3 20 91 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9ccdb29f3aded377b47d2b33092f670c.pdf 2dffe0adbbed492da1e231b67c25f655 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 95 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, March 1950, Vol. II, #1 Title A name given to the resource Bulletin of St. John's College, March 1950 Description An account of the resource Volume II, No. 1 of the Bulletin of St. John's College, "Catalogue Issue." Contains official statement of the St. John's program and the college catalog. Published in March 1950. 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 1950-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4900821c47cf280b57999803f279aca3.pdf 5832dbffce0a8cc9b080dcc697badfe0 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 87 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/. Identifier An unambiguous reference to the resource within a given context Bulletin, March 1949, Vol. 1, No. 2 Title A name given to the resource Bulletin of St. John's College, March 1949 Description An account of the resource Volume I, No. 2 of the Bulletin of St. John's College. Contains official statement of the St. John's program, college catalog, and calendar. Published in March 1949. 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 1949-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/70ee7bd5edb8654c1af4e7d329b90801.pdf 1932b9f73fe344172eead0ebc88503d4 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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, March 1964 Description An account of the resource Volume XVI, No. 1 of the Bulletin of St. John's College, entitled "Self-evaluation report". Published in March 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 Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1964-03 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context St.John's College Evaluation Report 1964 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/300e06d23ecf6c56dc40320ad224a634.pdf a9935cc64a5610128e58a07878947dbd 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> 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. 22 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, July 1937, The New Program at St. John's College in Annapolis Description An account of the resource Supplement to the Bulletin, entitled "The New Program at St. John's College in Annapolis". Published in July 1937. 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 1937-07 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 Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_Supplement_1937_July Deans Presidents Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55e3ee34f7fc1915704306cf2f096490.pdf 9df3b76ae58c1d8a9dc2c8339fb17a6d PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS 1696-1933 �St. JOHN'S COLLEGE IN ANNAPOLIS 1696 ~ 1933 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME Ill NUMBER 2 FEBRUARY, 1933 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �ST. JOHN'S COLLEGE IN .. ANNAPOLIS FOUNDED AS KING WILLIAM'S SCHOOL, 169 6 CHARTERED AS ST. JOHN'S COLLEGE, 1784 ANNAPOLIS, MARYLAND t A College of the Liberal Arts to be maintained forever for the benefit of youth of every religious denomination �Historical Background 0 "'. ..... \0 00 \0 00 >. e .... .. .. V5 < ~ ., ... ·a "O .. :J '5 >- .0 ] ·a "' ..c: 0 >.... < ~ ·a .. >< .. of the three American institutions of higher learning founded in the seventeenth century, St. John's College has a continuous history from 1696, when the Colonial Legislature of Maryland authorized the establishment of a school " for the education of youth in good letters and manners. " The school, known as King William' s School, which was founded in accordance with the Act, flourished until the Revolution and gave instruction to many whose names are connected with the founding of the Republic. In 1784 the State Legislature created St. John' s College, with which in the follo wing year by legislative action the funds, books and masters of King \Villiam' s School were consolidated. The name of King William's School disappeared, but the school itself survived in a preparatory department which continued to exist until recent years. NE "O ....l ....l :r: Ill z z p: :<: .. ., :g .. The Legislature at the same time granted to the college its present campus, with its main building now known as McDowell H all, ~ .<;:: .. l.t"I l.t"I 00 .5 "O ~ u ., .... ~ ~ ...,. ..c:; ., u i::: ., ~ ., .... ., = e "O .. ., '5 .... 0 ., i::: 0 THE BRICE HOUSE Built about 1 7 50 b y Thomas Jennin gs, cousin of Sarah Jennings, fi rst Duchess of Marlborough, as a wedding gift to his daughter, Juliana, upon her marriage to Col. James Brice. It was a center of Colonial entertainment and was frequen tly visited by George Washington . It is now used as the residence of the president of the College. �which had been begun in 17 44 by Thomas Bladen, Royal Governor from 1742 to 1747, as a governor's palace, but which had remained unfinished and had been known as "Bladen's Folly," since the Colonial Legislature forty years before had refused to vote funds to finish the building. The name "St. John's" is thought to have been given to the college by those among its founders who had been students at St. John's College, Oxford. The founders wrote into the charter the principles of religious freedom, which had from the beginning characterized the political background of Maryland and which have at all times been maintained at the college. The charter says " .... the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every religious denomination . ... nor shall any preference be given in the choice of a principal, or other professor, master, or tutor in said college, on account of his particular religious profession.'' In accordance with the policy declared by the charter, the first Board included, among other distinguished members, Dr. Thomas John Clagett, the first Protestant Episcopal Bishop to be ordained in the United States, and Archbishop John Carroll, the first Amer-ican Roman Catholic Archbishop. Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase and Thomas Stone, served on the Board in the early days of the college, as did also Colonel John Eager Howard, the Revolutionary officer, later Governor of Maryland, who was one of the American friends of General Lafayette. Maryland's fourth signer of the Declaration, William Paca, was one of those who petitioned the Legislature for the college charter. Francis Scott Key was graduated from St. John's College in 1796, and · Reverdy Johnson, Attorney General of the United States and Ambassador to Great Britain, in 1812. In continuance of this tradition the college has trained many prominent in State and National affairs. The St. John's College of today, unchanged in fundamentals, continues with modern methods the purposes which induced George Washington to select the college for his namesake and ward, George Washington Parke Custis, and his two nephews, Lawrence and Fairfax Washington. It is creating for the twentieth century, as it did for the eighteenth century, a body of able and useful citizens. A VIEW OF THE COLLEGE GREEN Taken from a point under the "Liberty Poplar," looking west in front of the college buildings. �The Curriculum • A T ST. JOHN'S, the course of study is arranged with a view to providing the individual student with the courses necessary for a well rounded education in the Liberal Arts. The courses are offered by the Faculty through three divisions: the Division of Languages, Literature, and Art; the Division of the Social Sciences; and the Division of Sciences and Mathematics. In the Social Sciences, courses are offered in History, Government, Economics, Philosophy, and Psychology; in Sciences, courses are offered in Chemistry, Biology, and Physics. Seventeen full courses, distributed through the four years, are required for the degree. The normal freshman year includes from four to five courses. English Composition, which is required of all freshmen (unless they merit relief from this prescription by virtue of an examination in English Composition), is the only prescribed course. The other sixteen courses, however, are chosen by the student according to a plan of "guided electives," so-called because the stud_ is guided in his choice by the necessity of taking six of these ent courses in one subject at the prescription of his major department, which he chooses at the end of his freshman year. He must elect at least one elementary course in each of the divisions other than the one in which his major falls, and he must take one advanced course, depending on the elementary courses so chosen. This accounts for a roral of ten co1fri es. The other seven may be elected as the student s sees fit. He is, however, further guided by the counsel of a member of the Faculty, who acts as his adviser. �I RANDALL HALL The college dining hall, with a partial view of the playing fields bounded by College Creek, an arm of the Severn River, and by King George Street, part of the highway to Baltimore. The closeness of the playing fields to the college buildings facilitates the college's policy of physical training for all of its students. THE DINING HALL All students, whether living in fraternity houses or in dormitories, dine together. Special banquets are served to honor college teams and the winners of non-athletic student awards. �WOODWARD HALL, THE LIBRARY, UPPER READING ROOM The English Literature room. Access to the book shelves is free to all students as a part of the College's emphasis upon reading. W the college library, erected in 1899, houses more than twenty-five thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the gift made during the reign of William the Third and under his auspices in 1696 to the Maryland clergy. They were early placed in the care of King \Villiarn' s School and were a part of the school's property transferred to St. John's in 1785. OODWARD HALL, The rapid growth of the Library has been greatly aided by gifts from the Carnegie Corpora ti on. WOODWARD HALL, THE LIBRARY In addition to its collection of books and its reading rooms, Woodward Hall contains; the offices of the members of the faculty, where students freely confer with their instructors. �., HAMMOND-H ARWOOD HOUSE The Hammond-Harwood House, begun in 1770, is one of the very finest examples of colonial architecture in America. Thomas Jefferson made a sketch of the building when visiting in Annapolis. The plans of his home, Monticello, and of other buildings designed by him show its influence. It is at present used as a museum of American antiquities and. in addition to being of general educational value, is of special value to students in History and in Art. C HEMISTRY L ABORATORIES, HUMPHREYS H ALL HUMPHREYS HALL In addition to con taining chemistry and p h ysics labo ratories, installed in 1 9 29 , Humphreys Hall contains an auditorium equipped as a Little Theatre. 1--3-4 Laboratories for both elementary and d d . 2-The private a vance classes balance room apart from t h e laboratory and office of the h ead of th e d epartme.nt . 5-The m chemistry. laboratones. ' �THE EAST SIDE OF THE COLLEGE GREEN THE WEST SIDE OF THE COLLEGE GREEN Seen from the Center Walk leading to McDowell Hall. Seen from the Center Walk leading to McDowell Hall. ,) I~ ~ ,,... _·- ' .. r > ;I . • I /----.., ,·-' .. . ' .. ··· . ' ( 1 . . ,. ":' < - .--.:.:.. , r>-.. 1-l .. • ' ; ' - , ' ~j~,.,' • ··v, ' · ·-: \ PINKNEY HOUSE The home of the Delta Psi Omega Fraternity, on St . John's Street, facing the Green. ALPHA KAPPA PI FRATERNITY HOUSE THE KAPPA ALPHA FRATERNITY HOUSE On St. John's Street, facing the Green. Formerly faculty residences. HUMPHREYS HALL RANDALL HALL Which contains the Chemistry and Physics laboratories, and recitation rooms, and an auditorium with a Little Theatre. The dining hall of the College, the upper floors of which are used as a dormitory. Between the two views shown is McDowell Hall, the central building of the College, a view of which is shown as the frontispiece of this booklet. Across from the buildings on the College Green is the Biology Building, on the corner of King George Street and College Avenue, which contains the Biology laboratories and recitation rooms. THE GYMNASIUM PINKNEY HALL PHI SIGMA KAPPA WOODWARD HALL In the distance. A dormitory. FRATERNITY HOUSE The College library Formerly the Presi- and faculty offices. dent's and Vice-President 's houses. On College Avenue at the corner of Prince George Street is the Phi Delta Sigma Fraternity house; and on the opposite corner is the College Infirmary; adjoining this is the Theta Psi Fraternity house, facing on Prince George Street. The Bordley-Randall House is in the secluded Randall Court directly opposite the Green. �Extra Curricular Activities ! Practically all student rooms in the various halls of residence are intended for two students. Upper classmen choose their own roommates; freshmen roommates are assigned with great care to insure congeniality. Ro.o ms in the f.raternity houses and in the halls of residence are furnished alike with the necessary articles of furmture: cot-beds, chiffonier, table, chairs. Window hangings, beddings, and rugs are furnished by the student. Student A Student Council, elected by the students and having Council weekly meetings open to all students, represents the student body in all matters affecting the interests of the students which are not especially delegated to other organizations. Honorary In addition to the six fraternities organized for Fraternities purely social purposes, the honorary fraternities exist for the purpose of recognizing scholastic attainments and outstanding achievement in non-athletic activities. Publications of the college consist of a weekly paper, Publications The Collegian, published by the students without faculty supervision, and The Rat Tat, annually published bv the Junior Class. Appointments rn the staffs of both publications are made as the result of competitions, for which any student may be eligible. Musical The musical organizations of the college are the Organizations College Orchestra and the College Band, for which the college provides a capable instructor and leader. The Band furnishes music at the various athletic contests and at other public functions throughout the year. The Orchestra gives three formal concerts during the course of the year. Departmental Departmental Clubs are organized by groups of Clubs students especially interested in some :field of work. These clubs have regular meetings, often addressed by distinguished speakers, at which matters of common interest are discussed. The Erlenmeyer Chemical Society, the German Club and the Osler PreMedical Club by their names indicate the activities in which their members are particularly interested. Dramatics The Dramatics Club presents each year, in addition to a series of one-act plays, three longer plays at intervals throughout the year. Lectures Lectures and concerts held for the benefit of the and Concerts students take place frequently throughout the year. During the year 1931-32, the lecturers have included Dr. Stewart Paton, Mr. Jason Westerfield, Dr. Lewellys F. Barker, Dr. Harry Elmer Barnes, Professor von der Leyen, and Mr. Isaac Lobe Straus. In addition, informal talks are given periodically in the Library by members of the St. John's College Faculty. �0' u ., .s """' 0 "8 "' 0 p:::: ., ..c: r "' ,.ci "' 0 -;;; v :.a ., :::s ,;, . .... "O (/) "11 [::: p. c:: .... i:i:::: - "' "' ., > o~ "' "" [::: u < °'0 f5 u [::: .Nf- u "11 ..-l "' ·..C: ::c I-< ,.ci~ 0 THE Ql,JIET ROOM H ere quiet is mainta ined at all times. The reproduction Windsor chairs, the t able, and the leather covered chairs here shown are typical of the furn ishings of the entire Student U nion . Adequate prep aration is made fo r the recreation and rest h ours of the student . -~~ ~"' < 0 z "' z "11 > [::: 00:: I-< z "11 (/) "11 »:: p_, l.Il 0:: >- s~ "'"' .... "" Cl~ °'0 ~u o~ v~ "' ..c: c::~ "' en ·eo .,_ .... "' >"' p:; E -~ ~ c:: "" ~ ., .s >- .n c:: .g .5 ~ 0. < THE LOUNGE N ewspapers and magaz ines of the students' choice are provided in the lounge. All o f the rooms of the Student Union are open daily from eight in the mornin g until eleven at n ight. The lounge adjoins the Quiet Room. �THE OFFICE OF THE COLLEGE PHYSICIAN The College Physician is available for consultation at the Infirmary each morning beginning at seven-thirty o 'clock. There is no charge for his services except the regular Medical Fee. Two student assistants reside at the Infirmary, one of whom is at all times on duty. A WARD IN THE INFIRMARY In addition to the two wards , the Infirmary includes two private rooms, one of which is detached and is used when necessary for isolation cases. The charges for use of the wards and private rooms are included in the Medical Fee. �ware, Johns Hopkins, Maryland, Virg1ma, V. M. I., and Washington and Lee, as well as many others. In the past five years St. John' s has won well over half of its football games, approximately three-fourths of its basketball games, and for the past three years has been undefeated in lacrosse, winning three consecutive National Championships. Last June St. John' s was selected to represent the United States in the International Lally Cup Lacrosse series with Canada. The Canadians were decisively defeated by the Orange and Black representatives, and the International Championship came to the United States for the first time. Interest in Boxing and Cross Country has been increasing rapidly; the teams in each sport have performed creditably since the sports were started. Athletic Activities Physical Training Physical training is required of all freshmen a~d Athletics in St. John's College. There is also an optional course for those who have completed their requirement and wish to continue participation in athletics. A thorough physical examination is given, however, by the College Physician, as a preliminary to this athletic activity, and dictates the type and the extent of the exercise undertaken by the student. One year of additional physical training is required after the freshman year. Varsity St. John's maintains five varsity teams; three major sport T earns teams, and two minor sport ones. Football, Basketball and Lacrosse are designated by the Athletic Council as major sports, while Boxing and Cross Country are designated as minor sports. In the past few years St. John's has h ad major sport victories over such opponents as Yale, Harvard, Princeton, Pennsylvania, Army, Dartmouth, New York University, Swarthmore, Haverford, Dela- Freshman Freshman teams are maintained in football, basketball Teams and lacrosse on a major sport basis, and in boxing and cross country on a m inor sport basis. Games are scheduled with freshman teams of other colleges and universities and with some of the leading high schools of Maryland and the District of Columbia, as well as with some of the leading preparatory schools. · St. John' s freshman teams have been winning the majority of their games in all branches of sport for the last few years. Intramural During the 1931-3 2 intramural athletic season all Athletics previous records were broken in the v arious sports. Pinkney Hall won the singles and Delta Psi Omega won the doubles in the fall tennis tournament, while Kappa Alpha was winning the fall playground ball tournament. Later the same organizations named above defeated a team composed of members of the faculty. Kappa Alpha succeeded in winning the volley ball honors, while Theta Psi succeeded in winning the foul shooting contest. When Soccer came to a close Theta Psi, Kappa Alpha, Delta Psi Omega and Pinkney were tied for first place. Kappa Alpha then won the basketball tournament, D elta Psi Omega w on the annual cross country meet and Randall Hall took high honors in the annual track meet. During the spring the handball tournaments are completed, playground ball gets under way, and tennis and horseshoe competition begins. The annual sw imming meet takes place in May. �193 2 VARSITY FOOTBALL T EAM In the past five years an average of approximately one-third of the entire student body of St. John's College has taken part in either freshman or varsity football each year. This shows the popularity of football as a sport at St. John's. Included on the football schedules of the past years have been teams representing such institutions as Yale, Rutgers, Lafayette, University of Maryland, Washington and Lee, University of Virginia, Virginia Military Institute, and many others. Johns Hopkins, the traditional rival of St. John's for a period of over forty years, has been met and defrated in three of the last four years. St. John's has also had numerous football victories over teams of the same standing from all sections of the country. ACTION PICTURES OF HOME FOOTBALL GAMES �----- -· 1931 VARSITY LACROSSE TEAM- WORLD'S CHAMPIONS. Lacrosse, the fastest game known, has a very popular act1v1ty among the students in St. John's College. More than one-third of the total number of students in the College have been regularly enrolled in the various squads of this spring sport. While it has not · been the principal aim of the sport to compile a winning record, still it is significant of the interest in the game, that within the past four years the team representing St. John's has won forty games and lost one, defeating the best representative teams of the United States, Great Britain and Canada. For three of these years the team has been recognized as National Champion by the United States Intercollegiate Lacrosse Association, and in 1931 captured the World's Championship by defeating a team composed of the picked stars of all of Canada. ACTION PICTURES OF HOME LACROSSE GAMES -- ------·"" �Cf3oard of qjisitors and Qovemors of St. John's College President ex-Officio His Excellency, Albert C. Ritchie, Annapolis Governor of Maryland Chairman Herbert Noble, New York Attorney-at-Law Vice-Chairman Walter H. Buck, -Baltimore Lemmon & Buck, Lawyers Acting Secretary Edwin Warfield, Jr., Baltimore Editor FRESHMAN FOOTBALL TEAM Treasurer James A. Walton, Annapolis President, Annapolis Banking & Trust Company William Woodward, New York Sylvester W. Labrot, Annapolis Chairman of the Board of the Central Hanover Bank and Trust Company Labrot & Company, Bankers Elmer G. Parsly, Philadelphia Judge Walter I. Dawkins, Baltimore Parsly Bros. & Company, Bankers Judge, Supreme Bench of Baltimore City Dr. James Bordley, Jr., Baltimore T. West Claggett, Baltimore Physician Manager, Philadelphia and Reading Coal and Iron Company Dr. Raymond Pearl, Baltimore Ridgely P. Melvin, Annapolis Director, Institute for Biological Research, Johns Hopkins University Attorney-at-Law Frank R. Kent, Baltimore Vice-President, A. S. Abell Publishing Company: member of staff, the Baltimore Sun. Charles B. Gillet, Baltimore Gillet & Company, Bankers R. T. H. Halsey, Annapolis Trustee, Metropolitan Museum of Art, New York City J. Vincent Jamison, Jr., Hagerstown President, Jamison Cold Storage Door Co. Richard F. Cleveland, Baltimore Lawyer Dr. Charles C. Marbury, Washington Physician Dr. Amos F. Hutchins, Baltimore Surgeon Douglas H. Gordon President, St. John's College William H. Stayton, Washington Captain U. S. N. (Retired) Lewis W. Baldwin, St. Louis Charles S. Cummins, Baltimore President, Missouri Pacific Railroad Vice-President, Consolidated Engineering Co. �Entrance Requirements S accepts students who present for admission credits equivalent to fifteen units of college entrance requirements. T. JOHN'S Character references and school recommendations are required. Applicants who are not graduates of accredited schools may be admitted by examination in courses in which they lack credit. Applicants may be admitted on trial with opportunity to show that they are able to accomplish satisfactory college work. Complete information concerning requirements for admission and method of application is contained in the college catalogue. The Cost The charge for tuition is three hundred dollars per year. Laboratory courses involve additional small fees. All students not residing at home are required to live in the college dormitories and take meals in the college dining hall. Charges for meals and lodging are fixed at four hundred and fifty dollars per year. The athletic fee, other student activities fee, and medical fee are ten dollars each per year. All fees and charges are payable in quarterly instalments. Further Information The College will be pleased to send its catalogue and application blanks. An inquiry card is inclosed for convenient use. Addres'S all communications to THE SECRETARY, 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 31 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context St. John's College in Annapolis (Vol. III No. 2) Feb. 1933 Title A name given to the resource Bulletin of St. John's College in Annapolis, February 1933 Description An account of the resource Volume III, Number 2 of the Bulletin of St. John's College in Annapolis. Published in February 1933. Date A point or period of time associated with an event in the lifecycle of the resource 1933-02 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/64a8447ad170778e64ac0e8e2ec524ab.pdf 3618381d5c6a2fe37f9fa12fcc5c1baf PDF Text Text IN AN APOLIS 1696-1 �St. JOHN'S COLLEGE IN ANNAPOLIS 1696-1932 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME II NUMBER 2 MAY, 1932 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �ST~ JOHN'S COLLEGE IN ANNAPOLIS FOUNDED AS KING WILLIAM'S SCHOOL, 1696 CHARTERED AS ST. JOHN'S COLLEGE, 1784 ANNAPOLIS, MARYLAND A College of the Liberal Arts to be maintained forever for the benefit of youth of every religious denomination �Historical Background 0 NE of the three American institutions of higher learning founded in the seventeenth century, St. John's College has a continuous history from 1696, when the Colonial Legislature of Maryland authorized the establishment of a school "for the education of youth in good letters and manners." The school, known as King William's School, which was founded in accordance with the Act, :flourished until the Revolution and gave instruction to many whose names are connected with the founding of the Republic. In 1784 the State Legislature created St. John's College, with which in the following year by legislative action the funds, books and masters of King \Villiam' s School were consolidated. The name of King William's School disappeared, but the school itself survived in a preparatory department which continued to exist until recent years. The Legislature at the same time granted to the college its present campus, with its main building now known as McDowell Hall, >< "' z ""l l:' ~ "' i"': 's µl :0.:: °" ..... .. tr\ tr\ 00 .s ] v .... "' µ.) 23 "' ..q O> v <=I ~ .... "' ~ 0) "" t .s ..... 0) 0 "' <=I 0 THE BRICE HOUSE Built about 1750 by Thomas Jennings, cousin of Sarah Jennings, first Duchess of Marlborough, as a wedding gift to his daughter, Juliana, upon her marriage to Col. Jam es Brice. It was a center of Colonial entertainment and was frequently visited by George Washington. It is now used as the residence of the president of the College. �which had been begun in 1744 by Thomas Bladen, Royal Governor from 1742 to 1747, as a governor's palace, but which had remained unfinished and had been known as "Bladen' s Folly," since the Colonial Legislature forty years before had refused to vote funds to finish the building. The name "St. John's" is thought to have been given to the college by those among its founders who had been students at St. John's College, Oxford. The founders wrote into the charter the principles of religious freedom, which had from the beginning characterized the political background of Maryland and which have at all times been maintained at the college. The charter says " .... the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every religious denomination .... nor shall any preference be given in the choice of a principal, or other professor, master, or tutor in said college, on account of his particular religious profession.'' In accordance with the policy declared by the charter, the first Board included, among other distinguished members, Dr. Thomas John Clagett, the first Protestant Episcopal Bishop to be ordained in the United States, and Archbishop John Carroll, the first Amer~ ican Roman Catholic Archbishop. Three signers of the Declara6on of Independence, Charles Carroll of Carrollton, Samuel Chase and Thomas Stone, served on the Board in the early days of the college, as did also Colonel John Eager Howard, the Revolutionary officer, later Governor of Maryland, who was one of the American friends of General Lafayette. Mary~ land's fourth signer of the Declaration, William Paca, was one of those who petitioned the Legislature for the college charter. Francis Scott Key was graduated from St. John's College in 1796, and Reverdy Johnson, Attorney General of the United States and Am~ bassador to Great Britain, in 1812. In continuance of this tradition the college has trained many prominent in State and National affairs. The St. John's College of today, unchanged in fundamentals, continues with modern methods the purposes which induced George Washington to select the college for his namesake and ward, George Washington Parke Custis, and his two nephews, Lawrence and Fairfax Washington. It is creating for the twentieth century, as it did for the eighteenth century, a body of able and useful citizens. A VIEW OF THE COLLEGE GREEN Taken from a point under the "Liberty Poplar," looking west in front of the college buildings. �The Curriculum A the course of study is arranged with a view to providing the individual student with the courses necessary for a well rounded education in the Liberal Arts. The courses are offered by the Faculty through three divisions: the Division of Languages, Literature, and Art; the Division of the Social Sciences; and the Division of Sciences and Mathematics. In the Social Sciences, courses are offered in History, Government, Economics, Philosophy, and Psychology; in Sciences, courses are offered in Chemistry, Biology, and Physics. T ST. JOHN'S, Seventeen full courses, distributed through the four years, are required for the degree. The normal freshman year includes from four to five courses. English Composition, which is required of all freshmen (unless they merit relief from this prescription by virtue of an examination in English Composition), is the only prescribed course. The other sixteen courses, however, are chosen by the student according to a plan of "guided electives," so-called because the student is guided in his choice by the necessity of taking six of these courses in one subject at the prescription of his major department, which he chooses at the end of his freshman year. He must elect at least one elementary course in each of the divisions other than the one in which his major falls, and he must take one advanced course, depending on the elementary courses so chosen. This accounts for a total of ten courses. The other seven may be elected as the student sees fit. He is, however, further guided by the counsel of a member of the Faculty, who acts as his adviser. �RANDALL HALL The college dining hall. with a partial view of the playing fields bounded by College Creek, an arm of the Severn River, and by King George Street, part of the highway to Baltimore. The closeness of the playing fields to the college buildings facilitates the college's policy of physical training for all of its students. THE DINING l;IALL All students, whether living in fraternity houses or in dormitories, dine together. Special banquets are served to honor college teams and the winners of non-athletic student awards. �WOODWARD HALL, THE LIBRARY, UPPER READING ROOM The English Literature room. Access to the book shelves is free to all students as a part of the College's emphasis upon reading. - W the college library, erected in 1899, houses more than twenty-five thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the gift made during the reign of William the Third and under his auspices in 1696 to the Maryland clergy. They were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1 7 8 5. OODWARD HALL, The rapid growth of the Library has been greatly aided by gifts from the Carnegie Corporation. WOODWARD HALL, THE LIBRARY In addition to its collection of books and its reading rooms, Woodward Hall containSJ the offices of the members of the faculty, where students freely confer with their instructors. �THE EAST SIDE OF THE COLLEGE GREEN THE WEST SIDE OF THE COLLEGE GREEN Seen from the Center Walk leading to McDowell Hall. Seen from the Center Walk leading to McDowell Hall. PINKNEY HOUSE The home of the Delta Psi Omega Fraternity, on St. John's Street, facing the Green. ALPHA KAPP A PI FRATERNITY HOUSE THE KAPP A ALPHA FRATERNITY HOUSE On St. John's Street, facing the Green. Formerly faculty residences. HUMPHREYS HALL RANDALL HALL Which contains the Chemistry and Physics laboratories, and recitation rooms, and an auditorium with a Little Theatre. The dining hall of the College, the upper floors of which are used as a dormitory. Between the two views shown is McDowell Hall, the central building of the College, a view of which is shown as the frontispiece of this booklet. Across from the buildings on the College Green is the Biology Building, on the corner of King George Street and College Avenue, which contains the Biology laboratories and recitation rooms. THE GYMNASIUM PINKNEY HALL PHI SIGMA KAPPA WOODWARD HALL In the distance. A dormitory. FRATERNITY HOUSE The College library Formerly the Presi- and faculty offices. dent's and Vice-President' s houses. On College Avenue at the corner of Prince George Street is the Phi Delta Sigma Fraternity house; and on the opposite corner is the College Infirmary; adjoining this is the Theta Psi Fraternity house, facing on Prince George Street. The Bordley-Randall House is in the secluded Randall Court directly opposite the Green. �Extra Curricular Activities Practically all student rooms in the various halls of residence are intended for two students. Upper classmen choose their own roommates; freshmen roommates are assigned with great care to insure congeniality. Rooms in the fraternity houses and in the halls of residence are furnished alike with the necessary articles of furniture: cot-beds, chiffonier, table, chairs. Window hangings, beddings, and rugs are furnished by the student. Student A Student Council, elected by the students and having Council weekly meetings open to all students, represents the student body in all matters affecting the interests of the students which are not especially delegated to other organizations. Honorary In addition to the six fraternities organized for Fraternities purely social purposes, the honorary fraternities exist for the purpose of recognizing scholastic attainments and outstanding achievement in non-athletic activities. Publications Publications of the college consist of a weekly paper, The Collegian, published by the students without faculty supervision, and The Rat Tat, annually published bv the Junior Class. Appointments w the staffs of both publications are made as the result of competitions, for which any student may be eligible. Musical The musical organizations of the college are the Organizations College Orchestra and the College Band, for which the college provides a capable instructor and leader. The Band furnishes music at the various athletic contests and at other public functions throughout the year. The Orchestra gives three formal concerts during the course of the year. Departmental Departmental Clubs are organized by groups of Clubs students especially interested in some field of work. These clubs have regular meetings, often addressed by distinguished speakers, at which matters of common interest are discussed. The Erlenmeyer Chemical Society, the German Club and the Osler PreMedical Club by their names indicate the activities in which their members are particular] y interested. Dramatics The Dramatics Club presents each year, in addition to a series of one-act plays, three longer plays at intervals throughout the year. Lectures Lectures and concerts held for the benefit of the and Concerts students take place frequently throughout the year. During the year 19 3 1- 3 2, the lecturers have included Dr. Stewart Paton, Mr. Jason Westerfield, Dr. Lewellys F. Barker, Dr. Harry Elmer Barnes, Professor von der Leyen, and Mr. Isaac Lobe Straus. In addition, informal talks are given periodically in the Library by members of the St. John's College Faculty. �' 0 u e.; ... ,.<:< ..... 0 '"O .... 0 "' "° "' ,.<:< b ~ .n "' 0 '"§ ;;::; "' ~ ' . ~] P< cl µ< "' b ~ (-< "' "° -..o~ "' < ~u b .,.<:< u u µ< ..-l J:: (-< WQ "' Nf-< ,n;-'. THE QUIET ROOM Here quiet is maintained at all times. The reproduction Windsor chairs, the table, and the leather covered chairs here shown are typical of the furnishings of the entire Student Union. Adequate preparation is made for the recreation and rest hours of the student. "' < 0 >z 0 z -~~ ~~ µ< > "' "' .... b Qjf "" z (-< µ< µ< "' ~ p, µ< ~ w'Q jfu "' 8~ ,.<:< • "' - ... "b.o "' vJ cl ti~ >- "' p:; E ~ ~ "" .5 ~ "' ,.;:: >- ,.D .g "' "' ~ "' P. < THE LOUNGE Newspapers and magazines of the students' choice are provided in the lounge. All of the rooms of the Student Union are open daily from eight in the morning until eleven at night. The lounge adjoins the Quiet Room. �THE OFFICE OF THE COLLEGE PHYSICIAN The College Physician is available for consultation at the Infirmary each morning beginning at seven-thirty o'clock. There is no charge for his services except the regular Medical Fee. Two student assistants reside at the Infirmary, one of whom is at all times on duty. A WARD IN THE INFIRMARY In addition to the two wards, the Infirmary includes two private rooms, one of which is detached and is used when necessary for isolation cases. The charges for use of the wards and private rooms are included in the Medical Fee. �ware, Johns Hopkins, Maryland, Virg1ma, V. M. I., and Washington and Lee, as well as many others. In the past five years St. John's has won well over half of its football games, approximately three-fourths of its basketball games, and for the past three years has been undefeated in lacrosse, winning three consecutive National Championships. Last June St. John's was selected to represent the United States in the International Lally Cup Lacrosse series with Canada. The Canadians were decisively defeated by the Orange and Black representatives, and the International Championship came to the United States for the first time. Interest in Boxing and Cross Country has been increasing rapidly; the teams in each sport have performed creditably since the sports were started. Athletic Activities Physical Training Physical training is required of all freshmen and Athletics in St. John's College. There is also an optional course for those \Vho have completed their requirement and wish to continue participation in athletics. A thorough physical examination is given, however, by the College Physician, as a preliminary to this athletic activity, and dictates the type and the extent of the exercise undertaken by the student. One year of additional physical training is required after the freshman year. Varsity St. John's maintains five varsity teams; three major sport Teams teams, and two minor sport ones. Football, Basketball and Lacrosse are designated by the Athletic Council as major sports, while Boxing and Cross Country are designated as minor sports. In the past few years St. John's has had major sport victories over such opponents as Yale, Harvard, Princeton, Pennsylvania, Army, Dartmouth, New York University, Swarthmore, Haverford, Dela- Freshman Freshman teams are maintained in football, basketball Teams and lacrosse on a major sport basis, and in boxing and cross country on a minor sport basis. Games are scheduled with freshman teams of other colleges and universities and with some of the leading high schools of Maryland and the District of Columbia, as well as with some of the leading preparatory schools. St. John's freshman teams have been winning the majority of their games in all branches of sport for the last few years. Intramural During the 19 31-3 2 intramural athletic season all Athletics previous records were broken in the various sports. Pinkney Hall won the singles and Delta Psi Omega won the doubles in the fall tennis tournament, while Kappa Alpha was winning the fall playground ball tournament. Later the same organizations named above defeated a team composed of members of the faculty. Kappa Alpha succeeded in winning the volley ball honors, while Theta Psi succeeded in winning the foul shooting contest. When Soccer came to a close Theta Psi, Kappa Alpha, Delta Psi Omega and Pinkney were tied for :first place. Kappa Alpha then won the basketball tournament, Delta Psi Omega won the annual cross country meet and Randall Hall took high honors in the annual track meet. During the spring the handball tournaments are completed, playground ball gets under way, and tennis and horseshoe competition begins. The annual swimming meet takes place in May. �-.-------···----·------- 1932 VARSITY FOOTBALL TEAM In the past five years an average of approximately one-third of the entire student body of St. John's College has taken part in either freshman or varsity football each year. This shows the popularity of football as a sport at St. John's. Included on the football schedules of the past years have been teams representing such institutions as Yale, Rutgers, Lafayette, University of Maryland, Washington and Lee, University of Virginia, Virginia Military Institute, and many others. Johns Hopkins, the traditional rival of St. John's for a period of over forty years, has been met and defoa ted in three of the last four years. St. John's has also had numerous football victories over teams of the same standing from all sections of the country. ACTION PICTURES OF HOME FOOTBALL GAMES - -- -- �1931 VARSITY LACROSSE TEAM-WORLD'S CHAMPIONS. Lacrosse, the fastest game known, has a very popular act1v1ty among the students in St. John's College. More than one-third of the total number of students in the College have been regularly enrolled in the various squads of this spring sport. While it has not been the principal aim of the sport to compile a winning record, still it is significant of the interest in the game, that within the past four years the team representing St. John's has won forty games and lost one, defeating the best representative teams of the United States, Great Britain and Canada. For three of these years the team has been recognized as National Champion by the United States Intercollegiate Lacrosse Association, and in 1931 captured the World's Championship by defeating a team composed of the picked stars of all of Canada. ACTION PICTURES OF HOME LACROSSE GAMES �"Board of 'Visitors and Qovernors of St. John's College President ex-Officio His Excellency, Albert C. Ritchie, Annapolis Governor of Maryland Chairman Herbert Noble, New York Attorney-at-Law Vice-Chairman Walter H. Buck, Baltimore Lemmon \'<5 Buck, Lawyers Acting Secretary Edwin Warfield, Jr., Baltimore Editor FRESHMAN FOOTBALL TEAM Treasurer James A. Walton, Annapolis President, Annapolis Banking William Woodward, New York Chairman of the Board of the Central Hanover Bank and Trust Company \'<5 Trust Company Sylvester W. Labrot, Annapolis Labrot \'<5 Company, Bankers Elmer G. Parsly, Philadelphia Judge Walter I. Dawkins, Baltimore Parsly Bros. \'<5 Company, Bankers Judge, Supreme Bench of Baltimore City Dr. James Bordley, Jr., Baltimore T. West Claggett, Baltimore Physician Manager, Philadelphia and Reading Coal and Iron Company Dr. Raymond Pearl, Baltimore Ridgely P. Melvin, Annapolis Director, Institute for Biological Research, Johns Hopkins University Attorney-at-Law FRESHMAN LACROSSE TEAM Frank R. Kent, Baltimore Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. Charles B. Gillet, Baltimore Gillet \'<5 Company, Bankers R. T. H. Halsey, Annapolis Trustee, Metropolitan Museum of Art, New York City J. Vincent Jamison, Jr., Hagerstown President, Jamison Cold Storage Door Co. Richard F. Cleveland, Baltimore Lawyer Dr. Charles C. Marbury, Washington Physician Douglas H. Gordon President, St. John's College Dr. Amos F. Hutchins, Baltimore William H. Stayton, Washington Surgeon Captain U. S. N. (Retired) Lewis W. Baldwin, St. Louis FRESHMAN BASKETBALL TEAM Charles S. Cummins, Baltimore President, Missouri Pacific Railroad Vice-President, Consolidated Engineering Co. �Entrance Requirements S accepts students who present for admission credits equivalent to fifteen units of college entrance requirements. T. JOHN'S Character references and school recommendations are required. Applicants who are not graduates of accredited schools may be admitted by examination in courses in which they lack credit. Applicants may be admitted on trial with opportunity to show that they are able to accomplish satisfactory college work. Complete information concerning requirements for admission and method of application is contained in the college catalogue. The Cost The charge for tuition is three hundred dollars per year. Laboratory courses involve additional small fees. All students not residing at home are required to live in the college dormitories and take meals in the college dining hall. Charges for meals and lodging are fixed at four hundred and fifty dollars per year. The athletic fee, other student activities fee, and medical fee are ten dollars each per year. All fees and charges are payable in quarterly instalments. Further Information The College will be pleased to send its catalogue and application blanks. An inquiry card is inclosed for convenient use. Address all communications to THE SECRETARY, 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 31 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context St. John's College in Annapolis (Vol. II No. 2) May 1932 Title A name given to the resource Bulletin of St. John's College in Annapolis, May 1932 Description An account of the resource Volume II, Number 2 of the Bulletin of St. John's College in Annapolis. Published in May 1932. Date A point or period of time associated with an event in the lifecycle of the resource 1932-05 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4daf581b66d575c54ed7bd2f5e0bde84.pdf 68e440c21c726ec451a1a1f5cb6d4f60 PDF Text Text Learning for Living �Learning for Living The St. John's Approach to the Liberal Arts and Sciences • Puhlished by St. John's College, Annapolis, Maryland �Learning for Living EvERY young person choosing a college might well ask himself this question: Do I want to be trained, or Do I want to be educated? BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME IV JUNE, 1952 NUMBEI!. 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 . • There is a great difference. It is relatively simple-as well as enormously important-to train people for specific jobs and skills-to become engineers, lawyers, doctors, accountants, salesmen or skilled craftsmen. But the more difficult job is the task of education. For true education must be far broader than training. To educate a person does not mean to educate him for a �specific job. It means rather to educate him in the liberal arts so th.at he understands himself and the society in which he lives. Only then can he choose intelligently, and on good grounds, the job he is best suited for-and more generally the kind of life he is going to live. Atomic energy, , the United Nations, penicillin, communism, jet propulsion, social security, universal mili' tary training- these are. all results of the struggles that have gone on and still go .on in the minds of men. These are part of the complicated world-the world of ideaswhich you have inherited. These are your problems. iTo be educated means to be able to understand this '. world and to take part inlhe struggle of ideas. You have to see how you and what you do are related to the world around you. You have to see the way facts and ideas fit together. Only the man with more than training-with education-will be able to use his training intelligently and guide his own life in an increasingly complex world. This stress on learning for living is an underlying principle at St. John's College in Annapolis, Maryland. How this principle is applied in practice is explained in the following pages. • How the St. John's Program Started ST.JOHN'S COLLEGE 1696 -··- 'Tov1uft<I KING WIWNvfS SCHOOL IN any good college or university it is possible for you to find and follow the way of the liberal arts. But St. John's College is perhaps the only college completely dedicated to this way. Established originally in 1696, St. John's has in effect restored and brought up to date the education which the founding fathers of our Republic received. The present program was put into effect in 1937, when a group of educators revolted against the trend toward excessive specialization in modern education, the trend toward placing students in narrow slots and pigeon-holes as future engineers, future doctors, future . lawyers, future technicians. These educators felt that · the compartmentalized courses of many colleges were producing,graduates who . had "majored" and · minored" in one subject or another, " �who were loaded with undigested information, but who were not prepared to think with breadth and balance. Such graduates found it difficult to develop fully their abilities as human beings. They had never grappled strongly with the basic questions, the eternal questions of living. They had never come into possession of the rich heritage of Western thought. St. John's College stands for the idea that the liberal arts college should be concerned with transmitting this heritage and with continually examining it and restating it in fresh terms that will have meaning for you and all other students. Whatever you expect to do in life, you will find a liberal arts education the best preparation for living. The liberal arts-skills of thinking clearly, expressing ideas, and making right decisions-really set free the mind of a man. They are not identical with any college course, but they can be developed by reading, discussion, study, and experiment. Let us now see how this is done at St. John's- The St. ] ohn's Program Learning through Discussion-The Seminar AT St. John's everything depends on the student's j ·~ • active participation. He does not have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. The seminar is a good illustration of how the student participates. At a St. John's seminar, you and nineteen other students gather around a large table. Here, every Monday and Thursday evening, you will discuss, with two or three of your teachers taking part, some of the important ideas or questions which come out of the reading assignment. Mostly they are big questions, as important now as when first raised. You read Homer's Iliad, and might discuss why wars are fought . �different kinds of language-the language of mathematics, for example, or the language of music. Every morning you will have two classes--called tutorials-where you and eleven of your classmates will study the symbols of language and mathematics, with a faculty member taking part as tutor-and again with maximum student participation. In one tutorial you will study foreign languages in .order better to understand and use your own language, English. In another tutorial, by working with mathematical proofs and problems, you will come to understand the language of numbers and figures. During your first year you will also spend two hours a week learning about music. You might consider whether it is ever right to disobey an unjust law, after reading Plato's Crito. You might ask whether the Declaration of Independence is correct in stating that "all men are created equal." You might ask why Moby Dick is a great novel, or how the ideas of Freud or Darwin stand up today under examination. Your reading will involve the great books of our heritage-ranging from Homer to the Federalist Papers, and from the Bible to Tolstoi. You will learn how to read them, how ·to understand. the ideas.:In them, how to put across your opinions in conversation, how to see both sides of a question clearly, and how to make an intelligent choice or decision. This is the seminar-you learn to think in the give and take of argument and discussion. Learning through ExperimentT hr; Laboratory Learning through Symbols-The Tutorials you read, discuss, write or figure you use symbols -letters, words, numbers, figures, and sounds. Man can have no understanding without them. At St. John's you will explore these symbols and learn to understand their use. You will learn that there are WHENEVER • ' You can hardly expect to understand the world around you without acquainting yourself with the ways in which science has changed it and continues to change it. You will, therefore, have to explore the principles and methods of science. The best way to do this is to �work in a laboratory, and thus come to grips with science and the scientific method. Twice a week you will meet with nineteen of your classmates in the laboratory and learn how to measure, how to observe and how to conduct experiments. During your four years at St. John's you will thus learn how the sciences of physics, biology and chemistry are built up. And you will discover how what you do in the laboratory is related to your tutorial and seminar work. A Community of Learning Learning through Listening The Formal Lecture THE seminar, the tutorials, the laboratory, and the WHILE there is no lecturing in the seminars and tutorials, every Friday evening the whole college gathers to listen to a formal lecture. The lecturer may be a member of the faculty or a guest-a scholar, a poet, a man of public affairs. He speaks on some subject of general interest, which is followed by an extensive and informal discussion period. This is where you learn to listen attentively-without taking notes-and where you are able to put into practice the intellectual skills which you have acquired. Occasionally a concert replaces the formal lecture. At such times, it is the custom for the visiting artists to remain on the campus over the week-end, giving informal concerts and talking with students . • formal lecture support each other. What you learn in one of the branches of the program always has some bearing on what you learn in the others. There is coordination of learning throughout, as there should be in a well-planned course of study. But such coordination cannot be achieved merely by fitting pieces of your learning together. It is the teachers who really make it possible. At St. John's, no member of the faculty is confined in his teaching to a single subject, or to one branch of the program. Each teaches in various tutorials, seminars, and laboratory sections. He knows what the student is learning in all of them. The teacher acts as a link between the various branches . of the program and-more important-as a link between �you and the great heritage of ideas. He considers himself as much a learner as a teacher. He learns with you as you learn with your classmates. The faculty and students are a true community of learning. Classrooms, of course, are not the only places where learning goes on. At St. John's students learn wherever they find themselves, whether inside the classroom or I out-in the dining hall, in the coffee shop, in the bookstore. Extra-curricular activities at St. John's are many and varied. There are good intramural athletic programs, sailing in the college fleet, theatrical performances by the King William Players, movies, dances, art activities, a college paper-there are also Bible classes. Most of these activities are in the hands of the students-controlled by the student government. All of them fit into the main goal of the College, which is-to give you an education. • What Do St. John's Graduates Do? THis all makes sense, you might say, but what will I be able to do when I finish at St. John's. I will not have majored in anything. Can I enter graduate school? Will I be able to get a job? After all, I have to make a living! Here is the answer. The graduates of the College over the last dozen years have gone into almost every field of activity. One quarter are in the professionsteaching, law, medicine, and the ministry. One out of five have gone into industry or commerce. Others are in farming, labor union offices, newspaper work, radio and television, the theatre, social service work, and government jobs. In short, St. John's alumni do practically anything. St. John's graduates have built up a good reputation for themselves in graduate and professional schools. More than half of all recent alumni have entered upon graduate work, studying in over twenty different fields, including law, philosophy, literature, medicine, education, mathematics, and physics. They have chosen sixty universities for this study, many of them going to Columbia, Chicago, Yale, Harvard, Virginia, and the Johns Hopkins University. This is the record . / �I I In Summary The Most Important Task Tms college holds that its most important task is the development of a man's mind to an understanding of himself and the world about him. It also holds that education should not stop with graduation from college. A man or woman must grow throughout life by the wise use of leisure. St. John's wants to impart the impulse to keep on with your education so that your life may become meaningful and satisfying. Choosing Your Goals FEW students know now what they want to be. Their experience at the start of college is not yet broad enough to guarantee a wise choice of specialized training. At St. John's-and this is an important point-you are not forced to make up your mind about your career while in college-and that is often an advantage. How much more sensible to develop your intellectual capacities so that you are able to know what you can and should do when you graduate! You will then make the choice ~eely, and with greater maturity and wisdom. It is of course possible to decide upon your future before you graduate-the St. John's curriculum then allows you to devote more time to the area of your major interest. • Effect on Your Future Career IN this world of specialists and technicians, the man or woman most in demand is the one who understands the broad picture, who can think, express ideas, and make wise decisions. A lawyer must be more than a law clerk, an engineer more than a draftsman, a government official more than a bureaucrat. The skills you learn at St. John's--critical analysis, logical reasoning, clear expression-will enable you to perform the particular requirements of any job with greater effectiveness and understanding. The Good Life more important than the choice of a career is the way you will live your life. You have and will continue to have intellectual and spiritual needs which you cannot escape. Man does not stand still in his questioning. He is perpetually seeking. And that means . that he must educate himself continually. There is no limit to your education. The four years at St. John's will be learning for living. They will impel you to go on with your learning throughout your lifetime. Living and learning must always go together. This is the way man should live. This is the only way to achieve the good life. VASTLY �T St. John's College limits its enrollment to 300 students. It is non-sectarian and admits both men and women. There are no racial, religious or economic bars. Entrance requirements are contained in the Catalogue, a copy of which may be obtained addressingThe Director of Admissions St. John's College Annapolis, Maryland -by • � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 18 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Learning for Living- The Bulletin June 1952- Vol IV #2 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1952 Description An account of the resource Volume IV, Number 2 of the Bulletin of St. John's College in Annapolis, "Learning for Living." Published in June 1952. Date A point or period of time associated with an event in the lifecycle of the resource 1952-06 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5afa95ac9c8ae5f80f154dc5b5cb5a84.pdf b142a74c9d53ba2ad9b82269b418ef11 PDF Text Text PORTRAIT ~FACULTY • • • . . �St. John's College has reassessed its particular needs as a small pilot college in the liberal arts and has announced the opening of its Third Century Fund in the 262nd year since its founding as King William's School in 1696. This is the second in a series of St. John's Colkge, Annapolis, Maryland pamphlets in which St. John's discusses the elements that determine the dimensions and spirit of the College. This pamphlet presents perhaps the principal element, the Faculty. ST. JOHN'S COLLEGE Annapolis, Maryland Number 2 July, 1958 Volume X Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. "It is the busim& of the college B to provoke and encoura,ge a& Socrate& provoked and encoura,ged, that paaBionate wonder which is the beginninu of a phiw& ophy." J OSEPH W INFREE SMITH, Tutor at St. John's College �., ... .. ~ :, ..,_~,-i.~W <·,"-.a tt. 1~ ·~~'(t~\'{~ L~i \<11· 't'~.. r1 ~ -,~ •. 1~ ~ u-~ i,;'1$} ~. :;~\tJ\)',j~ -~l~::-,(u·~ l>l:.o; ..1i\~ \• .\.Ar~~'"f·\t.~~ ;· ~, \?1'\"f.st~:.'\~*'• "'/" ~-~' • ~w -~,~· ~.'1Tit~8 ' .:r:r:Yi.l l/ "'!'I:!.JCt. c~slfc~ a'J"l.do1- .38 \i1 1o}·uT ?,1. . �One hundred and thirty years later, Jacob Klein, as Dean of the College, 1949-1958, identifies the functions of the ST. JOHN'S PROGRAM in the following excerpt from his Statement of Educational Policy and Program, 1957. On February 22, 1827, Francis Scott Key, a member of the Class of 1796, addressed a group of distinguished Marylanders in St. Anne's Church in Annapolis. All were graduates of St. John's College, founded as King William's School in 1696. Key's address was an impassioned, yet carefully reasoned lawyer's brief for support of this ancient college. In a striking passage Key described the role of St. John's College of his day and of the traditional liberal arts curriculum under which many of the Founding Fathers of the Republic were educated. Unwittingly Key was also foretelling a twentieth century renaissance at this same St. John's College as it reaffirms today the enduring .value of the liberal arts and sciences. "It is to give strength and preparation for the whole life. It is then that habits, principles and tastes, that fix the colour of succeeding years, are to be formed. Then are the victories to be achieved over the temper and disposition, over the temptations from within, and from without, that make the man master of himself through life. Patience in investigation, accuracy of research, perseverance in labour, resolution to conquer difficulty, zeal in the cause of learning and virtue, are then to be acquired. Then is Science to display her charms, and Literature her delights, and a refined and exalted taste to lure him, by higher gratifications, from the vain pleasures of the world. Then is he to be made familiar with the sages and heroes of antiquity, to catch the inspiration of their genius and their virture, and the great and the good of every age and of every land are to be made his associates, his instructors, his examples." "All a school can do-and St. John's is no exception-is 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. The various divisions of the program, especially the Seminar and the Formal Lecture, offer the student a good opportunity to enlarge his horizon, to consider aspects of things not yet considered, to meet with views of the world not encountered before, to discover the familiar in the new and the questionable in the familiar. The College knows well how to spur questioning and inquiry. It has created an intellectual climate that permits the student to face problems, not in the attitude of passive spectatorship, viewing a series of systems of thought or imagination, the "idols of the Theater" in Bacon's phrase, but rather directly and actively, in the attitude of perplexed curiosity, wrestling with difficulties which have become his own. 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 furnishes link after link to the chain of learning offered to the student at St. John's. The essential factors that make this climate possible are the community of the learning effort, the continuity of the learning process, and the spontaneity of the learning itself." MCMLVII �Learning is a co-operative enterprise and is best carried out when persons at different stages of comprehension work together. The typical learning stage at St. "The pursuit of knowledge can never be anything but a leap in the dark, and a leap in the dark is a very uncomfortable thing." Samuel Butler, 1835-1902. John's involves a small group of learners composed of students, tutors and author-teachers, the writers of the Great Books who are talking in most cases at the high point of their own learning. The kind of teaching and learning that goes on at St. John's presupposes a faculty differing in ways from the faculties at other colleges. Each of the faculty members has to be expertly competent in at least one field of knowledge. Beyond that he must be willing to acquire a certain expertness in other fields of knowledge, and a certain competence in the liberal arts. This means that he has to re-educate himself. He has the opportunity to do so by the very nature of the St. John's program. He attends classes in the same way as a student; his own learning goes along with his teaching; just as the students do, he progresses from year to year in the curriculum; and this continuous learning and teaching brings him in an ever increasing measure into close contact with the entire program. He is, and has to be, a teaching member of a seminar and of either two tutorials or one tutorial and the laboratory. Each faculty member is constantly passing on the special skills that he possesses to his colleagues who might require them in their respective classes. The collaborative effort at St. John's is especially evident in the co-operative teaching of the faculty. St. John's is as much a school for teachers as it is for students. The qualification and experience of the tutor is measured by the depth of his expert competence and the breadth of his knowledge in all of the liberal arts. A College is a Faculty . . . St. John's faculty consists of thirty-eight members. T he portraits and comments that follow represent a cross-section of the faculty, no more, no less. These tutors serve St. John's students as resourceful companions and guides with experience in the pursuit of knowledge. The statements that follow are their own. �Curtis A. Wilson Dean, St. John's College CuRTIS A. WILSON ... B.A., University of California at Los Angeles, 1945; M.A. 1947; Ph.D., 1952, Columbia University; Fulbright Fellow, 1950-51; Tutor, St. John's College, 1948-50, 1951-, Dean, St. John's College, 1958. . .. Thought, turning back on itself, detects the formal features which are common to its operations in diverse fields. The common features are the linguistic meansgrammatical, rhetorical, logical-whereby experience is articulated. Grammar, rhetoric, and logic are second-order disciplines; that is, disciplines which are concerned with the formal or structural means employed in other disciplines such as poetry or physics. It is on this second-order level that the rigid compartmental walls which divide off the various scientific, literary, and historical disciplines can be crossed and recrossed without loss of distinction or clarity. And it is on this second-order level that the commonness of the logos-to echo Heraclitus- comes into focus. Liberal artistry manifests itself as a skill in distinguishing the tricksy roles of signs and symbols, as they move out of everyday speech into poetic imagery, or are employed in the hammering out of scientific concepts. There is said to be a "widening cleavage between man and nature" (Riezler). But let us note first of all that there is a cleavage between different ways of talk, between verbal patterns employed in the 'humanities', and verbal patterns employed in the 'sciences'. There are divergences here which rest on real distinctions and which cannot be suppressed; contrasts between the I and the it, between clusters of terms centering round the goal-seeking agent and other clusters relating to the impersonal nexus of point-events which is the final subject matter of the sciences. But there is also much,unexamined jargon which -however well it may behave in limited fields of application- is a major obstacle to the discovery of the liberal and unifying dimension. Central to any lively practice of the liberal arts is the Socratic elenchus: the questioning of terms. The resurrection of the original contexts in which words like atom, force, energy, electron came into use, before their final regimentation, is a valuable means towards the liberalization of scientific studies. Similarly, the manifold means of words like justice, authority, love must be explored, if historical and literary studies are to escape being enslaved to jargon. More fundamentally, there is a rhythm and structure in ordinary speech which forms the seed from which all the larger unifications grow - a Greek tragedy, a Mozart concerto, or the Einstein-Minkowski geometrization of spacetime. Myth and logic, poetry and the sciences, alike develop out of the semantic and syntactic potentialities of everyday speech. In order not to be at the mercy of diversity, nor yet to underestimate the importance of diversity, it is necessary to develop and exercise the awareness of such latent structures; to develop and exercise the formal and analytical skills whereby diversity may be rendered commonly formulable. The development and exercise of such awareness and such skill by means of disciplined conversation and l'explication des textes- this is the aim of liberal education. �Richard Scofield RICHARD ScoFIELD ... B.A., 1919; M.A., 1920, University of California; B.A., 1924; M.A., 1949, Oxford University; Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite Libre de Bruxelles, 1920-21; Rhodes Scholar, Oxford University, 1921-24; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-39; Visiting Associate Professor of History and Humanities, University of Chicago (College), 1948-49; Tutor, St. John's College, 1939-. ... Literature, in the restricted sense of poetry and prose fiction, is studied in the St. John's language tutorials, where tutor and students together work out interpretations and formal analyses. Here the st"Cldents learn that poetry is, among other things, a fine art and as such has its own complex and subtle techniques. Literature, in the broad sense, supplies the material of discussion to the seminars. This College, officially ignoring the ancient quarrel between Philosophy and Poetry, puts them side by side on its list of seminar readings, and makes no specific distinctions within the general domain of literature. Reading the books not by 'subjects' but as they come in chronological order, the students reconstruct tradition and contest, and see in all the books, whether poetic or philosophical, their generic unity as expressions of man's thought about himself and the world. This is to the great advantage of both philosophy and poetry. Both have suffered from the attempt to isolate them from each other, to shut them up in separate compartments. But perhaps poetry has suffered more. It has all but lost its citizenship in the Republic of Letters. To restore that citizenship would be to help the student to find greater significance, greater dignity and seriousness, in poetry, to help him to escape from the triviality and sterility of 'appreciation' and historical criticism. More specialized and concentrated studies may come later in graduate schools. The literary concern of a liberal arts college is with something more basic and more general: the articulation and criticism of ideas. For the St. John's seminar poetry, like philosophy, is, first of all, discourse of reason. That it is also fine art, related on the one hand to music, on the other to painting and sculpture, is both certain and important. But if poetry is to maintainor to regain-its tradition. l role in liberal education, it a must be as an intellectual thing, not as a pattern of sounds nor as a locus of influences. �Douglas Allanbrook DouGLAS ALLANBROOK ... Boston University, 1938; Brown University, 1939-41; University of Florence, 1946; B.A., Harvard College, 1948; Active duty with the United States Army, 1942-45; Traveling Fellow, Harvard University, 1948-50; Pupil of Nadia Boulanger, Paris, 1948-50; Fulbright Fellow in Italy- Conservatorio San Pietro a Majella, Pupil of Rugiero Gerlin in Harpsichord and Early Keyboard Music, 1950-52; Tutor, St. John's College, 1952-; Teacher of Composition and Theory, Peabody Conservatory, 1955-1957. List of Works: Te Deumfor Chorus, Brass, Percussion (1947), Cathedral Choral Society, National Symphony, Paul Callaway, Conductor, Washington. Premiere, December, 1947; Cantata for Orchestra and Chamber Chorus "Ash Wednesday"(1947); Songs to Petra.rch Sonnets "In Marte di Madonna Laura" Harvard University. Premiere, Spring, 1947; Piano Sonata (1948-49) Mozarteum, Salzburg. Premiere, 1949; Concerto for Harpsichord and Orchestra (1949-50) Baltimore Little Symphony, Ralph Kirkpatrick, Soloist, Baltimore. Premiere, October, 1956; Songs to Shakespeare Sonnets for Orchestra and Voice (1950-51) Berlin Radio Orchestra, Newell Jenkins, Conductor, Nell Tangeman, mezzo-soprano. Premiere, December, 1951; "Il Trionfo d' Amore" Overture for Large Orchestra (1949-50) Sudwestfunk Orchestra, Baden-Baden, Premier, October, . 1950; Opera in 3 acts "Ethan Frame" after the novel by Edith Wharton (1950-52); Symphony in 3 Parts for Large Orchestra (1953); Overture "The Triumph of Reason" for Orchestra (1954); First String Quartet in D (1955) Columbia University, Composers Forum. Premiere, December, 1956; Fantasy for Violin and Piano (1956) Phillips Gallery, Washington, Robert Gerle, Violin, Composer at Piano. December, 1956; Partita for Solo Violincello (1956) Corcoran Gallery, Washington, Paul Olefsky, Soloist. Premiere, February, 1957; Second String Quartet (1956-57); Concerto for Violin and Orchestra (1957-58). ... A rather simple intellectual curiosity prompted me to write to St. John's the last of the year I was living in Italy as a Fulbright Fellow. I looked forward with dismay to the ambient character of conservatories and music schools and hoped that St. John's would give a broader chance to learn and perhaps to teach. This it certainly has done. My first reaction to St. John's was one of some suspicion and some enthusiasm. This seemed to be the way one should do things but in trying to follow the imperative I was doubtful of the thoroughness and stability of much of the learning. More recently I have come to understand the necessity of this gamble and to see that the suspicion is healthy and the enthusiasm inevitable. �ICharles G. Bell CHARLES G. BELL ... B.S., University of Virginia, 1936; Rhodes Scholar, Oxford University, B.A. (M.A.), 1938, B. Litt. 1939; Instructor and Assistant Professor of English, 1940-45, Wartime Assistant in Physics, 1945, Iowa State College; Research Assistant in Physics, Princeton University, 1945; Assistant Professor of English, Princeton University, 1945-49; Rockefeller Grant for study in Europe, 1948; Assistant Professor of Humanities, University of Chicago (College), 1949-56; Guest Professor, University of Frankfurt, 1952; Ford Fellow, 1952-53; Guest Professor and Director of the Honors Program, Ui;tiversity of Puerto Rico (at Mayaguez), 1955-56; Tutor, St. John's College, 1956-. The point that interests me most is the oneness of multiplicity, of all disciplines, which have their own private skills, riches, even languages, though they converge in mysterious and often unformulable ways. Liberal education has a grace; and the gift it bestows is to move from island to island, cultivat.ing each, surrendering to the unavoidably special laws, the texture and climate which give life to each actual field-and yet to know, in the image of Donne's meditation, that all these islands are parts of one land, united in their own nature and in the consciousness of the observing mind. THE PRISM Our house was full of books; there was one shelf This age does not forbid, though it tempts like fruit: The Book of Knowledge. When first the wine-ripe skin Yielded to my young touch, Newton was the man Who stood at the darkened window prism in hand, Cleaving white light, that fell in rainbow glowing Against the farther wall. That thing I desired, And wrote the still trusted elf, but Christmas morning Found among toys and marbles no such glass; Until my father, hearing the tearful case, Took me down to our reception hall By the great front door, where the rising winter sun Struck through leaded windows' bevelled panes, Painting the walls with rainbows, often seen, Though not considered. "All these colors,'' he said, "Are spectra of such prisms.'~ If they were dim By the pictured foretaste of the darkened room, It was enough; I stood wordless with wonder At the strangi; aspect of things: if white or color? If both, how much of truth is a metaphor? From red into violet the patterns played. I was standing at the fall, where forms go down In a bright veil of mist, and found myself, With all I called my own, of such enduranceAppearance of the moment, mere appearance. "The Prism" appears in Delta Return, by Charles Bell, Indiana University Press, Bloomington, 1956. �Thomas King Simpson I I l THOMAS KING SIMPSON ... B.A., St. John's College, 1950; M.A. in Teaching, Wesleyan University, 1955; Instructor, American University at Cairo, Cairo, Egypt, 1950-53; Teaching Intern, St. John's College, 1955-56; Tutor, St. John's College, 1956.. . To me it is very important that we are not committed at St. John's to any iron curtain between the areas which educators traditionally classify as 'the sciences' and 'the humanities'. Certainly it is true that we at one time and place address our efforts to the study of language and of works whose distinguishing merits are literary, and at other times and places concentrate on the performance of laboratory experiments and on their formulation in theory. It is true even that crises in the development of the St. John's program have turned about these poles of our activity. But it remains true, fundamentally, that we are the same teachers and students who do both with a single purpose, for we bring what are ultimately the same questions and concerns to the tutorial or seminar and to the laboratory. In the laboratory, we accept the discipline of fact, through long hours of work often fascinating, often frustrating. But as we do so we continue to question our own efforts, and can never for long forget that a 'fact' is no simple thing. The simplest facts emerge from phenomena often by complex and subtle processes involving a context of theory and preconception ; they are in a real sense man- made, the products of a mind which actively comprehends what it sees. If science were simply a collection of hard facts, wellordered and finally known, it might properly be contrasted to the humanities and learned from textbooks. But it is not, and science is not 'in' the textbooks. It is in the mind of one who understands ; it is the event, the advent of insight which is science. By reading the classic statements of scientists who initially conceive fact and theory in their interrelation, we encounter the genuinely imaginative character of the scientific mind at work. Thus viewed, science certainly does not seem the opposite of the 'poetic' arts or the humanities. It is genuinely poetic, and deeply subtle. Only a gross misconception of science can lead to the false image of the scientist as the 'expert', technically competent but isolated from his culture. Such a presumption of an absolute gap where none exists is seriously undermining our contemporary society. To me the essential thing at St. John's is that an effort of the mind is going on, in which undergraduate students participate along with the faculty, who are in effect the graduate students of our community. The important moments in the laboratory or tutorial or seminar are those in which a student- who may be a tutor- comes for the first time to see the crux of the reasoning, the focal concept or analogy, the unity of a book. Great books- as contrasted with textbooks - constantly invite those insights. �The Seminar and The Great Books A seminar consists of from fifteen to twenty-five students, with two or three faculty members as leaders, all sitting around a large table. It meets twice a week, on Monday and Thursday evenings, from eight to ten. The session can continue well beyond ten if the topic under discussion has aroused a sustained and lively argument. The preparation for each seminar meeting amounts, on the'average, to one hundred pages of reading. The reading assignment may be very short if the text is a difficult one. It may be lengthy if the text lends itself to an easy understanding. Eva T. N. Brann EvA T. N. BRANN ... B.A., Brooklyn College, 1950; M.A., 1951; Ph.D., 1956, Yale University. Fellow of the American Numismatic Society, Summer, 1952; Fellow of the American School of Classical Studies at Athens, 1952-53; member of the staff of the American Agora Excavations at Athens as Sibley Fellow of Phi Beta Kappa. Instructor in Archaeology, Stamford Univeristy, 1956-57; Tutor, St. John's College, 1957. . . T o me, a new tutor, freshly released from eight years' st udy, two years' research and one year's lecturing, t he way of learning at a St. John's seminar is a vivid matternot that it is a very novel or intricate met hod we use here, but just for the opposite reason: that here, unencumbered by academic paraphernalia we are engaged in t he most absorbing enterprise imaginable : free and well-disposed discussion of books in whose authors' wisdom we have every reason to believe. At a seminar there are really present t hree different kinds of people: the students, t he t wo seminar leaders and the author whose book is t o be read for the evening. T he st udent s' business is t he basic one, relevant conversation. The quality of t his talk is assured by t he word relevant; at least t hat is one of our items of belief. The leaders have various t hings to do. Sometimes we provide t he two poles of an argument, sometimes we arouse t he group in friendly conspiracy, sometimes one of us simply asks the customary opening question and lets t he spirit of t he evening t ake over. This very minimum of form requires a maximum of concent ration on our part . Proof of this is t hat we are never able to go home and to sleep right after the meeting- it takes time to unwind. Often, of course, t he matters under discussion are of a semi-scholarly nature, such as t he interpretation of a single passage, t he definition of a term or the proper t ranslation of a Greek phrase. If t hat were all, and if the great books were manuals, we would simply need to herd our class t hrough paragraph and section. But our authors (and t his seems to me a second maxim of the seminar), are as discreet as they are truthful; t hey seldom profess or prescribe; instead t hey circumscribe and indicate the main matter. To say that means really to claim that the authors desire t heir books t o be regarded as texts for conversation . But to decide what is relevant and what is not is part of t he leader's work and it is here that the most respectful attention to all the members of the seminar is required. The name 'seminar' or 'seed-nursery' itself demands that we should never quash some spontaneous notion in favor of an externally disciplined argument- generally yesterday's extraneous idea prefigures t he. main point of tomorrow's reading and so is proved t o have been very ·much t o t he matter. On the other hand, a certain kind of frivolity, the mark of which is the use of a lot of desiccated jargon, should be exposed quickly. During the year t he seminar has varied from abysmally tepid t o exhilarating, and, t o be honest, I have never been quite sure wha~ was wrong when something was wrong, or, for that matter what made things go right . But if, and t his seems to me the most indispensable article of faith in t his undertaking, t he kingdom of converse is that in which what is most essentially human takes place, I would say t hat the seminar provides us all with a bit of something essential. (Miss Brann is presently on leave of absence for t he academic year, 1958-1959. She is reading in the American School of Classical Studies, in Athens, Greece.) �Victor Zuckerkandl VICTOR ZucKERKANDL .. . Conductor of Opera and Symphony Concerts in Germany and Austria, 1920-27; Ph.D., University of Vienna, 1927 ; Music Critic, Berlin and Vienna, 1928-38; Lecturer in Music, Wellesley College, 1940-42; defense worker, 1942-44 ; grant-in-aid, American Philosophical Society, 1945-46; Lecturer, New School for Social Research, New York, 1946-49; Fellowship, The Bollin gen Foundation, 1946-48, 1952-53; Tutor, St. John's College, 1948; Lecturer, Vienna State Academy of Music, 1934-38 ; Editor, Bermann Fischer Verlag, Vienna, and Stockholm, 1936-39. ... The growing need in our society for a musical educat ion centers specifically on the understanding of music, a program of musical studies with the great works themselves as t he sole topics, studies in which music it self would be the teacher, and the tonal language learned right at t he spot where it is spoken at its best . We need t o study and teach B ach, not the Style of the Baroque Period, Mozart, not the role of the dominant cadence, B eethoven, not the Sonata F orm. The professional musician whose intellect ual horizon extends beyond the limits of his special field will be aware that music does not exist in isolation but as one among other organs of our cultural organism, and can live and , flourish only as such. As a teacher he cannot be satisfied with merely presenting his subject (as if nothing else existed), leaving it t o chance whether and how it will connect wit h ot her t hings in the student's mind. He will rat her want t o int roduce and promote the right connections, ultimat ely forming an organized intellectual whole. The conditions for success of such an enterprise are particularly favorable at St . John's, where Western man's int ellectual achievement as a whole is t he act ual topic of all teaching and learning, where each subj ect is approached in the same perspective, as part of a larger whole, and where t he t ut or crosses lines dividing subject from subject, learning and t eaching in fields ot her than his own. Studies such as t hese are by their nature non-professional in the st rict sense, that is, directed towards understanding rat her than practising. Usually they are watered-down versions of professional studies, requiring less t han maximum effort of teacher and st udent alike. The St. John's idea of a non-professional education is not that of an anemic professional education; it is an altogether different task, calling for a different approach t o knowledge and for different disciplines, no less strict and demanding t han t he professional ones and certainly requiring maximum intellectual effort on the part of both student and t eacher. Every member of this college community can t estify to the truth of t his statement . As I see it , t his is perhaps the greatest merit of t he St . John's program : t hat it has raised non-professional teaching and learning to a new and very high level of dignity. �Luke Harvey Poe, Jr. LUKE HARVEY PoE, JR. . . . B.S. (Mathematics), 1938; LL.B., 1941, University of Virginia; Practice of law, Cravath, Swaine, & Moore, New York, N.Y., 1941-42; Active duty with the United States Navy, 1942-46; Tutor, St. John's College, 1946-; Assistant Dean, 1947-49; Rhodes Scholar, Christ Church, Oxford, 1950-54; D.Phil., Oxford University, 1957. ... THIRD YEAR SEMINAR: The books read in the third year seminar at St.John's show us one of the greatest intellectual revolutions of recorded history. Here we see the birth of the 'new learning' and with it the beginnings of our modern world. Some understanding of this new natural philosophy is necessary to an adequate understanding of our modern world in general and of our present political institutions in particular. After the sixteenth century, the ancient learning and its greatest authority, Aristotle, gave way to the new natural philosophy of Bacon and Descartes. In Aristotelian terminology, the formal and final causes were replaced by the material and efficient causes as the subject of investigation. By observation, induction, and mathematical formulation, the workings of the great machine of nature could be known; science by inductions from observable facts could discover the immutable laws of nature. As this new conception of material nature and its laws gained acceptance, it was naturally extended to human beings. So men began to observe human beings in an effort to discover the laws of their nature, which should be comparable to the immutable laws of the material universe. Natural science in destroying the teleological view of the universe had also destroyed the t,eleological view of man. Thus during the seventeenth century, the traditional doctrine of natural law and the political philosophy based upon it began, under the impact of this new view of the nature of man, to give way to a new doctrine of natural rights, and to a new concept of the state which followed from it. One significant indication of this change was an increasing emphasis upon the concept of rights and the almost total neglect of the idea of duties. John Locke, who made the most explicit statement of this new doctrine of natural rights, was apparently the most influential transmitter of this doctrine to our Founding Fathers, the men who wrote our Declaration of Independence and Constitution. If we would understand the full implications of these documents, we must understand the implications in our Western tradition of the epochmaking transition.from natural law to natural rights. One of the most important tasks of the third year seminar is to develop such an understanding which should, in turn, help us to discover where we are so that we may seek which way to go. �Joseph Winfree Smith, Jr. JOSEPH WINFREE SMITH, JR .... B.A., 1934; M.A., 1935, University of Virginia; B.D., 1938, Virginia Theological Seminary; Ph.D., 1948, University of Virginia; Student at the Institut Catholique de Paris, 1951-52; Deacon-in-charge, 1938-39, Rector, 1939-41, St. Paul's Church, Jvy Depot, Virginia; Tutor, St. John's College, 1941-; Assistant Dean, 1947; Curate, St. Anne's Episcopal Church, Annapolis, 1947-48. ... First, let me say what I t hink the job of t he college is. Its job is speculation. The liberal arts are all of them means t o speculation, t he principal one being dialectic. For the student in college t he first thing is t he simultaneous recognition of the possibility and wort h of knowledge and, on t he other hand, of his own ignorance. He cannot begin to practice the art of dialectic with the presupposition that he has knowledge. He can begin only with a thirst to know, a passionate wonder with respect to all t hings. Wit hout this passionate wonder, uniting all teachers and st udents in a college community, the activity of a college is vain. The search for the whole of knowledge, however, is never complete. This is why freedom is necessary in speculation. If t he inquiring teacher or student (and there is no essential difference between them) is to keep his passion for knowledge and avoid t he presumption t hat he knows when he really does not know, he has t o be free from a final commitment t o any doctrine or set of terms or propositions, t he truth of which he cannot honestly say that he knows. No one has seen this more clearly t han Plato, and no one has seen more clearly t han Plato the human means for remedying man's ignorance. T his is why Plato is t he model for a college. If a man is blessed with revelation, he is certainly committed t o the t rut h of faith. But even if among the trut hs of fait h he finds some of the most important truths above the whole of t hings, this does not mean t he end of speculation. For he st ill does not possess knowledge of t he whole. St . J ohn's College, like any college, has for its essential task speculation. It is the business of the college to provoke and encourage, as Socrates provoked and encouraged, t hat passionat e wonder which is t he beginning of philosophy. It is also the business of t he college t o t ry to make t his wonder fruitful t hrough t he art of dialectic, through seeking, finding, losing, augmenting, and qualifying ideas with not hing less t han t he whole truth as t he unalterable goal. �Richard Daniel Weigle President, St. John's College RICHARD DANIEL WEIGLE . . . B.A., 1941; M.A., 1937; Ph.D., 1939, Yale University; Instructor, Yali Union Middle School, Changsha, China, 1931-33; Executive Secretary, Yale-in-China Association, 1934-38; Instructor in History, International Relations, and Economics, Carleton College 1939-42; Active Duty with the Army Air Force, 1942-45; Documents Officer, Far Eastern Commission, and Executive Officer, Office of Far Eastern Affairs, Department of State, 1945-49; President, St. John's College, 1949-; Chairman, Commission on Liberal Education, Association of American Colleges, 1955-1958; LL.D., Washington College, 1957; Member, Maryland Permanent Advisory Commission on Higher Education, 1957... A college president can write of his college after nearly a decade with only a subjective objectivity, so to speak. Forgive me if I call St. John's program an example of liberal education at its best. This means that the College seeks to impart to its students certain knowledges, certain skills and certain understandings. The knowledges are indeed the traditions and the heritage of Western civilization. The skills are the intellectual arts which free the mind of a man. The understandings are his philosophy of life gained by constant questioning, searching, and affirming. To achieve these ends St. John's encourages its students to learn through reading and dialetic in seminar, through strict discipline in symbols in tutorials, through experimentation in laboratory, and through listening in the formal lecture. The ability of students to range widely within the prescribed character of the program was brought home forcibly to me in sitting in on a freshman oral examination some years ago. The student indicated that he wished to discuss Thucydides' Peloponnesian War. I fully expected to hear a banal review of the seminar discussions on the nature of history, whether objective history could be written, and whether the historian wrote with a purpose. Instead the student presented an excellent summary of military strategy and then proceeded to acquit himself well on the questions which his tutors posed. This young man was making real progress in the liberal arts of understanding, thinking, analyzing, deciding and communicating while using materials which interested him most. Over the years I have come to an ever-increasing respect for the curriculum, and for the faculty who make out of it a rich learning experience both for the students and for themselves. The program has its shortcomings. Perhaps its greatest strength lie::; in its realization of the enormity of the task of teaching and learning which it has set for itself. New insights have come to me from seminar participation and from the teaching of a fresman mathematics tutorial. The whole environment of the College is conducive to keeping even a college president intellectually refreshed and alive. �Academic Biographies On the facing page: Tutors Scofield and Klein Ford Keeler Brown A.B., University of Washington, 1920; D .Phil., Oxford University, 1926; Assistant in English, 1919-20; Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, .St. John's College, 1929-39; Active duty with the United States Navy, 1942-45; Tutor, St. John's College, 1939- John Spangler Kieffer A.B., Harvard College, 1927; A.M., Harvard University, 1929; Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Classical Languages, 1929-34, Assistant Professor of Classical Languages, St. John's College, 1934-39; Board of Visitors and Governors, 1943-49; Acting President, 1947; President, 1947-49; Tutor, St. John's College, 1939-; Director of Adult Education, 1951-57. Simon Kaplan Graduate, Real-School in Libau, Russia, 1912; Institute of Technology, Darmstadt, and University of Heidelberg, 1912-14; University of Leningrad, 1921-23; University of Jena, 1924-27, Ph.D ., 1927; Fellow of the Hermann Cohen Foundation, Berlin, 1928-31; Research Studies, University of Paris, 1934-36; Tutor, St. John's College, 1943- Jacob Klein Friedrichs Realgymnasium, Berlin, 1917; Ph.D., University of Marburg-Lahn, 1922; Research Work, University of Berlin and University of Marburg, 1924-33; Visiting Lecturer, University of Prague, 1934-35; Fellow of the Mendelssohn Stiftung zur Foerderung der Geisteswissenschaften, 1935-37; Tutor, St. John's College, 1938-; Dean, St. John's College, 1949-58. (Leave of absence, 1958-1959) Robert S. Bart William Kyle Smith B.S., University of Virginia, 1921; Th.B., Princeton Theological Seminary, 1924; Instructor in Spanish and Portuguese, University of Virginia, 1919-21; Instructor in Spanish, Princeton University, 1921-22; Pastor for Presbyterian Students, University of Virginia, 1924-30; Secretary, University of Virginia Christian Association, 193042; Instructor in Bible Literature, University of Virginia, 1933-42; Tutor and Assistant Dean, St. John's College, 1942-46; Tutor, St. John's College, 1946-51; Tutor and Assistant Dean, St. John's College, 1951- B.A., Harvard College, 1940; M.A., St. John's College, 1957; Sheldon Travelling Fellow, Harvard University, 1940-41; Tutor, St. John's College, 1946-. (Sabbatical Leave, 1957-59) William A. Darkey, Jr. B.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1942-46; Active duty with the United States Army, 1946-47; Tutor, St. John's College, 1949- �Hugh P. McGrath Barbara Hopkins Leonard Arland F. Christ-Janer William Francis Gleason B.A., University of Liverpool, 1934; Diploma in Education, University of Liverpool, 1935; Language Instructor, London County Council and Language studies at Universities of Liverpool, London, Paris, Dijon, 1936-40; Armed Forces, 1940-46; Language Instructor, London County Council, 1946-47; Tutor, St. John's College, 1948- B.A., Oberlin College, 1937; M.S., 1941 ; Ph.D., 1948, The University of Rochester; Assistant in Zoology, Oberlin College, 1936-38; Oberlin College Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1937; Histological Technician, Department of Pathology, Yale Medical School, 1938-39; Graduate Scholar in Biology, 1940-41; Graduate Teaching Assistant in Biology, 1941-44; The University of Rochester; Visiting Lecturer in Zoology, Oberlin College, 1944-45; Instructor in Zoology, Smith College, 1945-51; Smith College Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1949; Tutor and Assistant Dean, St. John's College, 1951- B.A., Carleton College, 1943; B.D., Yale Divinity School, 1949; J.D., University of Chicago Law School, 1952; U.S. Air Force, 1943-46; Head Resident , University of Chicago Housing System, 1950-52; Assistant to the President, Lake Erie College, 1952-53 ; Assistant to the President, St. John's College, 1953-54; Treasurer and Assistant to the President, Tutor, St. John's College, 1954- A.B., University of Chicago, 1947 ; B.A., Harvard College, 1950; LL.B., Harvard Law School, 1953; Sullivan & Cromwell, New York, 1953-56 ; Teaching Int ern , St . J ohn's College, 1956-57 ; Tutor, St . J ohn's College, 1957- A. Leonard Slafkosky B.A., St. John's College, 1943; Ph.L., 1948; Ph.D., 1954, Laval University, Quebec, P.Q., Canada; Active duty with the United States Marine Corps, 1943-46; Researcher and Course Specialist, U. S. Marine Corps Institute, 1954-56; Director of Athletics, St. John's College, 1948-56; Tutor, St. John's College, 1948-; (Leave of Absence 1957-59) Wiley W. Crawford B.A., 1925; M.A., 1928, University of Missouri; Ph.D., University of Minnesota, 1934; University of Missouri Scholar, Marine Biological Laboratory, Woods Hole, Mass., 1925; Research Assistant in Zoology, Woods Hole, Mass., 1926; Gregory Fellow in Zoology, University of Missouri, 1926-27; Teaching Fellow in Zoology, University of Missouri, 1927-28; Assistant Professor of Zoology, Wabash College, 1928-32; Chairman, Department of Biology, Blackburn College, 1934-46; Chairman, Department of Biology, University of Dubuque, 1946-47; Professor of Biology, Evansville College, 1947-50; Tutor, St. John's College, 1950- Iola R. Scofield B.A., 1917; M.A., 1919, University of California; Instructor in English, 1917-21; Assistant in Philosophy, 1921-24, University of California; Instructor in English, New York University, 1925-27; Tutor, Liberal Arts Program for Adults, Univ'e rsity College, University of Chicago, 1947-51; Adult Education, St. John's College, Washington Public Library, Graduate School, U. S. Department of Agriculture, 1941-47; 1951-54, Tutor, St. John's College, 1954- Clarence J. Kramer B.A., St. John's College, 1949; M.A., Marlboro College, 1950; Tutor, St. John's College, 1954- James M. Tolbert B.A., 1935; M.A., 1937, Emory University; Ph.D., University of Texas, 1950; Teaching Fellow in English , Emory University, 1935-36; Teaching Fellow in English, University of Texas, 1938-42; Instructor in English, Tulane University, 1942 ; Military Service, 1942-46; Instruct or in English , University of Texas, 1946-50; Teaching Intern, St. John's College, 1953-55; Tut or and D irector of Admissions, St. John's College, 1955- Michael Ossorgin Lycee Russe, Paris, 1938; Conservatoire Russe a Paris, 1932-35, 1942-44; B.D., Instit ut de TMologie Orthodoxe, Paris, 1942; Instructor in Music, lnstitut de TMologie Orthodoxe, Paris, 1944-46; Instructor in Theology, St. Tikhon's Seminary, Pennsylvania, 1947; Secretary of t he Orthodox Diocese in Alaska, 1948-49; T eacher of Music, Bureau of Indian Affairs, Depart ment of t he Interior, 1950-56; Tutor, St. John's College, 1956- Ruth Robertson Adams B.A., American University at Cairo; M.A., 1949; Ph.D., 1953, University of Maryland. Registered occupat ional therapist, having been trained at t he Philadelphia School of Occupational Therapy. Junior assistant engineer at the Western Electric Company during t he war years. Graduate Assistant in English Department, University of Maryland, 1947-53 ; E nglish Instructor , University of M aryland, 1953-54; English Instruct or, Baltimore Junior College, 1954-57; Tutor, St . J ohn's College, 1957- Duncan J. McDonald B .Sc., McGill University, 1940; A.M ., Harvard University, 1942; Meterorologist, R. A. F . T ransport Command, 1942-45; Rhodes Scholar, M orton College, Oxford, 194548; Instruct or, D artmouth College and Dartmouth Medical School, 1948-51; Geneticist, Atomic Bomb Casualty Commission, Hiroshima, Japan, 1951-54; Desert Locust Control Organization, East Africa, 1954-57 ; Tutor, St . John's College, 1957- Edward Grant Sparrow, Jr. A.B., Harvard College, 1951 ; LL.B., Harvard Law School, 1954 ; M.A., Teachers College, Columbia University, 1957; Tutor, St . John's College, 1957- The Great Books Of Western Civilization: The Backbone Of St. John's Liberal Arts Curriculµ,m �Michael J. Fletcher Samuel Emmons Brown, Jr. B.S., College of William and Mary, 1950; M.S., University of Richmond, 1951; Teaching Assistant, University of Illinois, 1951-52; Research Assistant, University of Illinois, 1952-53; Chemist, E. I. du Pont de Nemours & Co., 1953-55; Teaching Assistant, University of Delaware, 1955-57; Tutor, St. John's College, 1957- Harvard College, 1936-37; Diploma, Black Mountain College, 1945; M.A., Indiana University, 1956. Private tutoring, 1946-48; Director of Music, Windsor Mountain School, 1948-49; Director of Music, Verde Valley School, 1950-53; Graduate Assistant in Music History and Literature, Indiana University, 1953-55; Part-time Teacher, Indiana University, 1956-57; Tutor, St. John's College, 1958- John Schriver Price Lehigh University, 1927-29; B.A., St. John's College, 1931. Numerous engineering and construction jobs with the United States Government and industry, 1931-40. Supervisor of Baltimore N. Y. A. Training Program, 1940-41. Supervisor of the Training Department and of Technical Publications, Friez Instrument Division, Bendix Aviation Corporation, 1941-47. Supervisory engineer, Conlan Design Company, 1947-51. Supervisor of Development Department, Revere Copper and Brass, Inc., 195158. Tutor, St. John's College, 1958- St. John's College, 1942-43, 1946-47; B.S., Marshall College, 1949; M.S., University of West Virginia, 1950; Ph.D., Cornell University, 1954. Instructor of Physiology, University of West Virginia, 1949-50; teaching and research assistantship in Limnology, Cornell University, 1951-54; Instructor of Biology, Baldwin-Wallace University, 1954-56; Assistant Professor of Zoology, University of Maryland, 1956-58; Tutor, St. John's College, 1958- Donald William Rogers B.A., St. John's College, 1942. Farmer, 1944-57. Tutor and Director of Athletics, St. John's College, 1958- Earl Bennette Henson, Jr. Bryce Du Val Jacobsen B.S., Northwestern University, 1941; M.A., 1943; Ph.D., 1951, Yale University. Master, Loomis Institute, 1943-45; teacher, Luzerne Public High School, 1945-46; Instructor of Philosophy and Education, Colgate University, 1946-48; Instructor of Philosophy, Emory University, 1948-49; Assistant Professor of Philosophy, Emory University, 1949-51; Training Specialist in Engineering, Lockheed Aircraft, 1952-53; Assistant Professor of Philosophy, University of Massachusetts, February 1954-June 1958; Visiting Assistant Professor of Philosophy, Mt. Holyoke College, 1955-58; Tutor, St. John's College, 1958- Malcolm S. Brown Haverford College, 1949-51; B.A., Amherst College, 1953; M.A., Columbia University, 1956. Tutor, St. John's College, 1958- Edward Malcolm Wyatt B.A., 1953; M.A., 1956, University of Virginia. Instructor of Mathematics, University of Virginia, 1955-58. Tutor, St. John's College, 1958- St. John's is a community of learning. Its faculty produces manuals which are used in the laboratory and tutorials. Originally prepared by former tutors, and uniquely the product of St. John's, each faculty member contributes his experience toward their revision. Following are lists of manuals presently in use: Grammar (Sophomore language); Logic (Sophomore language); Notes to Accompany the Reading of Newton's Principia (Junior Mathematics); Units and Variation (Junior Mathematics); Analytic Geometry (Junior Mathematics); Einstein's Theory of Relativity (Senior Mathematics); Measurement (Freshman Laboratory): Chemistry (Sophomore Laboratory); Optics (Sophomore Laboratory); Mechanics (Junior Laboratory); Electromagnetism (Senior Laboratory); Vertebrate Zoology (Freshman Laboratory); Histology, Embryology, and Genetics (Junior Laboratory); Music: The Melody (Freshman Music); Music: Harmony (Sophomore Music). �The President and the Board of Visitors and Governors have completed a study of the financial structure and physical establishment of the College with both the immediate future and long-range needs in mind. To maintain its high standards and its place . the distinguished company of liberal arts colleges, m .ll St. John's will need to increase its endowment funds s~bstantia y and to find new money for useful renovation of historic but outdated buildings. • • THIRD CENTURY FUND ST. JOHN'S COLLEGE ·THIRD CENTURY FUND RrcHABD F. CLEVELAND General Chairman SPONSORs St. John's Third Century Fund has a goal of $6,600,000. Of this sum, $4,000,000 is for endowment and the balance is for greatly needed building improvements. The income of the endowment funds will be used to strengthen vital factors in the College structure:· . To raise Faculty Salaries, to insure Operating Stability, and to increase the Scholarship Funds. Though we cannot prescribe the amount of anyone's good will, we can reach our goal only if those concerned give serious consideration to the gift they may wish to make. CoLB:Y M. CHESTER ARTHUR A. HouGliTON, Jn. HOMrary Chairmen DR. GRANVILLE Q. ADAMS MORTIMER ADLER HoN. J. GLENN BEALL DR. CLAUDE L. BENNER HoN. WILLIAM BENTON PmBRE. BERNARD EUGENE R. BLACK Mas. W. RANDOLPH BURGESS HON. JOHN MARSHALL BUl'LER JAMES CAIRNS HENRY H. CALLABD c. LT. GEN•. LEVIN H. CAMPBELL DR. LEONARD CARMICHAEL HENRY H. CLIFFORD HENRY I. COBB, JR. DONALD J, COWLING RALPH CRUM w. JosEPH S. Dr GIORGIO PIERRE S. Du PoN:r 3BD ARCHIBALD c: EDw.ARDs HON. ARTHUR G. ELLINGTON VICTOR FRENKIL KEITH FuNsTON DAGGETT HARVEY EARL I. HEENAN, jB, ROBERT HELLER RICHARD H. HODGSON REUBEN A. HOLDEN ALFRED HOUSTON DAVID HUME CARLISLE HUMELSIN!jl ROBERT M. HUTCHINS MEYER KESTNBAUM MRs. SAMUEL W. LACEY Mrss EDNA F. LAKE HON. WILLIAM PRESTON LANE, JR. HON. RICHARD 4NKFOBD BEIRNE LAY, JR. MRs. Lours LENGFELD DONALD ·McCORMICK HoN. THEODORE R. M c KELDIN DONALD R. McLENNAN, JR. PAUL MELLON RE.ut ADM. CHARLES L. MELSON CLARENCE MILES HooPER S. MrLEs w. LAWRENCE L. MONNETT, Ja. FELIX MORLEY W. GRIFFIN MORREL HoN. KEITH N EVILLE PAUL NITZE LT. GEN. ALFRED H. NOBLE HoN. HERBERT R. O ' CoNoR WALTER P. PAEPCKE WALTER C . p AINE DR. THOMAS p~ DR. THOMAS G. PULLEN, JR. HON. GEORGE L. RADCLIFFE WHITELAW REID EUGENE V. RosTow BEARDSLEY RuML ALEXANDER SACHS STANLEY SIMON Mas. HARRY R . SLACK NEIL H. SWANSON HoN. J. MILLARD TAw Es Da. C. S. TIPPETTS DR. ARTHUR DE TALMA VALK MARK VAN DOREN ERNEST VoN HARTZ v. c. H. WEEMS, U.S.N. RET. CAPT. P. BENJAMIN WILLIS J. THEODORE WOLFE BRIG. GEN; AMos W.W. 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II/ mr, ( ' ~ ( , t uunO .w H'IJAfi ia .8 H'ia:aot aa& moq ua .8 a:?.Jl!."tl eruu.wa:.il .0 aJAanoRA OIOS:oID �·- • Dr. Peter Donchian Third Century Fund 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 The Bulletin of St. John's College 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. 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Identifier An unambiguous reference to the resource within a given context Bulletin-Portrait of a Faculty-Vol X No 3-July 1958 Title A name given to the resource Bulletin of St. John's College, July 1958 Description An account of the resource [Volume X, Number 3 of the Bulletin of St. John's College], "Portrait of a Faculty." Published in July 1958. Date A point or period of time associated with an event in the lifecycle of the resource 1958-07 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f5f9948f49807af6de020c12e59dbe63.pdf 2f2d82d86ed7dc7f1a667192c70c5275 PDF Text Text BULLETIN ST. JOHN'S COLLEGE WOLUME XIV, NO. 1, MARC.H 1962 �CURTIS A. WILSON ALLEN R. CLARK GERALD E. SACKS FORMALISM IN LOGIC AND MATHEMATICS .A FORMALIST APPROACH TO MATHEMATICS WHAT IS GODEL'S THEOREM? PAGE 2 PAGE 18 PAGE 24 "" BULLETIN ST. JOHN'S COLLE 5 p E c I A L I s s u W. G. SPOHN •• PAGE 28 MARCH 1962 VOLUME XIV NUl'ABER 1 O N MATHEMATICS STAFF Co-Editors Theodore B. Stinchecum Managing Editor Michael H. E lias M ichael H. E li as Curtis A. Wilson Dean, St. John's College. ANNAPOLIS, MARYL.A' Num!J March, 1962 I Published Quarterly Entered as Second-class matter, February 18, 1949 at the Post Office, at Annapolis, Maryland, under the Act, of Augus 1912. Copyright 1962 ST. JOHN'S COLLEGE Volume XIV Gerald E. Sacks Ph .D. in mathematics Cornell University 1961 · present1 ' ' ' In st~ a member of the School . of Mathematics, The itute f Ad or vanced Study, Princeton, New J ersey. Art Director T heodore B. Stinchecum Advisor Eva Brann Secretary Donna A . Parmalee Business Man.ager E dwa rd L. Matti son Allen R. Clark Mathematical L ogician ; Tutor, St. John 's College, 19541956. W. G. Spohn Alumnus, St. John's College, 1944 ; presently at th e Applied Physics Laboratory, The John s Hopkin s Universi ty. �3 l ~ 1 FORMALISM IN LOGIC AND MATHEMATICS CURTIS WILSON From the beginning of modern times there has been, in the air, so to speak, the notion of a universal symbolic science. This notion was advocated, in particular, by Leibniz. "In Philosophy," he says, "I have found a means of accomplishing in all sciences what Descartes and others have done in Arithmetic and Geometry, by Algebra and Analysis. ·This method is the combinatorial art"-Ars Combinatoria, or as he also called it, Characteristica Universalis. "By this, all composite notions in the whole world are reduced to a few simple ones as their Alphabet; and by the combination of such an alphabet a way is made of finding, in time, by an ordered method, all things with their theorems and whatever is possible to investigate concerning them." Thus Leibniz claimed to have discovered a symbolic method of the following sort: There would be a fundamental alphabet of all the simple ideas, which would be represented by ideograms, that is, symbols standing directly for the ideas rather than for sounds, as do ordinary written words. Secondly, there would be prescribed rules for combining the symbols, in such wise as to yield every possible true combination, and so obviate the necessity of thinking. "If we had (this method)," he says, "we should be able to reason in metaphysics and morals in much the same way as in geometry and analysis ... If controversies were to arise, there would be no more need of disputation between two philosophers than between two accountants. For it would suffice to take their pencils in their hands, to sit down to their slates, and to say to each other (with a friend as witness, if they liked): Let us calculate." Even among more empirically-minded philosophers, there has persisted the notion of a symbolic method, adequate for the discovery of all non-empirical truths. Thus C. S. Peirce, the 19th-century philosopher, states: "In regard to the ideal world we are virtually omniscient; that is to say, there is nothing but lack of time, of perseverance, and of activity of mind to prevent our making the requisite experiments to ascertain positively whether a given combination occurs or not. Thus every proposition about the ideal world can be ascertained to be either true or false." According to Wittgenstein in his Tractatus LogicoPhilosophicus, published in 1922, "in logic and mathematics there are no surprises." Now these claims of Leibniz, Peirce, Wittgenstein, and others have been proved during the last thirty years or so to be mistaken. In logic and mathematics, there are surprises. The discovery of all mathematical, logical, or philosophical truths cannot be reduced to a technique of calculation, or experiment as Peirce calls it. This result is the main point I have to make. That such a result can be proved may seem unimportant if one has always assumed that the Leibnizian program could never be carried out. One might say, for instance, that the simple notions of which Leibniz speaks are not the beginning of philosophy, but rather that at which philosophizing aims, as a goal, and that Leibniz fails to recognize how intricately involved we are in medias res, in the middle of things. I think this is right. Butjt is important to note that the incompletabili~ of the Leibnizian program was proved only after, and on the basis of, a very remarkable systematization of mathematical and logical disciplines, so that Leibniz's claim seemed well on the way to realization, at least in the case of these particular disciplines. Actually this systematization was approached from two different sides; on the one side the aim was the carrying out of the Leibnizian program, on the other it was rather the elimination of certain difficulties inherent in modern mathematics since Descartes. Later on I shall say something about this second side of the coin; but first let me try to indicate roughly what logic is, and in what way symbolic logic differs from the logic of everyday discourse, or from the logic employed, say, in Euclid's Elements. The fundamental notion of logic is that of a logical consequence. One statement is said to be a logical consequent of others, called the premisses, if the truth of the premisses entails that of the consequent, if the consequent follows from the premisses. Under what circumstances does such entailment occur? I cannot be expected to answer this question in any final way, since it is a corollary to the main point I am making that no exhaustive account of the meaning of logical consequence is possible. However, as Aristotle was the first to show, logical consequences are characterized by the fact that they depend on formal features of statements rather than upon their full meaning or content. What I mean by this is that, whenever we have a logical consequence, it should be possible to perform certain substitutions on the statements or parts of statements of the sequence without destroying the consequence. The words other than those for which we can substitute in �5 4 this fashion are the words upon which the consequence depends essentially; they may be called logical words. Examples of words which may occur as logical words are: "and", "or", "not", ''if-then", "all", "some", "any". For instance, given the premiss, "If p then q", where p and q are any statements, and given in addition the premiss "p", then the statement "q" follows as a logical consequence from the premisses. The logical character here depends essentially on the meaning we attach to the words "if-then"; in other logical consequences it would depend on the meaning of other logical words. I am unable, as of now, to analyze the general notion of logical consequence beyond the point where we arrive at the meanings of certain logical words. So for the space of this essay, I shall regard logical entailment as a basic ingredient of discourse, an ingredient which perhaps has some ground in the structure of the world; but I shall not attempt to state what that ground might be. Now the art of logic-if I may introduce that term -has the task of trying to specify the valid forms of logical consequence. That is, it will try to specify schemata of logical consequences, schemata in which the logical words appear and in which blanks or dummy letters are put for the statements or parts of statements which admit of substitution and which are therefore inessential to the drawing of the conclusion. Insofar as an art of logic can exist at all, it would seem to have to depend on this possibility ~of cataloguing logical consequences in terms of their forms; without this possibility there could hardly be general rules independent of the specific content of statements, and hence we could hardly speak of an art. And as an initial gesture toward characterizing symbolic logic, we may say that it merely exploits this possibility to the full. It adopts all possible means of presenting the schemata of logical consequences in as succinct a form as possible. In the first place, the cataloguing of valid forms of consequence will be considerably facilitated if we adopt ideograms for the logical words. For instance, instead of the words "if-then", one placed before the protasis of a conditional statement and the other placed between the protasis and the apodosis, we may use the single symbol, ":::i", placed between the two component statements of the conditional. This constitutes a certain economy. Moreover, the use of such ideograms enables us to ignore certain non- logical connotations of words in everyday discourse and to pay attention solely to their logical function. For instance, in the statements: Castor is here although Pollux is away, and Castor is here but Pollux is away, the words "although" and "but", in addition to their logical function of effecting a conjunction or joint assertion of the two component statements, have meanings which are ordinarily irrelevant to the business of drawing logical consequences; for purposes of logic they can just as well be replaced by the word "and". But even the apparently innocent word "and", used as a connective between statements, frequently serves weighty non-logical functions on account of the context. For instance, m the conjunction: She took arsenic and she fell ill, the "and" serves not only the logical function of effecting a joint assertion, but also implies temporal sequence and even causal connection. It does not make the same sense at all to say: She fell ill and she took arsenic. So for logical purposes we will do well to use a single symbol, say the ampersand, "&", which will carry only the logical sense of "and". Again, some words of ordinary discourse bear more than one logical function, and it is convenient to distinguish these by means of separate ideograms. The word "or" is a case in point; sometimes it is used in an inclusive sense and sometimes in an exclusive sense. "p or q", where p and q are statements, may mean that p is true or q is true but that both aren't true, or it may mean that p is true or q is true or both are true. Latin had two words for the two meanings, "aut" and "vel", but English is not so favored. So it will be convenient to adopt different symbols for different senses; say, "V" for the inclusive sense and "/\" for the exclusive sense. Again, in ordinary idiomatic discourse we sometimes find words playing a logical role although one might suppose them, out of context, to bear a quite different meaning. Thus in the statement: The sum of the angles of a triangle is always equal to two right angles, -the word "always" has nothing to do with temporality, and we really mean: The sum of the angles of any triangle is equal to two right angles. Becaus: of s_uch irregularities in the use of logical words 111 ordmary discourse, it should be clear that the cat~loguing and schematizing of forms of argument will proceed more easily if we replace the logical words by a special set of symbols with constant meanings. Such replacement is an important step in the development of a symbolic logic. . Still, it is important to note that the use of such ideograms does not supply us with any magical powers. We achieve a certain economy, a greater degree of recognizability of logical forms, but we are no~ thereby enabled to carry out any deductions whic_h we could not have carried out before adopting the ideograms. In order to establish the validity of ~n argument, we may be helped by schematizing it m terrr_is of the ideograms and dummy letters, but to recogmze the schema as valid, we have to take thought, we have to recognize somehow that the conclusion cannot be false if the premisses are true. Now this state of affairs can be somewhat improved upon, if we develop a science of logic. But before describing what a science of logic would be I want to stress one particular aspect of what is me~nt by speaking of an art of logic. By using the term "art", I_ imply that the discipline I am talking about ?as an instrumental character; it is used in the carrying out of arguments, or in the construction of a deductive science. The rules of the logical art-we call them rules of inference-are not themselves mentioned in the argument or the deductive science· they belong to a different level, so to speak. ' . Consider as an instance the rule of inference tradit10nally called modus ponens. Suppose that p and q are dummy letters for any statements. Then, suppose that I have obtained as a line of a proof a statement of the form p :::i q; and suppose that I have also obtained as a separate line the statement p. I want to write a new line, namely q. That is, I need the rule which states that, whenever I have proved a conditional statement, and have also proved its antecedent, then I may assert its consequent to be true. This rule may be said to be justified by the logical truth that statements of the form [(p :::i q) & p] :::i q are true, where I understand that the statements in question will be obtained from the schema or statement-form [(p :::i q) & p] :::i q by uniform substitution of statements for the dummy letters p and q. (The parentheses, of course, are used to show grouping.) :o every rule of inference, there corresponds a logical truth. The one must not be confused with the other, and above all, I must not suppose that I can get along in the business of deduction without the r~les of inference. Without permissive rules, directives, we cannot proceed with the artful action of carrying out a deduction. On. the other hand, there may be some point in studymg ~he schemata used in stating the logical truths which correspond to the various rules of inference. It may turn out that they are related to one another, so that some of them can be deduced from others. This fact appears to have been noticed for the first time by Aristotle, who deduced the moods of the second and third figures of the syllogism from the moods of the first figure, using as rules of inference the rules of conversion, contraposition, and so on. Note that such a deductive science of schemata ?f logical tr~ths _has itself to make use of rules of mference which 111 a sense lie outside the science and which tell how the deductions are to be made'. N?"'. such a science may have the advantage of permitting us to deduce new and more complex logical truths from those which we have previously accepted. And each of these new truths will justify a new rule of inference. The symbolic logicians attempted to do just thisdevelop a deductive science of logic, starting from a small number of axioms and using a small number of rules of inference, for instance, modus ponens and the rule of uniform substitution (for any given dummy letter, the same statement is always to be substituted). Before I describe how this was done, however, I should poiht out that symbolic logicians from the start, had other concerns than that of constructing a deductive science of logic. In particular, I should like to note that, even should we succeed in developing a deductive science of logic, we _should not have all that Leibniz required of his Umversal Characteristic or symbolic science. In general, one would expect that a Leibnizian philosopher, or even an ordinary practicing mathematician will start wi~h a question about a sentence-say, ~ sentence which can be stated in the ideograms of �7 6 logic together with symbols for certain other notions, in case he is concerned with a science other than symbolic logic itself. He wants to know whether the sentence or formula can be proved or not on the basis of the first principles of his science. Now the procedures used by symbolic logicians in constructing deductive sciences-namely the explicit formulation of all rules of inference in terms of the forms of sentences or schemata-may provide a certain facility in generating deductions; the generation of theorems is reduced to a comparatively mechanical procedure, involving only the rather elementary process of recognizing the logical forms of certain sentences or schemata initially assumed or previously proved, and then writing down new sentences or schemata as permitted by the rules of inference. The happy moron may, by merely following instructions, churn out one theorem after another. But faced with a given sentence or schema expressed in the symbols of the theory, and asked whether it is a theorem or not, he will not be able to say unless he has actually produced a proof of it already. If the sentence or schema is in fact deducible, we may expect him to churn it out at some time or other, barring his untimely death. But we can form no estimate as to when he will do so, and the sun may grow cold before he does. Meantime, the theorems he churns out are perhaps totally irrelevant to the problem m I, I hand. What Leibniz actually required was a method of calculating the answer, or as it is called today, a decision procedure. That is, faced with a sentence or schema expressed in the symbols of the theory, he wanted to have a method whereby he could definitely decide, in a finite number of predetermined steps, whether the sentence or schema was deducible or not. For instance, if asked whether one integer is exactly divisible by another, I do not have to try to deduce this divisibility from a set of axioms for arithmetic. I have only to carry out a long division. The process of long division constitutes a decision procedure for the problem, since it is guaranteed to establish in a finite number of precisely predetermined steps, whether the remainder is zero or not. Moreover, the number of steps in this case can be predicted in advance. From the start symbolic logicians were interested in finding a decision procedure for logical truths. Of course, given a deductive science of logic, they would already be in possession of a decision procedure for proofs; that is, they could always decide in a finite number of steps whether a given sequence of schemata constituted a proof of a given schema, by examining the sequence in the light of the rules of inference, which are assumed to be finite in number and to have been expressly stated. What the logicians wanted may be stated more precisely as follows. Given a deductive science of logic, such that all and only the logically true statement-forms or schemata are deducible from the axioms, the logicians wanted to discover a characteristic belonging to all the provable schemata and to none of the unprovable schemata, and which moreover could be shown to characterize or not to characterize a given schema framed in the symbols of the science in a foreseeably finite number of steps. I shall return to this problem later. What we have to see first is the way in which a deductive science of logic was constructed. Broadly speaking, we can divide logic, the art or the science, into two parts. First, there are logically true schemata or rules of inference which depend solely on statement connectives and on the particle "not" as applied to a statement in order to obtain its denial. This branch of logic may be called the logic of unanalyzed statements. The logical truths with which it deals depend on an analysis of compound or molecular statements into component statements, but not on an analysis which goes within what we may call atomic statements-statements which cannot be broken up into further statements. The logically true schema which corresponds to the rule of modus ponens is an example: [(p :i q) & p] :i q. For any statement obtained from this schema by uniform substitution of statements for the letters p and q will be true, no matter what the component statements p and q are about, no matter what are the terms which go to make them up. Another instance would be the logically true schema corresponding to a reductio ad absurdum argument: [( '""P :i '"'-'q) & q] :i p. (The twiddle ",.__," means "not".) Incidentally, this kind of logic is by no means a modern invention; numerous rules of inference belonging to it were catalogued in antiquity and the middle ages. For philosophical reasons, it was not much studied by Aristotle, who was rather interested in what he called demonstration, the proof through the definition of a subject that a property belongs to it. ~his brin~s us to the second kind of logic, for the of Anstotle's Prior Analytics, primarily the logic of t~e syllogism, requires that we analyze statements mto parts which are no longer statements but terms. Consider, for instance, mood Ferio of Figur~ I of the syllogism: No Mis P Some Sis M log~c Some S is not P This is stated as a rule of inference, but I could also state in a single line the corresponding logically true sc?ema. Bes~des the moods of the syllogism, the Prior Analytics also gives rules for inferences ~rom a single premiss, these rules once more dependmg on an analysis of statements into terms. One of the rules of conversion, for instance, is: No Sis P No Pis S And one of the rules of subalternation is: No Sis P Some S is not P In _all cases the inferences depend essentially on the logical words "all" ' "some" ' "no" ' "not" , ""lS "·, the letters S, M, P may be considered dummy letters for_ nouns or adjectives. In all cases the logic of the !'rior Analytics requires an analysis of statements mto terms-on the one hand terms which are essentially general or singular names or adjectives, and on the other logical particles which do not name but serv: to i~dicate affirmation or denial, universality or particularity. Now there is nothing fallacious about Aristotle's logic, i~ we are simply interested in possible ?e?uctions, 1t has two limitations. In the first place, it is based on the assumption that all the terms which m~y be subs~ituted for S, M, and P designate existing thmgs. If this assumption is not made, certain untoward consequences follow. Thus from "No men are gods" it follows by conversion that no gods are men· an~ from this latter statement it follows by subalter~ nation that some gods are not men. This final staten:ient clearly implies the existence of gods, a conclusi on w h"ic h may come as a surprise to some moderns who would yet be willing to admit the initial premiss that no men are gods. ?ut k" A secon? limitation consists in the fact that certain mds of inference which we might like to make ' and whi~h depend on the analysis of statements into term~, simply do not come within the scope of Arist?tle s rules. For instance, from the statement "All circles are figures" we should like to be abl t _ "All h d e o con 1 cu d e: w o raw circles draw figures" " d f "All h · nn rom orses are animals", we should like to c 1d · "All h one u e. . . eads of horses are heads of animals". Aristotle, mcidental_ly,_ would ?ot deny these consequences; he draws a simi_lar one m his book the Topics; but from the standpom~ of his ontology, he simply did not reg~rd the logic of relations which is involved here as important. r Modern symbolic logic has gotten round these . . i~mtat10ns by making an analysis of statements different from the subject-predicate analysis of Aristotle. Thus a universal affirmative statement, "All M is P", becomes: (Vx)(Mx :i Px). Read this: Whatever x is, if x is M then x is p. or whatever you consider, if it is M then it is p The' upsi"d e-d ~wn "A" f ollowed by "x" is called a ·universal quantifier. M has lost its full function as a subject term or name, and has become merely a predicate. and the "x" serves as a kind of pronoun, indicatin~ the cross-references between quantifiers and redicat:s: The word "is" is symbolized merely by fuxtaposit10n of the M and the x, and of the p and th B t . h ex . . Y urnmg t e universal affirmative into a condit10nal, we av~id the implication of existence: we merely b saymg that, if anything is an M , th en 1 "t . p are is a , ~t we are not asserting that anything is M. The particular affirmative "Some S i"s P" b ecomes: (3:x)(Sx & Px). Read this: The.re exists an x such that xis Sand xis P, or: there exists something which is both S and P. !he ~ackwards "E" followed by "x" is called an existential quantifier. The universal negative stat _ . e men t "N o S is P" b ecomes: (Vx) (Sx :i ,.__, Px). (Whatever x .is, if x is S then it is not p) Th e par· 1 · ticu ar negative statement "Some S is not P" becomes: '"'-'(3:x)(Sx & Px). (There does not exist an x such that x is both S and P.) The question whether these ways of symbolizing statements. play fast and loose with our ordinary u~derstan~mgs I am not going to argue, but I do wish_ to pomt out that this new analysis and notation admits of an easy extension to kinds of argument �9 8 for which Aristotle failed to provide a rule, for example, the arguments about those who draw circles and about heads of horses. What is involved in these cases is a relational predicate; we need to have a notation, for instance, to express the relation of y to x such that y draws x; this can be supplied by "Dyx". The argument about the circles, then, goes into symbols as follows. The premiss is: (Vx)(Cx :i Fx). (Whatever x is, if x is a circle then x is a figure.) The conclusion looks more complicated: (Vy)[('.3.x)(Cx & Dyx) :i ('.3.x)(Fx & Dyx)]. (Whatever y is, if there exists an x such that x is a circle and y draws x, then there exists an x such that x is a figure and y draws x.) There can also be triadic predicates, in which three terms are related, as in "John gives the book to Mary", and there can be predicates which relate even greater numbers of terms. What symbolic logic here provides is a notation for expressing such relations in a uniform way. The next step would be that of collecting logical truths involving such predicates, and attempting to develop a deductive science such that all and only the logical truths of this type would be theorems. This branch of logic, which goes beyond the logic of unanalyzed statements by analyzing statements into predicates and quantifiers, is called quantificational logic. Thus the two branches of logic I have talked about will be concerned with schemata expressing logical truths of two types; schemata expressing the first type of logical truth will contain dummy letters for sentences or statements, and schemata expressing the second type of logical truth will contain dummy letters for predicates. None of these schemata are statements; they are rather statement-forms. Only if we specify particular predicates for substitution in the quantificational formulas do we obtain sentences, properly speaking. And when we do this, we pass beyond the boundaries Df logic proper into other subject matters. Any particular predicate will have special properties, and if we choose to develop a deductive science concerning this predicate, we shall have to set down axioms appropriate to it, expressing its special properties. For instance, suppose we wish to develop a deductive science involving the binary or dyadic predicate of equality (as in "x = y"). This predicate has special characteristics not common to predicates in general; for in- stance, it is transitive, as expressed in the statement (and note that this is a genuine statement): (Vx)(Vy)(Vz)[(Exy & Eyz) :i Exz)]. This is the symbolic notation for C.N.I. of Euclid. Once we pass the bounds of logic proper, we shall be dealing with particular subject matters as expressed in particular predicates. Now I am not going to develop quantificational logic deductively, but rather I shall take the logic of unanalyzed statements as an illustration and show one way in which it can be presented as a deductive science. In line with the Leibnizian program, we will require the science to be formal, in the sense that the inferences can be carried out simply in terms of notational patterns, and quite independently of what the symbols mean. Thus it will be necessary that all the formulas of the science be composed solely from a specified alphabet of ideograms, with dummy letters for statements; it will be necessary further that any sequence of symbols which is a formula be recognizable as such simply by means of its form. And it will be necessary finally that all the axioms and rules of inference be listed. The axioms, of course, will be formulas stated in the symbols of the science, and the rules of inference will have to be sentences stated in English, so that we can understand what we are permitted to do in carrying out deductions. The alphabet of signs will be ,...,,, &, V, /\, :i, together with as many dummy letters p, q, r, and so on, as may be necessary, and parentheses to indicate grouping. The formation rules for formulas can be specified by three English sentences: (1) p, q, r, and so on, are formulas; (2) if p and q are formulas, then so also are p & q, p V q, p /\ q, p :i q, and ,...,,p; (3) there are no other formulas besides those specified by (1) and (2). Before going on to state the axioms and the rules of inference, let me introduce a simplification. As it turns out, we can define some of the statement connectives in terms of others. For instance, we can define the inclusive "or" in terms of "and" and "not", as follows: ,...,,(,...,,p & ,...,,q) for p V q. The definition seems adequate, since all that the inclusive "or" does is to exclude the possibility that both p and q are false. The exclusive "or" can also be defined in terms of "and" and "not": ,...,,(,...,,p & ,...,,q) & ,...._,(p & q) for p /\ q. This ~gain appears to be adequate, since what the e~~lusive "or" does is to exclude both the possibility that both p and q are false, and the possibility that both are true. Finally, "if-then" may be defin d M: e ""'(p & "-'q) for p :i q. This might be quarreled with; what it says is that "If p th en q " means that it is not the case both that . p ·is 1true and that p is false. This defi m't' . 10n is cert am? not adequate for all meanings of "if-then". for mstance, the subjunctive meaning involved i~ Newton's First Law of Motion: If a body were ~o be acted upon by no forces, then it would continue m a state of rest or uniform rectilinear motion. Newton never meant to assert that th ere is ever . b . . any ody which is not subject to forces any body for which either the antecedent or the 'consequent would ~e true. Even the statement of such common ~ropertles as solubility or conductivity appears to mvolve this su b' · . . JUnctive or contrary-to-fact condit10nal: ~o .say that a body is soluble in water is to say that if it were placed in water then it would dissolve. s~1:1bolic logicians have not succeeded in systematizm~ .or ex~licating the use of this contraryto-fa:t con~it10nal m a fruitful way, and much of physical science as ordinarily stated appears to d d . epen upon it. Still, the "if-then" relation previous!~ defined appears to be adequate for most mathematical uses, as mathematics now stands. So no': our ,~cience will deal fundamentally with the particles and" and "not"., th'is economy is . h' ~c iev:? at a price, of course; but there is also a gain m facility of deduction. And we can still use the other symbols as abbreviations. For the axioms let me choose: 1. p :i (p & p) 2. (p & q) :i p 3. (p :i q) :i [,...,,(qr) :i "-'(rp)] (No~e that I continue to use the conditional sign in st~tmg the axioms, for the sake of brevity.) These axioms may appear silly. An exemplification of the first would be: "If Plato is right then it is both th :ase that Plato is right and that Plato is right." mstance of the second would be.· "If Pl a t o is ng h t . . d a.n seven plus five equals twelve then Plato nght" A n mstance of the third would be· "If 't is . ' · th · . · i is e case that, if psychoanalysis is valid then head~che powders are helpful, then, if it is not the case . ot~ that headache powders are helpful and Plato is nght, then it is not the case both that Plato is A~ ri~h.t _and psyc~oanalysis is valid." Despite their tnviahty,. the axioms permit us to deduce indefinitely many .logical truths, including all the familiar ones belongmg to this branch of logic. The rules o~ inference will be as follows: First, the rule of umform substitution: I may substitute ne~ formulas for any of the letters of any of the ax10ms, so long as, in any particular case, I substitute o~e and the same formula for every occurrence of a given. letter in the axiom from which I start. Secondly, we will have the rule of modus ponens: A, A :i B B This means that, given A and B as well-formed form~las or schemata, then if A and A :i B occur as axioms or proved formulas, I may write down B as a proved formula or theorem. To illustrate these rules -they are the only ones permitted-let me prove ""' ( "'P. & P) · Please recall that my ability to carry out this proof depends on a lucky discovery; as yet I have no method to show me how to construct a p~oof of any given formula which may be provable. First I write: (1) p :i (p & p) , which is simp1 · . y A 1 XlOm • Seco~~ I write: (2) "-'[(p & p) & ,...,,p], which by defimtion of the conditional sign can also be written as (p & P) :i p, which in turn comes from Axiom 2 by substitution of p for q. Third I write: (3) [p ~ (p & p)] :i ["-'((p & p) & "-'P) ~ ~(,...,,p & p)]. This comes from Axiom 3 by substitution of (p & p) for q, and ,...,,p for r. Fourth. I ':'rite: (4) "-'[(p & p) & "'Pl :i "-'("-'p & p), which. is gotten from lines (1) and (3) by modus ~onens, smce the antecedent of line (3) is sim J (1), and line (4) is simply the consequent of Fm~lly, by a second application of modus ponens to Imes (2) and (4) I obtain: h~e ~r. (5) "-'( ""'P & p) ~or !ine (2) is the antecedent of line (4), and line (5) is simply the consequent of line (4). Q.E.D. So I have succeeded in proving a rather obvious sch . other derivable schemata may be more complema, ex. Now of course I shall never be able to derive all th: theorems of this science, since human life is fi~1te. But there are still some questions about the sc:ence as a whole, consisting of the axioms together with the totality of the theorems, which I should very much like to have answered. I should like to �11 10 know whether it is inconsistent; that is, whether it is possible to prove both a formula p and its negation not-p. If this were the case it would be disastrous. For it is a provable theorem of the science that p ::i (,.._,p ::i q). Now suppose that p is provable; then by modus ponens we obtain (,.._,p ::i q) as a theorem. But since we are assuming that not-p is also provable, a second application of modus ponens gives q as a theorem, where q can be any formula. Hence all formulas would be provable. Also, I should like to know whether the science is complete. Roughly speaking, what is meant by the completeness of a science is that it contains among its axioms and theorems all the truths which are capable of being stated in the symbols of the science. Whereas consistency requires that only truths be provable, completeness requires that all truths which we can express in the symbols of the science be provable. Unfortunately this problem is a bit tricky, for one might ask: What do you mean by speaking of a formula as true if you do not mean that it is deducible from the axioms by the rules of inference? Let me first take the case of a deductive science for which an answer can be devised fairly easily, say arithmetic. We can construct countless arithmetical formulas, stating equality, divisibility, and so on, between numbers. Each of these formulas is a statement, a proposition; it must be true or false. If it is false, then its negation will be true, and vice versa. So a possible criterion of completeness might then be that precisely half the formulas of the science be derivable from the axioms by the rules of inference. I could assert the science to be complete if, given any statement p formulable in the symbols of the science, then either p is provable or not-p is provable. The unprovable formulas would consist precisely of the negations of the provable ones. I shall have occasion to use this criterion of completeness later, but unfortunately it is not available in the deductive science of logic itself. For the science of logic deals, not with statements, which we may assume to be true or false, but with statement-forms, schemata, which are neither true nor false. Whenever I have spoken previously of a logically true schema, what I have meant is a statement-form such that the result of making any appropriate substitutions for its dummy letters is a true sentence simply in virtue of the logical words or particles. Elliptically, let me speak of such a schema as a logical truth. It is not the case that any s'.:hema or formula framed in the symbols of logic is either a logical truth or a logical falsehood. Take, for instance, the logical formula (p & q); neither it nor its negation is a logical truth. Thus it is not the case that precisely half the logical formulas are logical truths, and that the other half, namely the denials of the logical truths, are logical falsehoods. vVe have an intermediate category of consistent formulas, formulas which come out true under some interpretations of, or substitutions for, the dummy letters and false under other interpretations. So in the case of a deductive science of logic, if we are to talk of completeness at all, we will have to have a different criterion from that used in arithmetic. For the moment, and rather inadequately, I shall supply only an informal criterion of incompleteness: we do employ rules of inference in ordinary discourse, and we believe them to be based on logical truths. We should like all such truths to be deducible in our science. Thus we would probably judge our deductive science to be incomplete if it were found to be impossible to deduce from the axioms, by the rules of inference, the logical truth corresponding to the reductio ad absurdum inference. Finally, besides consistency and completeness, we would very much like to find a decision procedure for logical truths of the type belonging to our science; that is, faced with a formula framed in the symbols of the science, we should like to be able to decide in a predictably finite number of predetermined steps whether it is provable or not, without engaging in the rather tedious process of trying to find a proof for it or its negation-a search in which there is no guarantee that we shall be successful. Now these three questions of consistency,. completeness, and decision procedure are important in relation to any deductive science. They are questions which Leibniz would certainly have wanted answered in the case of his Universal Characteristic. And one of them, the question of consistency, assumed a critical importance in mathematics at the turn of the last century. I stated earlier that the modern systematization of mathematics and logic was actually approached from two sides: on the one side there was the aim of carrying out the Leibnizian program of a Characteristica Univer salis; on the other, that of trying to eliminate certain difficulties inherent in modern mathematics from its inception. Before discussing how the questions of consistency, com- pleteness, and decision procedure might be answered, I want to look briefly at this second side of the coin. of Whitehead and Russell, published between 1910 and 1913. Modern mathematics began with the invention of algebra, which effected a peculiar wedding between the science of discrete quantity and the science of continuous magnitude. Algebra provided a powerful method, but the theoretical justification of its rules, and more particularly the nature of the objects with which it dealt-functions of what are oddly called real numbers-remained obscure. The mathematics of the 17th and 18th centuries, including the differential and integral calculus which were constructed on the foundation of algebra, was primarily a. successful technology rather than a science. Now although the entire reduction of mathematics to logic and the predicate of class membership had been undertaken in order to supply higher mathematics with a sound foundation, it was not known whether the system was consistent. A usual method of assuring oneself of the consistency of a deductive science is to find a definite group of objects which can be presented to the imagination, and to which the postulates are clearly seen to apply. Presumably what can be presented to the imagination in complete definiteness and clarity must be logically consistent. This may be called the method of models. For instance, we believe that plane Riemannian geometry is consistent because it can be mapped onto, or translated into, the Euclidean geometry of the sphere; so if spherical Euclidean geometry is consistent, so is Riemannian plane geometry. But the geometry of the sphere can be presented to the imagination in complete definiteness and clarity, so it would appear ridiculous to doubt its consistency. But this method of models was not open in the case of Principia Mathematica, in particular because Principia Mathematica had to postulate the existence of classes containing an actually infinite number of members, as in the definition of the real numbers; and to form a clear image of such a class or aggregate of objects is impossible. In the 19th century an attempt was made to remedy this situation by a return to the deductive methods of Greek geometry. The first stage was the arithmetization of analysis; that is, the attempt to derive the notions of algebra and the calculus from the notions of elementary ari th me tic; in particular the attempt by Dedekind and Cantor to define the real number in terms of infinite aggregates of rational numbers or fractions, and thus ultimately in terms of integers. The second stage was the development of arithmetic itself as a formal deductive science. Finally, in the third stage, the structure so far achieved was brought into relation with the work of symbolic logicians, notably Boole and Frege. Thus the attempt was made to define the "primitive" notions of arithmetic in terms of what were claimed to be yet more "primitive" logical notions. Use was made not only of the logic of unanalyzed statements and quantificational logic, but also of the special properties of a particular binary predicate, that of class membership, as in "x is a member of y". More strictly, with all the formulas of the logic of unanalyzed statements and quantificational logic available-and recall that these branches of logic provide only statement-forms with dummy letters for statements or predicates, rather than statements properly speaking-a single predicate was introduced, namely that of class membership, along with the axioms appropriate to this predicate. The attempt was then made to show that the deductive science of this predicate included in its further reaches all the theorems of mathematics. The integers, for instance, turned out to be classes of classes. The accomplishment of the entire program, the development of all mathematics deductively on the basis of the predicate of class membership, appeared to be complete in the Principia Mathematica The question of consistency was all the more urgent because certain modes of reasoning with classes, which appeared fairly straightforward, were found to lead to contradictions. For instance, it might be supposed that, given any clearly defined property, it should be possible to posit the existence of a class of all those entities which possess the property. Thus the class of all cats is not a cat, while the class of all thinkable objects is itself a thinkable object. The class of all cats is not a member of itself, while the class of all thinkable objects is a member of itself. So we have the clearly definable property of classes of being either self-members or non-self-members. It should then be possible to form the class of all those classes which are not members of themselves. But as Russell discovered, this class of all classes which are non-self-members is altogether self-contradictory. Presumably it is either a member of itself or it is not. Suppose it is a member of itself; then by its own definition it cannot be a member of itself. Then suppose it is not a mem her of itself; by defini- �13 12 tion it must be a class which is a member of itself. Either alternative leads to a contradiction. This contradiction could be avoided only by making rather artificial restrictions on the formation of classes. But it was still not clear that other paradoxes might not arise. In these circumstances, David Hilbert proposed another method of proving consistency. First the deductive science was to be completely formalized, in the sense that the meaning of all the symbols employed in the science could be entirely neglected in the carrying out of proofs; all that one would have to understand would be the rules of sentence formation and the rules of inference. Assuming this doneit is a very difficult and tricky business-one might begin to study the strings of symbols which express the science, but which we may treat, for the purposes of our investigation, as devoid of significance, as constituting simply a mosaic or abstract design of marks. Clearly we can make certain statements about the strings of symbols. Already we know that there is a certain class of sequences of symbols, recognizable by form alone, which may be called sentences; and we also know that there are certain kinds of sequences of sentences, recognizable by form alone, which constitute proofs or deductions. And by reasoning about the sequences we may also be able to establish that there will never occur among the proved sentences both a sentence and its negation; that is, we may be able to establish the consistency of the science. This kind of study of a deductive science Hilbert called metamathematics. Note please, that our reasoning on the strings of symbols will be carried out in ordinary language. Just as the rules of sentence formation and rules of inference have to be stated in words which we understand, so all reasoning on the formalized system must be carried out in a meaningful language. Following Carnap, we call the formalized language the object language, because it is the object of study; and we call the language used to talk about the formalized system the metalanguage. Thus we have three distinct levels: first, a deductive science which has a meaningful interpretation but is not formalized; second, the same science completely formalized, and regarded as emptied of meaningful content; third, the informal metalanguage used to describe the formalized science. It is conceivable that one might formalize the metalanguage; this would be an entirely distinct process, and it is not clear at this stage whether any advantage would be gained by it; we would still have to have an informal, meaningful meta-metalanguage in which to describe the metalanguage. Thus the final appeal must be to reasoning processes carried out in ordinary English. However, there is one important restriction on the modes of reasoning to be used in the metalanguage: we would not want them to be more dubious than the modes of reasoning used in the formalized language which is under investigation and whose consistency is in doubt. Let me now undertake a metamathematical investigation of the logic of unanalyzed statements, as I have previously outlined it. In this case we can prove consistency, completeness, and the existence of a decision procedure without too much difficulty. In the case of consistency, I will depend on a result mentioned previously, namely, that if both a formula p and its denial non-p are provable, that is, if the science is inconsistent, then any formula will be provable. The procedure will be to hit on a characteristic which is common to the patterns of signs constituting the axioms, and which is "hereditary", that is, it belongs to all the formulas which can be deduced from the axioms. Then if we can find one formula of the science which does not possess the characteristic, the consistency of the science will be proved, since this formula will not be deducible, and hence not every formula will be deducible. Let me repeat: we know that if the science is inconsistent, then all formulas are provable. Our strategy will be to hit on a characteristic which is common to all axioms and theorems, and then show that it is not shared by all formulas. The characteristic we shall use is actually suggested by the interpretation of the science. When I assert (p & q), I mean that both p and q are true; that is, the truth of the conjunction depends on that of its components; if they are true, it is true, and in all other cases it is false. We can represent this fact by what is called a truth table: p q p&q T F T F T T F F T F F F Here I list all the possible combinations of truth and falsity of the components, and in the last column I list the corresponding values, truth or falsity, taken by the conjunction. For negation, we have another table: p T F F T This merely states that if p is true, then not-p is false, and vice versa. Since all the other statement connectives, "if-then", inclusive "or", and so on, are defined in terms of "not" and "and~1 , we can construct similar tables for them on the basis of the tables already constructed. For instance: p ::i q is defined as ,..._,(p & ,..._,q). p q ,..._,q p& ,..._,q ,..._,(p & ,..._,q) T F T F T T F F F F T T F F T F T T F T First I list the possible combinations of truth and falsity for p and q; then, following the table for negation, I make a column for "'q. Next, working from the table for "and", I construct a column for p & "'q; this will be true only when both components ar~ true. Finally, I make a column for "'(P & "'q), usmg the table of negation. It turns out, thus, that "If p then q" is false only in case the antecedent p is true and the consequent q is false. The truth tables are like multiplication or addition tables, except that here we have only two objects, T and F, rather than the whole series of integers. What we have now is a method whereby, given an assignment of T's and F's to the component statements of a compound statement, we will always be able to compute, in a finite number of predetermined steps, a value T or F for the statement as a :"hole. This procedure, although suggested by the ~nterpretation of the science, can be carried out quite mdependently of any interpretation of the symbols of the science, simply by working in accordance with the truth tables. Now a characteristic of the axioms and theorems of the logic of unanalyzed statements is that they come out with the value T under any assignment of T'~ and F's to their component statements. To prove this, one first shows that it is true of the axioms. Consider, for instance Axiom 2: (p & q) ::i p. We construct a truth table as follows: p&q T F T F p ,..._,p q T T F F (p & q) T F F F ::J p T T T T First we construct a table for p & q as before, then we follow the table for "if-then", which tells us that a conditional statement is false just in case its antecedent is true and its consequent false. Now since the antecedent of Axiom 2 is true only in the first row, and in this row the consequent p is also true Axiom 2 always takes the value T. The same resul~ goes for Axioms 1 and 3. In order to show that all the theorems deduced from the axioms always take the value T, we have to examine the rules of inference. Modus ponens is: A, A::i B B Assume the formulas A and A ::i B always take the value T; then from the truth table for "if-then" we know that B also must always take the value T'. For if the antecedent of a conditional always takes the value T, and the conditional itself always takes the value T, then the consequent of the conditional must always take the value T. The other rule of inference, namely that of uniform substitution likewise preserves this property. For suppose w~ substitute compound statement-forms or formulas for dummy letters in a given formula which always takes the value T. What has been substituted in all ca10es will take either the value Tor F, and so no new combinations of T's and F's will turn up, and the new schema will therefore continue to take the value T in all cases. The. fi?al step in the proof of consistency is merely to exhibit a formula which does not always take the value (p_ & q) is an instance, as we have already seen, smce it takes the value F except when both p and q take the value T. Thus, having proved that all axioms and theorems of the science have a certain characteristic, I have proved that not all formulas are provable. Since the inconsistency of the science would imply that all formulas are provable, I have therefore proved that the deductive science of unanalyzed statements is consistent. It is also complete. That is, all the logical truths of t~e science are deducible from the axioms; the addition of further axioms or rules of inference would not '!'· �14 enable us to deduce any logical truths which we cannot derive already. To prove this, we turn once more to the truth tables. For on reflection, we see that the truth tables constitute a criterion of logical truth independent of deducibility. If a formula belonging to this science is a logical truth, then it must take the value T under any assignment of T's and F's to its component statements. The proof of completeness, then, consists in showing that, if we have a formula that always takes the value T, a proof of it can always be constructed starting from the axioms we have laid down. I shall not turn aside to give this demonstration; it is fairly easy but very long. Finally, it should be clear that in answering the questions of consistency and completeness, we have in this case answered our third question as well; we have already turned up a decision procedure for logical truths of the kind we are dealing with. For the truth tables provide a method of computing, in a finite number of predetermined steps, whether a formula is a logical truth or not. For all practical purposes, the deductive science we have constructed is quite unnecessary. Logical truths belonging to the logic of unanalyzed statements are always detectible by means of truth tables. So in this branch of logic we have all that Leibniz could possibly ask. Of course, we should remind ourselves that we have subjected the statement connectives of ordinary discourse, particularly the conditional, to some torture, some straight-jacketing, to achieve this result. But statement connectives in ordinary discourse are frequently truth-functional, and our science does provide a streamlined method for testing many of the inferences used in everyday argument. Next, what about consistency, completeness, and the existence of a decision procedure in the case of quantificational logic, and also in the entire system of mathematics and logic as built up in Principia Mathematica? As it turns out, that part of quantificational logic which deals with monadic predicatespredicate letters which are followed only by a single pronoun letter, as in the case of the predicate letters used in representing the Aristotelian syllogism-this part of quantificational logic is consistent and complete, and possesses a decision procedure. But with quantificational logic involving relational predicates like "y draws x" the case is otherwise. And with a deductive science of sufficient scope to include the predicate of class membership and hence the whole of mathematics as presented in Principia Mathema- 15 tica, the case is otherwise still. I have at last come to the point of this essay. In 1931 a mathematician named Godel, then in Vienna but now at Princeton, introduced a new and curious technique into metamathematical studies. What he did in effect was to map the statements of metamathematics onto arithmetic; that is, he translated the statements of metamathematics into a language which employed the same symbols as arithmetic, and the same rules of syntax or sentence formation-this arithmetical language being part of the very system of Principia Mathematica which metamathematics is designed to investigate. This is indeed an astonishing procedure. Let me indicate how it was done. The symbols used in Principia Mathematica or in any formalization of logic and mathematics are in general finite in number, and can in any case be listed. In talking about these symbols we have to use names of them; and for this purpose we can certainly use, if we wish, the symbols which are normally used to name the integers. For instance, a system of logic and mathematics like Principia ~Mathematica can be developed using only the following nine symbols: ,....., & :::i \{ ( ) E X 1 2 3 4 5 6 7 8 9 These symbols may then be given, as names, the symbols normally used to name the integers one through nine. The numerical names are called Godel numbers. Now suppose we consider any well-formed formula, framed in the symbols of our science, say: rv(Vx) (x ex). (It is not the case that, whatever x is, xis a member of x). I suppose this is true, but no matter. What we want to show is that we can associate with any well-formed formula, true or not, a unique numerical name or Godel number. We have ten marks in the formula, each having a Godel number; in order, the Godel numbers are: 1, 5, 4, 8, 6, 5, 8, 7, 8, 6. Now in order to obtain a unique Godel number for the formula, Godel proposed that we use the numbers just listed as exponents of the first prime numbers taken in order, then take the prime numbers raised to these powers and multiply them together. Thus we get, as the numerical name or Godel number of our formula: 2i X 35 X 5 4 X 78 X 11 6 X 135 X 17 8 X 19 7 X 23 8 X 29 6 • This is a rather large number, but since, by a well- known theorem of arithmetic, a number can be factored into prime factors in only one way, it constitutes a unique name for the formula, and given the number we can reconstruct the formula through factorization and looking up the meaning of the exponents of the prime factors in our dictionary. To each distinguishable well-formed formula of our scienc:, then, there corresponds a unique number; and given any number, we can always find whether it is the name of a formula by fa.ttorization. · By a similar process, we can obtain a unique Godel number for any sequences of formulas, sequences such as we have in proofs or deductions, for instance. For instance, if we have a two-formula sequence such that the successive formulas have the Godel numbers m and n, then the Godel number of the sequence will be 2m X Jn. Thus to any sequence of formulas there corresponds a unique numerical name; and given the number we can reconstruct the sequence of which it is a name by factorization. Some of the sequences, of course, constitute proofs. Now let me remind you that metamathematics is committed to dealing with the formulas of logic and mathematics simply as meaningless marks. It is committed, in particular, to describing theoremhood simply in terms of characteristics of sequences of formulas. Suppose, for instance, that the only rule of inference in our science is modus ponens. Then the metamathematical definition of theoremhood might run as follows: "the formula ip is a theorem" means that there exists a sequence a of formulas such that 'P is a member of a (presumably the last one), and such that any formula t/; which is a member of a is either an axiom, or else it is preceded in the sequence by some formula x and also by a formula "if x then t/;". Every provable formula is thus associated with a sequence of formulas of a certain kind, which constitutes a proof of the formula, and which can be recognized as such simply in terms of notational patterns. Now Godel showed that, for systems of logic and ~athematics like Principia Mathematica, it is possible to find an arithmetical property of numbers, such that if a formula is provable, then its Godel number has the property, and otherwise not. I shall not a~tempt to state what this property is precisely, but simply try to indicate the possibility that such an arithmetical property exists. To every Godel number of a provable formula, we mav correlate the Godel number of a sequence of formulas which con- stitutes a proof of the given formula. The Godel number of the given formula will be an exponent of a prime factor of the Godel number of the sequence. It is conceivable that Godel numbers of sequences which are proofs constitute a class of numbers distinguished by certain arithmetical properties. It is therefore conceivable that the Godel number of a provable formula itself has a distinguishing arithmetical property, namely that of being an exponent of a prime factor of some number belonging to a special class of numbers. Let me go over the same ground again in a different way. Suppose we have a formula ip, belonging to the language of Principia Mathematica; I shall call this language L. With ip is uniquely associated its Godel number x. Now Godel discovered a property of numbers (let us call the property "Bew") such that the formula stating that x has this property M ip is provable G is not provable t L ip G.N. x Bew(x) G ! = ""-'Bew(n) n (viz. the formula "Bew(x) ") is expressible in L, and moreover, when this formula is interpreted metalinguistically instead of arithmetically, it means that 'P is provable. In other words, the property Bew has been so selected that if xis Bew, then the formula ip of which x is the Godel number is provable, and vice versa. Note, please, that Bew (x) is a genuine arithmetical formula, quite independently of its metamathematical interpretation. From the arithmetical standpoint, it merely says that x is an exponent of a prime factor of a number belonging to a certain class of numbers. Next step. Godel was able to prove that L cons. :::i (Bew(x) is provable Bew(x) is true). (I use the equivalence mark to indicate mutual logical entailment.) To say that Bew(x) is provable is to say that a certain formula in L is provable, and to say that Bew(x) is true means, metamathematically, that another formula in L, namely ip, is provable. Thus what Godel shows here is that, on the assumption that Lis consistent, if the formula ip is provable, then the formula Bew(x) is provable, and vice versa. In other words: if L is consistent, then one formula of L is provable if and only if another formula, uniquely associated with it, is also provable. Last step. Godel was able to show that, for systems like Principia Mathematica, it is possible to construct �17 16 a formula G with Godel number n, such that G is the formula rvBew(n). Interpreted metalinguistically, G says that G is not provable, which may seem to involve an objectionable kind of circularity or selfreference. But recall for a moment that G is a genuine well-formed formula of arithmetic; it must be true or false; and therefore, if our system of logic and mathematics is to be complete, it must be possible to prove either G or not-G on the basis of the axioms. Recall, too, that we have the theorem: L cons. :::i (Bew(x) is provable_ Bew(x) is true). This is true for all numbers x which are Godel numgers of formulas; in particular, it must be true for n which is the Godel number of G; hence we may write: L cons. :::i (Bew(n) is provable Bew(n) is true). Now Bew(n) is simply the denial of G, therefore to say Bew(n) is provable is to say that rvG is provable. On the other hand, Bew(n) is true if and only if the formula with Godel number n is provable, and the formula with Godel number n is G. So what we have is: L cons. :::i (rvG is provable_ G is provable). So on the assumption that L is consistent, the provability of G logically entails the provability of not-G and vice versa. If we assume one of them is provable, then the other will be provable too, and hence L will not be consistent. The only alternative is to assume that neither G nor not-G is provable. But of course one or the other of them must be true. Hence if we assume that L is consistent, it turns out that L is incomplete; that is, there is an arithmetical formula in L such that neither it nor its denial is provable, although one or the other is true. Even if we add new axioms to L so as to be able to prove G, Godel shows that it will still be possible to construct a statement G' such that neither G' nor its denial not-G' is provable. Godel's theorem has a very general character. Given any formally characterizable deductive system of logic and arithmetic, there are indefinitely many arithmetical truths which cannot be proved on the basis of the axioms. This completes the account of the proof, but please note that we have also discovered that, if L is consistent, then the formula G is true, though unprovable. For not-G cannot be true, since its truth would imply the provability of G, which we have seen that we have to deny. But G or not-G, one or the other, must be true, so we have to choose Gas the true one. Now I would like to mention two more results obtained by Godel's method. Godel also proved that if L is consistent, then its consistency can be proved only by using more powerful-and hence more dubious-modes of inference than those used in L itself. Such a proof, then, would beg the question. Secondly, in 1936 Alonzo Church of Princeton, using once more the arithmetical techniques of Godel, proved that there exists no decision procedure for formulas of quantificational logic involving relational predicates, predicates which take more than one argument, as "x draws y", or "x is the head ~f y", or "x is a member of y". Quantificationa~ logic can be proven to be consistent and complete, m the sense that all and only the formulas which are true can be derived from a set of axioms; but given a formula of quantificational logic involving relational predicates, there can exist no method of deciding, in a finite number of predetermined steps, whether the formula is provable or not. The conclusion, then, is this: The logic of unanalyzed statements and that part of quantificational logic dealing with monadic predicates are consistent, complete, and possess decision procedures. There is no problem of these branches of logic which cannot be solved by mechanical calculation. The logic of relational predicates is consistent and complete, but does not possess a decision procedure. We can set up a deductive science such that all quantificational truths are deducible from the axioms; but the determination whether a given formula is deducible or not is contigent on time, cash, ingenuity, and intelligence directed toward a goal, and there is no guarantee that we shall ever succeed in answering the question. That is. we are unable to envisage the total outcome of a series of acts whose generating principle we can envisage with complete clarity. Finally, any deductive science of sufficient scope to include elementary arithmetic lacks a general decision procedure, and, worse yet, is such that, if it is consistent, then it is not complete. Granting its consistency, which can only be proved by the use of methods more dubious than those employed within the science itself, then there are sentences which can be formulated within the language of the science and which are formally undecidable; that is, no investigations carried out within the deductive science itself can disclose whether these sentences are true or false. This does not mean, of course, that these sentences will not be deducible in another formalization of arithmetic. It does not mean that there is any par- ticular truth or particular set of truths which man is prevented, in the nature of things, from discovering. Suppose we imagine an omniscient number-theorist. His agility to see infinitely many arithmetical truths at once would presumably enable him to recognize as correct some principles of deduction which we humans could not discover ourselves. But Godel's proof shows that any correct formal system which this omniscient arithmetician could reveal to us, telling us how it works without telling us why, would be incomplete. Mathematical truth is essentially informal; it cannot be defined in formal terms, in terms of notational patterns. Godel's result for arithmetic reflects back curlously on the deductive sciences of logic, the logic of unanalyzed statements and quantificational logic. These sciences, although they are complete formal 'theories of a particular conception of logical consequence extorted by violence from the vague and intuitive concepts of everyday usage, do not exhaust the notion of logical consequence. Godel's proof shows that in any deductive science with a subject matter as rich as elementary arithmetic, however much we supplement the ordinary rules of inference with new structural rules, it is possible to construct sentences which follow in an everyday sense of logical consequence from reflections on the science as a whole but which nevertheless cannot be proved within th~ theory, on the basis of the previously accepted rules of inference. The formula G is an instance. Hence the art of logic, understood as modes of inference arrived at through luck and insight, must always retain a certain priority over any science of logic which seeks to reduce that art to a system of calculation, or even to a formal deductive theory. And therefore the Leibnizian program is, in the nature of things, incapable of being carried out. [1] This essay grew out of a Faculty Study Group which met regularly during the academic year 1956-57 to study symbolic or mathematical logic. The essay was originally presented as a lecture, and was intended as a piece of haute vulgarisation-an introduction to the fundamental notions of symbolic logic and to Godel's theorems of 1931. �19 Bertrand Russell has said "Mathematics is the subject in which we never know what we are talking about nor whether what we say is true." Underneath the typically Russellian wisecrack lies a profound truth; for mathematics is not really "about" anything, nor are its theorems "true"-they are merely valid. To say that they are valid means that they would hold true of any universe in which the axioms of the mathematical system hold true; but we do not know whether the universe we live in is such a universe. This is merely another way of saying that pure mathematics is concerned merely with the logical relations that hold among its axioms and theorems and not at all with the question of whether these apply to any physical reality. In short, mathematics is concerned with form, not content. The task of abstracting form from content in mathematics is, however, a difficult one. Historically it began as early as Euclid, who attempted to deduce all geometrical propositions from a few sentences, called "postulates" and "common notions", by methods which were apparently intended to be, so far as possible, purely formal, and hence not to depend upon "intuition" or visual examination of diagrams. If Euclid was attempting to formalize geometry, his attempt was not entirely successful, for his common notions and postulates do not quite suffice to permit the deduction from them, by purely logical means, of all the Euclidean propositions. A FORMALIST APPROACH TO MATHEMATICS ALLEN CLARK THE FORMALIZATION OF GEOMETRY The formalization of geometry was, however, carried out by David Hilbert in his book Foundations of Geometry, published in 1899. Hilbert shows that all the propositions of Euclidean geometry can be deduced, by purely logical means, and without any appeal to geometrical "intuition", from a certain set of twenty axioms, the first group of which may be expressed as follows: 1. Two points determine a line. 2. Three points not in the same line determine a plane. 3. If two points of a line lie in a plane, then every point of that line lies in that plane. 4. If two planes have a point in common, they have at least two points in common. S. In each line there are at least two points, in every plane there are at least three points not in the same line, and in space there are at least four points not in the same plane. The formalistic character of Hilbert's axioms is somewhat obscured by the fact that he still employed the terminology of geometry, using such words as "point", "plane", and so on. In fact, however, nothing in the way that these axioms are used in proofs depends in the least upon the meanings of any of these geometrical terms. The geometrical terms could as well be replaced by meaningless or undefined terms, or arbitrary symbols. I shall, therefore, translate Hilbert's axioms into a language that employs no geometrical terms whatever. Let the system consist of undefined elements represented by capital letters A, B, C, etc., of sets ofele~ ments, and of classes of elements. ''i 1. To any two distinct elements A and B there corresponds just one set, called L(AB), which contains both A and B. 2. For any three distinct elements A, B, C, if there is no set that contains all of them, then there is just one class that contains all of them. 3. If a class contains two elements of a set, it contains all elements of that set. 4. If two classes have a common element, they have at least two common elements. S. Every set contains at least two distinct elements; every class contains at least three distinct elements that are not all in the same set; there are at least four elements that are not all contained in the same class. From these axioms alone various theorems can be deduced. For example, the theorem which in geometrical language would read "Two distinct lines have either one point or no point in common" can be translated into purely logical language as "Two distinct sets have either just one element in common or no element in common." The proof in the logical language goes as follows: If the two sets had two elements, say A and B, in common, there would (by Axiom 1) be just one set L(AB) containing both A and B, and hence each of the two given sets would be identical with L(AB), and hence with each other, contrary to the hypothesis that they are distinct; therefore they have at most one element in common. Hilbert shows how all the propositions of Euclidean geometry can be derived from the twenty axioms by methods which do not depend at all upon the meaning of any of the terms used, but purely upon the �20 abstract logical relations among the undefined terms as stated in the axioms. The axioms can thus be regarded as given strings of meaningless marks on paper, and the rules of logic as the rules of a game permitting the marks to be rearranged in certain ways, and a theorem as any arrangement of marks that can be reached from the given strings of marks. by means of permissible "moves". THE FORMALIZATION OF ARITHMETIC The success of Hilbert's formalization of geometry encouraged attempts to formalize arithmetic by divorcing it from any intuitive conception of "number" and treating it merely as a game of manipulating meaningless marks on paper. Only in this way can we be sure that what we regard as "proofs" in arithmetic depend purely upon logic, and not upon some unconscious inferences from our intuitive acquaintance with numbers. I shall present a construction of arithmetic so purely formal that the symbols employed in it represent purely typographical operations, such as erasure or transposition of letters. [1] There are only three marks: /, K, A. The stroke / is used to combine letters into "words" by the following two rules: 1. Any single letter is a word. 2. If x and y are words, then /xy is a word. Thus the effect of the stroke mark is simply to combine the following two words into a single word. K is an erasure operator whose effect is exhibited by the following example: Dl Kxy = x That is, we are permitted to erase the second word after K, followed of course by the erasure of K itself. The operator A is explained by the definition D2 Axyz = xz/yz where x, y, z are any three words. Thus an occurrence of A gives us permission to rearrange the next three words in the manner indicated in D2, followed of course by the erasure of A. (It will be understood that the letters 'x', 'y', 'z' never occur in this system; in Dl and D2 they merely take the place of unspecified strings of A's and K's.) Now let us consider the string AK. Its effect upon words following it in a string is shown by: AKxy = Ky/xy = y (in consequence of Dl and D2 above). Thus AK is an erasure operator that erases the next word following AK. We abbreviate AK by 21 D3 0 for AK Thus Oxy = y, and hence Ox represents zero occurrences of x. Therefore 0 can be taken to represent zero. To construct higher numbers, we need the string A/KAK, which we abbreviate by D4 B for A/KAK Then Bxyz = A/KAKxyz = KAx/Kxyz = A/Kxyz = Kxz/yz = x/yz. B will later be shown to be the multiplication operator. Now we construct the string AB, whose effect is exhibited by ABxyz = By/xyz = y//xyz. We abbreviate AB by DS S for AB Now if we construct the string SO we see that SOxy ABOxy = Bx/Oxy =x//Oxy = xy. Thus SOx represents one occurrence of x, and hence we introduce the abbreviation D6 1 for SO The string Sl, when followed by other words, has the following effect: Slxy = x/ /lxy = x/xy, wherein we see that there are two iterations of x, and hence we abbreviate Sl by D7 2 for Sl Similarly, S2xy = x//2xy = x/x/xy, wherein there are three iterations of x, so S2 is 3, S3 is 4, and so on. Thus S is the successor operator. The various operators 0, SO, Sf SO, S/S/SO, and so on, may be called iterators, ·since the effect of any of them is to cause an iteration of the following word a certain number of times. We can therefore identify the iterators with the natural numbers. Having constructed the sequence of the natural numbers, we now proceed to develop the arithmetic of the natural numbers, using only the materials so far developed. B, as promised, turns out to be the multiplication operator, for if m and n are two iterators, i.e., natural numbers, then by D4, Bmnxy = m/nxy. Now nx, as explained above, is the ·n-fold iteration of x, and m/nx is the m-fold iteratiOn of nx, and hence the m-fold iteration of the n-fold iteration of x, or in short the (m·n)-fold iteration of x, where · (m · n) is the arithmetical product of m and n. Thus Bmn is (m ·n). To construct an addition operator, we first introduce the abbreviation D8 D for BB so that Dwxyz = BBwxyz = B/wxyz = wx/yz. Then the addition operator is BAD, for BADmnxy = A/Dmnxy = Dmx/nxy = mx//nxy; if m and n are iterators, i.e., numbers, then nx is the n-fold iteration of x, and mx is the m-fold iteration of .x, and thus mx//nxy contains an m-fold iteration of x followed by an n-fold iteration of x, or in short an (m + n)-fold iteration of x, where (m + n) is the arithmetical sum of m and n. Hence BADmn is (m + n). To construct powers of numbers we do not need any new operators. For by the preceding we know that n/nx consists of n 2 iterations of x, and n/n/nx of n 3 iterations of x. Hence to produce nm iterations of x we need only iterate nm times. But the m-fold iteration of n is mn; hence in our notation mn represents what is written as nm in the usual arithmetical notation. Thus to prove that 2 + 2 = 4, where 4 is defined a~ S3, we proceed as follows. In our notation 2 + 2 is BAD22, and BAD22xy = A/D22xy = D2x/2xy = 2x//2xy = 2x/x/xy = x/x/x/xy. But S3xy = x//3xy = x/x/x/xy. Thus we see that BAD22 and S3 produce the same effect upon any following words xy, and hence are equivalent operators. The construction of subtraction and division operators is considerably more complicated, but enough has been shown to illustrate the general method of constructing arithmetical entities and operators out of the two purely typographical operators K and A. All the abbreviations, such as 0, B, S, D, etc. can be eliminated, and each expression written out in full as a string consisting solely of K's, A's and strokesbut only at the cost of intolerable prolixity. Thus the number 2 in unabbreviated form would be A//A/ KAK//A//A/KAK!AK. But in principle the whole of arithmetic could be written out in such strings of A's and K's, and the proof of any arithmetical theorem would consist in mechanically performing the indicated typographical operations in accordance with rules Dl and D2, without supposing that the marks on paper represent anything at all. GODEL'S THEOREM Now if such a formalization of arithmetic could be carried out, the task of proving any truth of arithmetic would be reduced to a mere mechanical routine that any dunce could carry out, given enough time and patience. A result obtained by Kurt Godel in 1931, however, shows that there are certain limitations upon the possibility of carrying out such a formalization of arithmetic. In his paper entitled "Uber formal unentscheidbare Sii.tze der Principia Mathematica und verwandeter Systeme" (On formally undecidable propositions in Principia Mathematica and related systems), he showed that for any formal language adequate to express all the truths of arithmetic, there must exist some arithmetical proposition whose proof cannot be expressed within that language, although it can be shown to be true by methods lying outside that language. Hence, no formal language can express the proof of all arithmetical truths. In short, arithmetic can never be completely formalized. Godel's method of proof was very ingenious and skirted close to paradox without, however, falling into it. It consisted essentially of showing that if every proposition and proof in arithmetic can be stated in formal language, then it can be assigned a unique number, called its Godel number, and hence statements about the logical relations among the propositions and proof can be translated into statements about the arithmetical relations among the corresponding Godel numbers. Therefore all statements about arithmetic can be translated into statements within arithmetic, i.e., arithmetical formulas expressing equalities and inequalities among integers, and the like. Thus arithmetic can be used as a language in which to "talk about" itself, and hence arises the possibility that some formula in arithmetic may happen to be the "translation" of a statement about that very formula-for example, the statement that that formula is unprovable. Godel in fact shows how to construct just such a formula, and then he derives the proof of his theorem. The essence of his method can be presented in the following very simplified version. ( Suppose that every proposition in arithmetic or about arithmetic can be expressed in the symbolism of symbolic logic, and that an expression in symbolic logic consists of a finite string of marks on paper. Only a few different symbols are needed. For example, a system of symbolic logic has been constructed that uses only the four symbols: I KA F 1 2 3 4 Below each symbol has been written a number, called its Godel number. Obviously, the symbols can be unambiguously represented by their Godel numbers. Thus the string /AK could as well be writ- �22 ten 132. Each formula, each proposition, each proof can be uniquely designated by its Godel number. Now let P1, P2, Pa, etc. be various properties of numbers, such as primeness, evenness, oddness, and so on. The subscripts are the Godel numbers of these various properties, determined as follows: Let the sentence "x is prime" be translated into symbolic logic; there it is represented by some string of marks, having a Godel number, say 37. Then Pa1 is the property of primeness, and P31(n) is the proposition that n is prime. Suppose that the assignment of Godel numbers has been made for each arithmetical property. Now note that some number may be proved to possess the very property of which it is the Godel number. For example, if P 37 (n) is the proposition that n is prime, then P31(37) is the proposition that 37 is prime, and this is provable. Thus 37 can be proved to possess the very property of which it is the Godel number. Let us, adopting the language of Bertrand Russell, call numbers that do this autological numbers, and write 'A(n )' for 'n is autological'. All other numbers we call heterological, and we write 'H(n)' for 'n is heterological', i.e., for 'n cannot be proved to possess the property of which n is the Godel number.' Thus we have the equivalence: (1) H(n) 'Pn(n)' is unprovable. But the proposition H(n) can itself be written out in the symbolism of symbolic logic, and hence must have some unique Godel number, say the number h. Hence H is the property Ph, and thus we have the equivalence: (2) Ph(n) 23 ,. j 'Pn(n)' is unprovable. This equivalence holds for all numbers n = 1, 2, 3, etc., and hence in particular holds for the number h. Therefore (3) Ph(h) _ 'Ph(h)' is unprovable. Thus we have constructed a proposition, 'Ph(h)', which in effect declares its own unprovability. It is true if and only if it is unprovable. If it is false, it is provable. But if logic is consistent, no false statement is provable. Therefore if logic is consistent, we must conclude that the proposition we have constructed (call it G) is true, but unprovable. Note however, that we have not proved it to be true; for if we proved it to be true it would be false. We can only conclude by our informal reasoning about it that G must be true, although no formal proof of G can be given within the symbolism of the logic that we are employing. Thus Godel concludes that if S be any consistent system of logic adequate to express all of arithmetic, then (1) it can express some proposition for which it cannot express a formal proof, although the proposition can be shown to be true by methods lying outside the system S; (2) the consistency of S cannot be proved by methods that can be formalized within the system S itself. In short, if S is consistent, .it is incomplete. It also follows, of course, that if S is incomplete it is consistent, for if S were inconsistent it would suffice for the proof of all propositions, even the proposition that S is consistent. Thus if S were inconsistent, it could prove its own consistency! Thus the very inability of a system of logic to prove its own consistency is, in an informal sense, a "proof" of its consistency~ such an informal "proof", however, cannot be formalized within the system itself. Godel's theorem does, therefore, show that the formalist approach has limits. The hope of finding a finite set of axioms from which all mathematical truths can be deduced is shown to be impossible to fulfill. On the other hand, Godel's theorem does not by any means invalidate the formalistic approach to mathematics. Quite the contrary, Godel's proof itself is one of the triumphs of mathematical formalism, since it employs the most extremely formalistic method, namely that of treating mathematical formulas as typographical displays on paper and assigning their Godel numbers simply according to their typographical properties. He does not show that any unformalizable or intuitive methods are needed or valid in mathematics, but merely that outside of any given formal system there lie methods which are not expressible within that system. But, of course, a wider system can be constructed which will include those methods. Even the wider system, however, is subject to Godel's limitation: there will be some true proposition which lies beyond the reach of its methods. We have, therefore, a kind of infinite regress: no mathematical truth is inherently unprovable, yet for every formal system there are problems which it cannot solve. The present task of the mathematical formalist, like that of mathematics itself, is the casting of ever wider nets of formalism with which to catch more and more mathematical truths, yet remaining always aware that beyond each net there are truths whose capture awaits the construction of still wider and stronger nets. [1] This development originated with Moses Schonfinkel in 192 4 . �25 It is our purpose here to give a brief, non-technical account of the content of a celebrated theorem of Kurt Godel. [1] We hope that we can be non-technical without sacrificing too much precision. We begin with an intuitive formulation (statement S) of Godel's theorem and follow it with remarks on the significant notions which occur in the formulation. Statement S: There exists a sentence F of arithmetic which is true but unprovable. The first notion occurring in S which we consider is that of existence. It is conceivahle that a proof of S could be given by means of a reductio ad absurdum. Such a proof would begin with the supposition that every true arithmetical sentence is provable and would conclude with some easily recognized contradiction. Although reductio ad absurdum arguments are perfectly acceptable to the great majority of mathematicians, they do leave something to be desired when they are used to prove the existence of extraordinary objects. And a true but unprovable sentence of arithmetic is a most extraordinary object! The most convincing way to prove S would be to write down an arithmetical sentence F and then to demonstrate in some direct fashion that F is true but unprovable. Fortunately, Godel's proof of S is of this nature. He does not actually exhibit F; instead he gives concrete instructions for writing F down. These instructions have the property that they could be employed to build a machine M capable of printing F. M would have the ability to print Fin a finite length of time and to turn itself off when its job was done. The reason that Godel does not exhibit F (except, of course, in abbreviated form) is that it is too long. In the account of Godel's theorem given by Kleene [2], the sentence F, if written out in full, would be thousand of pages long. WHAT IS GODEL'S THEOREM? GERALD SACKS The next notion occurring in S which we discuss is that of arithmetical sentence. It would not be appropriate to present a formal definition here of the notion of arithmetical sentence; we, therefore, merely consider some of its properties. An arithmetical sentence can be thought of as an elementary, mathematical statement concerning the natural numbers. (By natural number we mean any member of the sequence 0, 1, 2, · · · .) The only mathematical concepts permitted to occur in an arithmetical sentence are the concepts of addition ( +), multiplication ( ·) and equality ( = ). When an arithmetical sentence is written down in full formal detail, all the symbols employed, other than the three given above, are purely logical in nature. We give three examples of arithmetical sentences rendered informally: (1) the result of adding one to an odd natural number is an even natural number; (2) if a natural number n is positive and is one less than a perfect square, then there exists a natural number m such that the product of m and m plus 2 equals n; (3) if n is an odd natural number greater than one, then n plus one is a perfect square. Both (1) and (2) are true arithmetical sentences, but (3) is false. In order to clarify the notion of truth employed in S, we consider what is meant by the assertion that (1) and (2) are true but (3) is false. Suppose a very patient and skeptical person P wondered if (1) were true. He might investigate the matter by performing the following five hundred calculations: 1 + 1 = 2, 1 + 3 = 4, 1 + 5 = 6, · · · , 1 + 999 = 1000. At the end of his calculating, he would feel safe in concluding that the result of adding one to any odd natural number less than 1000 is even, but he might still entertain some doubts concerning the truth of (1). P might be so skeptical that the only way he could eliminate all doubt from his mind would be to check every member of the following infinite list of calculations: 1 + 1 = 2, 1 + 3 = 4, 1 + 5 = 6, .... When we say that (1) is true, we mean that P has somehow checked everyone of the above calculations and has satisfied himself that everyone of them is true. (P could convince himself that (1) was true in one second by checking the first calculation in half a second, the second calculation in a quarter of a second, the third in one-eighth of a second, and so on.) When we say the (2) is true, we mean that P has again satisfied himself by making infinitely many calculations. He has listed all the non-zero natural numbers which are one less than a perfect square, and for each such natural number n, he has been able to find two natural numbers differing by two whose product is n. Finally, when we say that (3) is false, we mean that P made the following calculations: 5 + 1 = 6, 12 = 1 ~ 6, 22 = 4 ~ 6, 32 = 9 ~ 6, and so on. We observe that every arithmetical sentence 1s either true or false. This is merely another way of saying that given any arithmetical sentence A, P can always satisfy himself as to whether or not A is �'' '' 26 true. (The false arithmetical sentences are, by definition, those sentences which are not true.) The only significant notion occurring in S not yet discussed is that of provability. Whether or not an arithmetical sentence is provable depends, of course, on what the rules of proof are. It is entirely possible that a given arithmetical sentence may be provable in one system of formal arithmetic and unprovable in another. Thus statement S does not make sense unless some particular system of formal arithmetic is specified and unless provability is taken to mean provability within that system. By a standard system of formal arithmetic, we mean a system which embodies all the elementary principles employed by number-theorists and in which no false sentences are provable. Observe that although the notion of provability is relative, the notion of truth, which we sketched above with the help of the skeptic P, is absolute. There is a concretely definable class C of arithmetical sentences consisting of just those arithmetical sentences which are true. If K is a standard system of formal arithmetic, then the class CK of all sentences provable in K is a subclass of C. Statement S tells us that CK is actually smaller than C. Statement S must not be taken to mean that there exists a true sentence F which is unprovable in every standard formal system of arithmetic. Given any true sentence of arithmetic, it is always possible to find a standard formal system of arithmetic in which that sentence is provable. Statement S says there is no standard formal system of arithmetic in which all true arithmetical sentences are provable. Furthermore, the method of Godel's proof is such that it includes a constructive procedure which, when applied to any standard system K, yields a true arithmetical sentence unprovable in K. Since we have been deliberately vague on the subject of what constitutes a standard formal system of arithmetic, it is reasonable to ask: Could we embody in some formal system the procedure followed by the skeptic P when he determines whether or not a given arithmetical sentence is true? If the answer to this question were yes, then there would exist a formal system K such that every true arithmetica sentence would be provable in K; consequently, the answer is no. The reason for this negative answer is that the arguments that the skeptic P makes use of are sometimes infinitely long. It is, of course, a necessary property of a formal system of arithmetic that all proofs associated with it be of finite length. Now it is true that some of the arguments employed by P, although of infinite length, can in a certain sense be rewritten in such a manner as to have finite length. This last is possible in the case of (1) above, since the infinitely many calculations that P performs in order to verify that (1) is true possess a repetitious pattern whose nature can be communicated in finitely many words. But, unfortunately, not every argument of P can be thus rewritten. Thus it is a certain lack of uniformity which occurs in P's arithmetical calculations that is responsible for the existence of a true but unprovable arithmetical sentence. The true but unprovable sentence F which Godel shows how to construct has the following form: every natural number n has property Q. If P wished to convince himself that F was true, he would have to examine every one of the following sentences: 0 has property Q, 1 has property Q, 2 has property Q, and so on. Each of these sentences is an instance of F. Since F is true, every one of the above instances of F is true. In addition, F is so constructed that every one of these sentences is provable. The fact that F is not provable is a consequence of the fact that there is no uniform method of proving the instances of F; that is, the nature of the proof that a given natural number n has property Q depends heavily on the value of n. If the proofs of the infinitely many instances of F fell into a repetitious pattern, then it would be possible to describe one general argument which could be used to prove any instance of F, and then F would be provable. [1] Kurt Godel, "Uber formal unentscheidbare Satze der Principia Mathematica und verwandter Systeme I," Monatshejte fur Mathematik und Physic, vol. 38 (1931), pp. 173-198. [2] S. C. Kleene, Introduction to Metamathematics, New York, Toronto, Amsterdam and Grotingen, 1952. �29 There is a tremendous tendency to specialize in all areas of human endeavor in the twentieth century. Mathematics is no exception. The isolation in the branches of mathematics is further accented by the tendency for each one to prove its major theorems in its own context. Thus an algebraist does not want to accept an analytic proof, nor the analyst a geometric proof. This specialization has its advantages. It enables one to move rapidly down a given stream to get to the frontiers of knowledge where one can develop new results. However, without a link to other fields the stream may become sterile and will quite likely fade to oblivion. Mathematicians are continually rediscovering theorems and methods that have long been forgotten. Thus, it is the link between the streams of mathematics and other disciplines that gives mathematics its unity, vitality, and significance. Going across current is difficult; it is slow and painful. The chances of success are slim. Perhaps, the most notable links are found by chance. One stays in his stream, but is always on guard looking for the big opportunity to cut across. Often the quest for the solution of a difficult problem will cause one to find a link more important than the problem itself. We chose the number in the title of this paper, because it gives a notable example at an elementary level of the connection of many areas of knowledge. It also provides a good starting point for our discussion, since all of us are acquainted with some of its magic from Euclid's Elements. We remember its role in the Golden Section, mean and extreme ratio, and the regular polygons and polyhedra. Recall that a line is divided into mean and extreme ratio when smaller part is to larger part as larger part is to the whole. If the two parts are taken as adjacent sides of a rectangle, it is the Golden Section. The Golden Section is said to form such a beautiful rectangle that postcards are modeled from it. The ratio of the sides of the Golden Section is the irrational number of our title. This number keeps recurring when one considers the metrical properties of the regular figures, the pentagon, decagon, dodecahedron, and icosahedron. We set (1) ,;:s. + 1 T 2 1.618. Then (2) r2 = 1 (3) <+ T- 1 3 = T ;, 2.618, 2 1 = -l +vs 2 T (4) + vS +! T ~ 0.618, vs~ 2.236. x - 1 0, = 1 We note that rand - - are roots of T x2 (S) - whence (6) 1+f5 2 W. G. SPOHN x2 - x - 1 = 1 (x - r)(x +-). T We put some of these statements in verbal form. r is a number whose square exceeds it by one and whose reciprocal is one less than itself. rand its negative reciprocal are conjugates. (We define a - bvcas the conjugate of a + bvcif a, b, care rational numbers and c is not a perfect square). Is r the only number with these properties? We do not pursue further this contact with algebra, the theory of algebraic numbers and quadratic fields. [1] In trigonometry one can consider the problem of finding the exact radical values of the trigonometric functions. Identities exist so that if the value of one function is known, then the values of the other five can be determined. Furthermore, e 1 - cos e tan - = (7) 2 sine �30 31 and formulas exist for all multiple angles; for example, (8) sin 20 = 2 sin 0 cos 0 (9) cos 30 = cos 0 - 4 cos 0 sin 2 0. Hence, if the values are known for a given 0, then they are known for all multiples of 0 . Such 211 multiples would be ±0 ±20 ±30 ±40 . . . ±~ ± 30 ± 50 ± 70 ±~ ± 30 ' ' ' ' ' 2' 2 ' 2 ' 2 ' 4' 4 ' We need a starting point. Do we know a functional value for any angle? 0 30 8' 8' tan 22! 0 = v2 - :. 11%0, 1. Another base point is (12) cos 60° = ! from which we can handle all multiples of 60°, 30°, 15°, base points? Let us find sin 18°. Recall J! 0, .... Are not these the only possible (13) cos (90° - 0) = sin 0. 'N"ith x = 18°, 0 = 2x, this becomes (14) cos 3x = sin 2x. Solving (14) with the aid of (8) and (9) and rejecting extraneous solutions one gets (15) sin 18° = - l + ~with an interval of length ±- ± - (10) tan 45° = 1 gives us a base point. We can now find the functions for all integral multiples of 45°, 22! 0, .... For example, (11) interval? They form a denumerably infinite set which is dense in the interval. The rationals have Lebesgue measure zero. [3] This is shown as follows. Consider an enumeration of the rationals as 0 1 1 1 2 1 3 1 2 3 4 1 . . . . l' l' 2' 3' J' 4' 4' S' S' S'S' 6' .... Take an arb1tranly small positive number €. Cover v 5- =_!__· 4 2r Thus all multiples of 18°, 9°, 4! 0, etc., become accessible. You may have guessed that this problem is related to the question of the constructibility of the regular polygons by means of ruler and compass. (10) yields the construction of the regular polygons of 4, 8, 16, ... sides; (12) yields those of 3, 6, 12, ... sides; (15) yields those of 5, 10, 20, ... sides. Gauss showed that the possibility of construction is tied in with the primality of the Fermat numbers 22n + 1. [1] [2] The only such numbers known are 3, 5, 17, 257, 65537. Thus the only known constructible regular polygons have the number of their sides the product of 2° and one of the numbers 3, 4, 5, 15, 17, 51, 85, 255, 257, ... , obtained by taking all possible products of the above numbers along with 4. Note that there are 32 numbers in all. Returning to our trigonometry problem, there are 32 . I t 1s d ou b t f u 1 t h at t h e rad"1ca1 va 1ues h ave . b as1c ang 1 es, name1 3600' 3600' 3600' 3600 y, 3 - 54 rr-' . . . . been worked out in all these cases. The game Nim is played with toothpicks and has a mathematical strategy related to base 2. Wythoff's Game is played with two piles of toothpicks, each of unspecified number. The person drawing the last toothpick wins. A player may draw any number from a single pile or may draw from both piles, provided he takes an equal number from each. One strives for the combinations (1, 2), (3, 5), (4, 7), (6, 10), (8, 13), (9, 15), (11, 18), (12, 20), · · · , where the nth pair is ]). ([nr], [nr2 [x] means the greatest integer not exceeding x. Two curious properties occur here. First, the difference of the numbers in the nth pair is n. Second, a multiple of r or r 2 , but never both, falls between every pair of consecutive positive integers, that is, every positive integer appears once and only once in the enumeration. [2] Can any additional pairs be added to the above set without resorting to computation? A question of great importance in analysis is the measure of sets of points. If the set contains every number in an interval, then there is no problem; the measure of the set will be the length of the interval. However, what measure would we associate with the rational numbers in a unit Cover~ I centered on the point ~- Cover f by a centered interval of length ~· by a centered interval of length interval of length 2:. Notice that}+ and so on, that is, cover the nth rational by an l+i+ ···· = €. Hence all the rationals are covered by a denumerably infinite set of intervals of arbitrarily small total length and for this reason they are said to have Lebesgue measure zero. (A non-denumerable set may have measure zero; for example, the Cantor ternary set is of measure zero). When we consider that some of the intervals overlap and that some extend outside of the interval [O, 1], the total effective length is even less than E. Thus as soon as E is less than 1 some points of the unit interval must not be covered. (Would this do for a proof of the existence of irrational numbers?) There seems to be a paradox here. Since the rationals get arbitrarily close to every point and are covered by intervals, how could any number fail to be covered? We think it will be significant to exhibit irrationals which are not covered. We consider the interval [1, 2] for convenience. This is equivalent to considering [O, 1] because a rational plus one is a rational and an irrational plus one is an irrational. Let us change the problem a bit so as to make it more dramatic. This will require that we return to our investigation of the number r. In equation (6) we replace x by the fraction £ of the q interval [1, 2], that is, 1 _:::;_ ~ _'.'.S. 2. We take the fraction to be a reduced fraction. / x I means absolute value of x. Then Ip_ q (16) T I·/£ + q lT I = I (£) 2 q (£) - 1 I q I P2 - pq - q 2 I > = q2 - l. q2 This is true because/ p 2 - pq - q 2 I is 0 or a positive integer and cannot be 0, else E would be a root of (5), which is impossible. But q 1£ + !1 < Q (17) T 2 - +1 T T2 ' whence i I (18) e - I ~-~22" i q rq T This says that in a certain sense, determined by its denominator, no fraction can get too close to r. For P > r it says q p q (19) F or p < q r 1 -2 rq 2 -> 7• . 1t says p q ( 20) Thus the intervals - [e_ - 2rq ! q 2, 1 + rq 2 -< -2 T. E + 2 2 ] of length ~ centered on£ never touch r. But if q q rq r 2q q ! is a prime number, p can take on q - 1 values in the interval, so that the total length of the in- �32 33 tervals with prime denominator q is q ; /,which for large q is approximately -}. Since the sum Tq Tq of the reciprocals of the primes is infinite [1], we have covered the rationals of [1, 2] by intervals of infinite total length and yet have failed to cover T. However, the effective total length is exactlv one. We see then how irrationals fail to be covered. If we take a sequence of rationals conver~ing on an irrational, we simply cut down on the lengths of the covering intervals so that none of them reach the irrational. The reader might try showing that y2 is not covered by the . . 1? above covering. How small must Ebe for the first ment10ne d covenng not to cover-. T We shall go more deeply into this matter of Diophantine approximation so as to exhibit the very special role played by T. How well can we approximate rational numbers by rational numbers? We shall see that we cannot do very well if we take the size of the denominator of the approximating fraction as a measure. Let~ be the reduced fraction we wish to approximate by · P · · · reduced fract10ns -. For convenience ta k e q an d Q pos1t1ve. q IE - ~I s·mce P q -" Q-, r- P - qP I > ___!._ > .!___, (q > Q). (21) qQ -qQ q2 q Q Thus there are at most a finite number of fractions that can approximate any fraction as well as one over their denominator squared. In fact (21) yields the stronger statement, that for any I pQ = q . p . . . . . fract10n Q' t h ere exist on 1 ya fi mte num b er o f fract1ons p satis fymg p Iq - (22) 3 22 333 355 . ) Suppose I pull the numbers - ' -• - ' - out of a hat. How well do they approximate 7r' 1 7 106 113 3 I1 333 I 106 - 7r 7r I I= = 1 (7.1)(1)' 1 (113)(106)' 22 I7 - 7r I= 355 I 113 Proof: Lett be an arbitrary positive integer. Let q take the t + 1 values 0, 1, · · · , t. Define p = [aq], the greatest integer not exceeding aq. Then 0 < aq - p < 1. We divide the interval [O, 1] into t pigeonholes of length }. Since there are t + 1 values of aq - p, at least two of them must be in the same pigeonhole. Call them aq' - p', aq" - p". Without loss of generality we may suppose q" > q'. Set q" - q' = s, p" - p' = r. Then 0 < s < t and (27) I (aq' - p') - (aq" - p") I I (p" - p') - a(q" - q') = 3 Ii 333 I 106 - 7r 7r I I= = 1 (7.1)(1)2' 1 -c1-.1-)(_1_06-)2' I 22 7 - 7r 1 (113)(7)' I= 1 (32776)(113) 1 1 - 7r I 355 I 113 - 7r (16) (7/ I= 1 (293)(113)?. The coefficient now seems more controlled. We begin to suspect that decimal approximations are in general poor for they approximate only to the order of the denominator, unless a string of zeros or nines appears. This is confirmed by the theorem: For any irrational a there are an infinite number of rationals E such that q = J r - as J < { < ~· Divide through by s to get (26). We can find an r and s for every t. If only a finite number of pairs rands were distinct, I r - as I would have a minimum value A < 0. This contradicts (27) since } can become arbitrarily small. The theorem is proved. Can the proof be refined to yield strict inequality in (26)? Statements (22) and (26) show the difference in the approximability qualities of rational and irrational numbers. One wonders if irrationals can be classified further by such qualities. The answer is yes, though in some cases further refinements of the tests are necessary. Recall that an algebraic number is a root of a polynomial equation with rational coefficients. If a real number is not algebraic, it is transcendental. The algebraic numbers are denumerable and hence of measure zero. Almost all numbers are transcendental, though we know only a few. For example, e, 7r, 7r 2, e7r, and log 2 are transcendental. Some algebraic numbers are v2, T, v2 + v3, and ~/ v2 - ~/S. All irrationals satisfy (26) for an infinity of rationals; however, only a set of measure zero satisfies 1P (28) I q a - I< _1_ 2+E' q infinitely often. [1] Roth in 1955 [4] substantiated a long standing conjecture that all numbers which satisfy (28) for an infinity of P are transcendental. Thus if a number can be approximated q too well it is transcendental. The first numbers known to be transcendental were of this type. They were exhibited by Liouville in 1851. a = 10-11 + 10-21 + 10- 3 1 + 10-41 + ... is such a transcendental number. We shall gain some further insights through continued fractions. [1] Every real number a can be represented as a simple continued fraction (29) a = ao 1 + ----- - - - 1 ar + - - - - - 1 The coefficient of q in the denominators of the right members seems to be getting out of hand. Let us use q 2 in the denominator. (25) J -'is, p 1 Q- I < q 1+E• for arbitrarily small E. From our acquaintance with decimal fractions we might expect that the same holds true of rational approximations to irrationals. For example, the first 5 decimal approximants to 7r yield 314 1 1 31 3 1 I- - 7rl (2.4)(10)' I 100 - 7r I= (6.3)(100)' I 1 - 7rl = (7.1)(1)' 10 (23) 31416 1 3142 1 I 10000 - 7r I = (13.6) c10000) I 1000 - 7r I = (2.5)(1000)' (24) (26) aa + where the a's are all integers and only ao may be other than a positive integer. It is known that ~he expansion of a rational number has a finite number of terms and that the expansion repeats, if and only if, the number is a quadratic surd, that is, an irrational root of a quadratic equation with integer coefficients. We use dots to indicate the repeating terms. Thus, [1, 2, 2, 2, 2, .. ·] = • • • • • [1, 2] or [1, 2, 3, 1, 2, 3, · · ·] = [1, 2, 3] or [1, 2, 3, 4, 3, 4, · · ·] = [1, 2, 3, 4]. If we divide (2) by T and successively replace the right hand T by the original expression we get (30) T= 1 +:;: 1 1 +I+l 1 T 1+l+l 1 1 + [1,1,1,···] • [1]. �35 34 We shall see shortly the special significance of this simplest of continued fraction expansio~s. We achieved this expansion by a special device which will not work for all numbers. We now give the algorithm that always works. Suppose the real number is xo , we form [xo] Xo - [xo] (38) [x1] X1 - [x1] Since for the convergents of r, Pn approaches r as n goes to infinity (written Pn __.,. r), hence qn qn [x2] x0 X2 - [x2] I qn + ! I __.,. r + ! Pn 1 Xo - [xo] 1 X2 = X1 - [x1) X1 = (31) From (16), (17), and (18) we are led to suspect that the estimates in (37) can be improved. They can be improved to T and the true asymptotic result is obtained: T (39) The middle column gives the a's in the order indicated in (29). Let's take xo 7r 3 .1415926535 7.06251331 7 .06251331 15 .9965933 (32) 15.9965933 1.00341834 1 .00341834 292 .539653 292 .539653 = 7r, for illustration. Other interesting results from the theory of continued fractions are that for any real number a, every convergent satisfies p Iq - (40) at least one of every two consecutive convergents satisfies 1 J p - aJ < 2q2 -, q (41) Thus (33) 7r = and at least one of every three consecutive convergents satisfies [3, 7, 15, 1, 292, .. · ]. Now take x 0 = y3, the algorithm gives v3 v3 + 1 1 2 v3 + 1 v3 + 1 (34) 2 Recursive formulas exist for the convergents Po (3 6 ) (an+i + 2)qn2 qn < _1_ . an+iqn2 = ao, Pi = a1ao + 1, Pn = anPn-1 + Pn-2, (n > 2) (43) qo Since for r all an = = 1, (n > 2). 1, the difference equation for Pn and qn takes the simple form (44) Xn = Xn-1 + Xn-2. Thus, if the pump is primed with the first two terms, (44) readily generates more terms. For we g·et for u a \ 2 can be approximated infinitely often as well as is indicated in (42). This improves (26). .. < \ Pn - vs q q Thus (35) y3 = [1, 1, 2]. If we terminate the continued fraction expansion for a in (29) after an we get the nth convergent Po 3 p1 22 p2 _ 333 Pn = [ao, ai, a 2 , ... , an]. From (33) we get the convergents for 7r: qo = l' qi = 7' q 2 - 106' qn pa = 355. We now see the hat from which these numbers were drawn earlier in this article. We q3 113 get the following measure of the degree of approximation of the convergents to any real number a 1 a\<~--· e is a convergent. Thus in view of (39) we get the best possible result: Every irrational number a .,/3 1 - We see that no improvement can result from considering four consecutive convergents because the irrational r spoils matters in view of (39). Since (42) holds for every three consecutive convergents, it must hold for an infinite number. Another theorem states that if (41) is satisfied, y3- 1 1 2 2 J - q y3 - 1 v3- 1 2 1 p (42) 1 1 I<-, I q2 a o. r 's, 1, 2, 3, 5, 8, 13, 21, · · · ·for q's 1 1 2 3 5 8 · · · ' q 1 1 ~' ~' ~' ~.8 , · · · · ·for P, !, 2 3 5 13 ' , , , , , , _ , We use these convergents to illustrate a general property of the odd and even convergents of any number, namely, For 7r we had for the coefficients of qn2(n = 0, 1, 2, 3) the numbers 7.1, 16, 1.1, 293. This is consistent with (36) for 7 < 7.1 < 9, 15 < 16 < 17, 1 < 1.1 < 3, and 292 < 293 < 294. We note that if we stop just short of a big number, we get an especially good convergent. Thus, for 7r, (45) pa = 355 1s accurate to six d ec1ma1 paces. . · .1 q3 113 The numbers 1, 1, 2, 3, 5, 8, · · · · are called Fibonacci numbers. Since the difference equation (44) can be solved, we get an explicit formula for the Fibonacci numbers and for the convergents ~ For (37) r all the an are 1, so that (36) yields for the convergents of _1_ < 3qn2 J Pn qn T J < _!_, qn 2 T of T. 1 1 3 8 < 2 < S < .... < Set Xn = tn. Then t 2 - t - 1 = O; t = r, X1 = 1, X2 = 1; A = 1 -VS' B = - 1 vs' whence 13 T 5 2 < • ... < S < J < 1· -~;general T solution: Xn = Arn + B(-!)n; but T �t= 37 36 (54) (46) Notice the curious form for an integer. Since ! -~ J< 1 and T > 1, we have the asymptotic relation Xn "-' also, (48) xn = [ :sl [;SJ + 5. (55) 1, n odd. 3 8 21 = Fibonacci numbers are seen by vs [L(l) 72 L(x) = 1 - x +1 - x2 L(l)], 74 where x3 - + - - -x + .... · 1 - a - x2 When one takes consecutive Fibonacci numbers for a and b, a 2 - b 2, 2ab, a 2 + b 2 become the sides of pythagorean right triangles which become more and more nearly similar to the right triangle with legs of lengths 1 and 2 and hypotenuse When we consider (16) and (38) carefully, we realize that for all the convergents of T, Pn 2 - Pnqn - qn 2 = 1; thus we have an infinite number of solutions of the Diophantine equations vs. J J x 2 - xy - y 2 = ± 1. (50) Continued fractions supply solutions to other quadratic Diophantine equations, notably Pell's equation x 2 - ny 2 = 1. If (42) is multiplied through by q we can interpret our result as a theorem about linear forms; thus 1 (51) lx-ayl<_ 1 v5 x has an infinite number of solutions in integers x and y for every irrational a. Multiplying by q 2, we can say there exist an infinite number of solutions in integers x and y to (52) f x I· I x - ay I < ~s· Note the close connection to the theorem: Integers (x, y) (53) or I ax2 + bxy ~ b ~ 0, would l::e the hardest to approximate. All such numbers are of the form aT CT (49) x n > 3, has only a finite number of solutions in integers x and y. The inequality (36) leads us to believe that a number with all an = 1 for all sufficiently large n some in the mathematical dissection of masterpieces of painting and sculpture, by others in the protean numbers of religion, in phyllotaxis and in the convolution of sea shells. If we take a different starting point in (44), namely, x 1 = 1, x2 = 3, the Lucas numbers are generated. These play a striking role in the tests of primacy of Mersenne numbers, which in turn render the only known perfect numbers. Computers are quite active in this area at the present time. The sum of the reciprocals of the even numbered Fibonacci numbers gives us an interesting link with the Lambert series. [5] + ~ + ~ + __!_ + .... I xy I < 1 Related to (28) is the theorem of Diophantine equations which says Thus the nth Fibonacci number is the nearest integer to ; 1 + by [ · I ex + dy [ ~ ~ I a~~ be I . vs. VS Xn = n even ax The related theorem in the Geometry of Numbers is that the non-convex star body has E>.(K) = [1] [4] Tn (47) J (0, 0) exist such that + cy2 I < ~ I b2 ~ 4ac I_ c, d with ad - be = ±1 and are said to be equivalent to . _;- . are of this form, but not v 5 = [2, 4] nor nor any irrational not of the form - • • T. + db + We see that.!= [O, vs 8, 2] T T = [l, .. nor vs = T for integers a, b, iJ and . iJ . [O, 1, 2, 1, 1, 2, 1, 2, 2, 2] avs + b for a and b rational. v2 = [1, 2J, 3 + 2vT3 V3 = [1, 1, 2]. In fact if the irrational is not one of the special numbers equivalent to are an infinite numl::er of rational approximations satisfying (56) [2, T2 T, = [JJ, there JE-aJ<-1-· q v8 q 2 If we cannot approximate a number very well, then it is a rational number. T is the irrational that can be approximated least well. Herein, then, lies the power of T for it is on the boundary of the irrationals, being the most rational of them all. [1] [2] [3] [4] [5] G. H. Hardy and E. M. Wright, An Introduction to the Theory of Numbers, Oxford University Press. London, 1954. W. W. R. Ball, Mathematical Recreations and Essays, The MacMillan Company, New York, 1944. L. M. Graves, The Theory of Functions of Real Variables, McGraw-Hill Book Company, Inc., New York, 1946. J. W. S. Cassels, An Introduction to Diophantine Approximation, Cambridge University Press, England, 1957. K. Knopp, Theory and Application of Infinite Series, Blackie and Son Limited, London, 1948. � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 37 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-March 1962 Vol. XIV No. 1-Special Issue on Mathematics Title A name given to the resource Bulletin, March 1962 Description An account of the resource Volume XIV, Number 1 of the Bulletin, Special Issue on Mathematics. Published in March 1962. Date A point or period of time associated with an event in the lifecycle of the resource 1962-03 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aa1c84d22f32dc234de467b474743cef.pdf ddc936d1e0c1d867fb609573ce2a31d5 PDF Text Text or education? ��Z'o '/°" ~to de TRAINED 7 Z'o '/°" (A)a#t to de EDUCATED ? there is a great difference . . . . . . Volume VI BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS July 1954 Published quarterly Entered as Second-class matter, February 18, 1949, at the f9~t Office, at Annapolis, Maryland, under the Act of August 24, 1912 No. 3 �LEARNING FOR LIVING A man can be trained to do a cer- stand himself in his world-who is able to take a stand. tain kind of work, to become an Atomic energy, The United Nations, democracy, communism, engineer, a doctor, an accountant, soil conservation, social security-these a re all results of the a lawyer, a skilled struggles that have gone on and still go on in the minds of craftsman. Such training is important, and even indispens- men. These are part of the complicated wo rld-the world of able. But a man cannot be trained to become a man. ideas-which you have inherited. To be educated means to salesman, a When we start, at an early age, to develop our physical take part in this struggle of ideas. And only the man with and mental abilities, our sensitivity, our mind-we begin our more than training-with education-will be able to use his education. It is a natural beginning. Family, friends, society training successfully and to guide his own life in an increas- in general, shape and condition this development. Yet, unless ingly complex world. a conscious effort is made to continue this process, the mind Schools and colleges are set up to promote the conscious stops growing. This is the point at which we face the real effort which is essential to education. Here, then, th e kind problem of education. How you solve this problem is, of learning to be pu rsued becomes decisive. perhaps, more important than anything else. Your whole life depends on it. The end of edvcation is the person who is able to under- St. John's College in Annapolis has established an allrequired, four year course of study solely devoted to this one end: to give its students- an education. �LEARNING THROUGH DISCUSSION-THE SEMINAR At. St. John's, everything depends on the student's active participation. You don't have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. In the seminar, you and nineteen other students gather around a large table. Here, every Monday and Thursday evening, you will discuss, with two or three of your teachers taking part, some of the important ideas and questions which come out of the reading assignment. Your reading will be in the great books of our heritage -ranging from Homer to the Federalist Papers, from the Bible to Freud. You will learn how to understand the ideas in them, how to see both sides of a question, how to make your own arguments clear and persuasive and how to reach an intelligent decision. �Whenever you read, talk, write or figure you use symbols-letters, words, numbers, figures, sounds. Man can have no understanding or communication without them . At St. John's you will explore these symbols and learn to understand their use. Every morning you will have two classes, called tutori- LEARNING THROUGH SYMBOLS-THE TUTORIALS als, where you and nine of your classmates will study the symbols of language and mathematics, with a faculty member taking part as �tutor-again with maximum student participation. In one tutorial you will study foreign languages in order better to understand and use your own language, English. In another tutorial, by working with mathematical proofs and problems, you will come to understand the language of number and figure. During the first year you will also spend two hours a week studying the language of music. �LEARNING THROUGH EXPERIMENT-THE LABORATORY You can hardly expect to understand the world around you without acquainting yourself with the ways in which science has changed it and continues to change it. You will, therefore, have to explore the principles and methods of science. The best way to do this is in the laboratory, where you come to grips with science and the scientific method in their own terms. During your four years at St. John's you will test the meaning and the validity of scientific theories, and learn how the sciences of biology, chemistry and physics are developed . And-most importantly-you will discover how your work in the laboratory is related to the ideas that men are struggling with and that you will argue about in your seminor ond tutorials. �LEARNING THROUGH LISTENINGTHE FORMAL LECTURE Every Friday evening the whole College gathers together to listen to a formal lecture. The lecturer may be a member of the faculty or a guest-a scholar, a poet, a man of public affairs. He speaks on a subject of general interest which is followed by an informal question and discussion period. This is where you learn to listen, carefully, and attentively, without taking notes. For you can't converse with your fellow man if you don't know how to listen well. And here you are also able to put into practice the intellectual skills you have been acquiring. Occasionally, a concert replaces the formal lecture. At such times it is the custom for the visiting artists to spend the weekend on the campus, giving informal recitals and talking with students. �A COMMUNITY OF LEARNING The seminar, the tutorials, the laboratory, and the Each teaches in various tutorials, seminars and laboratories formal lecture support each other. What you learn in one -and knows what you are learning in all of them. He is branch of the program always has bearing on your work learning with you, linking the different parts of the program, in others. At St. John's no member of the faculty is confined and linking you with the great heritage of ideas. The in his teaching to one subject, or branch of the program. faculty and students form a true community of learning. �Learning is not confined to the classrooms. A real community of learning is learning all the time. Your keenest insight into the ideas discussed in seminar may come in the coffee shop or the dining hall. Your best solution to a problem in the laboratory may be thought out during an afternoon of sailing. �LEARNING AND PLAYING �Extra-curricular activities at St. John's are many of these activities are in the hands of the students- and varied . There is extensive intra-mural athletic controlled by the student government. All of them competition, sailing in the college fleet, dramatics, fit into the main goal of the College-to give yo u movies, dances, fi ne art activities, a college paper- an education. there a re also Bible classes and poetry classes. Most �WHAT DO ST. JOHN 1 S GRADUATES DO? No matter where you go to college you will need two, best work who understands more than just his or her spe- three, or more years of graduate work if you plan to enter cialty, .who can think well, express ideas clearly, and a profession. St. John's graduates have built up a good make wise decisions. A lawyer must be more than a law reputation for themselves in graduate and professional clerk, an engineer more than a . draftsman, a government schools. More than half of all recent alumni have entered upon graduate work, studying in over twenty different fields, including law, philosophy, literature, medicine, education, mathematics, engineering and physics. They have official more than a bureaucrat. All of them must have mature minds, must possess the skills of critical analysis, of logical reasoning, of clear expression. These are the skills stressed and cultivated at St. John's. chosen sixty universities for this study, ·many of them going to Columbia, Harvard, Yale, Virginia and Johns Hopkins University. One out of five has gone into industry or commerce. But vastly more important than the choice of a career and the quality of the work to be done in it is the way you will live your whole life. You will keep on asking Others have gone directly into farming, labor union offices, questions. You will continue to have intellectual and journalism, radio and television, the theatre, social service, spiritual needs which you cannot escape. This means that and government. you must persist, always, in educating yourself. This is the record. In all of these fields, that man or woman will do the Y~ur four years at St. John's will prepare you for that. You will be learning for living. ��ESSENTIAL INFORMATION ABOUT ST. JOHN'S COLLEGE Founded: Accreditation: 1696 as King William's School Middle States Association of Colleges and Secondary Schools Maryland State Department of Education Location: Self-contained thirty-four acre campus within the city of Annapolis, Maryland. Thirty-three miles east of Washington, D. C.; twenty-seven miles south of Baltimore, Maryland. Faculty-Student Ratio: Cost: Scholarships: Policy: Admission: One faculty member to every eight students. Enrollment limited to three hundred. Comprehensive fee of $1500 which includes room, board, tuition and all other fees. Flexible program of scholarships, grants, and student employment. Non-sectarian, co-educational, no racial, religious or economic bars. Entrance requirements are contained in the College Catalogue, a copy of which may be obtained fromThe Director of Admissions St. John's College Annapolis, Maryland �S T • J 0 H N 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 17 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-July 1954 Vol VI No 3-Do You Want To Be Trained or Educated Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1954 Description An account of the resource Volume VI, No. 3 of the Bulletin of St. John's College in Annapolis, "Training? Or Education?" Published in July 1954. Date A point or period of time associated with an event in the lifecycle of the resource 1954-07 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a2b4b42d6548a22cc5047fd8c69b9ef7.pdf 298b427be21ed784bf349c09fe4697b1 PDF Text Text VOLUME X No. I BULLETIN OF ST. JOHN'S COLLEGE STATEMENT OF EDUCATIONAL POLICY AND PROGRAM 1957 ANNAPOLIS, MAR:YLAND JANUARY, 1958 ;.:. ..· .. Founded aa King William'• School, 1696. Chartered u St. Jobn'1College,1785 �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE The Polity of St. John's College provides that the Dean shall annually, with the advice and concurrence of the Instruction Committee, present to the Faculty at one of its fall meetings a statement of educational policy and program. After appropriate discussion and revision the document is adopted by the Faculty and then presented by the President as a report to the Board of Visitors and Governors. The 1957 statement is printed herewith and circulated to the recent alumni of the College in the hope that it will stimulate discussion and comment as the College seeks answers to curricular and instructional questions. RICHARD President I D. WEIGLE �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE 1957 It is fitting, once again, in the twenty-first year of the St. John's program and within the frame of a statement of educational policy, to reflect on what the College has been doing all these years, to try to gauge its achievements and its failures. Ours is a sober task that has to he guided by a passionate desire not to succumb to either complacency or despondency. We usually vacillate between these two extremes. I •, I All a school can do- and St. John's is no exception- is 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. The various, divisions of the program, especially the Seminar and the Formal Lecture, offer the student a good opportunity to enlarge his horizon, to consider aspects of things not yet considered, to meet with views of the world not encountered before, to discover the familiar in the new and the questionable in the familiar. The College knows well how to spur questioning and inquiry. It has created an intellectual climate that permits the student to face problems, not in the attitude of passive spectatorship, viewing a series of systems of thought or imagination, the "idols of the Theater" in Bacon's phrase, hut rather directly and actively, in the attitude of perplexed curiosity, wrestling with difficulties which have become his own. 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 furnishes link after link to the chain of learning offered to the student at St. John's. The essential factors that make this climate possible are, to quote a previous Statement, the community of the learning effort, the continuity of the learning process, and the spontaneity of the learning itself. II In other important respects, however, the College has failed. The spontaneity of learning is blunted when the intellectual effort made by the student is not commensurate with the weight of the material 3 �presented to him. This is too often the case. It is not enough to blame this lack of effort on the had working habits acquired hy the student before he comes to St. John's. The College has to share this blame. It has failed to provide for the necessary equilibrium between routine work and spontaneous questioning, between discipline and freedom, between scholarly involvement and thoughtful detachment. It has not yet learned to exploit fully the unavoidable tension between the demands of scholarship and the reflective wonderment which alone can make that scholarship a fruitful means of education. This lack of equilibrium leads too many students to take "either a great deal out of a few things, or a very little out of many things". And it also leads, especially in the Junior and Senior years, to a kind of apathy that on occasion seriously obstructs the continuity of the learning process and even endangers the community of the learning effort. III These failings can he attributed to three different kinds of causes. One, of a rather accidental nature, is the small size of the upper classes. This tends to bring about a situation in which the members of a group-a seminar, a tutorial, a laboratory section--,-know each other too well and are, consequently, not too much inclined to confront each other in the give and take of an argument, unburdened hy accumulated memories and ready anticipations. Another cause, of a far graver nature, is the insufficient habituation of the students to independent work, as for example, a searching exploration of a given text, a penetrating analysis of mathematical theorems, their scope and mutual relations, a patient dealing with the intricacies of a laboratory problem. The written work of the students, including the annual essay and the final senior thesis, however valuable, cannot he considered-even taking into account notable exceptions-as representing that kind of work. IV This Statement addresses itself mainly to the pointing out of the College's failings, at the risk of exaggerating their gravity, in order to promote the formal discussion of them and the search for remedies within the Instruction Committee and the Faculty as a whole. It is quite possible that those failings are of a transient nature and reflect the character of the student body in recent years more than some insufficiencies in the structure of the Program. At any rate-to repeat what was said in a previous Statement-the rising preeminence of this problem merely indicates that the Program has come of age, is less "sensational", is more within the reach of the average "unexcited" student, is closer to its proper function-to educate. The challenge has to he met not hy "adjusting" the College to the "unpreparedness" of the students hut rather hy stirring up in them the intellectual energy necessary to cope with the Program. And there has already been ample, if informal, discussion of possible means to achieve this end among the members of the Faculty and the Instruction Committee. The recent decision of the Faculty to leave the acquisition of operational algebraic skills to the students' own responsibility is one of the steps in the desired direction. This decision will certainly help to increase the continuity of learning in the mathematics tutorials and to improve the laboratory work. The changes in the Junior year, agreed on by the Faculty, notably the greater concentration on the study of certain books at the expense of others, will also tend to remedy the situation. The alteration in the procedures of the Senior seminar coupled with a decrease in the number of Senior tutorials was decided upon, two years ago, with the same end in view. But these measures do not seem to he sufficient. As to the ~rst cause of the College's failings mentioned before, the small size of the upper classes, it is reasonable to expect that it will he eliminated in the not too distant future by the quantitative and qualitative change in the enrollment. And this hy itself might do a great deal. Related to the cause just mentioned is a third: the very great amount of regular and so much diversified work imposed upon the student. For many years now this fact has been one of the .primary concerns of the Faculty and the Instruction Committee. The work load of the students has been actually reduced through the years. The concensus was that the load appeared excessive only in relation to the poor working habits of the students. And, furthermore, the exacting demands of the curriculum stemmed from the principle, always agreed to, that growth requires stretching rather than shortening of intellectual fibres. All this is undoubtedly true. But it is also true that the quantity of assigned work and the time needed to do it kept impinging upon the possibility of some spontaneous initiative on the part of the students. As to the second and third causes, the Instruction Committee envisages two main courses of action: 1) A very considerable scaling down of the number of regularly scheduled classroom activities in the Junior and Senior years to provide time for independent work on the part of the students. This might he done in different ways, either by thinning out those activities throughout the year or hy alternating regularly scheduled periods with periods set aside for individual work. 2) The assigning of work projects to Juniors and Seniors, which they will have to carry out on their own, hut under strict and constant supervision hy Faculty members. The Final Thesis might become the culmination of this kind of work. 4 5 �These proposals are not meant to he radical departures from the program as it now exists. a) The idea of an all-required program of study is not abandoned; the students will have to go, as before, through all the divisions of the program with perhaps greater intensity, if less extensively, than before. No premature "specialization" is involved in the change of the pattern. b) Although some of the tutorial material will, of necessity, have to he reduced, the seminar reading material might not he affected at all or to a minimal degree. It will, in part, become the material of the work projects assigned to the students, and the work done hy individual students will he presented for common discussion to the other students in their respective seminars. The laboratory work, as far as time is concerned, need hardly he changed. The Instruction Committee will have to deliberate for a long time before reaching concrete decisions on the re-scheduling of the students' activities and on all the details of the instructional material to he abandoned, changed or left as it is now. And it is at this point that a general remark must he added: 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 and frustrations, the faithful satellites of all teaching and learning. It is necessary to apply the same patience to the problem raised in this Statement. Any rash decision might he fatal. Whatever the difficulties ahead of us, the goal of the educational program at St. John's will remain unaltered: it is the cultivation of intellectual virtues, the acquisition of abilities that enable man to look beyond the immediate, the accepted and the necessary. And let us not forget for a moment: all improvements of instructional patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of his task. JACOB KLEIN. Dean (Adopted hy the Faculty, December 5, 1957) 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 6 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-April 1958-Vol X No 1-January 1958 Title A name given to the resource Bulletin of St. John's College, January 1958 Description An account of the resource Volume X, No. 1 of the Bulletin of St. John's College, Statement of Education Policy and Program 1957. Published in January 1958. Date A point or period of time associated with an event in the lifecycle of the resource 1958-01 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38d739177569f087a0ff906e5ce565ee.pdf 4b973175a7dde96a77c2ca543fd6382e PDF Text Text / '/1..? 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DOSTOEVS r'~~ · ~ ES · HIPPOCRATES · PLAT ER · HERODOTUS · A -: ~-,~..., .. .;: -· ---- ·.,, - L · THE BIBLE · EPICTETU CYDIDES · ARISTOTL TUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANT UCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLE NE · SHAKESPEARE · CERVANTES · MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPIN OZ ON· BUNYAN· PASCAL· LOCKE· BERKELEY· LEIBNIZ· SWIFT· VICO ·FIELDING· MONTESQUIE E · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STAT. STITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTE L · DE TOCQUEVILLE · KIERKEGAARD · MELVILLE · J. S. MILL · DARWIN · MARX · TOLST ZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWE ER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES· ARISTOPHANES · HIPPOCRATES ·PLAT CYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTET TUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANT CER · PICO DELLA MIRANDOLA · MACHIAVELLI · LUTHER · CALVIN · BACON · GILBERT · KEPLE NE · SHAKESPEARE· CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZ ON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIE E · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STAT TITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTE L · DE TOCQUEVILLE · KIERKEGAARD · MEL VILLE · J. S. MILL · DARWIN · MARX · TOLST ZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWE ER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES ·ARISTOPHANES · HIPPOCRATES ·PLAT CYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTET TVS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANT STITUTION . FEDERALIST p BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS IONS . GOETHE . JANE AUSTE L · DE TOCQUEVILLE · K VoLUME311!: JUNE, 1953 NUMBER 2 L · DARWIN · MARX · TOLST Published quarterly W£ ZCHE . DOSTOEVSKI . w Entered as Second-class matter, February 18, 1949, at the Post UD . WHITEHEAD . DE R . HERODOTUS . AESCH Office, at Annapolis, Md., under the Act of August 24, 1912. PHANES . HIPPOCRATES . PLA'f CER · PICO DELLA MIRANDOLA · MACHIAVELLI · LUTHER · CALVIN · BACON · GILBERT · KEPL NE· SHAKESPEARE· CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZ ON· BUNYAN· PASCAL· LOCKE· BERKELEY· LEIBNIZ· SWIFT· VICO ·FIELDING· MONTESQUIE j ' c:P;,ving 0-rerifage 1 f '. " .. I lfrr-, ". .\. A MEMORANDUM REGARDING ST . JOHN'S COLLEGE in ANNAPOLIS, MARYLAND �" ... I do know that here and there, in this country and abroad, there are men who see that the onset of barbarism must be met not only by programs of re-armament but by another revival of learning. It is the fact, moreover, that after tentative beginnings in several A merican Universities, . .. a revival is actually begun.... The scene of this enterprise is the third oldest center of higher learning in the United States, St.1ohn's College, at A nnapolis, in Maryland.. .. And I venture to believe that ... in the future men will point to St. 1ohn's College and say that there was the seedbed of the American Renaisssancv." 7Valter Lippmann FREEDOM IS Freedom i s the living heritage which OUR HERITAGE was bequeathed to us by the founding · fathers of this Republic~freedom of thought, freedom of religion, f reedom of a ssociation, freedom of enterprise. Without freed om our way of life perishes. Freedom can fl ourish only a s men are themselves free; that i s as they are educat ed to understand themselve s and the world in w hich they live. Men must have free minds to wat_ and ch insure that they shall be able t o do what they ought to do and know why. __ -- --~ - ....__ - - - - - -- --------- - - -- -- �- 4 - - 5 - FREE MINDS MEAN The great task of education is St. John's College is whole-heartedly committed to this end. A FREE PEOPLE to develop the mind of a man so It believes that education is far more than specialized or that he is able to use that mind technical training. freely and constructively to solve the problems confronting It believes that education transcends the simple acquisition of information. him. Education once prepared free men of this type to create the principles of our society and government. Education must now provide a continuing succession of such men to ST. JOHN'S COLLEGE Since 1937, it has pioneered a A PILOT COLLEGE modern equivalent of the cen- preserve and strengthen this heritage. turies-old liberal arts education which effectively develops the mind of a student. Its Men who can think rationally and imaginatively, who can write all-required, closely-knit curriculum, its seminar discusand speak clearly and effectively, who can choose wisely and sion type of teaching, its challenging exposure to the great well are the best guarantee against regimentation and the supminds of the past, its coordinate emphasis upon mathematics pression of freedom. They can resist the pressures toward and science, and its intimate and rewarding faculty-student blind conformity on the one hand and radical demagoguery on relationships help to translate into reality the claims and the other. They can supply the broad perception of execuplans of St. John's College for a true liberal arts tive leadership, the continuing critical appraisal of develeducation. oping institutions, the personal initiative for bold enterprise, and the constant responsiveness to social obligations. As a pioneer, it has already reestablished a beachhead for the traditional liberal arts and has profoundly influenced LIBERAL ARTS FREE MEN'S MINDS This is what - liberal arts a ~~ ~ ~~ ~ the curricula in many colleges and universities throughout education ~· The arts which the country. It has successfully shouldered the responsi- such an education seeks to bility of being a pilot college in liberal arts education develop are simply the basic skills of thinking, communiand must continue to exert its significant impact upon eating, analyzing, and judging. They are "liberal" arts or American higher education. skills because they have the effect of freeing a man's mind, that is, of developing and sharpening it into a convenient and useful tool, always at his disposal. �- 7 - - 6 - LIBERAL ARTS St. John's is a small coeducational AT ST. JOHN'S college with a maximum enrollment of 300 students. It offers a single unified course in the liberal arts which is taken by all students. English. Next to having ideas, nothing perhaps is more important than the ability to communicate them to other people. There are no departments, no majors or minors. The emphasis is rather on developing in each student skills of thought, expression, and judgment. St. John's also strives to have its students come into possession of the rich heritage of Western thought. It believes it has a responsibility to transmit this heritage, Laboratory All students at St. John's take four years of laboratory science, more than is required at any other liberal arts college in the country. Two afternoons each week students work in physics, biology, and chemistry, and thus come to grips with science and its methods. Formal Lecture One night each week the entire college is convened to listen to a formal lecture by an outstanding scholar on some subject of broad importance~always followed by a discussion period. Concerts replace lectures four times a year. continually examining it and restating it in fresh terms that will have new meaning for all men. Each branch of this program supports every other branch. There is coordination of learning throughout. At St. John's The average week for a student includes:everything depends on the student's active participation. Seminars Two evenings a week twenty students and two or three teachers meet around a table to discuss important ideas or basic questions arising out of the great documents of our heritage~from Homer to the Federalist Papers, from the Bible to modern physics. Here the student learns to think in the give and take of argument and discussion. He does not have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. Nor do the tutors ever stop learning with their classes. In a very real sense St. John's is a community of learning. So through the seminars, tutorials, laboratories and lee- Tu tori a ls There are two tutorials daily for each student~one in language and one in mathematics. Here a dozen students, with one teacher serving as tutor, study the symbols of language and mathematics, and twice a week, music. Here through foreign language study, the student improves his facility with his own language, tures the student meets the great minds of all times and is stimulated to think for himself~to read and listen criti- cally and analytically, to evaluate carefully, to see alternatives, and to reach intelligent conclusions on the basis of fact and reason. �- 9 - - 8 - HOW PRACTICAL IS Since the St. John's program As Frank W. Abrams, Chairman of Standard Oil Company of New THIS PROGRAM? allows for no specialization, Jersey says, in commenting on the College, "It is a very the question immediately interesting program and I believe that it provides the kind arises as to whether St. John's students are prepared to of educational experience that should prove most valuable earn a living after graduation. to a man in the long run." St . John's replies that it is not concerned with training a man or woman for a particular job. The primary purpose of education is to help man to attain his full growth as a ST. JOHN·s IS PART It is both fitting and right OF OUR HERITAGE that St. J ohn's College in Annapolis, M aryland, should thinking being. It must satisfy his many needs. be the scene of this modern restoration of the liberal arts However, insofar as it is educating men to think, to express education of the Adamses and Jefferson, of Jay and M adison, ideas clearly, to analyze problems, and to make rational and of Hamilton and Washington. intelligent decisions, St. John's believes it is providing the best and most practical education in this country. Third oldest of American colleges, St. John' s traces its Experience has demonstrated that the young graduates can origin to 1696 w hen it was founded as King W illiam's Scho ol. move with almost equal facility into any a rea of graduate In the days of the American Revolution when Annapolis was work or into any field of activity. known as the Athens of America, four signers of the Declara- Furthermore, because they know themselves, they can choose more intelligently tion of Independence were actively associated with its that field of public life, business, or the professions for chartering as a college. which they are best fitted. was numbered among its graduates. Soon thereafter, Francis Scott Key The advantage to a St. John's graduate is twofold: Here then is a college, itself a pa rt of our heritage, now (1) He finds that his liberal arts education provides an excellent base upon which to superimpose gradua te work or the particular skills of his chosen vocation or profession; and (2) He receives at St. John's an impulse to keep on with his education so that his life becomes meaningful and satisfying. Living and learning must always go together. dedicated to the preservation of tha t heritage, through the education of young men and women to an appre ciation and understanding of themselve s a s free and responsible citizens of this Republic. �- 10 - - 11 - TO ASSURE THAT It is seldom that one has an THIS HERITAGE LIVE opportunity to help assure so YOU GIVE MORE THAN YOU GIVE directly the continuation of that great living heritage of freedom. The endowment and An interested donor has agreed 1£ match dollar for dollar any memorial .2.!: other gift :!:!E to ~ !!!!:!!!! of ~ million dollars for endowment purposes and building plan of St. John's College offer the kind of oppor- ter of ~ million dollars for tunity which thoughtful, intelligent, and patriotic men and contribution is made or pledged prior to June 30, 1953. women seek. Such a pledge may run over a period of several years. Gifts to the College will be fitting memorials to their donors-evidence of their faith and vision. ~ ~ maxiquar- construction, providing the Such memorials will endow future generations with this same great For your utmost satisfaction and for greater value to the living heritage of the past and present. College, your gift should combine generosity and wisdom. Current tax laws, particularly the recent increase in the The College needs endowment for tutorships, scholarships, personal income tax gift deduction to 20 per cent, permit lectureships, concerts, library books, equipment, and and encourage intelligent investment in the work of St. prizes. John's College. It needs additions to its historic physical plant, particularly a new women's dormitory. The benefits of giving apply not only to gifts of money but to gifts of property, to gifts from capital gains and to estate gifts as well. A graded list of typical opportunities available in the St. John's program appears in the following pages. Practical Tax experts can suggest a plan which will be most advanta- and impressive monuments to the generosity of the donor, geous to both the donor and the College. they may be established in the name of an individual, a analysis, however, only you will know the deep spiritual family, a society, or a business. satisfaction from participating in a memorial like this at Suitable recognition by In the last bronze tablet and inscription in the Heritage Book of the St. John's College-to assure in some small measure the con- College will perpetuate the name of each donor. tinuation of the great living American heritage of freedom. �- 13 - GRADED LIST ENDOWMENTS COST TO DONOR TUTORIAL CHAIRS ........... TOTAL MATCHED $100,000 $200,000 The effectiveness of the St. John's program depends upon the ability of the College to continue to attract able and outstanding teachers to its faculty. Establishment of tutorial chairs will contribute materially to this end, for it will assist the College to achieve a more adequate salary scale. VISITING TUTORSHIPS • • • • ..... 100,000 The College believes that its students should come into contact not only with the great minds of the past, but also with outstanding scholars of today. Visiting tutorial chairs will permit the College to bring such world figures to Annapolis for shorter or longer periods of residence during the college year. REGIONAL SCHOLARSHIPS • • • • • • .. St. John's College seeks to make its educational impact felt throughout the United States. It therefore encourages the endowing of regional scholarships to make possible a St. John's education for young men and women from each of these areas who could not otherwise afford it. After graduation many of them will return to their homes and help spread more widely the educational philosophy of St. John's. TOTAL MATCHED Scholarships may be established by individuals, societies, foundations, or corporations under such name and upon such terms as the donor may desire. Special or regional scholarship funds will be matched with the single proviso that one quarter of all income accrue directly to the College to help defray the administrative and general expenses not covered by the fees of the scholarship recipient. SCHOLARSHIP AID • 50,000 COST TO DONOR UNIT .......... 5,000 10,000 $ 5,000 $ 10,000 5,000 5,000 4,000 4,000 4,000 4,000 4,000 10,000 10,000 8,000 8,000 8,000 8,000 8,000 Many promising and worthy students find themselves in urgent need of partial financial. assistance to supplement other sources of income. Memorial scholarship aid funds would provide an annual income which could be devoted to such grants-in-aid, thus often making possible the completion of a student's college career. BURSARY ENDOWMENTS 25,000 50,000 St. John's College believes that students should work for at least a portion of the financial aid extended by the College. A variety of bursary jobs are therefore available to students, most of them closely related to the instructional ends of the College. Endowment of these bursary positions would guarantee their continuance as an important adjunct of the College's educational program. Chief Laboratory Assistantship • • • Senior Library Assistantships (3) Senior Athletic Assistantships (2) • Laboratory Assistantships (8) Library Assistantships (8) • • • • • Music Assistantships (2) • • • Athletic Assistantships (6) • • • • Student Shop Assistantships (2) �- - - - - -- - - ----- -- - 14 - - 15 - COST TO DONOR UNIT TOTAL MATCHED LECTURE ENDOWMENT FUNDS COST TO DONOR TOTAL MATCHED AWARD AND PRIZE FUNDS Every Friday evening during the academic year there is a lecture by a tutor or a visiting scholar on some subject of general interest. This is attended by the entire college and is followed by an extensive and informal discussion period. It is proposed that the series be endowed, again in the name or memory of an individual or a group. The entire series costs the College $1 0 500 per annum for honoraria and travel expenses. Full Lecture Series Individual Lectureship The College invites donors to endow individual scholarship, leadership, and athletic awards in recognition of student accomplishment. Leadership Prize • • • • • • • • • • $ Awarded for evidence of leadership in the service of the College community. ......... 2,500 $ 37,500 1,000 2,000 $ 30,000 7,500 $ 60,000 15,000 LIBRARY ENDOWMENT FUNDS 625 Essay Prize • • • • • • • • • Awarded for writing the best annual essay. 125 250 2,750 5,500 Individual Sport Awards •••• College blazers awarded to champions in individual sports such as tennis, squash, handball, and badminton. 438 875 5,000 $ 10,000 EQUIPMENT FUNDS • .......... $ The Laboratory has a continuing need for new equipment in order that it may keep pace with developments in the field of science. Donors may establish endowment funds to purchase such equipment in the fields of biology, chemistry, or physics. Books are the heart of the St. John's curriculum. The Library must not only supply those volumes in the teaching program; it must also supplement them with the best of current books, periodicals, and newspapers. A good music collection is likewise essential. Memorial funds may be established in any amount to help the St. John's Library with these important annual accessions, as for example: • • • • • $ Book Fund Periodical Fund Newspaper Fund • • • • • • • • • Phonograph Record Fund • • • • • • • 313 Team Sport Awards • • • • • • • College blazers awarded to the intramural teams with the best record for the season in football, basketball, and softball. $ 18,750 Music is an integral part of the St. John's program. Four times each year outstanding artists play carefully planned programs, remaining at the College over the week-end for informal recitals and for discussions of musical topics with interested students. Cost of these four concerts is $2,400. ........ $ Mathematics Prize Awarded for proficiency in mathematics CONCERT ENDOWMENT FUNDS Full Concert Series Individual Concert •• 1,250 GENERAL ENDOWMENT 1,250 625 250 500 $ 2,500 1,250 500 1,000 Interested donors, realizing the need ~f the College for unrestricted endowment funds, often make gifts for general purposes. St. John's College welcomes such investments in its program, for they enable the administration to achieve a greater degree of flexibility and independence in determining its annual budget. Each unit will be matched. �- 16 - PROPOSED CAMPUS DEVELOPMENT PLAN COLLEGE A--Women's Dormitory B BU I LO I NG PROGRAM CREEK WOMEN'S DORMITORY (A) • • • • cience Building ....... $500,000 Women were first ?dmitted to St. John's for the first time in the fall of 1951. Converted men's dormitories will provide adequate facilities until 1954, by which date a new women's dormitory must be completed. Half of this amount is pledged if the balance is given prior to June 30, 1953. C-Dining Hall D--Francis Scott Key Memorial E-McDowell Hall Administrative and Class Rooms SCIENCE BUILDING (B) . ·: .· F-Pinkney Hall Men's Dormitory G--Humphreys Hall Laboratories .' J .~ ~~' ·.··· H-Paca-Carroll House Men's Dormitory DINING HALL (C) ... ... ... w I-Chase-Stone House Women's Dormitory . . ·. " .. a: J-Woodward Hall :~{ Library ::~· ... Cl) \\ "' C!> a: 0 hop Buildings "' Cl> M-Heat ing Plant Cl> N-Reverdy Johnson z Music Rooms ¥ 0--Iglehart Hall Gymnasium P-Boat House Q--Maryland State Hall of Records COLLEGE AVENUE $1,000,000 ~ ............. $275,355 By 1956 it will be necessary to erect a new dining hall seating 300 students. The existing kitchen will be utilized, and the present dining hall converted into a social center and reception hall. I K-Randall Hall Dining Hall and Women's Dormitory ~ Inadequate facilities have always hampered the science phase of the St. John's program throughout the four years of a student's course. It is essential that better facilities be provided to replace the 115-year old building now in use. ... : . ' .... , .. ·. . . · '· .... ...... FRANCIS SCOTT KEY MEMORIAL (D) ...... The historical tradition of St. John's College is almost as old as our nation itself. Among the College's founders were four signers or the Declaration of Independence, William Paca, Samuel Chase, Thomas Stone, and Charles Carroll of Carrollton. George Washington's step-grandson graduated here in 1799. Francis Scott Key was the founder and first president of the St. John's Alumni Association. The education which our founding fathers received has persisted at St. John's and is now, in revitalized form the heart of its present-day curriculum. It seems appropriate that the College should recognize this tradition by memorializing one of its most famous graduates, Francis Scott Key. It is proposed to erect on the historic St. John's campus a building worthy of his name. $751,720 �- 19 - - 18 - FLOOR PLANS 9 10 II ,,,...,.,,- 8 D. &.I\. 14 13 12 .D . a.~ A 6.~ 16 1!5 J),L>..... .l>.1>,,-, . Third Floor ~/J.1', . Second Floor 24 .Z>.4~ 2!5 f}.f;.'1- 27 26 D. & .I\ . JJ .a.I',. 30 " ·6 -">- .IJ.&.I'). 32 31 J),L> ..... 29 28 .l>....... . ..... ~,. GRADED LIST 1/0-'o" WOMEN'S DORMITORY 33 First Floor 41 42 43 ~ ~ ~· 44 ~ 4!5 Ao.& COST TO DONOR 46 ~. COST OF BUILDING • • • • • • • TOTAL MATCHED $250,000 $500,000 46, 750 67, 750 67, 750 67, 750 93,500 135,500 135,500 135,500 3,000 5 ,500 7,000 3,250 1 7,000 25,000 4, 750 4,000 6,000 11,000 14 ,000 6,500 34,000 50,000 9,500 8 ,000 MAJOR UNIT _______ .... Entire Entire Entire Entire 50 ....._ ~~.,.. Ground Floor Ground Floor First Floor Second Floor Third Floor ... ..... INDIVIDUAL UNITS 15 25 1 FURNISHINGS 1 15 25 3 1 .. . . . . • . . . . . . . • $3,100.00 575.00 • • • • • . •• •• 975.00 . . • . . 1,050.00 • • • • • . 1,800.00 .. ..... • Common Room • Single Bedrooms, each. Double Bedrooms, each. Studio Apartments, each Resident's Apartm~nt • • • • • • 3 1 1 1 1 . . Single Bedrooms, each Double Bedrooms, each Resident's Apartment Studio Apartments, each Common Room Recreation Room Snack Kitchen Entrance Hall .. . . .. . .... .... .... .... .... �- 20 - - 21 - FLOOR PLANS fl4df'C5 'J..4•':1.+ 2 8 , r II 12 1' 18 19 Second Floor GRADED LIST , SCIENCE BUILDING , r 29 COST OF BUILDING • 37 36 First Floor 46 .. ~ 47 , r 48 l~ 54 r 55 INDIVIDUAL UNITS 1 1 4 4 2 1 1 1 1 1 1 10 1 1 4 2 8 2 3 Ground Floor . . . . . . . . . . $1,000,000.00 ........$ .• ... . • ...... ...• . .. • • . • . • .....• • .....• .... ....... ... . ... ... .....• • .. ....... ...... ... .. ...• .. .. • . • . .. Animal Room Balance Room Biology Laboratories, each Chemistry Laboratories, each Classrooms, each • Conference Room Electronics Shop Issue Room Lecture Room Machine Shop Observation Theatre Offices, each Optics Darkroom Photographic Darkroom • Physics Laboratories, each Preparation Rooms, each • Research Laboratories, each Stock Rooms, each • Storage Rooms, each 5,760.00 37,160.00 42,560.00 48,560.00 23,040.00 23,040.00 23,040.00 5,760.00 58,900.00 23,040.00 33,500.00 6,400.00 23,040.00 4,700.00 38,060.00 12,020.00 6,960.00 10,900.00 16,000.00 �- 22 - - 23 - FLOOR PLANS t/ .-- ' 4• • • I \ ~ I & - r ~ •. . . !~ . ~7• r: ·~ Sun Deck 'i' n /· .0$ __ I -I ~,,~ .. r/ . I \, ' e~ ; ~-~-~11:; - \\ , !1 ,' -<- ~ -... ~ -- ~r..,,,.,,., 17 . ~, ' <t ... GRADED LIST tL..3fZ ... DINING HALL r.6- a . •1.•7 Main Floor COST OF BUILDING • • • • • • • • • • • • $275,355.00 BASEMENT .. ... .. Offices • • • Post office • • ... • $ 58, 700.00 ,, • 16,300.00 • • • • • GROUND FLOOR "!' 8 .. ... .. ..• ...• • • ... .. . ... • ... • .Jo l. Cafeteria • • • • Dishwashing • Dining Hall • • • Dining Terrace • • • • • Dining Hall Furnishings • • • • • • • 15,100.00 6,1 0 0.00 155 ,000 .00 1 2,900.00 1 2 ,500.00 Basement FIRST FLOOR ... .......... .. Sun Deck. Serving Room • • • • • • • • • • 5 ,650.00 6,250 .00 �- 24 - - 25 - FLOOR PLANS : Second Floor -_--::~· ' ·_ - --- ----·•c -:--· ::-_ 2 GRADED LIST fl FRANCIS SCOTT KEY MEMORIAL 3 p,.K ~ ..... l COST OF BUILDING Mezzanine • • • • • • • • • • • $ 751, 7 20.00 ! FIRST FLOOR ~ Audi tori um and Stage Chamber Music Room • Green Room • • • • Office • • • • • • 4 ..,,. Equipment. • • • • • • • • • • • • • • • • • • • • • • • • ~ • • 30,400.00 . . . $ 651,500.00 3,800.00 • • • ... 3,650.00 ... .. ... . 11,000.00 11,000.00 7, 500.00 .............. • • • ... ...... ... 11 , 000.00 11,000.00 3,850.00 1,17 0.00 • • M EZZANINE Audio-visual Room Meeting Room • • Projection Room • First Floor ........./,~ .~ ,..., • • • • • • • • • • • • • • • • • • SECOND FLOOR Art Studio M usic and Art Library • • • Quartet Room • • • • • • • Music Practice Room (6) each ~ 4• - • 1 .\t ~ �- 26 - - 27 - BOARD OF VISITORS AND GOVERNORS Chairman Richard F. Cleveland, Lawyer, Baltimore, Md. Vice-Chairman William Lentz, Lawyer, Baltimore, Md. Richard Scofield, Tutor St. John's College Annapolis, Md. Dr. Amos F. Hutchins, Surgeon, Arnold, Md. Secretary Adolph W. Schmidt, Vice-President T. Mellon & Sons Pittsburgh, Pa. Bromwell Ault, Vice-Persident Interchemical Corporation New York City Robert Otis Jones, Vice-President Mellon Nat'l Bank & Trust Co. Pittsburgh, Pa. Henry H. Callard, Headmaster Gilman School, Inc. Baltimore, Md. Jacob Klein (Ex Officio) Dean, St. John's College Annapolis, Md. Robert L. Campbell, Jr. LIFE Magazine New York City Joseph M. Scribner Singer, Deane, and Scribner Pittsburgh, Pa. Mr. Paul P. Swett, Jr. Vice-President Baltimore Life Insurance Co. Baltimore, Md. Dr. Thomas B. Turner School of Hygiene Johns Hopkins University Baltimore, Md. Stewart C. Stackhouse S. J. Stackhouse & Son Baltimore, Md. Mark Van Doren, Professor Columbia University New York City Clarence w. Stryker, (Honorary) Professor Emeritus St. John's College Annapolis, Md. Richard D. Weigle (Ex Officio) President, St. John's College Annapolis, Md. John C. Luber (Ex Officio) Speaker of the House of Delegates Baltimore , Md. George w. Della (Ex Officio) President of the Senate Baltimore, Md. ,,./ Dr. William J. French (Honorary) Director Annapolis, Md~ _,,.,.,;;' Reuben A. Holden, Assistant to the President, Yale University New Haven, Connecticut Hon. Theodore R. McKeldin (Ex Officio) Governor of Maryland Annapolis, Md. St. John's College asks your earnest consideration of the facts and figures Carleton Mitchell, Author Annapolis, Maryland Lawrence L. Monnett, Jr. Monnett & Vickrey, Inc. New York City Arthur A. Houghton, Jr. , President Steuben Glass, Inc. New York City Mrs. Walter c. Paepcke Chicago, Illinois J. Vincent Jamison Jamison Cold Storage Door Co. Hagerstown, Md. Walter c. Paine, Associate Editor Morning Sun Baltimore , Md. presented above and invites your active participation in the program to build a sound financial base for this pilot college in liberal arts education. �O:MER · HERODOTUS · AESCHYLUS · SOPHOCLES · EURIPIDES ·ARISTOPHANES · HIPPOCRATES · PLATO ttlJCYDIDES · ARISTOTLE ; EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS crrus. PLUTARCH. GALEN. PLOTINUS. JUSTINIAN. AUGUSTINE. THOMAS AQUINAS. DANTE j\lJCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER or.JNE · SHAKESPEARE · CERVANTES · MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILr oN . BUNYAN . PASCAL . LOCKE . BERKELEY . LEIBNIZ . SWIFT . VICO . FIELDING . MONTESQUIEU u:ME · VOLTAIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STATES r.JSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL · DE TOCQUEVILLE· KIERKEGAARD · MELVILLE · J. ~· MILL · DARWIN · MARX · TOLSTOI JEfZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY oMER · HERODOTUS · AESCHYLUS · SOPHOCLES · EURIPIDES · ARISTOPHANES · HIPPOCRATES · PLATO u cYDIDES . ARISTOTLE . EUCLID . NICHOMACUS . LUCRETIUS . VIRGIL . THE BIBLE . 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ES· HIPPOCRATES· PLATO ---J.in UCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS CITUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN · AUGUSTINE · THOMAS AQUINAS · DANTE AUCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE · CERVANTES· MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU UME · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED ST ATES --w~NSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL · DE TOCQUEVILLE · KIERKEGAARD · MEL VILLE · J. S. MILL · DARWIN · MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY OMER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES · ARISTOPHANES · HIPPOCRATES· PLATO HUCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS CITUS · PLUTARCH · GALEN · PLOTINUS · JUSTINIAN . AUGUSTINE · THOMAS AQUINAS · DANTE HAUCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE· CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU UME · VOLT AIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED ST ATES ONSTITUTION ·FEDERALIST PAPERS· CHARTER OF THE UNITED NATIONS· GOETHE· JANE AUSTEN EGEL· DE TOCQUEVILLE· KIERKEGAARD· MELVILLE · J. S. MILL · DARWIN.· MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEY OMER · HERODOTUS · AESCHYLUS · SOPHOCLES ·EURIPIDES · ARISTOPHANES · HIPPOCRATES· PLATO l-IDCYDIDES · ARISTOTLE · EUCLID · NICHOMACUS · LUCRETIUS · VIRGIL · THE BIBLE · EPICTETUS A.CITUS ·PLUTARCH· GALEN· PLOTINUS ·JUSTINIAN· AUGUSTINE· THOMAS AQUINAS· DANTE l-IA.UCER ·PICO DELLA MIRANDOLA ·MACHIAVELLI· LUTHER· CALVIN· BACON· GILBERT· KEPLER ONNE · SHAKESPEARE ·CERVANTES ·MONTAIGNE · RABELAIS · DESCARTES · HOBBES · SPINOZA ILTON · BUNYAN · PASCAL · LOCKE · BERKELEY · LEIBNIZ · SWIFT · VICO · FIELDING · MONTESQUIEU DME · VOLTAIRE · ADAM SMITH · GIBBON · ROUSSEAU · KANT · LAVOISIER · UNITED STATES ONSTITUTION · FEDERALIST PAPERS · CHARTER OF THE UNITED NATIONS · GOETHE · JANE AUSTEN EGEL ·DE TOCQUEVILLE ·KIERKEGAARD · MELVILLE · J. S. MILL · DARWIN · MARX · TOLSTOI IETZCHE · DOSTOEVSKI · WILLIAM JAMES · POINCARE · FREUD · WHITEHEAD · DEWEYi - W"! J 'J'.' �\· � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 27 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin-A Living Heritage-Vol V #2-June 1953 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1953 Description An account of the resource Volume V, Number 2 of the Bulletin of St. John's College in Annapolis, A Living Heritage. Published in June 1953. Date A point or period of time associated with an event in the lifecycle of the resource 1953-06 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/997ee2b39f57a139ca31168090349eaa.pdf 67cdf9eda2f3cd18edd427947c859648 PDF Text Text �Address DeHvered at the 15 7th Commencement of St. John's CoHege on June 6th, 1949 By Mr. john S. Kieffer, the President of the College Members of the Graduating Class, St. Johnnies old and new, and guests. Volume I June 1949 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. I stand here today grateful to the Seniors for their invitation to deliver the Commencement address. It is a pleasure to speak the last words you shall hear as students from the college, and to speak as a representative of those who have been your teachers for four years. Your departure is a loss to the college, a reminder that it exists in a world of flow and change ; but it is also a gain to the college as you take your places in society and represent St. John's to the outside world. Commencement is a time to look forward, not back. And so, with unspoken remembrance of past toil, let us look to what lies before us. The crisis of the world today spells out in capital letters the meaning of the crisis we at St. John's recognized twelve years ago. Breakdown of communication and loss of direction is no longer confined to the academic community, it is plain to the man in the street. The colleges and universities of the late nineteenth century rested secure in their faith in Adam Smith. Britannia ruled , the ocean waves and Clerk Maxwell ruled the ether waves. Scholars could be comfortably sure that, as under laissez faire, tradesman, industrialist, laborer and farmer promoted the world's economic health by pursuing each his individual gain, so the domain of Truth was extended by each act of individual research. Today this comfortable assurance is dispelled. Marx and Curie have let loose forces to shatter that peaceful world. Originating in the library and the laboratory, they have swept into the market place and the factory, and in the process brought down the intellectual foundations of college and university. The shattering of a world does not mean necessarily the ending of a ' world. It means that the next generation will have to put it together again. Building the world anew is an exciting task; you have work laid out for you. The test of our, success with you will lie in whether you are going forth from college to build a new world or to plunder the ruins of the old. · I am not speaking inspirational generalities. The ruins are plain to behold. The plunderers are at \~ark before our very eyes. They are those who contend senselessly for the prestige of public office and shame the great traditions of the Capitol with their self-seeking; they are those who make a caricature of the heroic freedom of the continent builders by cloaking monopolistic pillaging with the banner of free enterprise. There is a side to American society today that reminds one of nothing so much as the spectacle of the barbarians of late Roman times squatting in imperial palaces and awkwardly strutting in shoddy purple. Our barbarians are more outwardly refined and often harder to recognize. Almost at times they seem to be all of us. Let me list a few of the pillagers: within the academic world there is the subsidizing athlete at one end of �the scale, the cynical graduate student, working for his "union card" the Ph.D. degree, at the other. Or perhaps these are victims of more clever plunderers, the sports promoters and the educationalist racketeer. Outside there are the stock jobbers and suaver financial promoters, those labor leaders who have turned the hopeful aspirations of their followers into a source of profit and power for themselves, the salesman and advertiser, the entertainer, who enriches himself by appealing to public tastelessness. On every hand the work of patriotic plundering goes on, feeding on the credulity and fears of an unwieldy populace. I sketch this picture for no demagogic reasons. I am not summoning you to a crusade. As thoughtful, well-balanced men you know this side of the world into which you are going and you abhor it. What I would do today is to consider with you what your St. John's experience has given you to help you live in this world and how in turn you can help St. John's to live in it. I dwell on barbarism and ruin, not because that is all there is, but because that is what challenges us all to building and rebuilding according to the pattern laid up in heaven. St. John's was chartered in our own heroic age to rebuild from the ruins of an earlier war the republic of learning that had been King \Villiam's School. Its charter affirms the principles of freedom of the individual and responsibility to society that are the American heritage. It makes plain that through liberal education these principles are kept in being. And it dedicates St. John's forever to this purpose. Because of this dedication you have had four years of freedom and responsibility. You have practiced these principles in your studies and in your community life. You have made mistakes; you have abused at times your freedom and neglected your responsibility, but the fact that you have been judged worthy of the degree proves that in greater measure you have lived up to the principles. Living up to principles was the test of the auxiliaries in Plato's Republic. Knowledge of principles was the end to which the education of the guardians through dialectic was direct(ld. Though I do not offer you to the world as ready made guardians, I do remind you that in idea and essence the work you have done for your degree has been directed towards knowledge of the principles you have lived up to. From the very beginning of your course with Homer's Iliad, the nature and limitations of man's freedom have been a persistent theme, and his responsibility to his fellows your constant study. Freedom and responsibility have been portrayed epically and tragically in the characters of Achilles and Agamemnon, of Oedipus and Antigone. The ironic scrutiny of Socrates has helped you disentangle their essential statement from the bemazed opinions of the Sophists. The Hebraic and Christian scriptures have raised them to the high level of theology, whence Augustine and Thomas have drawn them down in systematic detail. The still unmet challenge of the scientific revolution, reflected in Bacon, Hume, Kant and Hegel, speaks to you today from the whirlwind of Marx and Curie. Has your reading of the Great Books fitted you to descend into this cave of the winds ? \i\That hopeful signs can I point to, what prognostications make, that will fulfill my duty as Commencement Orator and yet preserve my honesty and intellectual integrity? I detect one hopeful sign. We hear less, as time goes by, of "the economic interpretation of history." The notion i l'. ·~ prevalent at the time of my graduation from college twenty-two )'ears ago, that politics was meaningless has faded away. Too many of you. through service in the Armed Forces, have participated in the ultimate politics of our times, not to have learned its awful meaning. The restoration of the supremacy of politics over economics restores to relevance the freedom of the will. It restores the possibility that you may face the world as rational men, that you and your society have choices open to you again. There is good or evil to be chosen and tragic greatness to be attained. I know this prediction of mine will be drowned out by the soothing voices preaching adjustment and offering psychiatry to exercise the world's ills. Do not listen! There is not a world to get adjusted to, but a free world to build, if you have truly gained the freedom signified by your degree. Words inevitably betray us into generalities. Am I not an unworldly professor, naively ignorant of the realities you face, the need for a job or a professional training, the desire to provide for your families or to start a family? No, I am not. These are realities, but their reality lies in the ultimate happiness or misery that will come from the choices you make. Conditions and necessities will limit you and restrict your choices, but will not govern you, if you are truly realistic. This is what I mean when I affirm that the crisis of the world today has restored politics to its proper dominance as the art of governing society. The assumptions of the period between the wars that economic determinations governed still linger on in the stereotyped expression "we live in an age of specialization," "it's a highly competitive world." Many people still govern themselves according to these precepts. In hundreds of colleges students have chosen chosen courses to fit themselves for a job with Standard Oil, General Motors, the Metropolitan Life Insurance Company. A substantial minority have fled this bleak prospect by taking refuge in the lost cause of culture and the arts. I suggest that both these groups are unrealistic. The world you are fit to build and are going to build is a world of cooperation not competition. All signs point that way; the world federation movement, the gropings of the national administration toward policies of naional assistance in housing, health, education and civil rights, the countless cooperative endeavors of private groups, all point to the end of the era of competition. You are equipped to find your place, to make your place in this world that is gradually emerging from the ruins. Your liberal education must be thrown into the balance as the issue emerges whether the new world of cooperation is to be one of free and responsible cooperation of rational men or one in which the cooperative principle is exploited by the manipulation of a few. Those graduates who have trained themselves towards a specific job have placed themselves in jeopardy of becoming efficient servitors of the machine, technicians who permit themselves to be used as means to an unexamined end. This seems to be the avowed purpose of Soviet edus:ation. In our own society the same end is being pursued unconsciously. I do not subscribe to the view that a few wicked monopolists are deliberately constructing a fascist society. I do believe that the great industrial system we have built up is operated by people who see it as an end in itself, and this is the stage setting for fascism. The science of statistics is today arregating to itself the queenship of science. The clever men in the cave are trying to be philosopher kings. �j\ !! 11! i r I What can you who are going J,o,rth into this world do? First you must not flee from it, no matter how much you might long to imitate the tJ.ightingale. You must learn to kn0w it, to discern the builders from the plunderers. You must find yourselves and which of the buildingtrades you belong to and then join ithat group to which you belong. It tnay be that some of you are auxiliaries and ,,should properly be engaged in restraining the plunderers, whether as , journalists, as teachers, as Lawyers, as physicians or ..divines.' ·Some of you will be men of gold, men who will seek understanding· and through Socratic examination make clear to the rest of us the ends towards which we· are building. Each bf you will keep this goal before himself, but some among you will make it your whole lives. I wish I rnuld give you clear advice where to seek the discipline for the career of guardian. . Certainly not in the graduate schools. The only place I know is in that .''graduate s.chool" of the liberal arts towards which Scott Buchanan pointed, but whic;h is yet to be built. Some of you may help to build it. Finally all of you are artizans, men of iron.and bronze,. doing your democratic p;i,rt in ·the work of society; If we. ·are to build this new world· I· see rising, that work must be done} with a•; full rational sense, that whatever job yo.u hold is a ·necessary part of· the whole, and that you are doing what you are best fitted tci do in it'. · · St. John's has not prepped you· for graduate school though many of you will go to graduate schools and be prepared to do good work there, nor has St. John's trained you for specialized jobs in industry. To many people this means we are not a college. Often we are damned for doing nothing but read and talk. Of cm.atse we do much more, but certainly through having you read the Great Books we have drawn you from the hurried, harried seizing of the moment; the Faustian ambiguity of the modern world. By getting you to talk we have prepared you for life in a human world, where you will talk and listen and be listened to. If you have merely learned to talk to one another in a special jargon, we have failed. The fact that your final orals are open to the public, symbolizes the purpose that you are to talk to all your fellow men. Expect and learn to be misunderstood, but patiently seek understanding. There is no immediate measure of your success, but the more fully you belong in the St. John's :community, the more you will take the measure of the world's cheap and obvious standards. For the cooperative building to which I point you, you will often have to stand alone. You will stand alone the more easily because St. John's will always be standing behind you. \i\That can you do to help St. John's live in this world? For one thing, you can continue to live in St. John's, by never abandoning the Grea.1. Books. As long as you live in St. John's, St. John's will live in you. But St. John's lives not as an idea only, but as a community on this campus devoted to a common purpose. Your choices, of profession, of causes to support, of lives to live will speak, well or ill, of St. John's and will draw attention to our purpose. Your widening experience will equip you to return and tell us ho we can do our job better. : I have a few more words to 'say. I have been talking to you about the world you are going into and help build. St. John's College is also going into that world. We have a job of building to do here and need cooperation in doing it. ~ What is St. John's College? It is the progran1, we would all fay, yet everyone of us would say in a different way what the program is. ~n one sense St. John's is a myth; not a falsehood, but a wholeness of an ~dea ~awards which we all strive, but never grasp in its wholeness. The idea is the purpose to teach students to think, to give them through the Great Books, the stretching of their imaginafons out from their immediate and passiona.te responses to sensation to the greater world that men have created or chscovered by reason. ~t. John's is a logos, a connecting of many elements. When we try to brmg th~ pr~gram. int? daily. practice we are making a logos of myth. It is this which is so difficult, because connections are hard to make.. Th~ faculty are often discouraged in their attempts and much of our discu~s10n comes to deg~nerate into trivial dealings with the crooked progress 111 day to day learrnng and teach'.ng. Yet the common purpose expressed in the myth, holds us together. . Last J anuar~ I. s_aid in a college forum that St. John's College was bigger than any i.ndividual. This. I ~aid in a particular context. Today I want to repeat it and to generalize it. In the cooperative endeavor that ':'e. are t?ere is ~oom for all individuals who accept our purpose, and parti~ipate m the bigness of St. John's. St. John's is bigger than any individual, even than Scott Buchanan. He himself realized this and left St. John's because there was forced on him the state of being St.John's, which, if St. John's was to be, could not be. Buchanan's angelic utterances will echo forever through these grounds. They will, if we are true to our purpose, be responded to by other voices, in a great chorus of learning. St. J ohn'.s College ~s bigger than any group - students, faculty, board, alumm, commumty. St. John's invites all individuals and all groups, who share our purpose, to join with us in the task of buildina the college for the future. It invites anyone, whether student, tutor, board member, alumnus, who cannot join in this task to leave and let us get on with the work we have to do. I would not encl on a negative note. I would like to raise before you the colors of St. John's, black and orange, and learn from them what we are. The black is _the dep~hs of. Plato's. cave, the orange, the rising sun . seen through the chsappearmg nusts of ignorance. We are always in the cave and are the cave. It i~ our essence as learners. Let us hope that '!"e may some clay come out mto the clear golden sunlight of the Platonic ideas. a � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 8 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, July 1949 Vol. I, #3 Commencement Address of John Kieffer, June 6th, 1949 Title A name given to the resource Bulletin of St. John's College, June 1949 Description An account of the resource Volume I, Number 3 of the Bulletin of St. John's College, Address Delivered at the 157th Commencement of St. John's College on June 6th, 1949 by Mr. John S. Kieffer, the President of the College. Published in June 1949. Date A point or period of time associated with an event in the lifecycle of the resource 1949-06-06 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Kieffer, John Spangler Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/115dcc8aa529dc8f9316239c82e8ad21.pdf 9c26bcf619bd3ae7752e7a9ee1513580 PDF Text Text VOLUME VIII No. 2 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS Iglehart Hall-Gymnasium ANNAPOLIS, MARYLAND APRIL, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �WOODROW WILSON CENTENNIAL ADDRESS BY MILTON KATZ In this issue the BuLLETIN prints an address given by Milton Katz on a Friday night in January. The occasion was the College's celebration at the Woodrow Wilson Centennial. The centennial was followed by a Faculty seminar Saturday morning on Walter Lippmann's Public Philosophy in the light at Wilsonian principles. It is planned to print significant lectures from time to time in the hope that the BULLETIN may become a forum for the presentation at opinions and the discussion at ideas. Alumni and friends at the College are invited to enter into this discussion whenever they teel moved to do so. Volume VIII APRIL, 1956 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. Woodrow Wilson was the first President of the United States to take office as head of the union of forty-eight states. On February 14, 1912, only nine months before the election of Wilson, Arizona was admitted to the republic as the fortyeighth state. The event marked something more than the symmetry and completeness of the roster. It symbolized the closing of the frontier. Nineteen years earlier, at a meeting of the American Historical Association in 1893, Frederick Jackson Turner had delivered his paper on "The Significance of the Frontier in American History," which set the theme for a generation of historians. It was Turner's thesis that the open and moving frontier had been a major force in shaping American society, and that large changes must be anticipated upon its disappearance. Large changes had been in process while Turner spoke, deriving from forces independent of the passing of the frontier but coinciding with it. The Industrial Revolution was moving into the phase of mass production; and the lawyer and the banker kept pace with the engineer, constructing the modern corporation and the instruments of corporate finance as the engineer built the modern factory and assembly line. The dimensions of change expanded, and the rate accelerated, during the decades which spanned the turn of the century. In 1913, a group of manufacturers in Indianapolis organized to initiate a project for an ocean to ocean highway, and launched a fleet of automobiles to demonstrate the feasibility of transcontinental motor transport. In 1915, the production of motor cars climbed beyond one million a year. In 1913, the elder J.P. Morgan died, the exemplar of an era of corporate growth and involution. In the same year, the Pujo Committee of the House of Representatives, after two years of investigation, published its report dramatizing the magnitude and intricacy of the corporate structure of the nation's business. • 1 • �The implications of this vast industrial and financial process, and the concurrent disappearance of the frontier, were perceived by a few. The consequences were felt by many. In their feelings, a new sense of insecurity mingled with a new sense of opportunity. In increasing numbers, Americans began to feel themselves somehow helplessly enmeshed in giant machinery and propelled by giant forces. They began also to feel these forces capable of producing an abundance adequate to put their fears of want to rest. In casting about for a power which might bridle and harness these forces, they tended to look increasingly to the national government. Woodrow Wilson felt their mood and understood their need. If this was in part a politician's response to the inarticulate demand of an electorate, it emanated nevertheless from a deep and creative insight. He was one of the few to sense the shape and nature of the historic changes in process in American life. He gave voice to some of the implications in the opening words of his administration. In his first inaugural address, one can hardly fail to see the fighting politician and party leader, fresh from the heat and rhetoric of a victorious campaign. Embedded in this matrix is the broad and penetrating vision of a national leader and builder: "There has been a change of government. ... What does the change mean? . . . We have been refreshed by a new insight into our own life. "We see that in many things that life is very great. It is incomparably great in its material aspects, in its body of wealth, in the diversity and sweep of its energy, in the industries which have been conceived and built up by the genius of individual men and the limitless enterprise of groups of men. . . . We have built up, moreover, a great system of government. ... "But the evil has come with the good.... We have been proud of our industrial achievements, but we have not hitherto stopped thoughtfully enough to count the human cost. ... ". . . Our duty is to cleanse, to reconsider, to restore, to correct the evil without impairing the good, to purify and humanize every process of our common life without weakening or sentimentalizing it. There has been something crude and heartless and unfeeling in our haste to succeed and be great. Our thought has been 'Let every man look out for himself, let every generation look out for itself,' while we reared giant machinery which made it impossible that any but those who stood at the levers of control should have a chance to look out for themselves. . . . " ... This is no sentimental duty. The firm basis of government is justice, not pity. These are matters of justice. There can be no equality or opportunity, the first essential of justice in the body politic, if men and women and children be not shielded in their lives, their very vitality, from the consequences of great industrial and social processes which they cannot alter, control, or singly cope with. Society must see to it that it does not itself crush or weaken or damage its own constituent parts." To us who have passed the midpoint of the twentieth century, this inaugural address strikes a familiar note. Apart from the issues of war and peace, a popular concern for economic security and a popular will to seek it in part at least through government action have been perhaps the salient political fact of our time, in this and in other lands. Wisely or not, for good or for ill, the belief has become widespread that modern industry and agriculture have the potential capacity to meet the age-old economic anxieties of men, and that government is a major and indispensable instrument for realizing the potential. On the record, it appears unlikely that any democratic government could survive which failed to understand this conviction and the demands to which it has given rise. This is clearer today than in Wilson's time, when a confused and vigorous people were floundering into grips with the twentieth century. Yet Wilson saw it, in his time. He also saw the countervailing danger. In developing the means through government to meet the immense emerging demand, it would be blind folly to lose • 2 • • 3 • �sight of the tested wisdom of our tradition and experience: the spiritual value and practical importance of personal freedom and private action, and the political and legal institutions which have constituted their historic setting. Apart from the issues of war and peace, it has been the central task of free men in this century to adjust the new demand to the old wisdom. When Wilson took office, the shape of this task was only dimly perceptible, but he saw it as it was in all its essential aspects. In calling upon the nation to do the things which must be done, he stressed also that we must "not leave the others undone, the old-fashioned, never-tobe-neglected, fundamental safeguarding of property and of individual right ... We shall deal with our economic system as it is and as it may be modified, not as it might. be if we had a clean sheet of paper to write upon; and step by step we shall make it what it should be, in the spirit of those who question their own wisdom and seek counsel and knowledge, not shallow self-satisfaction or the excitement of excursions whither they can not .tell." In the election of 1912, both Woodrow Wilson and Theodore Roosevelt, as standard bearer of the Bull Moose party, had run well ahead of Taft. The popular vote for Wilson was almost double that of Taft, and his strength by states in the electoral college twenty times greater. Theodore Roosevelt's popular margin over Taft was almost 20%, and his support by states tripled that of the regular Republican candidate. The combined popular votes for Wilson and Roosevelt aggregated ten million, representing forty-six states in the electoral col~ lege; that for Taft was three million, representing two states, Vermont and Utah. The mood of the nation was impatient, and unmistakably progressive, but the mood had greater strength than clarity. It would find its way into channels of action but the choice of channels was not foreordained. ' The broad response to Theodore Roosevelt's "Square Deal" and Woodrow Wilson's "New Freedom" reflected a popular conviction that government must be a positive force in the effort to achieve economic security and to vindicate the • 4 • principle of justice in modem society. The intensity of this conviction, and the momentum of the forces springing from it, were far greater than any contemporary general insight into its implications, or into the problem of ways and means. In the surging pursuit of economic security and wide-spread enjoyment of high levels of consumption, the need and difficulty of increasing and improving production could easily be .overlooked. In the drive to regulate and order the vast machinery of the modem economy through action by the central government, the vital importance of flexibility and initiative and the questing and creative individual mind could be neglected. In the insistent pressure toward social justice, it was not inconceivable that the enduring value of individual justice and individual freedom might be disregarded. The reality of these hazards has been attested by the course of subsequent events in other lands. It is a hard thing to maintain a balance among purposes deeply felt which seem to conflict and which in the short run may conflict in fact. It is especially hard when the feelings and opinions of millions of vigorous men and 'women are thrown into the reckoning. A passing intensity of feeling for certain of the purposes may suppress the others; or the play and counterplay of forces may eventuate in a barren stalemate. In a larger sense, these difficulties are perhaps just a variation of the theme sounded by Job: "Man is born unto trouble as the sparks fly upward." Yet I do not believe it wishful thinking to suggest that, appraised in the long perspective of human error and sorrow, and with due allowance for the innate untidiness of the patterns of political life, the American people in the first half of this century have managed to maintain an approximate and workable balance. There are heavy liabilities in the reckoning, but, on net balance over the years, the American people have gone forward with the job of adjusting their society to the conditions of the age while continuing to cherish and vindicate the independent human spirit and the self-reliant mind. • 5 • �I do not suggest that the job has been completed, or that it ever can be completed. These are matters to which the words of Walt Whitman have special relevance: "It is provided in the essence of things that from every fruition of success, no matter what, shall come forth something to make a greater struggle necessary." Without minimizing the shortcomings of the past and present, or the stresses which lie ahead, we may note the measure of what has been accomplished. In the intricate web of factors which have made this accomplishment possible, the political and intellectual leadership of Woodrow Wilson have an indelible place. He saw the problem as it was, in its double aspect. "[In our day] the individual is caught in a great confused nexus of all sorts of complicated circumstances, and . . . to let him alone is to leave him helpless as against the obstacles with which he has to contend ... law . . . must come to the assistance of the individual . . . Freedom today is something more than being let alone. The program of a government of freedom must in these days be positive ..." 1 But also: "I believe that the ancient traditions of a people are its ballast . . . you must knit the new into the old . . . it must not be a patch, but something woven into the old fabric ... of the same texture and intention. If I did not believe that to be progressive was to preserve the essentials of our institutions, I for one could not be a progressive."2 Under his leadership, the balanced conception was translated into legislative enactments which remain an important part of our national life: the Federal Reserve System, the Federal Trade Commission Act, the Clayton Act, credit facilities for agriculture. These concrete enactments reflected a less tangible but far-reaching process, the consequences of which have been perhaps larger and deeper than the effects of any specific legislation. Woodrow Wilson not only served as the principal rallying and organizing point for progressivism 1The New Freedom (Doubleday, Page & Co., 1913), p. 284. 2 Jd., at 44. • 6 • and liberalism as political forces in his time; he also contributed powerfully to setting the tone and establishing the theme of progressive and liberal thought in the United States. With his associates and supporters, he stressed the task of government as a creative and adjusting force in a modern industrial society. He also stressed the need to develop this task in harmony with the values of freedom and the conditions of a decentralized and flexible society. It is due in no small degree to his influence, and that of his supporters and associates, that the main tendencies of liberal and progressive thought in America have stayed in tune with the old wisdom while alert and responsive to the new needs. Since the crisis of Munich in 1938, the struggle for adjustment between the values and institutions of freedom and the complicated nexus of modern industrial society has been overshadowed by the issues of war and peace. During the past ten years, with the development of nuclear energy and nuclear weapons, and the emergence of the Soviet Union and Communist China as the principal threats to peace, the problems of war and peace, economic security and economic growth under the stresses and opportunities of modern technology, and the preservation and vindication of freedom, have overlapped and interpenetrated. The American people in Woodrow Wilson's time had a not dissimilar experience. If the events which then beat upon them were not quite so vast and portentous as those we face today, they were also less well prepared by virtue of their relative national strength and previous experience to deal with such events. Their job and ours are comparable in difficulty and in nature. From his inauguration on March 4th, 1913, to the outbreak in Europe of the first World War at the end of July, 1914, Wilson had barely seventeen months to come to grips with the domestic issues upon which his entire electoral campaign had been fought. His initial utterances upon the outbreak of the war in Europe revealed the extent of his mental and emotional unpreparedness for this shattering • 7 • �occurrence. As he strove to reassure himself and his countrymen, he plainly shared with his people a mood of incredulity and· a fundamental lack of comprehension: "So far as we are concerned, there is no cause for excitement. There is great inconvenience, for the time being, in the money market and in our exchanges, and, temporarily, in the handling of our crops, but America is absolutely prepared to meet the financial situation and to straighten everything out without any material difficulty." In the three short years which followed, the unready republic and its unready president had to tum away from their absorbing internal preoccupations to the bleak and violent confusion of the external world. For Wilson, a shadow of unreality brooded over events. He referred to the "incredible European catastrophe,'' and he long clur,g to the aspiration that America could remain an island of peace and constructive effort. The facts battered down his hopes; the nation became engulfed; and by the spring of 1918 the president whose passion was peace was calling for "Force, Force to the utmost, Force without stint or limit." When the war came to a victorious end, 'Nilson wrote out in longhand his announcement to the people of the United States: "Everything for which America fought has been accomplished." If, looking back over the intervening decades, we are tempted to smile ruefully at this pronouncement, we would do well to recall the circumstances, and to understand it as an expression of tenacious hope couched in the language of conviction. Having been buffeted and blown about by events, Wilson sought to recapture for the nation an opportunity to participate in the determination of its destiny, by reasserting his instinct for American leadership and presidential leadership. He unfurled the banner of a world-wide organization of nations to maintain the peace, and the banner of American responsibility to be first among equals in undertaking to establish an order of law and freedom throughout the world. It has been said that the banners were struck from his hands, • 8 • ana that he died repudiated by a majority of his countrymen, who had grown tired of strenuous endeavor and bored by high purposes. This was substantially accurate, from a narrow angle of vision and for the short term. In a longer and wider view, it has been belied by the course which the United States has followed during the past fifteen years, in war and in peace: in the coalition against the aggression of Hitler and the war lords of Japan; in the concerted defense against Communist aggression in Korea; in the North Atlantic Treaty Organization and the Organization of the American States; and in the United Nations. In essence, this course reflects the acceptance by vVilson's countrymen of the responsibilities of leadership and partnership in the effort to establish a just and workable international order. Two themes stand out in the administration of Woodrow Wilson. They are +he pain and promise of adjustment among the values and institutions of freedom, the quest for ec~ nomic security, and the consequences of modem technology and industrial organization; and the struggle to determine and carry out America's responsibility in relation to the issues of war and peace. Woodrow Wilson had the vision to identify these themes and to perceive their essential elements; and he had the force to bring them vividly and enduringly to the attention of his countrymen. These themes have dominated and still dominate American life in this century. It is this which gives the vision and force of Woodrow Wilson their special and continuing relevance to our time. · • 9 • �CONTRIBUTORS TO THE ASSOCIATION OF INDEPENDENT COLLEGES IN MARYLAND, INC. Fo! ~he. third year St. John's College has been engaged in a sol~c1tahon of corpo~ate support from Maryland business and mdustry through its membership in th~ Association of Independent Colleges in Maryland, Inc. Other members in the group are: Hood College, Washington College, Western Maryland College, College of Notre Dame of Maryland and Mount Saint Mary's College. To date thi~ year approximately $25,000 has been received from 54 contnbutors. Part of the national movement of corporate support of higher education, the campaign in Maryland ,is providing an important new source of support for St. Johns College and the other independent institutions which are members of the Association. Contributors from the State of Maryland thus far this year are: A. S. Abell Co. Foundation, Inc. Franklin-Balmar Corp. Frey & Sons, Inc. Anchor Post Fenc~ Arundel Corporation General Refractories Co Austin Packing Co. Glassips, Inc. · Baker. Watts & Co. J. J. Haines & Co. Lyon Conklin & Co., Inc. Bartgis Brothers Co. Barton, Duer & Koch Paper Co. Glenn L. Martin Co. Black & Decker Mfg. Co. McCormick & Co., Inc. Jack Meyerhoff & Sons Fund The Borden Co. & Lloyd E. Mitchell, Inc. Hendler ~reamery Co. Burt Machme Co. O'Brien Corporation Harry T. Campbell Sons Corp. James W. Rouse Co. Carey Machinery & Supply Co. Sheraton-Belvedere Hotel Stein Bros. & Boyce Cloverland Farms Dairy C. & P. Telephone Co. Sun Life Ins. Co. of America H. A. B. Dunning Foundation Union Trust Co. of Maryland VanSant Dugdale & Co F. A. Davis & Sons, Inc. E~lic~tt Mac.hine Corp. Waverly Press · Harry C. Weiskittel Co., Inc. Fidelity-Baltimore National Western Maryland Dairy Bank & Trust Co. Young & Selden Fidelity & Deposit Co. of Maryland • IO • National corporations contributing are: Addressograph-Multigraph Corp. Container Corp. of America Corn Products Refining Co. General Elevator Co., Inc. General Foods Fund, Inc. Gray Concrete Pipe Co. Inland Steel Foundation, Inc. Massachusetts Mutual Life Insurance Co. Morgan Millwork Co. National Biscuit Co. National Dairy Products Corp. Socony Mobil Oil Co., Inc. Time, Inc. STATE VOTES $500,000 TOWARD KEY MEMORIAL AUDITORIUM Governor Theodore R. McKeldin has signed a bill, making available $500,000 to St. John's College toward the construction of the Francis Scott Key Memorial Auditorium, provided the College can raise a matching sum prior to January 1, 1958. Both Houses of the General Assembly took favorable action on the measure at the February session this year. It is the hope of the College that construction can be initiated during the summer or early fall upon both the auditorium and the laboratory building. It is estimated that each building will cost in the neighborhood of one million dollars. The College now has in hand $500,000 toward the laboratory building as well as the half-million dollar conditional grant toward the Key Memorial. Final plans and specifications for both structures are now being completed by the architectural firm of Neutra and Alexander of Los Angeles, California. The auditorium will contain seats for six hundred people, a well-equipped stage, a large lobby, a chorus and conversation room suitable for the Friday night lecture question periods and complete facilities for music. The laboratory building includes four biology laboratories, two physics and chemistry laboratories, two mechanics laboratories and two optics and electronics laboratories. There will be, as well, over twenty small project rooms and other offices, a Foucault pendulum, and a small planetarium. • 11 • �NEW TEACHING INTERNS 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 exceed $1,500,000 but must be quadrupled 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. • 12 • SETH G. BENARDETE UNIVERSITY OF CHICAGO THOMAS K. SIMPSON ST. JoHN's CoLLEGE 'SO CLARENCE W. STRYKER MEMORIAL SCHOLARSHIP FUND ESTABLISHED Alumni and friends have contributed approximately three thousand dollars to establish a memorial scholarship fund in honor of Clarence W. Stryker, for many years Professor of History at St. John's College and later a member of the Board of Visitors and Governors. By resolution of the Alumni Association, a scholarship is to be awarded, at least biennially, to a deserving upper classman. Alumni and other friends of Professor Stryker are invited to make additional contributions to the Fund. �� 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 12 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, April 1956, Vol VIII, #2 Woodrow Wilson Centennial Address Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1956 Description An account of the resource Volume VIII, No. 2 of the Bulletin of St. John's College in Annapolis. Published in April 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/786842d416f96f05d91e9a28fa6b1f8e.pdf 059bd95ce6f3ed52d6af2adf60a8590a PDF Text Text No. 4 VOLIJMJ! IV BULLETIN OF 'S COLLEGE IN ANNAPOLIS STATEMENTS OF EDUCATIONAL POLICY AND PROGRAM, 1950-1952 ANNAPOLIS, MARYLAND DECEMBER, 1952 CoUege, 178:) �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE In accordance with the Polity of St. John's College, the Dean prepares annually a statement of educational policy and program. The purpose of this document is to reconsider and restate the aims and program of the College, and to serve as a stimulus to Faculty thinking about the common effort of the educational community that is St. John's. Initially the Instruction Committee of the Faculty discusses the statement. After concurrence is obtained, the Dean submits the document to the Faculty at its first fall meeting. Divergence of opinion in Faculty discussion may well cause the statement to be revised by the Dean and Instruction Committee. When finally adopted by the Faculty, the statement of educational policy and program is presented by the President as a report to the Visitors and Governors. The first three statements of educational policy and program covering the years 1950, 1951 and 1952 follow. RICHARD President 1 D. WEIGLE �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE 1950 This is the first time that, according to the provisions of the Polity, the Dean, with the advice and concurrence of the Instruction Committee, has to present to the Faculty a statement of educational policy and program. The text of the catalogue, of course, is meant to be such a statement, and that not only for the public at large, but also for this Faculty and our students. The statement, called for by the Polity, must, therefore, presuppose and imply the relevant passages in the catalogue and, going a step further, emphasize crucial points in our actual teaching in terms of our past experience and our present necessities. We are dedicated to a task which can be stated in rather simple terms. This task consists in helping our students to develop and to put to right use their intellectual and imaginative faculties. We are trying to teach them to listen to reason-an immeasurably difficult task. The means that the College has so far devised to accomplish this end are the Seminar discussions, supported by the Language and Mathematics Tutorials, the Laboratory and the Formal Lecture, to which the Freshman Music Tutorial has been added recently. The first concern of this educational program is the subordination of all its various divisions to the one end we have in sight. That means in the first place that neither the Tutorials nor the Laboratory nor the Formal Lecture and the discussion period following it, and not even the Seminar, can be understood as autonomous and self-sufficient entities. The teaching and learning in each of the branches of the program (even if we consider the Seminar as the trunk of the tree) are regulated by three decisive factors : ( 1) The community of the learning effort; (2) the continuity of the learning process; ( 3) the spontaneity of the learning itself. ( 1) The community of the learning effort manifests itself or should manifest itself in three patterns: (a) The classroom is a place in which knowledge is not imparted by the teacher unless the minds of the students and of the teacher meet on a common ground and unless the teacher is aware that the understanding of the students can go deeper than his own. The teaching attitude is not one of pouring, but rather of a pondering attention 3 �that can transform itself into a decisive thrust. It may or may not take the form of questioning. It may or may not be characterized as dialectic. But it can never be a unilateral loving preoccupation with the teacher's own ideas on any given subject. (b) The events in a classroom are n?t isolated from ev~nts in other classrooms that deal with the same sub3ect: the conversat10ns between students belonging to different tutorials should be exploited in each tutorial to the full. ( c) The cooperation among the tutors on all levels and within all branches of the program should go on all the ti.me. Th~ exchange of views between the tutors on the same level of mstruct10n as well as the mutual auditing of classes serve this purpose :well. One of th~ primary concerns of the Dean will b~ the c?nvokmg of groups of tutors to discuss concrete problems of mstruct10ns. The faculty meetings should always offer the opportunity to do this on a larger scale. All this means that our work never begins and never ends in the classroom. (2) The continuity of the learning p_rocess. confronts student and teacher alike with three fundamental difficulties : (a) Some of the lines along which the prog_ram develop~ provide by themselves the organizing principles rq~ulatmg the learmng pro~ ess: the great epic poems, the great tragedies, some of th~ great philosophies, the great story unfolded by Ptolemy-Copermcus-Kepler-N ewton, the grammatical structure of languages, the meth~ds of measurement in the Laboratory,-all of these are comprehensive units within which a continuous expansion of the student's understanding takes place. This kind of unity and continuity, howev:er,_ is a property of the subject matter. The real problem of contmmty affecting the learning process ari~es wh~ne_ve~ the stt:dent has to cope with subject matters that are either dissu?ilar or mvolve mutua~ly exclusive approaches. The great example is, <;?f course, the conflict between the classical tradition as presented to the freshmen and the sophomores and the methods of inquiry. they meet !n th~ Labor'.1-tory. This problem cannot be solved by a simple. classificat10n or JUxt~ position of the _stude!1t's _activiti~s. Nor can 1t be solved by what is called "Interrrat10n " 1f this term is understood to refer to some alleged or arbitrar/'unity to be found i!1 t~1ose diverg~nt si.:bject n:atters. The integration or rather the contmmty of learmng, is provided by the all-importa~t fact that every tutor faces this divergence together with the students, that he can share their perplexities in terms of their common experience. This continuity is. achieved _through the intellectual effort brought about by the necessity of closmg the gaps of understanding. 4 (b) The material presented to the student in each branch of the program is immensely weighty and occasionally immensely difficult. Before anything else can happen the students and the teachers have to delve into the contents of the books they read, the languages they learn, the mathematical propositions they have to demonstrate, the scientific experiments and observations they have to perform. The very difficulty of this task can provoke, and should provoke, an absorbing preoccupation with the content in question, a necessary ~m mersion in the details, a scholarly responsibility towards the sub3ect under investigation. And yet, the continuity of learning requires a certain detachment from the material, requires a watching of the intellectual processes involved in the mastery of the subject. If the instruction can produce within the learners this fertile tension between the exploration of the material and the understanding of the intellectual operations involved in this activity,-then, and only then, do we teach the Liberal Arts. ( c) To achieve this continuity of learning, based not on the material but on the operations of the intellect, the College has tried, in the past, to find a universal pattern, the application of which could solve the problem of tying together dissimilar or conflicting disciplines as well as the problem of providing the necessary detachment from the material under investigation. This pattern was the matrix of the seven liberal arts. Its merits are unquestionable: it provides a network of references that seems to safeguard the continuity and unity of the learning process, without undue rigor and compulsion. Its defects are obvious : the vagueness and a certain artificiality in this kind of understanding of the liberal arts tend towards a sort of empty schematism and distract the attention of the students far too much from the content of their learning. It is our task to find a more adequate description of the liberal dimension of our learning. This much is certain: what is demanded is a never-ending examination of one's own assumptions; a rejection of the matter-of-course attitude towards the terms and categories in which the material is presented; the awakening of an awareness of the fundamental difficulties in every discipline. ( 3) The spontaneity of the learning itself is the nerve of our program, and of any educational program for that matter. The means to foster this spontaneity are for the most part intangible. Certain conditions, however, under which this spontaneity could flourish and grow can be formulated in terms of three exercises in equilibrium: (a) There must be an equilibrium between the daily and steady routine work in class as well as outside of class, that has to be watched and checked constantly, and the possibility of a questioning and wondering attitude on the part of the student arising from this routine and transcending it. 5 �(b) There must be an equilibrium between the necessary work to be done by the student and his leisure. It will be the constant duty of the Dean to watch the work load imposed upon the students and the teachers. No single problem seems as important as this one. ( c) In a broader sense, there must be an equilibrium between the rigors of discipline to which the student has to submit and a sense of freedom as the prerequisite of all intellectual growth. The image of equilibrium in all three cases .is perhaps a specious one. It is perhaps better to say that at the pomt where routine and wondering, work and leisure, discipline and freedom merge, spontaneous learning takes place. Spontaneous learning is the very essence of the '.'.Jeminar and of the discussion period after the Formal Lecture. Tut?r.1als _an~ ~abor3:- tory exercises, although organized around a more ngid di~c1plme, f~il unless spontaneous learning take~ place. In the Ma~h~1!1atlcs Tutorial the rigor of thinking ought to bnn~ about the J?Oss1bih~y ?f what we might term a spontaneous construct10n of the mmd, while m the Language Tutorial the business of translation ought to be understood as a spontaneous reconstruction of intellectual patterns. In the Laboratory the entanglement with the Un-yielding ou_ght to_ lead to the spontaneous discovery of the means to overcome its resistance. The spontaneity of learning is ultimately a function of the student's intelligence. Intelligence cannot be taught. We know, hovyever, that intelligence can be misguided. The problem that we ~ace is:_ how to equip the intelligence given to a s~ud_ent ~o make him avmd gross errors of judgment, how to free his mtelhgence from ~he obstacles that make him deviate from what the ancients 4 called Right Reason. We go on the assumption that men can learn to use their reason rightly. JACOB KLEIN Dean (Adopted by the Faculty, November 18, 1950) 1951 STATEMENT The annual statement of educational policy and program, required by the Polity, cannot greatly vary from year to year. Such a variation would indicate a continuous shifting of the educational aims of the College and defeat the very purpose the statement means to serve. It is possible, and useful, however, to formulate anew, as often can be done, the means to achieve those educational aims. The recent decisions of the Instruction Committee provide an outline of what the College considers as necessary devices to strengthen our teaching at the present moment. They can be summarized briefly as follows: (1) A greater emphasis on the means to articulate, to expound and to co-ordinate thoughts, i.e., a greater emphasis on the development of syntactical and rhetorical skills, best shown in writing. This, in turn, demands a greater concentration on Grammar, especially in the Freshman year. (2) A better organization of the material to be absorbed: accordingly, a suitable re-arrangement, condensation and shortening of the reading assignments for the Seminar and a re-distribution of the material for the first and second year Mathematics Tutorial. (3) A much more careful supervision of the Laboratory work. Beyond that, an attempt will be made to reach, through periodically recurring mutual exchanges and common discussions of all relevant problems, a better understanding of the Laboratory program and its unifying principles. The primary task of these weekly Laboratory Seminars will be to free the work in the Laboratory from its technical and conventional features and to discover the threads that bind it to the work in all the other branches of the Program. While, in the beginning, these meetings should be attended by the Laboratory tutors only, they should be open, in the future, to all members of the faculty. ( 4) An extension of the obligatory part of the Music program, designed to put into practice musical understanding and also to relate it directly to the Seminar work. (S) A stricter and more methodical attention to the problem of absences. Almost all of these measures have a common source in a problem familiar to, and pressing on, all tutors at St. John's College. This is the disparity in the native abilities, and-to a lesser extent-in the preparation of our students. It has always been the policy of the 6 7 �this problem. The guiding question should perhaps be: What fundamental arts and skills follow from our elementary acts of distinguishing and combining? The answer to this question would have to take into account not only the nature of our logical powers but also that of our imaginative powers. The daily activities in our seminars, tutorials, and laboratory provide ample material for the continuing discussion of this problem. College to allow for a very great latitude of aptitude and intelligence among its students. It has always been a tenet of the College doctrine that one of the best educational devices to be used within a learning community is the help extended by the more gifted students to the less gifted, so that actual teaching can take place among the students themselves. On the other hand, there has always been an undercurrent of opinion in. the faculty which tends to consider the less gifted students a grave handicap to efficient teaching and learning. Certain experiences seem to confirm the College's official position; other experiences seem to refute it. The College has had enough examples of sudden awakenings and radical changes in its students. It has also had enough examples of persistent sleep. It is true that the College has contributed markedly to the intellectual ·development of some of its students who were not enabled after their third year but whose subsequent career vindicated our having carried them for three years. On the other hand, it is hard to deny that some seminars and tutorials suffer heavily from the activity, or rather inactivity, of vegetative or at best appetitive souls. It is with regard to these souls that most of the disciplinary difficulties arise. JACOB KLEIN I ' Dean (Adopted by the Faculty, October 6, 1951) To determine the minimum of docility required of a student is a problem that cannot be solved by any general formula. The College should be able, however, to set the general conditions under which the solution of this problem appears possible in any individual case. The measures recently adopted by the Instruction Committee are a step in this direction. They are meant to benefit the less gifted student without impeding the progress of the more gifted one. They are meant to remove external difficulties obstructing the student's work and to help his teachers to evaluate his real progress or his real failure. They are not meant to curtail the student's opportunity to learn freely and spontaneously. In line with these measures are also the projected revision and condensation of the texts used in the Mathematics Tutorials. It is highly desirable that this work should be begun as early as possible. I I Finally, there is a long range task of a very different and much more difficult nature. Last year's Statement of Educational Policy and Program called for a more adequate description of the liberal dimension of our learning and teaching. This is equivalent to an attempt to re-define the Liberal Arts and their function within the educational process. However complex this task might appear, a program devoted to the study of the Liberal Arts cannot avoid posing 8 9 �1952 STATEMENT I The College is currently engaged in a great effort to make its material existence more secure. Its precarious financial condition and the shrinkage in enrollment compel the College to take resolute steps in both directions: new ways in fund-raising and new methods of attracting students had to be devised. These ways and methods stem from the general task the College has set for itself and, to some extent at least, are bound to impinge upon its educational activities. It seems necessary, therefore, to relate the annual statement of educational policy and program to this situation. It should not be forgotten that the external difficulties in which the College finds itself are, in small part only, of an accidental nature. For the most part, they can be traced back to the nature of the College's educational program. It may be doubted whether the College will be able to overcome these difficulties. Not for a moment, however, can the College afford to lose sight of its own purpose and the ways to achieve it. To do that would jeopardize the integrity of our teaching and the very source of our existence. II The educational program of the College is a program of Formal Education. Vv e know that rnen become what they are mostly outside of schools. Family, contemporary society, the innumerable pressures and influences bearing on us, contribute to our education. We are bound by tradition and traditions. The task of any formal education seems, thus, to be twofold : ( 1) It has to deal with these traditions, go to their roots, clarify their meaning, criticize their distortion; (2) It has to emphasize aspects of our lives which are not traditionbound, separate habits of thoughtlessness and unfounded opinions from attitudes founded in deliberation and insight, provide channels of clear thinking, and counterbalance the traditions in which we live with the tradition of an examined life. In both respects the task of a formal education is to help to find common ground, common assumptions, and comn1on knowledge. Its task is a "formal" one because it seeks the common and not the individual, the general and not the particular, the universal and not the case. It ought to help the student to formulate the intelligible and not to "express himself." It ought to help the student to organize his future life according to intelligible patterns and not according to his whims. This common discipline lays the ground for individual in11 �ventiveness and spontaneous discovery, imaginative work and deliberate action. To become mature means to reach the stage of individual responsibility based on what is common in human experience. III In the laboratory, the tutorials, and, above all, the seminars, the twofold task of formal education seems to find a firm grip. The proper nourishment given to the mind of our students is taken directly from the whole intellectual tradition of the Western World. The first phase of their learning consists in their becoming explicitly cognizant of facts, relationships, specific problems and issues of which they are either already confusedly aware or not aware at all, although these facts and issues are likely to belong to the tissue of our contemporary life. This is the way in which the elucidation of their own traditional background begins to take place or in which the intellectual vacuum that surrounds some of them begins to be filled. This is their first practice in the liberal arts. situation, and particularly at St. John's, is precisely this : one has to look for results, and yet true results can be achieved only w~en. they are not sought and no attempt is made to measure them o?Jectively. To forget this is to condemn an educational system to stenhty. Inviting the world, in the face of our difficu~ti~s, to look at i:s a:id to appraise us-as the College has to do at this JUnctur~-e:itails inevitably a preoccupation with demonstrable resi:lts. I th~nk i~ appropriate that we remind ourselves of the danger~ mherent m this situation and face it with open eyes and an open mmd. JACOB KLEIN Dean (Adopted by the Faculty, November 1, 1952) The second, and more important, phase of their learning consists in the recognition of the universality of these problems and issues. This is the stage at which the liberal arts are not only being practiced but begin to be understood in themselves as means of grasping the world in which we live, the principles that govern our actions, andourselves. Grave contradictions might arise on this level, a maze of difficulties might frustrate the patient or impatient efforts of the learner. The third phase of their learning-which may not always be attained-consists in their attempt to reach some final conclusion and thus to find a way out of that maze of difficulties. To help a student attain this end is possibly the highest function of a teacher. IV There is one thing, however, that might get in the way of the common effort of learners and teachers alike: the desire to "get results." In any educational enterprise, it is impossible not to be concerned about results. The necessities of orderly procedure, the legitimate demands of the student (and of the student's parents) to become prepared for future work, the exigencies of life,-all tend to put the emphasis on results. It is dangerous, moreover, to insist upon continuous exploration and never-ending dialectical pursuit. Yet, it is fatal to set arbitrary limits to this pursuit. The expanding capacities of a student, his growing and maturing, require the shadow of doubt and lingering meditation as well as the light of decisive and final insight. Periods of sluggishness or stagnation may well be fruitful. That is why the emphasis on results and objective achievements may prove as disastrous as it seems inescapable. The paradox of any educational 12 13 � 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 13 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin Vol IV No 4b-December 1952-Statements of Educational Policy and Program Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1952 Description An account of the resource Volume IV, No. 4 of the Bulletin of St. John's College in Annapolis, Statement of Educational Policy and Program, 1950-1952. Published in December 1952. Date A point or period of time associated with an event in the lifecycle of the resource 1952-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5b7578cdd25f79b7d5a4b69d97b39d6e.pdf bf9f9a495268599a024e99b5a454c125 PDF Text Text VOLUME V No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND SEPTEMBER, 1953 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT To THE BOARD OF VISITORS AND GovERNORs: Volume V SEPTEMBER, 1953 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. The year which has just ended marked a turning point in t_ e fortunes of St. John's College. We are today on firm h ground for almost the first time in the recent history of the College. I am happy to report, ,first qf all, that St. John's is now a fully accredited institution. In April the Commission on Institutions of Higher Education of the Middle States Association of Colleges and Secondary Schools voted to accredit us. This action constitutes formal recognition of the effectiveness of the College in fulfilling its educational aims and purposes, as well as endorsement of its administrative and financial stability. It also ·serves to confirm the conviction which both the Board and friends of St. John's have long held as to the permanence and efficacy of the educational idea at the heart of the College. I feel certain that many practical benefits will accrue to the College from this action by the regional accrediting ,agency. The financial position of the College was never better. For the first time in three decades there are cash reserves sufficient to retire all outstanding indebtedness and to provide working capital for the future. Brice House, one of the last of the colonial properties acquired during the 1920' s, was sold and the proceeds returned to endowment. McDowell Hall survived a stubborn fire in November and is now in superb physical condition. The College's endowment funds reached the record figure of $650,889, more than double what they were a year ago. Moreover, the Old Dominion Foundation, which made possible the debt liquidation program, has agreed to underwrite a five-year budget based upon an increasing enrollment, which, if realized, assures the College of balanced operations in the future. Finally, we have embarked upon three significant new ventures. The first is a teaching internship program made pos• 1 • �sible by a grant from the Fund for the Advancement of Education, established by the Ford Foundation. Its aim is to improve the quality of preparation for college teaching. The Fund has also made us a grant to conduct a self-study project to examine the effectiveness of the curriculum in the light of the experience of the younger alumni. The third venture is a contract with the Foreign Operations Administration of the Federal Government, whereby foreign nationals participating in its labor-trainee program will receive a week of orientation at St. John's College before commencing their tour of American industrial centers. All three of these programs provide new stimulus to life on the campus. Instruction compared, and a series of exercises will be worked out by an ad hoc committee of the faculty who are to do the actual teaching. The objectives will be greater understanding of language per se and greater facility in the English language. The Instruction Committee also decided to abolish the enabling examinations at the end of the junior year. These were a series of one oral and four written examinations which determined the eligibility of the student to become a candidate for the degree of Bachelor of Arts. The Instruction Committee rightly decided that these examinations produced inconveniences and inequities, especially in the case of a student who might fail after having spent three years at St. John's College. The new procedure specifies five similar examinations at the end of the sophomore year. The review of the results of this set of examinations, together with the two-year record of the student, will help to determine whether a student should continue his studies at St. John's. As is customary, the Instruction Committee devoted much time to a careful revision of the seminar reading list. It was decided to introduce more books on modem science in the senior year; and recent works on general economic and political problems as well. There will also be three "research seminars" in the first· term of the fourth year. In these seminars the seniors will have an opportunity to cope extensively with works outside the prescribed reading list but nevertheless related to it. The Dean reports that the College seems to have reached a stage in which teaching and learning proceed smoothly and almost automatically, apart from inevitable difficulties in individual cases. He expresses some concern lest this produce routine instead of spontaneous struggling with problems. He indicates that we must be on guard against staleness in tutor and student alike, since the smallness of the enrollment precludes much variation in the composition of classes. In general, however, he characterizes the situation as more than satisfactory, with many seminars and tutorials notable for their excellence. In accordance with the plan worked out by the Instruction Committee a year ago, considerable attention was given throughout the year to the problem of continuing the Greek tutorial in the sophomore year. It was finally decided to make this language tutorial primarily an English tutorial, in which a great deal of writing would be demanded of the student. There will also be some opportunity for those particularly interested in Greek to satisfy this interest. The plan does not envisage simply the writing of compositions. Rather the tutorial will concentrate upon grammatical, logical, and rhetorical analyses of texts, both in poetry and prose. Different English translations of Greek texts will be scrutinized and In December the Dean attended a conference on the graduate school training of college teachers, sponsored by the Fund for the Advancement of Education at Pasadena, California. In part as a result of this gathering, the College submitted certain proposals to the Fund looking toward the establishment of a limited graduate division. The aim was the more adequate preparation of future college teachers, for St. John's as well as for other institutions. Six months later a counter-proposal from the Fund was accepted by the • 2 •· • 3 • Teaching Internship Program �College, whereby the College was awarded a grant of $37,000 to carry on a teaching internship program for the coming academic year. Six interns have already been selected from a large list of candidates, many of them with advanced degrees. They will each teach one tutorial, seminar or laboratory section, participate in a seminar among themselves, and pursue independent research or other projects of their choice. This project will provide a useful reservoir of future faculty members with some experience in the seminar-tutorial teaching methods. It will help the community to acquaint itself with new people and new views. It will also relieve some of the regular faculty members of their routine duties and counteract any tendency toward staleness. Needless to say, the whole program will be carried on under the careful scrutiny and direction of the Dean and the Instruction Committee. The Faculty Exclusive of those on leave of absence, the faculty consisted of seventeen tutors actively engaged in teaching. This meant that the College maintained the unusually favorable student-teacher ratio of eight to one. The faculty was measurably strengthened by the return of Mr. Raymond N. Wilburn after a three-year leave of absence in Europe; also by the return of Mr. J. Winfree Smith following his sabbatical year in England and by the appointment of Mr. Douglas Allanbrook, musician and composer, who came to St. John's from Italy where he had held a Fulbright Fellowship. Mr. William K. Smith was absent during the year on sabbatical leave, and Mr. Victor Zuckerkandl was awarded a Bollingen Fellowship to complete the writing of a book. He spent the second and third terms in Zurich, Naples, and Vienna, while Mr. Allanbrook taught the music tutorials and seminars in his absence. students dropped out or were asked to leave during the year, making a total of 119 who completed the year. Fourteen seniors graduated in June, three of them c?m laude. Of the five who failed to graduate, two must submit new theses, two must make up deficiencies in the program, and one must pass a reading knowledge examina_ti_on in German. _Enrollment continues to be the most cntical problem facmg the College. During the first two terms of the academic year t~e _rul_es of residence in College dormitories were under the !unsdiction of the Student Polity or government. A considerable majority of the student body adhered to the rules, but there was a conspicuous minority who ignored them. The Polity, although aware of flagrant abuses, were unwilling to enforce the regulations, as there was a basic reluctance to report offenders for action by the Student Court. Both the administration and faculty felt that the situation was out of hand and consequently in April the administration revoked its grant of powers to the Student Polity with respect to this aspect of campus life. With the assistance of a faculty committee, a new set of rules was formulated and promulgated, the administration thus assuming responsibility for their enforcement. It is regrettable that the students were unwilling to accept responsibility along with the freedom to legislate over this phase of their campus life. It is the hope of the administration that the Student Polity will demonstrate its readiness to resume this jurisdiction at some future date. The Students The year began with 20 seniors, 30 juniors, 41 sophomores, and 42 freshmen, making a total of 133 students. Fourteen All fifty-eight Maryland State Scholarships were filled, as has been the case for the last several years. Other financial aid extended to students included $11,744 awarded in grantsin-aid and $17,213 expended for student jobs. In aggregate the College provided $96,357 in scholarships, grants, and student employment to approximately 100 men and women, or nearly three-quarters of the entire student body. • 4 . • 5 • �Student Recruitment In an effort to recruit an able and representative freshman class for this fall, the admissions officers of the College visited approximately 300 high schools and preparatory scho.ols in New England, the middle Atlantic states, an~ .the midwest as far as Chicago. Immediate results of these vlSlts have been disappointing, but the Director of Admissions belie~es t~at important ground work for th~ f~ture has be~n laid with headmasters, headmistresses, prmcipals, and gmdance counsellors, many of whom were greatly misinformed abo~t St. John's. Interviews, talks, and conversations corr~cted misconceptions in a number of cases and have established a. ~ore favorable climate of opinion for the years ahead. This is a long-range endeavor, but I am optimistic that sc~ool vi~its of this nature will ultimately provide the College with a sizeable core of good freshmen each year. Important beginnings have been made ~n enlisting the alumni for admissions work. More than thirty men agreed to serve as representatives of the College in their resp.ective cities or communities. For the most part these alumm have confined their activities thus far to discussing St. John's w~th interested students and parents whose names were supplied by the College. It is hoped that actual school visits m~y be undertaken in the future so that liaison may be established with guidance counsellors. In both Philadelphia and Tulsa, where regional scholarships have been. e~tablished, scholar: ship committees have been set up consistmg of b?th al~~m and non-alumni members. Both functioned effectively m mterviewing scholarship candidates. An innovation this past year was the demonstration seminar. In November a group of St. John's students and t~tors traveled to Pittsburgh where they conducted two semmars before secondary school students and faculty, as well as the public at large. This same pro~edu.re was. followed a.t To"".n Hall in New York City in Apnl with a sizeable audience m attendance at both sessions. It is planned to continue these • 6 • seminars during the coming year with trips tentatively scheduled to Boston in November, Wilmington in December, Philadelphia in January, and Richmond in March. It appears to be an effective technique for presenting an introduction to the St. John's program. I am particularly pleased to report a substantial increase in our scholarship funds, for in many cases these will enable promising students to apply for admission who could not otherwise ·afford to do so. Regional scholarships have been endowed in Annapolis, Philadelphia, and Tulsa, and initial gifts for the same purpose have com~ in from Chicago, Houston, Los Angeles, and San Francisco. Other scholarships, notably the Jesse H. and Mary Gibbs Jones Scholarships, have been set up without regard to geographical area. Student procurement will be our primary concern during the year ahead, for I should like to recruit a class of nearly one hundred students from twice that number of applicants in the fall of 1954. Classes of this size over the next few years will enable St. John's to achieve an overall enrollment of three hundred, which promises to be a more advantageous and economical figure for the educational and administrative life of the College. In this connection, I should like to announce that we have received funds to enable us to produce a color-sound motion picture about the College. The script is now being written, and the filming will be undertaken this fall. I am sure that such a visual presentation of the St. John's story in schools and before other audiences all over the country will create new interest and will have a stimulating effect upon the number of inquiries from prospective students and their parents. Adult Education Twenty-three different seminars and ;lasses were c?nducted under the auspices of the St. Johns adult education program during the year. An inter~sting addition ~o the usual offerings was a two-semester semmar on the philosophy of • 7 • �r war, conducted by Professors Henry Lumpkin and William Russell of the Department of English, History, and Government in the United States Naval Academy. Popular response to the adult education program has been such that we have decided to expand it beyond the limits of the State of Maryland. We will accordingly sponsor seminars during the coming year in cities in various parts of the country wherever there are qualified St. John's alumni who are able to serve as seminar leaders. An innovation this year was the first St. John's Seminarin-Europe, offered in cooperation with Study Abroad, Inc., of New York City. Mr. John S. Kieffer, Director of Adult Education, conducted the seminar of twenty-three persons on a seven-week tour which included Rome, Florence, Geneva, Augsburg, Bad Homburg, Paris, London, Canterbury, and Stratford-on-Avon. In each place formal seminars were held to disGuss one of the books in the regular St. John's curriculum which was appropriate to the particular locality. Scholars and educators in the areas toured also took part in certain of the seminars and served as guest lecturers. Participants this summer were so enthusiastic that the tour may well become a regular part of our adult education program. Administration assistant nurse, and by resignation Mr. Felix S. Suwall, who had worked as laboratory assistant for nearly two years. The only major change in the real estate owned by the College was the sale of the Brice House to Mr. and Mrs. Stanley S. Wohl of W ashington, D. C. Like the HammondHarwood House, the Brice House had been purchased in the late 1920's and was later mortgaged to the endowment fund. The proceeds from its sale were therefore restored to general endowment funds, thus augmenting future income from this source. The Board may well feel that its trust with respect to the Brice House has been amply discharged, for the new owners project a complete restoration of the house and expect to make it their permanent home. On the night of November 24, 1952, fire of unknown origin broke out in the storage room of the book store of McDowell Hall. Before it was extinguished three hours later, the building had suffered considerable structural damage. Furthermore, nearly eight thousand dollars worth of books were destroyed. The insurance settlement, together with donations of over six thousand dollars, enabled us to replace the floor in the Great Hall and to repair and redecorate the entire building. In the course of remodeling certain potential fire hazards in wiring and enclosed areas were removed. Again this year the physical facilities of the College have been made available to diverse local groups. Historic Annapolis, Incorporated, which held its initial meeting on the campus in December of 1951, was provided with rent-free quarters in Chase House during the spring. In June M aryland Boys' State of the American Legion and the Optimists' University for Citizenship each used the College's buildings. There were relatively few personnel changes during the year. M rs. Shirley Brown was appointed for the year in the dual role of book store manager and resident head of Randall Hall. M rs. Aleitha Janos resumed her former position as varitype operator. M rs. M ary Steward and Mrs. Melita N_e~ell joined the staff of the development office, and M rs. Pnsc1lla Shore was engaged to work on the self-study program under its executive secretary, Clarence J. Kramer, of the C lass of 1948. Mr. Albert Macey, who assumed the responsibilities of nightwatchman in December, has performed his job more conscientiously than any recent incumbent. By retirement the College lost the cheerful services of Mrs. Edith Grow, • 8 • 'Ml.JI In March we received a most significant gift of $300,000 from the Old Dominion Foundation, designed to liquidate the longstanding indebtedness of St. John's. As a result of this gift the College was able to restore completely all en• 9 • College Finances �-------dowment funds which had been used in the 1920' s and 1930's for current operating expenses. It also enabled the College to create a special fund, separately invested in United States Government obligations, for the purpose of retiring the remaining $100,566 in mortgage certificates as they fall due between now and 1960. The College will continue its established policy of calling for tenders each spring. I hope that these certificate holders, like many of those in the past, will wish to aid the College by endorsing their certificates over as gifts to St. John's or by offering them for sale at a generous discount. In its current operations the College would have faced a considerable deficit had not the Old Dominion Foundation specified that the remainder of its gift be added to current funds. It was the intention of the Foundation that the bulk of this amount be carried over into future years to provide a much needed revolving working capital. This was accomplished as you will note on the appended balance sheet and condensed statement of current income. Total income for the year was $495,187.33 and net expense $478,789.21, leaving a net income of $16,398.12, while the sum of $50,969.91 was reserved for future operations. In this ccrnnection it is interesting to note that the balance sheet shows total current reserves of over sixty thousand dollars as contrasted with a current fund deficit of nearly ninety-six thousand dollars on June 30, 1952. The College received an appropriation of $63,000 from the State of Maryland, which fell short of covering the cost of the fifty-eight senatorial and tuition scholarships offered to Maryland boys and girls. I am happy to report, however, that the General Assembly approved the Governor's budget increasing this appropriation to $75,000 for the coming year. I should also like to note that the College received grants totaling $62,000 from the Fund for the Advancement of Education for the self-study program and the teaching internship program, the latter for the next academic year. • 10 • - - -- - - - - - - - - -- - - Unfortunately the College did not achieve its goal in the fund-raisi?g campaign, though considerable progress can be reported m a number of centers. Before matching, gifts and pledges received through June 30, 1953 totaled $246,488 toward endowment funds and $21,528 toward the new women's dormitory. I am glad to announce that the Old Dominion Foundation has agreed to extend to June 30, 1955, its offer to match dollar for dollar any moneys received toward endowment, up to a maximum of $1,000,000, and toward new construction, up to a maximum of $250,000. Special mention should be made of the alumni phase of the general campaign effort. Under the honorary chairmanship of Addison Mullikin, of the Class of 1895, and the general chairmanship of John C. Donohue, of the Class of 1935, over 500 alumni contributed a total of $91,738. This represents gifts from more than a third of the alumni body, both graduates and non-graduates. Now that the endowment drive has ended, the decision of the Alumni Association to inaugurate an annual giving campaign for current purposes is most helpful from the standpoint of the College. Wide participation in this recurring project will assure St. John's of an important continuing source of income to aid in balancing its annual budgets. By the end of the fiscal year the Alumni Endowment Fund had grown to a total figure of $167,229, while the general endowment funds reached $483,660. In accordance with the action of the Board these funds, totaling $650,889, have been . pooled for investment purposes only. The Finance Committee is again to be commended for their wise and careful management of the College's rapidly expanding portfolio. Gifts to the College I should like at this point to mention certain of the principal gifts received during the year, at the same time making of record the gratitude of the College for all gifts which were received during the year from approximately seven hundred donors: • 11 • �I A gift of $25,000 from Mrs. George M. Austin and Dr. George M. Austin, Jr., of Philadelphia, to endow the George M. Austin Memorial Scholarships, in memory of George M. Austin, of the Class of 1908; . A gift of $25,000 from Eugene B. Adkins, of the Class of 1953, to create the Oklahoma Regional Scholarships; A commitment of $15,000 from the trustees of the William H. Labrot Fund of the Endowment Guild of St. Anne's Parish in Anne Arundel County, Inc., to establish the Annapolis Self-Help Scholarships; Gifts totaling approximately $2,000 from the Faculty of St. John's College, to establish the Faculty Scholarship for a senior student; and St. John's Ctillege, to solicit corporate and foundation contributions toward the current operating budgets of the four colleges. A modest office has been set up in Baltimore under the direction of Mr. Burton M. Parks as executive director. This follows the pattern of combined fund-raising already being carried on successfully in more than twenty states. It has the active cooperation and encouragement of important segments of business and industry in the United States, including the National Association of Manufacturers. I am hopeful that other colleges in Maryland will ultimately participate in this venture and that it will yield increasingly substantial funds toward current operations. A commitment of $2,500 annually over a five-year period from the Houston Endowment, Inc., of Houston, Texas, to establish the Jesse H. and Mary Gibbs Jones Scholarships; An annual commitment of $1,300 under the will of the late Dr. Charles C . Cook, of Baltimore, to establish the Dr. Charles C . Cook Scholarship; A radio phonograph from Mr. Alexander Sachs, of New York City, for use in the College's music program, and also a blue and white Ming Dynasty vase; A color harmony manual from Mr. Walter P. Paepcke, of Chicago. In June the Mutual Security Agency, now the Foreign Operations Administration, signed a contract with St. John's College to conduct its labor-trainee program on the campus for the coming year. By terms of the contract the College will provide an initial week of orientation for the small teams of foreign nationals, labor leaders, journalists, educators,. and the like, being brought to this country by the government agency. Although teams will be housed off-campus, I anticipate that our students and faculty will benefit from conversations and contacts with members of the various groups. The immediacy of European problems of which the foreign nationals will be so aware may provide an interesting invasion of our world of ideas in the classroom. On the other hand, I am sure that the discovery by these men and women of our concern with the liberal arts and matters of the spirit and intellect will prove an excellent antidote to any subsequent exposure to the more materialistic side of American life. In each case of a gift for scholarship endowment, the principal was doubled through a matching sum from the Old Dominion Foundation. Association of Independent Colleges in Maryland Labor-Trainee Program Self-Study Program To complete the financial picture, I wish to announce the formation and incorporation of the Association of Independent Colleges in Maryland, a joint venture, initially of Hood . College, Washington College, Western Maryland College, Last autumn St. John's College initiated a project of study and evaluation of its fifteen-year-old program. Responsibility for the study was assigned to the Instruction Committee of • 12 • • 13 • I �11 1 ! II the Faculty, and a full-time executive director appointed to administer the project upon its behalf. Subsequently, the Fund for the Advancement of Education underwrote the cost of the project by including St. John's among the first colleges to be awarded self-study grants. It has been our plan to appraise the curriculum and the College in the light of the experience of the younger alumni, who are at once the best informed and therefore probably the best qualified critics. A questionnaire was compiled and forwarded to all alumni of the present program, whether graduates or not. One out of three responded, and the answers were tabulated and abstracted for a preliminary printed report sent out to the entire group this spring. This report was then used as a basis for discussion with alumni in seminars during April and May. These seminars were held in Annapolis, Baltimore, Washington, Philadelphia, New York, Boston, Pittsburgh, Cincinnati, Ann Arbor, Chicago, Los Angeles, and San Francisco, with the Director and usually one other officer of the College participating. A report on the St. John's study will be submitted to the Faculty for its consideration early this fall. These findings will then be discussed by the Faculty and Instruction Committee with invited educators at a conference to be convened on the campus from October 21 through 24. The study will then be revised as necessary and the entire report printed in book form for distribution to the general public. The Director states that neither the questionnaires nor the seminars have disclosed any startling or unsuspected weaknesses in the program. Most of the chief questions posed by the alumni have been the concern of the College for some time. On the other hand, he thinks it fair to say that the evidence thus accumulated has served to emphasize certain problems, particularly the need for discovering more satisfactory solutions to the situation in the laboratory and the language tutorial. Alumni criticisms and opinions also revealed certain misconceptions and misunderstandings about the program and its implications which must be dealt with squarely by the College. I look forward to the conference and the completion of the study project with great expectations. There may well be promising suggestions as to ways in which the St. John's Program can be made more effective. In any event _it will furnish clear indication of points of strength and pomts of weakness, so that these in turn may become matters of direct faculty concern. Beyond that, I am convinced that the study will reveal a job of liberal education well done. • 14 • • 15 • It has already demonstrated to our alumni the College's concern that they share in the ongoing intellectual life of this community of learning. The College has always taught that learning continues throughout a man's life. It now has a challenging opportunity to prove the efficacy_of its teaching by making its alumni continuing partners m the educ~ tional venture that is St. John's-through the self-study project, through the student recruitment program, throug~ ad_ult education seminars, and finally through a College publication which will become a more effective medium for the exchange of ideas and opinions. It is my hope that the self-study project will provide impetus in these many directions. RICHARD President Annapolis, Maryland August 31, 1953 D. WEIGLE �ST. JOBN's Annapolis, BALANCE SHEET, Assets cOLLEGE rJaryland JUNE 30, 1953 Liabilities CURRENT LIABILITIES AND RESERVES CURRENT FUNDS Cash in banks and on hand .. ..... . .. .. $ 26,465.47 20,450.52 Due from other funds ... . . ..... . . . . . .. . Accounts receivable . .. ... . . .. . $4,390.80 Less: Reserve for doubtful 4,053.92 336.88 accounts Inventories . . . . . . . . . . . . . . . . . . . . . . . . . . 8,833.43 Prepaid insurance . . . . . . . . . . . . . . . . . . . . . 3,638.51 ----Total .. .. . .. . . . .... .. .. . ... . . . $ 63,441.85 Cash- restricted current funds . . . . . . . . . . . 12,709.56 Total- current . . . . . . . . . . . .. . .. .. $ 76,151.4,1 ENDOWMENT FUNDS 59,170.98 Cash .. ............ . ... ... ... . . . .. . . Foundation matching funds receivable ... . 146,396.18 337.50 Interest receivable ........ . . . . . . . . . . . . . Investments .... ......... .. ... . . ... . . . 466,874.71 Total- endowment . ... . . . . .. .... $ 672,779.37 PLANT FUNDS Cash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118,916.51 Foundation matching funds receivable . . . . 49,408.00 Accounts receivable . . . . . . . . . . . . . . . . . . . 3,791.66 Investments . . . . . . . . . . . . . . . . . . . . . . . . . 55,946.09 Land, buildings, and equipment . . . .. .... 1,466,975.80 Total- plant .. .. ... . . ... . .. . . . . $1,695,038.06 • 16 • Account payable .. .. .. .. .. .. . . ... . . ... $ 390.35 Student deposits . . . . . . . . . . . . . . . . . . . . . . 1,429.93 - - - -Total- current liabilities ... . . . . .. . $ 1,820.28 Reserve for future operations . . . . . . . . . . . . Unappropriated surplus . . . . . . . . . . . . . . . . Total ............. .. . . ........ $ Principal-restricted current funds . . . . . . . . Total- current .. .. .. ... . . .. .... . $ 50,969.91 10,651.66 63,441.85 12,709. 56 76,151.41 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to other funds . . . . . . . . . . . . . . . . . . . . 21 ,325.52 Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . 650,889.08 Unexpended income . . . . . . . . . . . . . . . . . . . 564.77 - -- -Total- endowment . .. . . . . . ... . .. $ 672,779.37 PLANT FUNDS LIABILITIES AND PRINCIPAL Mortgage payable . . .. ....... $300,000.00 Less: Mortgage certificates acquired . . . . . . . . . . . . . . . 199,433.33 100,566.67 Reserves for mortgage liquidation and plant expansion . . . . . . . . . . . . . . . . . . . . . 228,062.26 Invested in plant . . . . . . . . . . . . . . . . . . . . . . 1, 366,409 .13 Total- plant .. . .... . . . . . ... .. . . $1,695,038.06 • 17 • �' ST. JOHN'S COLLEGE EXPENSES Educational and general Administrative and general ..... .... . .. . $ 89,734.89 Annapolis, Maryland 11 111 Instruction CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1953 I Library . .... .. . ...... .. .. . .. . . . . .. . . 10,619.09 Student organizations and activities Tuition . . .. . . . . ...... ... .. .. .. . .... . $107,750.49 Endowment fund income . . . . . . . . . . . . . . 11,765.85 State appropriation . . . . . . . . . . . . . . . . . . . 63,000.00 Gifts and grants- net . .. . ...... . ....... 192,168.98 Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . 8,192.02 Total . .. .... . . ... . . .... ... . ·... . $382,877.34 6,420.28 Plant operation and maintenance . . Educational and general 6,804.87 Adult education .. ... ..... . . .. . . INCOME I 116,900.05 69,536.33 Total .. . ..... . . ... .. . . . . . . .. $300,015.51 Auxiliary enterprises Dormitories and dining hall . . . Book store Other . . . . . .. .. .. .. . Total . . $ 54,667.89 13,020.26 6,489.52 . $ 74,177.67 Other non-educational Auxiliary enterprises 1: I Scholarships and grants-in-aid Dormitories and dining hall 73,605.25 Book store 12,999.38 Other .. . . . ....... . . . . . . . .... . . . . .. . . .. $ 79,144.37 10,705.36 Total . . . . ..... .. . . . . .. . .... .. .. $ 97,309.99 Other non-educational . . . . . . . . . . . . . . . . . . . 15,000.00 Total income . .. . . . .. . . . .. . . .. . . . $495,187.33 • 18 • Miscellaneous Total .. .. .. . . . 30,629.17 . . . $109,773.54 Total expenses . ..... . .. .. . . . . . . .. $483,966.72 Less: Reimbursement Net expenses .... . . . .. . ... .. . . Net income 5,177.51 . $478,789.21 .. . $ 16,398.12 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal 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 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 is in process of providing for -through a substantial permanent endowment. ~rts All plaririing 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. • 20 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin September 1953-Vol V No. 3-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1953 Description An account of the resource Volume V, No. 3 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in September 1953. Date A point or period of time associated with an event in the lifecycle of the resource 1953-09 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Weigle, Richard Daniel, 1912- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3a608b072c84d5dafc0b4103f44fd586.pdf 8f4eda5b039777f45b67e4589148a297 PDF Text Text VOLUME II No. 3 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS POLITY OF THE COLLEGE ANN A POLIS, MARYLAND SEPTEMBER, 19 5 O Founded as King William's School, 1696. Chartered as St. John's College, 1785 �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 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. Volume II SEPTEMBER, 1950 Number 3 PtibUsherJ, tpllll'ler'by Entered as Second-class matter, Pelmwy 18, 1949, at the Post Office, at .Annapolis, Muyland, under the Act of August 24, 1912. �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, auth?~ity, and responsibility pertaining to the College are invested in the V1S1tors 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 a_nd appoir;t, .in such m_na ner as they shall think best and most convement, a prmc1pal and v1ceprincipal of the said college, and professors, with proper. tutors . and assistants, for instructing the students and scholars of the said semmary in all the liberal arts and sciences; 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 Saint John's College, in the State of Maryland'; 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." (a) The "principal" shall bear the title President and shall be appointed by the Visitors and Governors at a salary determined by them. The President shall concurrently be a teaching member of the Faculty with the title of Tutor. (b) The "vice-principal" shall bear the title Dean and shall be appointed by the Visitors and Governors upon recommendation by the President as hereinafter provided, at a salary determined by the Visitors and Governors upon recommendation of the President. ( c) The "professors, tutors, and assistants", shall all bear the title Tutor or Lecturer and shall be appointed by the Visitors and Governors upon recommendation of the President, after consultation with the Dean, and in accordance with such provisions of tenure as shall be hereinafter provided. The Tutors and Lecturers shall constitute the Faculty of St. John's College. ( d) Incumbents of the following offices shall by virtue of their . offices have Faculty status, attend Faculty meetings, and participate in the academic ceremonies of the College : the Registrar, the Librarian, and the Director of Adult Education. ( 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 person~ without faculty ~r t dent status who shall be appointed by the President or through his ddegated authority to the performance of duties necessary to the proper functioning of the College. ARTICLE II VISITORS AND GOVERNORS (1) Qualifications for Mem~~rship. Persons shall be eligible for membership on the Board of V1S1tors and Governors who are concerne.d for the progress and vitality of the educational program at St .. J??I! s College and who are willing and able to discharge the respons1b1ltt1es of trusteeship with devotion and energy. (2) Members. The Board of Visitors and Governors (hereinafter called the Board) shall consist of not more than twenty-six members, comprising the President and the Dean ex-officio, an~ twenty-four mer:ibers of whom eighteen shall be elected by the e~t1re Board, and s~x shall be elected by individual ballot of the Alumm of the College, m the manner and for the terms hereinafter provided. (3) Eections by the Board. Eighteen member~ of the Board shall initially be divided by lot into three classes of six members each; the term of the first such class shall expire at the conclusion of the annual meeting in the year 1951, and thereafter the term of one class shall expire at the conclusion of each annual meeting. At each annual meeting, beginning with the year 1951, the Board shall elect a class of six members (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: There shall be a standing Nominating Committee of five members of the Board, rnnsisting of the Chairman, the Vice-Chairman, and the Secretary of the Board, and two additional members selected by the other three. The Nominating Committee shall recommend ~o each member of the _Board in writing, not later than thirty days pnor to t~e annual meetmg 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 pro:r~ded for t?e :eport of the Nominating Committee, and any such additional nommations 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 six of the said nominees. In case there are more than six 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 six 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. · ( 4) Elections by the Alttmni. Four members of the Board who are Alumni of the College shall initially be divided by lot into two classes of two members each; the term of the first such class shall expire at the conclusion of the annual meeting in the year 1951, and thereafter the term of one class shall expire at the conclusion of each annual meeting. The Alumni Association shall in each year, beginning in 1950, conduct an election of two members whose term shall expire at the conclusion of the third annual meeting after their election, in such manner that ther: s?all be six members of the Board subject to election by the Alumni, consistmg of three classes of two members each. All Alumni (which shall include all former students of the College) shall be eligible to vote for the alumni members of the Board. The Alumni Association may also grant the privilege of voting to other members of the Association in good standing. The procedure for making nomin~tions and holding elections for members to be elected by the Alumm shall be determined by the Alumni Association. ( 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 members.hip. beginni.ng with the annual meeting in the year following the expir~tton of his second term .. For the purpose of this Section 5, membership on the Board at the time of the adoption of this Polity shall be deemed to be a first 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 Sept~mber shall be the ar:nual meeting; The time and place of regulat meetmgs shall be determmed by the President, the Chairman, and the Secretary, and notice of regular meetings shall be given not less than fifteen (15) days prior to such meetings. At each annual meeting, tentative dates for the succeeding three regular meetings shall be fixed and announced. (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 (other than expressly otherwise required by law or as p.r;ovided 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) 0 fficers 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. (8) Committees of the Board. (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 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) 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 ~e pleasure of the Board or .until .their successors have been duly appomted. 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: . (1) The ~inance Committee shall have full power to direct the mvestment and remvestment of all funds of the College, including endowment and restricted funds, and the proper officers of the Board and the C:ol~ege are authoriz<;d to c~rry out all written . directions, signed by a maionty of the Committee, with respect to such mvestments and rein- �vestments. 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. (c) 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, 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. (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 any of his authority. (2) The President shall recommend to the Visitors and Governors for appointment from among 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 who by virtue of such appointment shall also be a Tutor. ( 4) 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. ( 5) The President shall appoint, or delegate ~h~ po~er to appoint, h committees as may be necessary for the admm1stration of the Col~~~e and for which no provision is made under Article VII. ARTICLE IV THE DEAN (1) The Dean shall have as his prima~y resp~nsib_ility the_organizafon and supervision of the program of mstruct10n m the liberal arts t~at 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 attainment of the aims of the program. (2) The Dean shall ser_ve as chai:man of th~ Instruction Committee and shall with the Instruction Committee be subject to the procedure of confidence outlined in Article VIII. ( 3) The Dean shall annually, with the advice ~nd concurrence o_f the Instruction Committee, present to the Faculty at its first fall meetmg 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 n~w statement of educational policy and program. Whatever statement 1s finally agreed upon by them shall then be submitted t~ the _Faculty for approval or rejection; and the confidence procedure outlmed m Article VIII shall apply. If adopted the state~e.nt of policy shall be presented by the President as a report to the V1S1tors and Governors. ( 4) 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 TREASURER (1) 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. (2) The Treasurer shall have general charge, under supervision of the President, of maintaining the physical plant and equipment of the college, of maintaining full records of all funds and property, and of fiscal and property transactions of the College, and of receiving and dis- �bursing funds of the College, subject to the provisions of this Polity and other directions or arrangements made pursuant thereto. ARTICLE VI THE FACULTY (1) Teaching members of the Faculty shall bear the title Tutor or Lecturer. (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 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, shall be upon the following terms: (a) New members of the Faculo/ under the age of 35 shall be appointed for one year. A first reappomtment shall also be for one year, and subsequent reappointments for three years. A Faculty member who has completed two three-year appointments may be granted tenure. Provided the Faculty member has completed one three-year. appointment and has attained his 35th birthday, any subsequent appomtment shall carry tenure. If he attains his 35th birthday during the course of a second or subsequent three-year appointment, he may be granted tenure on the next following March 1st. (b) New members of the Faculty ~ver the age of 35 shall be appointed for one year. After two reappointments of one year each, any subsequent reappointment shall carry tenure. (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. ~he Faculty may have his appointment ~erminated at any time by the V1S1tors and Gm:ernors upon reco~me~datton of the President only for one of the followmg reasons: (a) msanity, (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 me~ber of the Faculty be relieved of his duties d~.uing ~e term of his appomtment for any reason other than moral turpitude, his salary shall be continued for the remainder of his term of appointment or the current academic year, whichever is shorter. (8) The re~irement age for all Tutors shall. be 65 ~ears, ~ach appointment terminatmg as of the end of the academic year m which the Tutor attains his 65th birthday. In exceptional cases tutors who have attained their 65th birthday may be recommended by the Dean and the Instruction Committee to the President for one-year appointments as lecturers. (9) Tutors who have been granted tenure shall be eligible in the order of seniority for sabbatical leave. (10) Leave without pay may be g~anted at ~he discretion of the President. Such leave shall not be considered serv1Ce to apply toward a tenure appointment. (11) Any six or more members. of the Faculty may by peti.tion secure a hearing on any matter concernmg the College at a meetmg of the Visitors and Governors to propose a lack of confidence in the President, providing that the matter had p~eviously been pr~sented .first to the President, and then to the Faculty m regular or speoal meetmg. 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. 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. (2) The Salary Committee. Every third year, at the December meeting of the Faculty, the Faculty shall elect a committee of five of its members to advise with the President concerning recommendations to be made to the Visitors a11d Governors regarding Faculty salaries. The duties of this committee shall include: (a) . Advice to the President with respect to the salaries of those who are about to be appointed to the Faculty; (b) An annual review of present and proposed Faculty salaries, · in advance of annual reappointments; ( c) A report to the Faculty of the results of the annual or any other general review of Faculty salaries; ( d) A consideration at any time of any petition that a Faculty member may make to the President concerning his salary. . (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 Committee. 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. ( 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. ARTICLE VIII FACUL1Y PROCEDURE (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 shall become effective, as of the date specified therefor. If, after full discussion, a member of the Faculty object to the proposal and hold 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 ask 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 postponed 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. (b) The President may refuse to accept the resignation of the Dean and/ or the Instruction Committee whenever in his judgement 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 and the Instruction Committee shall continue in office. ( c) In the event that the proposal be defeated, the President shall proceed to the choice of a new dean in accordance with the provisions of Article I, Section 3 (b). (2) Upon petition of ten per cent or three members of the Faculty, whichever number is 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 monthly meetings of the Facuity shall be called upon due notice by the President 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. ( 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. ( 4) The Faculty may elect a committee of three .to represent them vis a vis the administration during the summer recess of the College. �THE STAFF ARTICLE IX 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 the Board at any regular meeting or special meeting, 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. (2) Amendments may be proposed at any regular meeting of the Faculty, upon petition of ten per cent of the members of the Faculty, provided that this be not less than three. No such proposal shall be acted upon earlier than the next regular meeting of the Faculty. Twothirds vote shall be required for approval by the Faculty, and the amendment shall not become effective unless approved by the Visitors and Governors in the manner set forth in Section 1 above. ( 3) Five years after this Polity shall have become effective it shall be reviewed by a committee of the Faculty elected by a majority vote of the Faculty; and whatever action is recommended by the Faculty pursuant to such review shall be submitted to the Visitors and Governors for final decision. ARTICLE XI ENABLING PROVISIONS ( 1) In order to accomplish the transition from the composition of the Board at the time of the adoption of the Polity to the result contemplated by Article II, the Board adopts the procedure hereinafter set forth. These provisions shall not be a part of the permanent Polity, but shall be preserved separately as evidence of the method of making the transition. (2) As of the time just prior to adoption of the Polity, there are twenty-three members of the Board, but the term of the President of the Alumni Association as a Board member will expire in October, 1950, at there will be left twenty-two members, of whom nine are Alumni. of the nine Alumni members shall be chosen by lot; the first two these four shall be deemed to be members of the class elected by the · whose terms will expire in 1951, and the other two members be deemed to be members of the class elected by the Alumni whose will expire in 1952. Accordingly, the remaining two of the six i members provided for by Article II will be elected by the ', presumably prior to October, 1950, pursuant to Section 4 of e II. ) The remaining eighteen present members of the Board, shall be by lot into three classes of six each. The term of the first class shall expire at the conclusion of the annual meeting in 1951, and en; except that the one member elected in 1950 shall be placed in tPifd class, whose term expires in 1953. :!) Regardless of length of service, all twenty-three members in just prior to the adoption of the Polity shall be deemed to be their first term for the purpose of determining eligibility for reunder Section 5 of Article II. ) The only effect of making the arbitrary distinction between the Alumni selected by lot and the other eighteen members of the g. Board is that the four Alumni so selected by lot will be subject teelection at the appropriate time by the Alumni, whereas the reg eighteen (whether Alumni or not) will be subject to reelection 'ifiC whole Board. The length of terms will not differ as between four Alumni and the other eighteen present members. 6~ With respect to Article VI, all appointments of present members Faculty for the academic year 1951-52 shall be made in accordwith the provisions of Sections ( 4) and ( 5) . In determining ility for tenure, the total years of service of each Faculty member be translated into the equivalent number of one-year and three-year eiptments within the meaning of these sections. aoa Adopted by the Board of Visitors and Governors its regular meeting July 8, 1950 in Annapolis, Maryland. at �� 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin September 1950-Vol II No 3-Polity of the College Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1950 Description An account of the resource Volume II, No. 3 of the Bulletin of St. John's College in Annapolis, Polity of the College. Published in September 1950 Date A point or period of time associated with an event in the lifecycle of the resource 1950-09 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d6d1eff7259148a73c48657d10857dbc.pdf 3a5486327dfd5419c3dfd581ab9c69dd 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 139 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin of St. John's College in Annapolis-Vol VII No 2-April 1955 Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1955 Description An account of the resource Volume VII, Number 2 of the Bulletin of St. John's College in Annapolis, "A Report on a Project of Self Study." Published in April 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-04 Creator An entity primarily responsible for making the resource The St. John's College Press Publisher An entity responsible for making the resource available The Waverly Press, Inc. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7c406c4e6ba10bf9c00a95edb1d440fd.pdf c17013861681508215326aeec29eea0d PDF Text Text �The Habitual Vision of Greatness "The object of a liberal training is not learning, but discipline and the enlightenment of them.ind. The educated m.an is to be discovered by his point of view, by the tern.per of his m.ind, by his attitude towards life and his fair way of thinking. He can see, he can discriminate, he can combine ideas and perceive whither they lead; he has insight and comprehension. His m.ind is a practised instrument of appreciation. He ism.ore apt to contribute light than heat to a discussion, and will oftener than another show the power of uniting the elements of a difficult subject in a whole view; he has the knowl- St. John's College offers a liberal arts curriculum unlike any other in the United States. For this reason the College has been hailed as a pioneer. Yet the liberal arts as taught at St. John's are the arts with which men have disciplined their minds since the beginnings of Western civilization. edge of the world which no one can have who knows only his own generation or only his own task." Woodrow Wilson St. John's College has pioneered in reorganizing traditional materials to fit contemporary needs. The College has shaped its program to a fundamental but frequently forgotten truth about education-that its proper aim is to cultivate the student's intellectual powers. The Cover Design The guiding purpose at St. John's is to develop reasoning men and women who have shared in our cultural The four inner structures of this geometrical complex represent the four elements as the ancients understood them, and as Plato described them in the "Timaeus"-fire, air, water, earth. They are shown here as the red tetrahedron, the white octahedron, the blue icosahedron and the yellow hexahedron. Enclosing them all is a twelve-faced structure in black, the dodecahedron, one of the symbols of the universe. These structures thus represent in part the traditions and the concerns of St. John's College. heritage and who have gained an understanding of the basic unity of knowledge. The College believes that Volume XI BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS October, 1959 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of Ausust 24, 1912 such men and women are best fitted to master the skills of any occupation and to become participating citizens in a free society. St. John's College above all else seeks to disclose to its students what Alfred North Whitehead has called the habitual vision of greatness. No. 4 �How can a college best fi.t its students for tile in the world today? St. John's College conceives Key's "every age" to include the present; St. Should the college train only part of the man, the occupational John's College is a living part of the here and now. Its curriculum includes man, at the expense of educating the whole man? material as timeless as Homer and as timely as the United Nations Charter. The St. John's Program, which leads to the bachelor of arts degree, requires all students: (1) To study mathematics, languages and laboratory science for Francis Scott Key, who graduated from St. John's exactly 100 years after the four years, and music for three semesters; College was founded as King William's School in 1696, suggested an answer: (2) To read a four-year sequence of approximately 100 books which The function of a college is to "make the man master of himself through life." stand among the great sources of our intellectual traditions; How does St. John's College help the individual student to accomplish this aim? (3) To discuss these works with tutors and fellow-students in semi-weekly seminars; St. John's offers him a curriculum in which, as Key said 150 years ago, "the great and the good of every age and of every land are to be made his (4) To attend weekly lectures by leaders in arts, letters, science and associates, his instructors, his examples." other fields; and concerts, three times a year, by outstanding artists. �Learning through Symbols ... That is why St. John's requires four years of daily tutorial work in languages-not to develop mastery of other tongues, but to disclose and examine the resources of systematically the Tutorials formulated speech in conveying thought. In all that a man thinks, says, reads or hears-he uses symbols. And that is why the St. John's Program includes music-be- The effectiveness of his thinking, speaking, reading or hearing de- cause the diatonic scale, the alphabet and mathematics to- pends on the skill with which he has learned to use the symbolic vo- gether form an intelligent man's response to his encounter with cabulary of language, mathematics and music. himself and with the world. That skill contributes to the wisdom with which he makes the deci- Tutorials meet in groups of a size which reflects the 1 :8 ratio sions he faces every day-decisions in politics, decisions in business, decisions in ethics, decisions in the arts, and the personal decisions that shape his whole life. between faculty and students at St. John's. In mathematics, the work ranges from Euclid to transfinite numbers; in music, from the Gregorian chant to 20th-century atonality. Languages That is why St. John's College requires four years of daily tutorial include two years of Greek and one year each of French and work in mathematics-not to train professional mathematicians, but German. During the first two years, English receives special to induce habits of rigorous thought. emphasis. �Learning through Discussion . .. the Seminar A full notebook often betokens an empty mind. St. John's College shuns the pedagogical method in which an instructor lectures from notes to students who take notes and then return them via examinations. St. John's requires instead that students take an active and unceasing part in the process of reading, doing and discussing which constitutes education at this college. -economic problems in Adam Smith or Marx; -theological problems in the Bible, St. Thomas, Calvin or Luther. Because the scientific laboratory may well be the most characteristic institution of the modern world, St. John's includes four years of laboratory science in its Program. Students work in physics, chemistry and biology and meet six hours a week for laboratory exercises and discussion. Like all other parts of the St. John's Program, the seminar aims at developing the student's comprehension in reading, his powers of analysis, his breadth and balance of thought and his ability to express himself clearly, tolerantly and forcefully. The seminar exemplifies the way in which St. John's looks on learning as a cooperative venture. Neither in tutorials nor in seminars do students ever passively sit to be talked at. The task of the laboratory at St. John's is to provide a background of experiment and discussion from which a liberal understanding of science gradually emerges. In each seminar, some twenty classmates gather around a table twice a week with two or three of their tutors. For two hours, and often longer, they discuss : -philosophical problems which arise from their reading of Plato, Aristotle, Spinoza, Kant or Kierkegaard; -scientific problems in Copernicus, Kepler, Newton, Mendel, Darwin or Poincare; -historical and political problems in Herodotus, Thucydides, Tacitus, Machiavelli, Locke, Gibbon, the Federalist Papers, Hegel or de Tocqueville; -literary problems in Euripides, Dante, Shakespeare, Goethe, Dostoievski or Thomas Mann; Learning through Doing . .. the Laboratory The inquiring student discovers the fundamental assumptions made in actual experiment. He carefully follows the transposition of those assumptions as well as of experimental findings into suitable mathematical symbols. St. John's College believes that liberal learning is not primarily concerned with the factual data uncovered by science. The College believes that liberal learning is concerned with the artifices of the human hand only to the extent that they enable the human mind to transcend the factual by relating it to universal principles. �A Community of Learning The seminar, the tutorials, the laboratory and the formal lecture work together in the well-knit whole which is the St. John's Program. What the student learns in one branch bears on his studies in the others. A vital element in this homogeneity of learning is the fact that teachers at St. John's do not confine themselves to "specialties." A philosopher may conduct a tutorial in mathematics; a man who teaches Greek may also have charge of a laboratory group in biology. Learning through Listening . .. the Formal Lecture The St. John's Program enables a tutor to develop versatility of this kind. He attends classes in the same way as a student; his own learning goes along On Friday evenings the College assembles to hear a lecture or-three times a year-a concert. Only on such with his teaching; just as the students do, he progresses from year to year in occasions does St. John's depart from its policy of student participation, and then not wholly: each lecture the curriculum; and this continuous learning and teaching brings him, in an is followed by question-and-answer and informal discussion. ever increasing measure, into closer contact with the entire program. A Pulitzer Prize poet, a Los Alamos physicist, a Jesuit priest, a Socialist editor, a Hebrew scholar, a harpsi- Each tutor is constantly aware of what the students are doing in the various chordist, a psychiatrist, an historian, an architect, a sculptor, a writer of fiction-these typify the leaders in tutorials, seminars and laboratories. He links together the varied parts of the varied fields who come to St. John's College to deliver lectures. Program, and helps the students link themselves with the great heritage of During the lectures, students learn to listen and to remember without taking notes. In the discussion periods, ideas which forms the content of the St. John's College Program. they learn to be tolerant, curious and above all courteous and logical in attacking unpalatable views or in The College is an authentic community of learning. defending their own. �The Old and .. . McDowell Hall was begun in 17 44 as a mansion for the Royal Governor, Thomas Bladen. After a period of neglect the building was completed in 1784 and given to St. John's College by the State of Maryland. A striking example of Georgian Colonial ... The New architecture, McDowell houses classFrancis Scott Key Memorial Hall and Mellon Hall were completed in 1958. Key Memorial Hall has an auditorium rooms, administrative offices, and the seating 600 and an unusually large stage; a specially designed conversation room; music seminar rooms and praccoffee shop. Its balconied Great Hall tice rooms; and a fine arts studio. Mellon Hall has laboratories for physics, biology, and chemistry; a Foucault was designed as the Governor's ballpendulum; and the McKeldin Planetarium. room. ----- ----- .. ----- ---- -- ---~========""""'""""'"""'"_________;;;;;;;;.....,iiii" �Learning and Playing Perhaps because St. John's College does not require participation in athletics, most of the students-over 75 per cent-take an active part in sports. They play tennis, squash, softball, baseball, basketball and touch football. Some attend weekly fencing lessons which the College offers, and meet for informal matches with groups from nearby colleges. In a similarly spontaneous manner, others play basketball games with teams from elsewhere. In spring and early fall, students sail the College fleet of small boats in College Creek. Other extra-curricular activities include dramatics, publications, clubs for rifle shooting and photography and astronomy, modern foreign language clubs, the showing of movie classics by the Film Club, and classes in painting, poetry, and the Bible. The Cotillion Board stages dances for the College community, and the dormitories give parties in their common rooms. �What St. John's Students Do After They Graduate "We generally share one further conviction about civilized men; that a well- and broadly- St. John's College: Essential Information Founded: 1696 as King William's School. Re-chartered as St. John's College in 1784. trained product of a general education is better equipped than the product al any other kind of education to master the specific skills of any calling he may undertake. We believe, and I think observation supports our belief, that good liberal education is better vocational training Eugene V. Rostow than vocational education." Dean The Yale Law School Accreditation: Middle States Association of Colleges and Secondary Schools; Maryland State Department of Education. Location: Thirty-four-acre campus in Annapolis, Maryland. Thirty r:i,iles east of Washington, D. C., twenty-seven miles south of Baltimore. Faculty-Student Ratio: One tutor to every eight students. Enrollment limited to three hundred. Teaching led the occupational choices in a summary which St. John's compiled for a recent study of alumni of the present Program, which began in 1937. The next largest number of graduates had entered business. The diversity between these two leading choices reflects the breadth of interest which the College nourishes Cost: Inclusive fee of $2,300 for room, board and tuition. (Beginning 1963: $2,500.) Scholarships: Flexible program of scholarships, grants, loans and student employment. All awards based on financial need. in its students. Policy: Nonsectarian, coeducational; no racial or religious bars. Other Program alumni chose a wide range of careers-in accounting, acting, editing, engineering, preaching, writing. Still others are lawyers, librarians, physicians, surgeons, social workers. One is a movie producer, one a musician and one a curator in an art museum. Admission: Entrance requirements are outlined in the College catalogue, a copy of which may be obtained fromThe Director of Admissions Although it is not a primary aim of the College to prepare its students for graduate work, more than fifty per St. John's College cent have gone from St. John's to graduate or professional schools in the various universities. Annapolis, Maryland �I should like to receive the catalogue of John's College. If You Are a Prospective Student . . . PLEASE PRINT Name _________________________ ------------------------_______ Age St. John's cordially invites you to spend several days on the campus. It is probably wise to get first-hand advance knowledge of any college you may be thinking of, but it is especially wise in the case of St. John's, because of its unique curriculum and methods and atmosphere. You will be welcome at any time. ---- Address ····-----------------------------------------------------___ _ City & Zone ________________________________________ State _______ _ Te Iep hone ---------------------------------------------------------Father or Guardian ____________________________________________ _ His o cc u patio n ____________________________________________________ _ If you can come, you may- -room in a dormitory, Your school ________ ··------------------------------------------------- -take your meals in the Dining Hall, Pr inc ipa I ------------------------------------------------------------- -attend seminars, tutorials, laboratories, and all the other activities of the College, Date of Graduation _____________________________________________ -and talk with faculty members as well as students. All seminars meet on Monday and Thursday evenings, and since the seminars are the core of the St. John's curriculum you should try to include a Monday or Thursday evening in your stay. For further details, write to the Director of Admissions. Colleges attended (if any), with dates ________________ ------ - --------------- -------- -- ---------------------------- ---------------- - ------- --- ------------- - - ---- ---------- - ------------ - ------------------------- Spec ia I interests ____________________________________________________ -- ------- ------------------- ---------- ----- - - --------------------------------- �� 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin October 1959-Vol XI No 4-The Habitual Vision of Greatness Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1959 Description An account of the resource Volume XI, No. 4 of the Bulletin of St. John's College in Annapolis, "The Habitual Vision of Greatness." Published in October 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-10 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/380763d314e78616379f21056b15bc0c.pdf ddcb326cafcf9cd56eee83fd9fc47807 PDF Text Text No. 4 Bulleli11 of T. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1957 Pounded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT 'fO THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: It is twenty years since Stringfellow Barr and Scott Buchanan arrived in Annapolis to inaugurate a new curriculum ·n liberal education at St. John's College. Looking back over years, one sees that their task was overwhelmingly difficult. 'fheY had to fashion a course of study for which no contemporarY pattern existed. They had to carry on their brave new experiment in a proud old institution, rich in t r adition but heavily encumbered with debt. Sharp divergence from existing traditions and educational mores was deemed necessary to assure the success of the venture. Now the College is about to embark upon its twenty-first year under the present program of studies. The intervening decades have not been easy ones but the College has prospered and the basic principles of the St. John's Program of liberal education have firmly established themselves. The community of learning which is St. John's College has survived two wars, a concerted assault by the United States Navy, and a sizeable burden of debt. As the program now comes of age, certain concrete progress can be noted in the way of curriculum evaluation and change, recognition and accreditation, faculty development, increase in endowment, and expansion of physical facilities. There is still, however, an air of expectancy and challenge as the College attempts to consolidate its gains and to establish even more firmly its base for the years ahead. Symbols of this are the seven new faculty appointments, the capacity freshman class of 108 students and the two new buildings rising on the rear campus. The year just past and the year ahead are indeed years of consolidation and preparation looking forward to the celebration of the Program's twenty-first anniversary in the fall of 1958. Significantly this event comes at a time when American educators, corporation executives, and public men are beginning to show a new appreciation of the role of liberal arts in the training of the minds of young men and women. St. John's College is no longer the pioneer that it was in 1937. the Student Enrollment St. John's College has begun to feel something of the impact of the tidal wave of prospective students which threatens to . 1 . �engulf the nation's colleges and universities within the n three or four years. For the fall of 1957 there were applications as compared with 129 in the preceding year ~ 6 mid-June it had become necessary to establish a waiting. r ~ for acceptable applicants. An administrative decision w1s reached at the same time to exceed the limit of 100 enteri~s freshmen prev!ously established. The entering class of 19 6 therefore consists of 108 freshmen as compared with 93 · 1956 and 79 in 1955. In this connection it is interesting ~n note that six applications have already been received for th0 fall of 1958 and one for the fall of 1959. e ::x.t ! Much of the growing interest in St. John's College can be attributed to the effectiveness of the College film, "The St John's Story." Sixty prints of this film were in almost constant use throughout the year as showings were held in more than 600 secondary schools and colleges in some forty states and to an aggregate recorded audience of over 90,000 persons Interestingly enough, a black and white version of the film with a special script written in the third person and translated into eight foreign languages is now being exhibited abroad by the United States Information Agency. Again last fall the Scholastic Aptitude Test of the College Entrance Examination Board was administered to 70 of the entering freshmen as part of the study of the validity of this test as a predictor of academic performance at the College. A year earlier it had been administered to 56 members of the Class of 1959. In June the Instruction Committee studied all these scores and was impressed by the degree of correlation between them and the performances of individual students at the College. The Instruction Committee determined to repeat the test for members of the entering Class of 1961 and instructed the Director of Admissions to explore with the College Entrance Examination Board the requirements for membership. The Instruction Committee must determine whether the possible institution of the Scholastic Aptitude Test would provide a further useful criterion of admission. With the increasing pressure upon the College from larger and larger groups of applicants, there is no thought of changing the present plan of reviewing each application as it is received and reaching an independent decision upon the candidate's ability to undertake and profit from the St. John's Program. The College believes that there is value in having a cross-section of abilities as well as of geographical, racial, religious and educational backgrounds. It deplores the tendency of many institutions to withhold their decision as to the acceptability of candidates until late in the spring, thereby • 2 • ing prospective students to file multiple applications a~d f<t~ing all institutions in a position of uncertainty as to their ~c~ual enrollment for the coming fall. The Faculty The principal innovation of the past year was the Faculty dy Group made possible by a grant from the Fund for the Stdvancement of Education. Five faculty members were sched~ d to teach part-time and met three or four times w~ekly to ut~dy symbolic logic, principally the works of Qume and 1'arski. The group had to organize its work without rel~ing n any precedents. It engaged three con~ultan~s at varn~us ~..mes during the year and held one meetmg with the entire f~culty on the occasion of the visit of Mr. Willa;rd Q~ine to the campus. A Friday night lecture on symbolic logic was likewise offered by Mr. Curtis Wilson by way of a report of the work of the study group. The establishment of this Study G~ou~ with rotating m~m bership has been an important contribut10n toward enlargmg the intellectual horizons of the St. John's facu~ty. Because of the peculiar technical difficulties of the subJect the Study Group had to work on a rather restricted basis during this past year. In the year ahead, however, Poetics will be the subject for exploration, involving the participants in analyses of works of poetry and music, in investigatio.n of the problem of style and in discussion of the general question as to whether there is a science of poetics. The Dean and I confidently hope that the Faculty Study Group may be the start of a graduate program which would be a radical departure from the customary isolated departmental research. The year marked the termination of the teaching internship program begun in 1954 through a grant from the Fund for the Advancement of Education. Seth Benardete served his second year in this program. while initial fellowsh~p~ were held by William F. Gleason, Richard A. Sears and Wilham F. Wynn. One of these men, Mr. Gleason, was appoin~ed to tl~e Faculty for the coming year. The College found the mternsh1p program an effective device for educating prospective tutors to teach in the St. John's program. For various reasons, however, it seems wise to incorporate all new teachers into the regular Faculty as tutors. It is proposed therefore that the internship program as such be discontinued, although the College expects to appoint two or three able young men and women each year, of whom the more promising will be encouraged to continue as members of the Faculty until eligible for tenure appointment . • 3 • �The Faculty was strengthened by the return of Ri Scofield after his sabbatical leave. For the year under r ch'.lrd William A. Darkey, Jr., was granted sabbatical leave to ~riew in Mexico. For the year immediately ahead two tutors u~y be on such leave, John S. Kieffer and Robert S. Bart. win It is with genuine regret that I report the resio-nation Raymond N. Wilburn as tutor to accept a position"' involv· of educational responsibilities with the Glenn L. Martin g1g Except for brief periods while on active duty with the Unit~ States Navy and while principal of the American Communii School in Paris, Mr. Wilburn has taught at St. John's Colle Y since 1938. For two years he served as Dean. His service gi the College, as well as that of his wife who managed the Bo~ Store for four years, will always be remembered with gratitud: I should also like to report the temporary leave of absenc granted to Mr. A. Leonard Slafkosky to serve in a civilia~ capacity on a special project for the United States Marine Corps. This leave was granted in the spring of 1957 to be effective through the coming academic year. New Appointments Seven new appointments have been made to the Faculty for the fall of 1957, which will bring the total teaching staff of the College to 30. In addition to Mr. Gleason, the new tutors are: Scott Abbott, of the Class of 1943, who has been teaching in Colorado and will serve as tutor and Director of Athletics· Miss Ruth Adams, who is trained in physiotherapy and hold~ her doctorate in English from the University of Maryland· Miss Eva Brann, who is a Ph.D. in Classics from Yale Uni~ versity and comes to St. John's College from teaching at Stanford University; Michael Fletcher, a chemist who has had extensive industrial experience and has done advanced work at the University of Delaware; Duncan J. McDonald a Canadian biologist, who studied at McGill, Harvard and Oxf~rd Universities and has had a great deal of practical experience in radiation effects in Japan and in locust control in Africa; and Edward Sparrow, who did his undergraduate work at Harvard and holds his law degree from Harvard Law School. The Curriculum In September the Faculty agreed to abandon the trimester pattern and instead to divide the academic year into two semesters. The effect of this was to reduce the number of oral examinations and "don rags" for both students and tutors. • 4 • neral this proved to be beneficial except in the case of lJl 1~eshmen. It is planned to revert to the plan of three "don tbe ,, for the entering class, the first of these to take place rags the middle of the first semester. As a break in the middle JleaJie year tutorials and laboratory sections were suspended of ing the last week .of the first semester. Seminar.s continued ~~rusual. This experimental plan seemed to promise well for tbe future. With respect to the curriculum in general, the Instruction cornrnittee has been. pa!ticularly concerned with ~he problems ·sing out of the J um or year, notably the semrnar and the ar~oratory program. The junior year, as i~ were, marks a law beginning for the students as they are rntroduced to the neeat authors of the 17th and 18th centuries. This involves f~e St. John's student in the same kind of r~dical r~-think~ng which took place during that period and laid the roundat10n for the modern world. Another major decision of the Instruction Committee is to discontinue the teaching of algebra in the sophomore year commencing with the academic year 1958-59. Instead prospective sophomores will be subjected to an algebra test. Those who fail to pass the test will. be required to pr~par~ themselv~s on their own instead of takmg valuable tl!-torial .time for this work which should have been accomplished rn secondary school. The juniors will have more time to .devote to Newton and will be introduced to calculus. The semor laboratory can then assume that they have some operational familiarity with this subject. The Library Circulation statistics for 1956-57 on student borrowing are similar to those of other years. The total number of library loans was 7,211, the largest figure since 1948-49. Both the Librarian and the Library Committee have devoted much time to discussion of the shaping of the Library's collection and the use of the present building. The first decision arrived at was to build a strong bibliographic collection. With this in mind the College subscribed to the proposed photo-offs~t editi<;>~ of the rema.i:i;ing unpublished volumes of the Revised Edition of the British Museum Catalogue of Printed Books. Situ~ted as it is, close to. m!ljor libraries in Baltimore and Washrngton, the College is m a unique position to make use of their resources through appropriate bibliographic tools. • 5 �A second general program for the Librarian Will re-arrangement of the book collection. Little-used books ?e 1 be stored in relatively inaccessible areas so that more { 1 l q'!ently-used books can be within comfortable reach. 'rreLibrary looks forward to the removal of the music collect· he upon the completion of the Francis Scott Key Memorial . t~·n change will help to free the basement of the present Libr is building for re-designing. Finally, work will be undertakry to microfilm certain journals and periodicals and to st en others. This too will free urgently needed space. ore Jl any event the steadily increasing number of inquiries and 1tudent applications bears witness to the effectiveness of the hnege's efforts to widen its circle of friends. Unfortunately, )\1r. Marshall found it necessary to resign at the end of the year for personal reasons. His place will be taken by Peter ponchian, who comes to St. John's from the faculty of Wayne state University in Detroit, Michigan. The Library Committee in collaboration with the Campu Dev.e~opment Committee I?lans to ".'ork on the design for a~ addit10n to the present Library building. This would includ a new _work room, a new reference and bibliographic sectione book hfts, a mode.rn microfilm reader, and additional stack space, to be obtamed in part by the re-designing of the basement. In preparation for the coming campaign the College retained the management firm of Cresap, McCormick and Paget of New York City to conduct an administrative audit of the College's opera~io~s. The survey was designed to revie_w major policies and obJectives of the College and to assess their effects on administrative management, to discover ways of improving the organizational structure to give better effect to the educational program, and to suggest improvements in operating methods and procedures. Adult Education _I mus~ reg:r:etfuliy repor~ that John S. Kieffer has sub- mitt~d his resignat10n as Director of Adult Education after servmg most capably in this capacity since April 1951. Charles G. ~ell has accepted appointment in this capacity for the commg year. Included _in the Ad~lt ~ducation Program for the past year were a semmar on scientific thought, one on religious thought two on the 9-r~at Boo~s, and one on Shakespeare. There wer~ also a tutorial m Spamsh and a ten-week music tutorial coverii:ig histor~c. periods from the 10th to the 20th century. Only ~ight participan~s wen~ ~m the 1956 Seminar-in-Europe, which mcluded. Gre~ce m the itn~erary for the first time. By contrast, t~e Semmar-m-Europe this summer, offering the more convent10nal pattern of Italy, Switzerland, France and England, enrolled seventeen members. Administration The survey recommended that new policies be developed in several areas, among them auxiliary enterprises, student aid, long-range development objectives, and student recruitment. In the field of organization the survey recommended the creation of new Board committees. At the May meeting of the Board one such new committee, the Visiting Committee, was established to serve as an educational liaison group between the Board and the Faculty and the students. With respect to the administrative organization of the College itself, a recommendation that the Assistant to the President be re-designated Assistant to the President for Development Activities was also adopted. This office will now combine responsibility for public relations, publications, alumni activities and fund raising. Staff Appointments During the year Alan Marshall served as Assistant to the President with ~esp_onsibility for publicity, public relations and College publications. In spite of the fact that he had had no previous acquaintance with St. John's College, Mr. Marshall was unusually successful in making the name and objectives of St. J ?h~'s Col~ege known to a wide public. In this he had the unwittmg assistance of a popular national television show. In addition to the various appointments already detailed above Mrs. Nancy Curtler was appointed as College Hostess and s~pervised the operation of the dormitori~s. Miss P3:tric~a Callahan resigned after several years of faithful service m order to be married. Her position as Cashier in the Treasurer's Office is now filled by Mrs. Gloria Kellenbenz Boyer. Mrs. Virginia Chase was employed as evening receptionist and switchboard operator in Campbell Hall to replace Mrs. Anna Brooks who resigned. The Treasurer believes that this relatively ;mall turnover reflects general satisfaction among staff members with working conditions and with the fact that staff • 6 . • 7 . Public Relations �salaries have been increased. The permanence of the ad:rni . trative staff carries with it a sense of continuity in the aff n.is. of the College, which is to be desired. airs Physical Plant A contract was awarded on October 10, 1956, to Baltimo Contractors, of Baltimore, Maryland, for the construction r~ the Francis Scott Key Memorial Auditorium and the neo laboratory building at a base figure of $1,804,645.00. Constru w tion began in late October but was seriously hampered be. bad weather and by strikes of the Baltimore Building Trade~ and of the National Cement Workers. The present anticipated date of completion is June of 1958. Prior to the close of the fiscal year the College made a purchase deposit on the three-story wooden apartment building at 9 St. John Street. This was subsequently bought at a figure of $13,000. The building is needed as a possible dormitory commencing in the fall of 1958. During the summer months of 1956, the College spent in excess of $90,000 upon a general program of renovation and rehabilitation on the campus, as previously reported to the Board. The major item of renovation in the summer of 1957 has been the antiquated bathroom facilities in Stone House. It is planned to schedule certain repairs and redecoration each summer as part of the regular budget. Progress has also been made on restoring the Charles Carroll Barrister House. All of the brick work has been pointed up and the interior fireplaces rebuilt. A new brick wall was erected on the southwest end of the building. Over the summer the slate roof has been replaced. College Finances Current operations of the College for the fiscal ye:::.r just ended resulted in a deficit of $56,696.83. The budget for the last fiscal year was based on an enrollment of 190 students. Actually only 177 were on the rolls during the year. This meant a net loss in fees at a time when it was impossible to change most major commitments in the areas of faculty and staff appointments and of other operating expenses. More rigid budgetary control might have resulted in some savings, but not enough to make an appreciable dent on the deficit. In fact, income amounted to $565, 733.55 as compared with the budgeted figure of $593,071, while expenditures amounted to $622,430.18, or approximately $29,000 over the original estimates. • 8 . m happy to report that the College endowment now 1 ds at a figure of $1,961,850.41 at book value. The second stan nments of the two grants from the Ford Foundation inst~nted to $92,500, somewhat more than anticipated. These B-W 0 ts together with other gifts for endowment purposes granegated $198,545.03, which was again ge~erously matched aggOrld Dominion Foundation of New York City. bY Bequests It is with deep regret that I must report that t~ree of ~he College's best friends and most loyal supporters died durmg he course of the year ..Th~ first was Albe~t Mar;Carthy, of ~nnapolis, Maryland, prmcipal owner of rad10 stat10n WNAV nd guiding spirit of the local SPCA. Mr. MacCarthy took a reat interest in constructive local projects, among them the ~ork of Historic Annapolis, Inc. In his will he left the sum of $10,000 to .st. John's College for use in restoring the Charles Carroll Barrister House. On December 30, 1956, Addison E. Mullikin, of the Class of 1895 died in Baltimore. Mr. Mullikin was a prominent lawyer 'at one time active in Republican politics in the State of Ma;yland. He was candidate for Governor in the 1920's. He served as Honorary Chairman of the Alumni Endo~ment Campaign several years ago and has always contributed actively to the College. By the terms of his will St. J o~n's College will receive one-fourth of the income of a ~arge residuary trust being created out of the balance of his estate. At the end of a ten-year period, the corpus will be divided, each beneficiary receiving the same percentage as his share of the income. In late April, Mrs. Kate Myers, of Ashland, Ohio, was killed in a most unfortunate automobile accident. She was the mother of Philip A. Myers II, of the Class of 1938, in whose n::emory a scholarship is awarded each year. Her daughter, Ehzabeth Myers is the wife of Carleton Mitchell of the Board of Visitors and Gbvernors. Mrs. Myers had wide interests in civic, educational and philanthropic projects. By the terms of her will St. John's College is to receive one-tenth of the residuum of a trust fund, this sum to be added to the Philip A. Myers II Scholarship Fund. Under the terms of the will of Mrs. Emily Boyce Mackubin, who died in 1946, St. John's College received $75,191.43 as one of the several remaindermen after the death of the last surviving life tenant. . 9 • �Gifts and Grants Foundations A grant of $15,000 from Avalon Foundation of New y ork City, contingent upon the College's raising a like amount for the restoration of the Charles Carroll Barrister Hous e. A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $400 from The William Deiches Fund of Balti more, Maryland, for scholarship purposes. The sum of $92,500, representing the second installments on two grants from the Ford Foundation for the endowment of increased faculty salaries. A grant of $14,000 from the Fund for the Advancement of Education toward the establishment of a Faculty Study Group. A grant of $2,500 from Houston Endowment, Inc., of Houston, Texas for scholarship purposes. Grants from Old Dominion Foundation of New York City of $198,535.03 in matching funds for endowment purposes and of $91,000 for current purposes. ' A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. Corporations and Corporate Foundations The sum of $3,481.97 representing the share due St. John's College from corporate gifts received from Maryland business and industry through the Association of Independent Colleges in Maryland. Three scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation of Hialeah, Florida. An unrestricted gift of $500 from the Washington Steel Corporation. Individuals and Others The gift of a piece of property in Cincinnati, Ohio, from Mr. and Mrs. Bromwell Ault, of New York City. The gift of a secretary desk from Mrs. Ford K. Brown, of Annapolis, Maryland. Gifts of $6,500 each from Mr. Pierre S. duPont III of Wilmingto?, Delaware, and the late Mr. Addison E. Mullikin, of Baltimore, Maryland, for three new teniflex tennis courts. • 10 • The gift of a secretary desk from Mr. T. S. Fitchett, of Baltimore, Maryland. This secretary originally belonged in the Charles Carroll Barrister House and will become part of the permanent furnishings. The gift of a portrait of Samuel W. Freeny, of the Class of 1918, by members of his family. A gift of four volumes on ancient technology from Harrison Sasscer, of the Class of 1944. Gifts of a carved mantelpiece and a large stone step from Mr. Charles Scarlett, of Baltimore, Maryland, for use in restoration of the Charles Carroll Barrister House. A gift of $25,000 from Dr. and Mrs. Arthur de Talma Valk, Jr., of Wilmington, Delaware, representing the second installment on endowing the Arthur de Talma Valk Tutorship at St. John's College. Alumni Association Thomas W. Ligon, of the Class of 1916, Alumni Secretary of the College, reports a definite upswing in Alumni interest during the year under the able leadership of Webster S. Blades, of the Class of 1910, as President of the Alumni Association. Successful dinners were held in New York, Washington and Baltimore. The Alumni Award of Merit was given on Homecoming Day to Dr. Thomas Parran, of the Class of 1911, Dean of the School of Public Health at the University of Pittsburgh. Carey Jarman, of the Class of 1917, did an unusually good job of organizing and executing the annual giving campaign. The final tabulation showed 429 contributors and a total of $13,773.91. International Labor Orientation Center For the fourth year the Center continued to play an important role in the labor-management phase of the Federal Government's Technical Exchange Program. During the year there were 718 participants representing 41 nations, the majority remaining in Annapolis for a period of approximately two weeks. The wide range of occupational representation included among others miners, university professors, trade union functionaries, doctors, farm laborers and government lawyers. Through the generous cooperation of the local chapter of the American Association of University Women and the Rotary Club, many home visits were arranged for the foreign visitors. In some cases such visits have been arranged with families who speak the native languages of the participants. • 11 • �This new aspect of the Center's program has been most hel f , in introducing the members of the visiting teams to Americaui home life. It has likewise promoted a better understanding in the community of this work being carried on at St. J ohn'n College. s * * * Finally, I should like to report to the Board on my own personal activities over the past year. First and foremost 1 was able to teach Euclid to a class of freshmen. I found it a helpful and stimulating experience to become again a teaching member of the College community. For the third and final year I continued to serve as Chairman of the Commission on Liberal Education of the Association of American Colleges Four intellectual-life conferences for college presidents and deans were run this summer under my general direction at Pugwash, Nova Scotia, Sewanee, Tennessee, and Wagon Wheel Gap, Colorado. I am convinced that these conferences all of them patterned on the St. John's seminar method, served a useful purpose in building a new understanding and respect for the philosophy and teaching methods of the College. Here in Annapolis I accepted the presidency of Historic Annapolis, Inc., the local historical and preservation society. This has entailed close cooperation with the Governor and the Mayor of Annapolis on many problems of city planning. It has also been possible for Historic Annapolis to enter into an agreement with Mr. and Mrs. Stanley Wohl by which the restoration of the Brice House has now been completed. It will be open to visitors on a paying basis this fall. The Governor re-appointed me to the School Board of Anne Arundel County and I am at present serving as president of that body. I have welcomed this opportunity to keep in close touch with the elementary and secondary education of this county. Likewise through membership on the Governor's Permanent Commission on Higher Education I have been involved in overall problems of colleges and universities in Maryland. It is true that these extra-curricular responsibilities require a great deal of time but I believe that certain benefits accru~ to the College from such active participation in civic and educational affairs. I look forward eagerly to the next two years as affording an opportunity to complete the . present phase of the building program and to strengthen the financial resources of the College through our major campaign effort commencing in July of 1958. RICHARD D. WEIGLE Annapolis, Maryland President September 13, 1957 • 12 • ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1957 JN COME Educational and general Tuition .. ········ Adult education ... .. .. . . .. . . . ... . . Endowment fund income. . . . .. .... . State appropriation ........ ........ F .O.A. contract . . . . . . . . ........ . .. . .. . . Gifts and grants- net. . . ... . ... . .. . Miscellaneous ................ . . . . . .. . Total ............. .. . $137,382.07 2,061.34 60,410.96 75,000.00 12,800.00 139,633.61 2,442.66 $429,730.64 Auxiliary enterprises Dormitories and dining hall. Book store . . . . . . . . .. . .. . . .. ... . Other . . . ········· ········ Total . . . . . . . . ·-· ..... . ... . $100,690.16 14,984.08 3,948.57 $119,622.81 Other non-educational 16,380.00 Total income 565,733.45 Excess of expenditures over revenues. 56,696.73 EXPENSES Educational and general Administrative . . . . . . . . .. . . . . . ... .. . . . . .. . .. . General ... . . ... . . . . .. .. . . . . . . . .. ....... . . . Instruction . . . . . . . . . . . .... .. ... ......... . . . Library ......... . . ... ..... . .... . . . ... .. .. . . . . Student organizations and art studio . .. . . ..... . . . Adult education . . . . . . .. .. .. . . ......... .. . . .. . Plant operation and maintenance . .. ..... . . . . . . . . Miscellaneous ... . .. . . . . . ..... . .. . . ...... . Total . ... ..... .. ... .. . . . . . .. . .. . . . . .. ... . . $ 79,122.77 68,482.50 164,280.31 11,361.79 7,902.27 2,155.64 86,847.63 140.59 $420,293.50 Auxiliary enterprises Dormitories and dining hall . .. . .. ... . . . . ..... · Book store . ...... . . . ... . ... . .. . .. . .. . . . Total .. . ...... . ... . ..... . . .. ... · · · $ 79,812.96 16,867.89 $ 96,680.85 Other non-educational Scholarships and grants-in-aid ... . . .. . . . .. .. . . . . Teaching internships .. . .. . .. . . .... . . .. . .. . · · . · Miscellaneous . . . . . . .. ... . ... . .. . · · · · · · · · · · · · Total . .. .... . .. .. . .. . ..... ... .. ..... . . .. . $ 84,612.86 14,000.00 6,842.97 $105,455.83 Total expenses . .. .... . .. . .. ... . .. . .. .. . . . . $622,430.18 • 13 �Liabilities and Capital Assets CURRENT FUNDS t)BREN Cash in banks and on hand. . .......... Accounts receivable . . . . . . . . . . . . . . . . . . $11,444.73 Less: Reserve for doubtful accounts. 500.00 Inventories . . . . . . . . . . . . . . . . . . . . . . . . . ....... . Prepaid expenses ... . . .... . . .. . . .. .. . . . . .. . . .. . .. .. . Total ..... $ 10,944,73 11,482.24 6,982.23 -$ Cash-restricted current funds ... . . 29,839.20 788.48 Total- current $ 30,627.68 T LIABILITIES AND RESERVES $ Total-current liabilities ..... Excess of expenditures over revenue. Reserve for future operations . ..... . Deficit for year . . . ... . . · · · · Cash Foundation matching funds receivable. Accounts receivable .. Pledges receivable . . . . ... .. . . ... . . . . . . Due from other funds. . . . . . . . . . . . . ......... . ... . . Investments . . . . . . . . . . . . . . . . . . ... .. . .. ... . . Accrued income and purchased interest. Total- endowment $ 92,206.26 194,483.35 34,105.05 1,675.00 1,511.26 1,628,094.22 9,775.27 $ 1,961,850.41 68,073.29 $56,696.73 18,462.64 38,234.09 $ 29,839.20 788.48 $ Total . . . ...... · ·. · · · · · · · · Principal-student aid and prizes. Total ENDOWMENT FUNDS 34,377.23 4,765.24 6,000.00 22,930.82 $ .Accounts payabl.e . . . · students' deposits Deferred income .. · · . Due other funds ....... . 30,627.68 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal . . .. . .... . .. · · · · · · · · ··· ··· ·· Unexpended income Accrued income not available for distribution. Undistributed income $ 1,951,207.29 8,166.58 1,976.54 500.00 $ 1,961,850.41 Total- endowment PLANT FUNDS AND ASSETS Cash ... .. .... . Cash in sinking fund . . .. .. . ... . . ..... . . ... . .... . . ...... . ... . . . . Accounts receivable Pledges receivable . . . . . . . .. . . . .... .. . .. . .. .. ... . .. . Investments .. . ................... . .. . .. .. . ... .. . .. . . Land, buildings and equipment. . . . .. . . ......... . ... . Buildings 1mder construction. PLANT FUNDS LIABILITIES AND PRINCIPAL • 14 • 134,194.70 12,312.09 483,561.66 30,000.00 48,742.08 2,208,180.40 424,315.90 Mortgage payable . . . . . . . . . . $300,000.00 Less mortgage certificates acquired. 245,200.00 Nota payable . . . . . . . . . . . . ············· Reserves available for mortgage liquidation. . ... . .. . . Invested in plant . . . . . . . . . . . . . . . . .. · . . · · · · · · · Funds available for plant expansion. . . . . . . . . . . .. . .. . . $ 3,341,306.83 Total-plant and assets. $ Total-plant . .. . . .. . . .. .. ..... . . . . . . ... . . .. .. . .. · • 15 • $ 54,800.00 30,000.00 91,054.17 2,547,696.30 617,756.36 $ 3,341,306.83 �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. • 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 The Bulletin of St. John's College 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. The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)">The College (1969-1981)</a>. Click on <a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&sort_field=Dublin+Core%2CDate&sort_dir=d">Items in The Bulletin of St. John's College Collection</a> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 16 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin October 1957-Vol IX No 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1957 Description An account of the resource Volume IX, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1957. Date A point or period of time associated with an event in the lifecycle of the resource 1957-10 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Weigle, Richard Daniel, 1912- President's Report Presidents