain lecture or to give him his "grades"-the giving out of grades on this occasion is, on the contrary, discouraged. The don-rag is a clinic, at which the objectives are diagnosis and prescription. Its effect has been to help the student locate his own intellectual diseases and take responsible action, with the advice and aid, but not with the evangelical incitement or law-court recrimination, of the faculty. I have discussed in this report the educational purpose of St. John's College; its ideal product; the subject-matter it uses, the qualifications of its faculty, the progress of its undergraduates towards the College's ideal graduate. I wish to touch on two other topics before closing. First, something should be said of the learning environment which the College, always with its eye on the single purpose it has set itself, is slowly creating. This environment has involved a renovation and adaptation of its plant on the one hand and, on the other, the evolution of a community life capable of supporting real intellectual growthin short, the development of college activities, as they are commonly called, which will enrich instead of impoverishing, support rather than substitute. In the case of the plant, we have made some headway; but the growth of the student body which promises to begin next September means that we must start planning immediately how to get the fullest and best use out of our buildings and grounds, and what sort of buildings to add first. This planning is now going on. In the case of the community life, that also is slowly taking form. Our biggest strides this session have been the provision of more suitable common rooms in which the social life of the College community might find a focus. These common rooms include a College bookshop, a coffee-shop, a music room, and a reading room. Our next immediate move must be the provision of more adequate athletic facilities. As the Board will recall, last Fall the Col- �ST. JOHN'S COLLEGE 17 lege abolished intercollegiate athletics as of June, 1939, and is engaged in planning an expanded athletic program on an intramural basis. The reasons for taking this step were stated in one of my monthly radio addresses to our alumni, which I include in this report as Appendix C. But the immediate effect of this step, necessary as it was, is to precipitate the problem of expanding, as rapidly and as carefully as possible, the athletic facilities of the College. St. John's, like its sister institutions, has for many decades been "meshed in" with a system of intercollegiate athletics. This meshing in has had two effects, here as elsewhere. Its first effect was to orient athletic policy away from the pleasure and physical profit of the student and towards the pleasure of the public and the supposed profit of newspaper pub- · licity for the institution. The second effect sprang out of the first: it has proven impracticable here as elsewhere, through socalled intra-mural programs, to focus the mind of the staff on the real problem of providing sports faci1ities for all the students. Even where institutions have controlled the financial resources to do both things at once, the psychological orientation has proven fatal. Now that the red herring of intercollegiate schedules has been removed, we can see with painful clarity how much must be done if the Co Hege' s athletic facilities are to invite every incoming freshman to use his body as well as his mind, to discover the zest of playing outdoor games as well as the zest of holding one's own in rigorous discussion, to acquire physical skills as well as intellectual ones, to enjoy complete health of body and mind. We are determined that this problem shall be fully met. The word publicity suggests the second and last point I would touch on before closing. We Americans rarely do anything without an awareness of its "publicity value." Sometimes that awareness proves fatal to our proposed end. In the case of the St. John's Program, it was obvious from the start that any attempt to get back to fundamentals in a liberal arts college would turn the attention of the public towards that college. Our constant care has been to reduce the harm that irresponsible publicity, beyond our control, might do . On the whole, we have been moderately successful. Although much that has been written about the College-and it has for the past year been more written about than perhaps any other educational �18 REPORT OF THE PRESIDENT institution in America-has been silly and inaccurate, a good deal has been intelligent and restrained. But the real task of "public relations" remains to be accomplished, because it is a long-term task. It cannot be avoided: the relations of a public institution are naturally public. But in the case of St. John's, I do not think those relations will be properly discovered or defined until teachers in the secondary schools, both private and public, learn what ·the College is doing and guide the parents of their boys into learning it. Most of the newspaper publicity which has deluged the College has probably done as much harm as good. But if St. John's College is to attain its maximal usefulness to the State and the nation, the sort of usefulness envisaged by those who wrote its eighteenth-century charter, it must depend on the secondary school teacher and on its own graduates to act as intelligent consultants towards those students who propose to enter it. Meanwhile, the novelty, or apparent novelty, of the Program condemns it to wide discussion, unintelligent as well as intelligent, irresponsible as well as responsible. For the information of the Board, I attach to this report, as Appendix D, a partial bibliography of articles about the St. John's Program or mentioning it in significant context. These articles and the more diffuse publicity of general newspaper mention have apparently ensured that we shall have more applicants for next year's freshman class than we shall feel justified in admitting, but even the best of these comments are a less efficient medium than the secondary school teacher for guiding to St. John's the young man who really seeks a liberal education. As to what sort of young man this should be, I shall have more to say to the Board in the future. Suffice it to say now that it is the policy of the College, with regard to its admissions, to avoid too great a homogeneity in terms of geographical distribution, social background, economic status, or even in terms of apparent intellectual capacity. The description I gave of the don-rag earlier in this report indicated , I hope, that a good don-rag is not concerned with recriminations or felicitations but with pointing out unsolved problems and undeveloped potentialities. I should like to suggest here that the College administration, the College faculty , and �ST. JOHN'S COLLEGE 19 the Board of Visitors and Governors are equally liable with our undergraduates to frequent and thorough don-rags. We ought to ask ourselves constantly whether we are acting with all the wisdom and energy of which we are capable. I think it is true that St. Jol: n's today offers a young man a sounder liberal education than any other American institution, but its educational program is capable of much greater development than it has attained. For two reasons it must attain it. First, it must give the young men who enter it the best and strongest and soundest possible training with which to meet the vicissitudes of human life. Secondly, it already occupies in the minds of many men in academic life the position of model. If it would serve as a good model, for the restoration of liberal learning in America at an hour when liberal learning was never more sorely or more clearly needed, it must not content itself with a second-best solution at any point. I invite the Board to join the faculty and the present student body in meeting that challenge fully, a challenge that must appeal to all free men everywhere who love the sources of their own freedom and of the freedom to which their children are by nature heirs. STRINGFELLOW BARR. Annapolis, Maryland, April, 1939. �20 REPORT OF THE PRESIDENT APPENDIX A SCHEDULE OF READINGS BY YEARS First Year Languages and Literature Liberal Arts omer Plato Herodotus Aristotle hucydides Lucretius iEschylus Sophocles Euripides I'Aristophanes Plutarch Lucian / Mathematics and Science Hippocrates Euclid Nicomachus Aristarchus Archimedes Second Year Tacitus Virgil The Bible Justinian Dante Burnt Njal Song of Roland Chaucer Villon Cicero Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Apollonius Ptolemy Galen Copernicus Galileo Descartes R . Grosseteste Third Year Cervantes Shakespeare Milton Rabelais Corneille Racine Moliere Erasmus Montaigne Montesquieu Grotius Calvin Spinoza Francis Bacon Hobbes Locke Hume Kepler Harvey Gilbert Newton Huyghens Leibniz Boyle Fourth Year Gibbon Voltaire Swift Goethe Rousseau Adam Smith American Constitu ti on Federalist Papers Malthus Marx Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Kant Schopenhauer Hegel Peacock Boole De Morgan Bentham Clifford Mill James Freud Poincare Hilbert Russell Fourier Lavoisier Dalton Hamilton Faraday Maxwell Joule Ostwald Darwin Virchow Bernard Galt on Mendel Cantor Dedekind Ri emann Lobachevski Gauss Veblen ~ Young �Literature Homer .IEschylus Sophocles Euripides Aristophanes Lucian Horace Virgil Bible Dante Burnt Njal Song of Roland Chaucer Villon Cervantes Shakespeare Milton Rabelais Racine Corneille Moliere Erasmus Montaigne Voltaire Swift Goethe Fielding Zola Balzac Flaubert Thackeray Dickens Ibsen Dostoevski Tolstoi Philosophy Plato Aristotle Lucretius CicerO-Plotinus Augustine Bonaventura Thomas Aquinas Nicholas of Cusa Spinoza F . Bacon Hobbes Locke Hume Kant Schopenhauer Hegel Bentham Mill Poincare James History and Social Science Herodotus Thucydides Plutarch Tacitus Justinian Montesquieu Grotius Spinoza Calvin Hobbes Gibbon Locke Rousseau Galt on Bentham Mill Freud Adam Smith American Constitution Federalist Papers Malthus Marx Mathematics Euclid Nicomachus Aristarchus Apollonius Archimedes Ptolemy Descartes Newton Leibniz Peacock Lobachevski Gauss Hamilton Fourier De Morgan Boole Riemann Cantor Dedekind Hilbert Russell Veblen ~ Young Natural Science Hippocrates Aristarchus Archimedes Ptolemy Galen R. Grosseteste Copernicus Galileo Kepler Harvey Gilbert Newton Huyghens Boyle Leibniz Lavoisier Fourier Dalton Clifford Faraday Darwin Maxwell Joule Ostwald Virchow Bernard Mendel Galton Freud James Laboratory Laboratory (three hours per week for four years) Graphical Construetions Instruments Crucial Experimen ts Concrete Problems and (Presented brought up to date in Laboratory Manuals) () r ). en en ;:; n .., ~ 0 z ). () () 0 :;i::I 0 z0 '"O>.., '"Otr! z 0 0 r :x .., t:C trl trl () < trl en c tJj c..... trl .., () ~ ). ..,..., m :;i::I rn ~ �22 REPORT OF THE PRESIDENT APPENDIXC ST. JOHN'S COLLEGE RADIO PROGRAMS . SERIES II, No . 3 By STRINGFELLOW BARR, President From Station WFBR in Baltimore I propose to discuss an important step which St. John' s College has taken within the past ten days. Many of those who are listening to me, incl uding alumni members of the College, will by now almost certainly have been told by somebody that the College administration has abolished athletics. T hose who believed this statement should, it seems to me, be gravely distu rbed. I think I ought promptly to disabuse them. To keep the record straight, I shall therefore first state the facts. Athletics have not been abolished, bu t the College has decided that after the close of the present academic session athletic facilities will be increased and at the same time will be placed on a strictly intramural basis. I am explaining tonight why significant changes have been announced in the athletic system at St. John's, to take effect next September; but in explaining these changes I am discussing liberal education in a democrac y. The system of intercollegiate athletics which has developed during the past twenty years will no longer support the prime purpose of a liberal col lege. I suppose I ought to have foreseen this. But I didn ' t . Certainly, there have been enough Carnegie reports, enough magazine articles by can did wri ters like John Tunis to convince men of my generation that we are sheer sentimentalists and ignoramuses if we suppose that intercollegiate athletics are the same thing we remember from twenty years back. They do things better now, with rose bowls, cotton bowls, and sugar bowls; with costly equipment, transcontinental journeys, and big money ; with costly coaches and costl y quarterbacks. I knew all this. The first thing I learned about athletics on arrival at St. John's was that we were booked to play our unnatural rivals, Army and N. Y. U.-in an effort to keep down the high cost of modern athletics by earning a good "gate." But still I thought it might be pos,ible to adapt intercollegiate athle tics to educational ends, to pare down schedules, to decline with thanks such games as Army and N . Y. U ., and to protect the coaches from criticism if they lost games by refusing to hire athletes . I was mistaken. The thing that taught me I was mistaken was what happened when intercollegiate athletics collided with a curriculum that really required work . Yet I should have known this by analogy. I had known countless students who w ithdrew from intercollegiate athletics when they entered medical or other p rofessional w ork . They withdrew because they knew, aloµg w ith everybody else, that you have to study to earn an M.D ~ while ordinarily you don't have to study to earn a B.A. The undergraduate fills in his idle time with athletics, which at its most professionalized is a lot better thi~g to fi ll idle time with than some other things I know. But suppose there isn' t an y idle time? Suppose there is just enough leisure time for healthful outdoor gam ~ s? �ST. JOHN'S COLLEGE 23 Then every athletic trip becomes a crisis and not what is known as an "athletic excuse. For students who are really doing serious work know without being told that you can't "make np·' for something you should have learned but didn' t, by using the magic word "excuse." An excuse may square you with the Dean. It won't convert ignor~nce into knowledge. There is no reason on this round earth why securing a liberal education in an undergraduate college should be a less serious business than acquiring a medical education in a medical school. But if it is a serious business, then it had better steer clear of another very serious business, indeed a highly organized "big" business, intercollegiate athletics. For this big business has its own exigencies: those who won' t meet them had better keep out. That big business substitutes spectator psychosis for actual part1Clpation, cheering sections for playing teams, an orgy of sports-goods equipment for costumes fit to have fun in, large business staffs with long-term schedules for the old-time impromptu challenge of natural antagonists, monotonous physical drill for learning to play by playing, pressure from fellow-students for zest to play, the exhibitionism of star performers for the satisfaction of playing well because it is more fun to play a game well than badly. The sum total of these things is hysteria, lost motion, the death of the amateur spirit, and an athletic system that competes with study instead of supplementing and strengthening it. We have all known these things for years, unless we have been ostriches or Rip Van Winkles. But I repeat, they don't prove fatal so long as undergraduate education is run in low gear. In fact, I should insist again that, so long as education is run in low gear, these things are better than idleness. But there is something better still, and that something is amateur athletics, amateur athletics of a quality no college can achieve so long as it is meshed in with the new kind of athletics, the big-business kind. The educational program now going on at St. John's must have the support of amateur athletics. It must have it, because amateur athletics is rich in terms of health, recreation, skill, and co-ordination. To get that support, it will expand its intramural athletics. More varieties of sport will be offered and more facilities. Our colleges are often abusively called country clubs. I want to see St. John's offer the sort of athletic facilities a good country club offers. Every game we now play we shall continue to play, except that the six-man football we started this year will replace the standard game. In addition we want to expand water sports, with particular emphasis on sailing. The alumni have already given us one sailboat ; we shall acquire five more. Finally, it is essential, not only that games be played at the College but that they be well played. A tutor with wide athletic experience will be placed in charge, but he will need a number of student assistants. To secure good assistants, we propose to offer athletic scholarships. In my own limited experience, this will be the first legitimate use to which athletic scholarships have been put by an American college. I think you may rest assured there will be plenty of excellent candidates. I hope you will help me find the best candidates. �24 REPORT OF THE PRESIDENT Sooner or later, I hope sooner, the present system of semi-professionalized intercollegiate athletics will hang itself. When it does, the problems that caused us to take our present stand will disappear. When it does, we shall doubtless play games with other colleges as naturally as such games were once played. Meanwhile athletics at St. John's will be for the student, not the student for athletics. �ST. JOHN'S COLLEGE 25 APPENDIX D BIBLIOGRAPHY OF ARTICLES ON THE ST. JOHN'S PROGRAM 1937 ST. JOHN'S REVIVAL, Time Magazine, July 19, 193.7. EXPERIMENT, by Charter Heslep, Washington Daily News, July 28, 1937. A COLLEGE EDUCATION FROM 117 BOOKS, by Louis M. Lyons, The Boston Sunday Globe, September 13, 193 7. BACK TO FUNDAMENTALS IN EDUCATION, by Stringfellow Barr, Talks, October, 193 7. Reported from an address given over the Columbia Broadcasting System. EDUCATION BY "BOOK LEARNING," by Thomas R. Henry, The Washington Star, December 5 , 193 7. THE REVIVAL OF LEARNING , by W . A. P . Martin, The Commonweal, December 31, 1937. 1938 A CRISIS IN LIBERAL EDUCATION, by Scott Buchanan, The Amherst Graduates' Quarterly, February, 1938 . Reprints available. CONCERNING THE NEW PROGRAM AT ST. JOHN'S , by R. Catesby Taliaferro, The Maryland Club Woman, February, 1938. THE ST. JOHN'S COLLEGE PROGRAM, by Richard F. Cleveland, The Daily Record, Baltimore, Md., March 23, 1938. ST. JOHN'S EXPERIMENT TO RECLAIM A LOST HERITAGE, by George Bull, S.J., America, April 23 , 1938. ARISTOTLE IN ANNAPOLIS, by Donald Slesinger, Survey Graphic, June, 1938. A COLLEGE REBELS . by Stringfellow Barr, The Key Reporter, Phi Beta Kappa News Magazine, Autumn, 1938. BACK TO THE CLASSICS, by Philip S. Marden, The Dartmouth Alumni Magazine, October, 19 3 8. ALL QUIET AT ST. JOHN'S, by Francis Beirne, "Our Educational Correspondent," The Baltimore Evening Sun, October 4, 1938. THE ST. JOHN'S PROGRAM. by Stringfellow Barr, The Virginia Spectator, December, 193 8. Reprints available. THE ST. JOHN'S PROGRAM, in Today and Tomorrow, by Walter Lippmann, appearing in 165 newspapers. December 27, 1938. Reprints available. �26 REPORT OF THE PRESIDENT 1939 JOHN DOE GOES TO ST. JOHN'S , by Stringfellow Barr, Progressive Education, January, 1939. FROM ST. JOHN'S TO MARK HOPKINS, by C. J. Wilgus, The Journal of Higher Education, January, 193 9. EDUCATORS STRIVE FOR "FREE MIND," by Hedley Donovan. The Washington Post. January 15, 1939. A Series of Four Articles on The St. John's Program by Lee McCardell. The Baltimore Evening Sun, January 23. 24, 25 . and 26, 1939. THE CRISIS IN CONTEMPORARY EDUCATION, by Mortimer J . Adler, The Social Frontier, February, 19 3 9. HUTCHINS OF CHICAGO. Part I. "The Daring Young Man," and Part II. "The Flying Trapeze," by Milton S. Mayer, Harpers Magazine. March and April, 19 3 9. SOCRATES CROSSES THE DELAWARE: St. John's College and the Great Books. by Milton S. Mayer, Harpers Magazine, June, 1939. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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. 27 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 Supplement to the Bulletin of St. John's College, April 1939 Description An account of the resource Supplement to the Bulletin of St. John's College, "Report of the President." Published in April 1939. 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 1939-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_Supplement_1939_April President's Report Presidents