4 20 91 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/d84a8e36858978f325d23ff75fa38a02.pdf 2e76bd040946e219f690b761e2e6c3ba PDF Text Text No. 4 Bulletin of JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT TO THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: As this report is being written, contractors are preparing bids on two significant additions to St. John's College: the Francis Scott Key Memorial Auditorium and a modern laboratory building. These structures, costing approximately two million dollars, will immensely improve the teaching facilities of the College and will enhance the general appearance of the campus. Grants from the State of Maryland totaling $750,000 and a generous commitment of $1,250,000 from Old Dominion Foundation of New York City enable the College to realize its building plans. The Key Memorial will contain an auditoriuhi with a seating capacity of 600. An ample stage has been designed for lectures, concerts, motion pictures, and theatrical presentations. A choral and conversation room seating 200 will be used for the College chorus and for the discussion periods following the Friday night lectures. The building will likewise contain two music seminar rooms, two music practice rooms, a music library and office, a lobby-lounge, and facilities for the fine arts. The laboratory building will house ten laboratories: four for biology, four for physics, and two for chemistry. Features of the building will be a series of small project rooms along each corridor, a Foucault pendulum, and a planetarium. The. structure will provide the most modern facilities for teaching laboratory science, which is an integral part of the St. John's curriculum. Volume VIII OCTOBER, 1956 PubUshetl flkWllrZ, Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. It is appropriate that this development is taking place on the 160th anniversary of the graduation of Francis Scott Key from St. John's College. Nationally famous for his authorship of "The Star Spangled Banner," Key was a loyal alumnus of this College and an ardent advocate of the liberal arts education for which it has stood. Key thought of a college as giving "strength and preparation for the whole life." In an address delivered in 1827 in St. Anne's Church in Annapolis he cited the goals confronting a student as "patience in investigation, accuracy of research, perseverance of labor, resolution to conquer difficulty, zeal in the cause of learning and virtue." In • 1 • �In this year, when St. John's College embarks on the :rn ambitious building program in its history, it is necessary o~t re-affirm the tenet that a college is not bricks and mort 0 not a beautiful campus, not a long-standing tradition Ita~, rather a community of young men and young women se~rchi~s for truth in company with their teachers and indeed making the "great and the good of every age" their associates thei; in~tructors, and their examples. Only if students and faculty ahke adhere to this fundamental proposition will St. John's College continue to make a significant contribution to education. At the same time the improved physical surroundings and the more adequate tools of learning should complement the efforts of the whole learning community. Rhodes scholar, who comes to St. John's from the ia an.d a of Chicago and the University of Puerto Rico; iver%-tyGrattan, who ~olds. degrees from the University of enrY ." and Yale Umvers1ty and who has most re~ently iscons~~rer in humanities at Hobart College; and Michael een le_c educated in Paris in music, philosophy and theology, sso~ginbeen an instructor in the educational program of the ho as Native Service. Three new interns have also been Ias~at d. William F. Gleason, lawyer and former Treasurer ppoin en. of the Harvard Salzburg Seminar in American nd _De~Richard A. Sears, a candidate for the degree of Doctor tu~~U~sophy in English Literatl!-re at Harvard Univ~rsit;v f former member of the teachmg staffs at Nagasaki Umand ~Y and Tufts University; and William F. Wynn, who has versi an instructor in music at Williams College. The new bee~intments mean an increase in the ~acult;v fr?m 18 meJ?aPPs to 23. The total teaching staff mcludmg ~nterns :will ber ber 27 as compared with 22 in the academic year. JUSt ~~JI'ed, and will thus maintain a student-faculty rat10 of approximately 7 to 1. The Faculty Faculty Study Group effect he forecast the present curriculum of St. John's c ll when he went on to say : "Then is he to be made familiaro ~ge the sages and heroes of antiquity, to catch the inspirati With their genius and their virtue, and the great and the go 0 ~ of every age and of every land are to be made his associate~ h~f instructors, his examples." ' ls Since I became president seven years ago it has been my cardinal aim to maintain the strongest possible teaching faculty and to provide for them conditions which would contribute to their general well-being and to their further intellectual growth and development. It is therefore particularly gratifying to announce the establishment of the first endowed tutorship at St. John's College, to be known as the Arthur de Talma Valk Tutorship. The new chair honors Dr. Arthur de Talma Valk, a graduate of the College in the Class of 1906 and a prominent surgeon of Winston-Salem, North Carolina. Donors are Dr. and Mrs. Arthur de Talma Valk Jr. of Wilmington, Delaware. ·' ' The teaching internship program established by the Fund for the Advancement of Education has had a stimulating effect upon the College over the past several years. Two of the interns, Thomas K. Simpson, a graduate of St. John's College in the Class of 1950, and John A. Bremer, M.A. 1951 from Cambridge University, have accepted faculty appointments for the coming year. A third intern, Seth Benardete, a graduate of the University of Chicago, will return for his second year of internship. . Other new faculty members for the coming academic year mclude Charles G. Bell, a graduate of the University of Vir• 2 . In most colleges and universities there is pr~s~ure on. eac.h faculty member to engage in rese!lrch and ~r1~mg. which is expected to contribute to the prestige of the ms~1tut~on: ~uch research does serve the useful purpose of keepmg md1v1dual faculty members abr.east of develo:pments. in their fields ~ve_n though it may not improve teachmg skills. Moreover it is useful in combating the insidious tendency of a faculty to grow stale or to surrender to routine performance. At St. John's however individual research projects are almost precluded' by the d~mands that teachi_ng imposes o~ th_e f~culty. As the Dean points out, "There is hardly an mstitution. of higher learning in this country which taxes the teachmg energies of its faculties as much as St. John's does. And although practically every member of the St. John's Facul~y is continually learning, especially in the first. Y:ears ?f his service at the College, so as to be able to participate m the teaching throughout the. program, ~his learnin? is confined to material dealt with m the semmars, tutorials, and the laboratory." Recognizing the need of members of the Faculty to enlarge their horizons to investigate beyond the program and to study in fields which may not necessarily bear a direct relationship to actual teaching, the College has instituted a Faculty Study Group. Planned as a permanent unit with rotating member• 3 • �ship the group will receive financial assistance from the Fund for the Advancement of Education. Each year so~e three to six faculty members will be relieved of a part of their teaching duties in order to concentrate on an i~tensive st1:1dy of subject matters agreed upon by the Instru~tion Col!lmittee. Outside experts will be invited to spend per10ds of time at St. John's in the role of consultants, perhaps lecturing as well to the entire college community. The theme chosen for the academic year 1956-57 is "Classical Logic and Modern Logic," involving the ~tudy C!f modern symbolic logic in its various aspects. Certam medieval texts will be used as well as Plato and Aristotle. During the first year five faculty members will constitute. the Faculty St~dy Group. It is significant to note that tl~e impulse to establish the new plan originated in the Faculty itself. Faculty Salaries In my last annual report I anno~l!ced adopt~on in principle of a new faculty salary scale provid~ng a mmimum salary of $3000 for teaching interns and a maximum of $8000 for tutors. The schedule calls for tenure appointments for most faculty members at approximately age 35 ap.d .at a .salar~ of $6000. The first increment to bring all salaries mto lm~ with the new scale became effective during the past academic year. I am now happy to announce that the new s~ale has been pla.ced in full operation as of July 1, 1956. This was made possible in large measure by two grants totaling some $150,000 from the Ford Foundation, both of which y;ill be used for the endowment of more adequate faculty salaries. . The Ford Foundation recognized the immense need of . all colleges and universities for fu~~s to increase fac?ltY sa}aries. It originally appropriated 50 million dollars to assist :i;egio~~lly accredited independent four-year colleges . a;rid umversitie~. · This sum was later augmented by 210 mill~ons to ~ake it possible for all eligible institutions to share m the aid. One of the grants to St. John's College r~prese~ts its share of the latter appropriation based on the size of its faculty payroll for the 1955 fiscal year. It is most grati~yi~g tc;> report that St. John's College is also one of the 126 mstitutions to share in the original appropriation of 50 million 4ollars. These institutions were singled out by the Foundation for bonus grants because of . their e~orts to s~oulde.r the burden of faculty salary increases without outside .aid over tl~e past several years. St. John's College has received J:J.nproximately . 4 . h If of its share of both of these grants and will receive the alance during the coming fiscal year. I should like to take r:is opportunity to make of public record the gratitude whic)l the Faculty feels to the Trustees of the Ford Foundation and Iso to the Trustees of Old Dominion Foundation, which is :enerously matching the Ford grants. Mention should also be made in this report that a home loan fund for faculty members has been established, Recognizing the problem facing many facu]ty ~embers of building up a sufficient cash fund out of savmgs m order to make a down ayment on the purchase of a home, the Board has wisely ~dopted a proposal for advancing loans to members of the Faculty to assist them with such initial expenses in the purchase or constr~ction C!f a house .. This program is another important step m helpmg to provide faculty members with living conditions which will be conducive to good teaching. The Students The total enrollment of the College reached 166, the highest figures since the academic year 1950-51. There were 80 freshmen, 47 sophomores, 18 juniors and 21 seniors. Sixteen seniors were graduated on Commencement Day, and four more have since received their diplomas after fulfilling all requirements. In general it may be said that the community life of the College was better for the presence on the campus of a larger number of students. Although most student organizations functioned well, there was still a widespread undergraduate unwillingness to assume the responsibilities which must accompany any effective student government. Perhaps because many students are more preoccupied with the curriculum, they are quite content to leave to the administration the rules of residence under which they live. This is an understandable position even though one may regret it. The Prospective Students The Director of Admissions predicts a capacity entering class of 90 freshmen of whom approximately one-fourth are W?men. The size of this enrollm~nt means that the College will probably have to establish a waiting list for applicants for the fall of 1957. It is interesting to note that 18 states and 2 foreign countries are represented among the students who have been admitted to the Class of 1960. Approximately one• 5 • �third are Marylanders, many of them recipients of State scholarships. The considerable increase in the number of applications for admission seems to have justified the decision reached last summer to let the College film "The St. John's Story" carry the major burden of recruitment. An active program of publicity was undertaken through educational journals civic clubs, church periodicals, and direct school mailings t~ assure a wide distribution of the film, additional prints of which were purchased. The film was shown in 435 public high schools, in 41 states, and to 95 preparatory school audiences. The over-all summary for the year listed 592 showings before audiences aggregating 75,305 people. In addition the film was broadcast over three television stations and was shown to many visitors to the campus. It was one of four non-commercial American films selected to be shown at the Edinburgh International Film Festival, and the United States Information Service has purchased the rights to the film for international distribution. Mr. James Tolbert, who assumed the position of Director of Admissions at the beginning of the year, has demonstrated initiative and ability. He has been assisted both by a faculty committee on admissions and by an active group of St. John's students. At his instigation, conversations and correspondence were carried on with representatives of the College Entrance Examination Board with a view to enabling the College to reach an intelligent decision on the long-debated problem of affiliation with the Board. It was decided to unde'I"take a systematic study of the validity of College Board testing as a predictor of academic performance at the College and therefore of its usefulness in contributing to admissions decisions. Fifty-six members of the entering class took tests in November provided by the Educational Testing Service. Their scores will be compared with their performance as students at the end of their sophomore year. Another important step during the year was the decision to join the College Scholarship Service, an affiliate of the College Board. It describes itself, its aims, and its procedures as follows : The College Scholarship Service is a cooperative activity of the participating colleges . . . for handling the confidential statements submitted by parents in support of application for financial aid and for the exchange of infor mation among the colleges on scholarships, loans, and other forms of student aid. • 6 . The colleges using the Service join in the belief that scholarships should be awarded to students selected on the basis of ability and promise but that the amount of the awards should vary according to the financial need of the students and their families. The questions asked in the "Parents' Confiden~ial Statement" are designed to bring out the informat10n needed by the colleges to understand clearly the family financial picture and to assure that financial aid can be awarded to those qualified students who need it most. Substantially all applicants for financial aid have been required to submit t?e Parents' Confidential Statement. Computations based on this sta;tement and prepared by the Treasurer of the College have guided the Scholarship Committee in awarding financial aid to prospective students. The Curriculum The Dean reports that the modified plan for the senior functioned ~ell and elimi_nated a degree of apathy which had _appeared m recent semor classes. Full seminars alternat~d irregularly with seminar tutorials. For the latter t?e se~mar wa~ som~times divided into three groups, some~ times mto two, m which the student made an assigned report prior to a general discussion. se~inar . 1:hese report~ eith.er summarized a book or parts of a book, mdicated the. historical background of events described in a book or the literary model of certain passages in a book or gave analyses of certain c~aracters in a book. The subj~cts of all these repor~s were directly related to the discussion in the ~om~on s~mmar. Attempts were made to summarize tuto!ial discu~s10ns at the comme:icement of the following full semmar meetmg. Ev~n when ~his was not done, experience showed that ~he s~mmar rec~ived fresh impulses from the unr~port~d. discu~s10ns. At times, varticularly during the thesis-writn:~g peri.od, one of the seminar leaders reported on a.broa~ subJect, his lecture then being followed by a general discuss10n. 1:h~ In~truction Committee has decided to make certain revis~ons m the seminar reading list of the freshman and, especially, of the s?phomore year. It was the feeling of the Instruction Committee that the sophomore seminars have always suffer.ed ~ro;m .t~o great a concentration of heavy theology, lea~mg m mdividual cases to a feeling of saturation and frustration. . 7 . �As to the other branches of the. program, the work in the laboratory was apparently good, particularly the exercises of the sophomore year and the second half of the junior year The sophomore language tutorial is fulfilling expectations, but the freshman tutorial is still an open problem. Consideration is being given by the Instruction Committee to the advisability of diminishing the number of languages used in the tutorials In the sophomore year there will be a condensation of Ptolemy' long overdue, and a change in the teaching of algebra in th~ third term of the mathematics tutorial. For the first time members of the Faculty without professional competence in music led some of the freshman music tutorials and did so quite successfully. The problem of finding tutors for the music tutorials seems a permanent one. Although ideally almost every member of the Faculty should be able to lead a music tutorial in the same way in which he can lead a language or mathematics tutorial, it is doubtful whether this end goal can be achieved. During the coming academic year the sophomores will have two weekly music tutorials until the third term, when the music tutorial will be dropped to allow more time for the writing of the annual essay. The Instruction Committee discussed at great length the question whether the learning load of the students was too heavy in view of the leisure required for any learning to be effective. The unanimous opinion within the Instruction Committee was that the load, except for some short stretches in the course of the four years, was not too heavy. This question will be raised again and again. The Library Library policy came up for active discussion both in the Library Committee and in faculty meetings. The principles generally agreed upon were these: (1) The function of the St. John's Library is to support the teaching and the learning of the College. (2) It is only possible to anticipate within rather narrow limits what books should be acquired by the Library to serve the purpose of the College. In addition to all texts and best translations of books directly dealt with in the program, and of books directly related to their tradition, reference works and representative books in all major fields of. learning should be in the Library. (3) The Library should not try to be complete or to "keep abreast" in any field . • 8 • The problem facing the Librarian has been that of intelligent book purchase in the light of these principles. Faculty rnernbers and others competent in particular fields have been asked to submit recommended lists of books. These have been checked against the library catalogue with a view to making the collection more complete. New overhead lights were installed in the King William Room during the Christmas recess and greatly improved the roorn both for reading and the Friday evening question period. The record collection was moved to the Library basement. The Librarian reports a large circulation of both records and musical scores among students and faculty. A special activity of the year was the Woodrow Wilson Book Exhibit in connection with the centennial celebration of his birth. Among the many gifts to the. Library, mention should be made of three books from the Unicorn Press: Sir Gawain and the Green Knight, a beautifully illustrated edition; W olfgahg Fugger's A Handwriting Manual; and The Life of John Wilkes, Patriot, an unfinished autobiography, all presented by Mr. Arthur A. Houghton, Jr., of New York City. Mrs. Carroll Van Ness, of Annapolis, Maryland, gave two handsomely illustrated volumes of L'Album de la Guerre, 1914-18; Commander and Mrs. William Van C. Brandt, of Annapolis, presented nine volumes of the Second Edition of Cicero's Works published in Geneva in 1743; Mr. Burton Wilner, of Detroit, Michigan, and Mr. John Kieffer of the Faculty made gifts of books from their personal libraries. · Even though the St. John's Library will always remain small by design and by the imposed limitations of budget and personnel, it is evident that the College will soon be in need of more space for books, study and staff work. I have asked the Librarian to begin to assemble facts and figures looking toward a necessary addition to the building within the foreseeable future. The Infirmary A new plan was undertaken this year with respect to the health service of the College whereby responsibility was shared by two Annapolis physicians on an alternating basis, Dr. Frank M. Shipley, who has been a member of the College staff since 1952, and Dr. John L. Hedeman, a graduate of the College in the Class of 1943, who commenced general practice in Annapolis in 1955. The third member of the staff was Mrs. Lydia Aston, R.N., a graduate of the College in the Class of . 9 . �1955, who served as College Nurse in the Infirmary. Thes arrangei;rients worked to the satisfaction of the Colleg~ commumty. Adult Education Adult seminars this year were offered only in Annapolis ana Baltimore and included a total enrollment of 100. Offerings included a summer seminar on modern political events ana theory, a Great Books seminar, a seminar on the philosophy of war, and a seminar in short story writing. The Seminar-inEurope, now in its fourth year, included Greece for the first time in the 1956 itinerary. Whether because of political ferment or the increase in the cost of the tour, the enrollment was considerably smaller than in 1955. Administration The College functioned smoothly throughout the year in spite of the fact that I was away from my office for the first six months of the fiscal year. Four months were spent on a trip to India on behalf of the Department of State, lecturing in Indian colleges and universities on liberal arts education and the St. John's program. Unfortunately, I contracted infectious hepatitis on the trip and following my return was confined to the Naval Hospital in Bethesda and to my home for most of November and December. It was only at the beginning of January that I could resume full-time responsibility for the College. The experience of the past year is the best evidence of the administrative stability of the College. I feel that I have able assistants to carry on the affairs of the College. The appointment of Mr. Alan Marshall of New York City as Assistant to the President with direct responsibility for publications, publicity, and public relations adds another such assistant and completes the administrative staff. Mr. Marshall comes to the College with wide experience in writing for journals and periodicals and in working for public relations firms. In addition to appointments mentioned above, the following staff changes should be noted: Mr. C. Frederick Houston, of Annapolis, Maryland, has been appointed Clerk of the Works on the two new buildings and, concurrently, Associate Superintendent of Buildings and Grounds. Mrs. Isabelle Simpson was appointed Secretary to the President following the resignation of Miss Dorothy Williams, who moved to California. Mrs. Margaret Lauck was employed as Secretary to the Dean, Miss • 10 . S san Byrne as Secretary to the Director of Admissions, and urs Evelyn Sentman as secretary in the Printing Office. Mrs. ~st~lle Goddard served during the year as College Hostess and Jiousekeeper. Physical Plant Much time and effort have been expended over the past year in perfecting the plans for the Francis Scott Key Memorial Auditorium and the new laboratory building. The Faculty Campus Development Committee and those tutors particularly concerned with the laboratory, the music program and the King William Players worked closely with the College architects Neutra and Alexander, of Los Angeles, California, and with' the associate resident architects, Cochran, Stephenson and Wing, of Baltimore, Maryland. Plans and specifications were completed by the end of July and made available to contractors on August 2. Bids are to be received on August 31 and the contract awarded. Construction on the new buildings is expected to take approximately twenty months. In preparation for the new structures, the wooden shop building erected during World War II is being demolished. The art studio and the printing plant have been temporarily located in one of the veterans' housing units, student occupancy of which terminated on June 30, 1956. The other of the two remaining units was demolished in early July. The four tennis courts on the campus will likewise fall victim to the bulldozers this fall. The College urgently needs funds to build three new permanent courts in the area immediately northwest of the gymnasium. In September the Board concluded negotiations for the purchase of the Hottel property at 212 Norwood Road in Wardour as a residence for the President of the College. The transaction adds over four acres of desirable residential property to the real estate holdings of the College at a price of $55,000. Mrs. Weigle, the children and I have found the residence pleasant and restful' as a home and well adapted to the entertainment of College guests. In the same month the Charles Carroll Barrister House, a gift of Historic Annapolis, Inc., was moved from its former site on Main Street to its permanent location on the St. John's campus, between the boxwood garden and the gymnasium. A new and permanent foundation was built under the house. Some minor work has been done to make it weathertight and presentable but no funds have been available for any major • 11 • �restoration. The Board has approved the use of the house as a faculty center with public rooms on the first floor and offices on the second and third floors. On May 16, 1956, the College sold the property located at 139 Market Street to Luke Harvey Poe, Jr., of the St. John's Faculty. The purchase price was $25,000. This building had originally been given to the College by Mr. and . Mrs. Paul Mellon in 1948. With the sale of this property the Colleg_e has disposed of all its off-campus holdings not used directly for College purposes. For a number of years the exigencies of annual budgets have demanded the postponement of certain necessary repairs and replacements of the physical plant. During the spring a list of such items was compiled totaling close to $90,000. A limited campaign was conducted among members of the Board, in addition to which a generous gift of $5,000 was received from Addison E. Mullikin, a graduate of the Class of 1895, and a substantial grant of $75,000 from Old Dominion Foundation. All of this work is now in process and will be completed in mid-September. Under the program, a considerable amount is being spent for new dormitory furniture, including box springs and mattresses in all men's dormitories. Common rooms in Randall Hall, Pinkney Hall, Paca-Carroll House, and Chase-~tone House are being completely redecorated and refurmshed. Necessary plumbing alterations and roof repair are being undertaken in Randall Hall and in the dining hall an acoustical ceiling and a vinyl tile floor have been installed. Both the dining hall and the entrance hall will b~ rede~orat~d. The ancient wooden tables and benches are bemg retired m favor of attractive round tables and chairs, the gift of Mr. and Mrs. Carleton Mitchell of Annapolis. All of the decoration is being done under the direction of Smyth, Urquhart & Marckwald, Inc., of New York City. 11 I All buildings on the campus with the single exception of Campbell Hall and the Boat House are being painted on the exterior. Pinkney Hall, Woodward Hall, and Reveredy Johnson House are being redecorated inside as well. The six classrooms on the third floor in McDowell Hall have all received acoustical treatment. A new roof is being installed on Chase-Stone House and a new sewer is being laid to serve the buildings on the northwest side of the campus. Finally two hard-surface parking lots are being constructed along King George Street in front of the gymnasium and beside the Chase-Stone House, • 12 • and various brick walks are being laid. This is the most extensive rehabilitation program in the history of the College. I can assure the Board that we will begin this year with our physical facilities in the best possible condition. As a matter of policy, schedules of repair, replacement, and redecoration should then be established and a fixed sum included in the budget each year to assure that necessary items receive attention. College Finances The College concluded the year with a small deficit of $3,600, as indicated in the summary financial statements appended to this report. Expenditures in all areas were well within the budgeted figures except for a few supplementary items which became necessary for College operation. The deficit arose from the fact that income from fees did not come up to the anticipated tota~. It is also sig~ifica;nt that alumni giv.ing fell short of the desired goal, as did gifts from corporat10ns obtained through the efforts of the Association of Independent Colleges in Maryland. Again it is significant that the College made available an aggregate amount of $122,308 in financial assistance to needy students. Of this total, $78,150 is accounted for by the Maryland State Scholarships, all of which were filled at the beginning of the academic year. Other scholarships and direct student aid accounted for a total of $22,622, and student aid jobs were provided in the total amount of $21,536. For the second year the Friedland Loan Fund served a most useful purpose in supplementing outright aid, loaning a total of $5,518. It is my earnest hope that loans in this amount can be made available in the futur e. Twenty-five students borrowed from the Fund and a grand total of 83 students received some form of student aid from the College. Gifts and grants to the endowment funds of the College over the past year amounted to $115,381, which total was in tur_n matched by Old Dominion Foundation of New York City. This means that the book value of the endowment funds of the Coll~ge as of June 30, 1956, stood at $1,558,027, as compared with $1,303,119 on the same date a year ago. Scudder, Stevens and Clark of New York City served as investment counsel to the College during the year. The Treasurer reports that the mechanics of inv:estment worked extremely well. Although the Finance Committee of the Boar d continued to make the actual purchases, it has been relieved of a great amount of detailed work. The firm of Singer, Dean and • 13 • �Scribner, of Pittsburgh, Pennsylvania, continues to act as broker for purchases. In July of 1955 the securities of the College were transferred from the Mercantile-Safe Deposit and Trust Company, of Baltimore, Maryland, to Singer, Dean and Scribner, who act as custodians of the account without cost to the College. This service has been of significant value in relieving the Treasurer of the College, who formerly was required to make frequent trips to Baltimore to supervise the securities. Grants and Gifts It is my pleasure to report the following grants and gifts received by the College during the fiscal year just ended, and to record the gratitude of the College in each instance: State of Maryland A grant of $500,000 toward the erection of an auditorium to be known as the Francis Scott Key Memorial. Foundations A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $300 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. Two grants totaling approximately $150,000 from the . Ford Foundation for the endowment of increased faculty salaries, $80,000 of which has been received. A grant of $15,000 from the Fund for the Advancement of Education toward the maintenance of a teaching internship program. A grant of $2,500 from Houston Endowment, Inc., of Houston, Texas, for scholarship purposes. Grants from Old Dominion Foundation of New York City in the following amounts : $1,250,000 to match the State grants and to complete the funds necessary for the construction of the Francis Scott Key Memorial and the new laboratory building; $115,381 in matching funds for endowment purposes; and $95,000 for current purposes. Two grants totaling $12,000 from the Raskob Foundation for Catholic Activities, Inc., of Wilmington, Delaware, toward the salary of a tutor of the Catholic faith over a four-year period 1955-1959. . 14 . A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. A grant of $300 from the Woodrow Wilson Foundation of New York City, for a lecturer in celebration of the centennial of Woodrow Wilson's birth. Corporations and Corporate Foundations The sum of $4,565 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. Two scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation, of Hialeah, Florida. An unrestricted gift of $1,000 from the United States Steel Corporation. An unrestricted gift of $500 from the Washington Steel Corporation. An unrestricted gift of $1,500 from the Westinghouse Educational Foundation. Individuals and Others Gifts totaling $2,850 from the Alumni of the College to establish the Clarence W. Stryker Memorial Scholarship Fund, the income from which is to be awarded annually to an upperclassman. The gift of the Charles Carroll Barrister House from Historic Annapolis, Inc. A gift of a bust of Voltaire by Houdin from Miss Ellen Lamotte, of Washington, D. C. A gift of $6,650 from Mr. and Mrs. Carleton Mitchell, of Annapolis, Maryland, toward the refurnishing of the dining hall in Randall Hall. Gifts totaling $10,680 from Walter C. Paine, a member of the Class of 1945, to be added to the endowment of the Massachusetts Regional Scholarship Fund. A gift of $20,000 from Dr. and Mrs. Arthur de Talma · Valk, Jr., of Wilmington, Delaware, representing the first of five similar gifts to endow the Arthur de Talma Valk Tutorship at St. John's College. • 15 • �I, Alumni Association Thomas W. Ligon, of the Class of 1916,' continued to give untiringly of his time and energies as Alumni Secretary of the College. He reports a successful Homecoming, at which Colonel William Baxter, of the Class of 1923, was elected President of the Alumni Association and William Lentz, or the Class of 1912, was presented the award of merit. In the annual giving campaign 356 alumni contributed a total of $14,015, a figure slightly less than that of a year ago. International Labor Orientation Center The International Labor Center, which has been located on the St. John's campus since July 1, 1953, serves as a small but important part of the labor-management portion of the United States Technical Exchange Program. It is conducted under the auspices of the International Cooperation Administration and is under the direction of the United States Department of Labor. The primary objective of the program is to encourage and assist workers throughout the free world in their efforts to build strong, free, and democratic trade unions in order more effectively to combat communist infiltration and domination of labor organizations. Visitors from abroad represent a cross section of union officials, ·government officials, and management representatives. The program serves as the introductory phase of the . participants' visit to the United States. The aim is to provide the necessary background on the American way of life and to stimulate thought so that the visitors can later more intelligently observe industry, unions, and communities in action as they travel about the country. Normally the groups spend at least a week each on the St. John's campus, where lecturers and discussion leaders from the Faculty, from trade unions, from business, and from government address them. Their average stay in this country lasts approximately eight weeks. For St. John's College the next two years must be years of consolidation and preparation. With the completion of the Francis Scott Key Memorial and the new laboratory building in 1958, it seems appropriate that the College mark the occasion with a suitable convocation and series of public events focusing attention once again upon the liberal arts education for which this institution stands. It seems important too that the College should then embark upon a two-year general campaign effort to obtain the necessary financial undergirding for the long-term future. This means that the College should seek building funds to enlarge the Library, to add a swimming pool and other facilities to the gymnasium, to erect a new dining hall, and to reconstruct Humphreys Hall as a men's dormitory. It means as well that the College should endeavor to raise endowment monies to match the balance of the outstanding offer of Old Dominion Foundation so that future budgets of the College can be constructed upon the firm base of income from endowment funds totaling six million dollars. This is the audacious plan with which I should like to challenge the imagination and the energy of the Board as I bring this, my seventh annual report, to a close. RICHARD D. President Annapolis, Maryland August 24, 1956 In the initial year of operation at St. John's College there were 262 participants in the program from six Western European countries and the Republic of the Philippines. The number grew to 366 participants from 17 countries last year. The upward trend continued in the year under review, when St. John's College played host to 624 foreign visitors from 39 countries in Europe, Asia, Africa, and North and South America. * * • 16 * • 17 • WEIGLE �ST. JOlIN•s Annapolis, BALANCE SHEET, JONE 30, 1956 Liabilities and Capital Assets CtJRRENT LIABILITIES AND RESERVES CURRENT FUNDS Cash in banks and on hand ... ... . .. . . . . . . .. .. . $9,054.35 Accounts receivable 1,839.75 Less : Reser ve for doubtful accounts . Inventories Prepaid insurance $ 7,214.60 12,873.78 3,910.84 $ Total ... . . . ... . . .. . 11,939.19 35,938.41 761.61 Cash-restricted current funds $ Total--current 36,700.02 Account payable .. . . .. . . .... . . . Student deposits ... . . .. . Deferred income .. . . . .. . . . . . .. .. . . . . . . Due other funds ..... . . . . . Total--current liabilities 8.10 1,255.89 9,000.00 15,770.20 $ 26,034.19 9,904.22 Reserve for future operations. $ Total 35,938.41 Principal-Student aid and prizes. 761.61 Total--current . $ 36,700.02 ENDOWMENT FUND L IABILITIES AND PRINCIPAL ENDOWMENT FUNDS $61,216.03 Endowment funds 43,557.26 Myers Trust Account . Foundation matching funds receivable .. Accounts receivable . . ... . . . Pledges receivable Due from other funds . Investments Accrued income and purchased interest ... . ...... . . . . . Cash: 104,773.29 115,380.98 12,082.75 2,225.00 2,270.20 1,362,779.00 12,468.61 Liability to Myers Trust. Principal .. . .. .... . . . Unexpended income . . . . . . . . . . .. ....... . Accrued income not available for distribution . Total-endowment 43,557.26 1,558,026.75 6,098.93 4,296.89 $1,611,979 .83 $1,611 ,979.83 Total-endowment .. PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS AND ASSETS Cash Accounts receivable Investments . . Pledge receivable . . Miscellaneous Land, buildings, and equipment . .. .. . . ..... . . Total-plant and assets ..... . . . . ... . . . 18 • 40,320.65 16,024.86 58,098.75 45,000.00 859.72 2,154,706.34 $2,315,010.32 Mortgage payable $300,000.00 Less: Mortgage certificates acquired. 245,200.00 Note payable .... ........... .. ... . ........ . Reserves for mortgage liquidation and plant expansion . . . . ... . . .. . Reserve for campus rehabilitation. Invested in plant . . .... ........ . . . . . .. . Total-plant 54,800.00 45,000.00 154,928.98 5,375.00 2,054,906.34 $2,315,010.32 19 �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1956 INCOME Educational and general Tuition .. Adult education .. . .. . . . Endowment fund income. State appropriation . . Gifts and grants-net . . . . F .O.A. contract . .. . . .... . . . . . ... .. . .. ... . . . . . . Miscellaneous .. Total ... Auxiliary enterprises Dormitories and dining hall . Book store . . .. . . .. . . . ... . . . . . . . . Other ... Total $127 ,396.59 2,197.90 53,828.16 75,ooo. 00 123,791.34 13,866.66 9,071.77 $405,152.42 93,404.90 14,350.20 6,180.18 $113,935.28 Other non-educationa l 8,937.50 Total income . $528,025.20 Deficit for year ....... . .. . . $ 3,602.55 EXPENSES Educational and general Administrative General . . . ... . ... . . . . . . Instruction .... ... .. . . Library . . . ... . . . . . Student organizations and activities .. . Adult education . . . . . . . . . . . . . . . ... .. ... .. . . . . Plant operation and maintenance . Miscellaneous ... . ........... .. .. . .. . . ... . Total . . Auxiliary ent erp r ises Dor mitor ies and dining ha.11 . . . .. .. .. . . . .. . . . . Book store . . . . . . . . Other .... .. .. .. ... . .. ... .. . .. . . ... ... . . . . . .. . Total $ 55,924.95 51,426.08 125,238.44 15,799.85 7,948.19 2,124.42 77,535.30 108.10 $336,105.33 $ 68,415.58 14,648.83 3,379.23 $ 86,443.64 Other non-educational Scholarships a nd grants-in-aid . ..... .. . . . . . . .. . . Tea ching internships . . . .... . . . . Miscellaneous . ........ . . . . . . . .. .. . . ... . . . $ 90,382.32 13,882.92 4,813.54 Total ..... $109,078.78 Total expenses $531,627.75 20 GIFTS AND BEQUESTS John's College is a non-sectarian, independent liberal eollege deriving its income from student fees, from a appropriation by the Maryland General Assembly, the gifts of its friends and alumni and from permanent ent funds. These funds now exceed $1,500,000 but must drupled to assure the :financial stability of the College. ning for the future has been based upon the conviction the College enrollment should not exceed 300 students. will preserve the present close relationship between and students. To provide adequate physical facilities :student body of this size, new buildings will be required as renovations to existing structures. College invites gifts and bequests to its current budget, building program, and to its permanent endowment • Inquiries may be addressed to the President or the urer. Bequests may be made in a form similar to the "I hereby give and bequeath to the Visitors and vernors of St. John's College in the State of Maryd, an educational corporation existing by Charter the General Assembly of the State of Maryland nd situated in Annapolis. Anne Arundel County, in ·d State, the sum of .. . . . ... . . . ... .. .. . dollars." quests are made for specific purposes, such can be fully • Attention is invited to the fact that Federal and State tax deductions resulting from such gifts may mean a the donor of only a fraction of the value of the gift to ollege. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 1956-Vol VIII No 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1956 Description An account of the resource Volume VIII, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-10 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/8fe8ac81c4eb9dee3581ccc14c93098b.pdf 2bb63a5783a81fb170ffe2862195a16c PDF Text Text No. 4 VOLUME VII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 195 5 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT To THE VISITORS AND GovERNORS OF ST. JoHN's COLLEGE: St. John's College and the Foreign Service of the United States may hardly be considered commensurable, or even analogous institutions. Yet George Kennan's penetrating discussion of the latter in the July issue of Foreign Affairs raises two issues which seem to me to have particular relevance to the aims and policies of St. John's College. Mr. Kennan is disturbed by the apparent impression created through a pamphlet of the Wriston Committee that future administrative policy with respect to the Foreign Service will emphasize a broader variety of professional skills within the Service, as over against the previous objective of seeking the all-around development of each individual officer. While acknowledging the indispensability of the specialist, he deplores the possible disappearance of the "generalist" and the failure to appreciate "the need for people as people." He believes that "the totality of a man's capabilities" must be realized and that this requires a certain "substantive knowledge of the world in which we live and the processes by which human society functions." In the representation of this nation's interests Volume VII OCTOBER, 1955 Number 4 Pu'bUshetl fJtlM'lerly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. what is important and decisive in ninety-nine cases out of a hundred is the totality of the man himself: his character, his judgment, his insight, his knowledge of the world, his integrity, his adaptability, his capacity for human sympathy and understanding. With these things, all specialties ... will flower and bear fruit; without them, no specialty will really help. . 1 . �Mr. Kennan, it seems to me, has here reaffirmed his faith in genuine liberal arts colleges and their philosophy of education. His concern is with a continuing supply of able candidates for the Foreign Service-men and women of broad knowledge and understanding, of imagination and versatility, of character and judgment. It is just this type of person that St. John's College is seeking to educate within the age-old tradition of the liberal arts. Mr. Kennan's words bear witness to the fact that the Board and the Faculty of the College must hold fast to the fundamental tenets of our common project and must work with unabating effort to improve and strengthen the College's teaching program in the liberal arts. Another question posed by Mr. Kennan is the compatibility of a good professional diplomatic arm with the temper of a democratic society. He suggests that the exclusiveness of the Foreign Service and the inevitable acquisition of certain foreign ways and modes of thought may make it less representative of the American people but at the same time far more effective in its assigned task of diplomatic intercourse. In his opinion the officer abroad should not be "a museum exhibit of the external habits and demeanor of the average American" but rather "an effective channel of communica~ tion with other governments and a perceptive observer of life in other countries." The question, in both cases, is again whether you want your Foreign Service to be (let us frankly use the abhorred word) an elite, in character and intellect and education, or whether you want its members to be as close as possible to the mean of other Americans of their age. I am sure that the founding fathers of our Republic would unhesitatingly have favored the former, as did all those who had to deal with Foreign Service affairs up to one or two decades ago. It was left for the present generation, given to confusing republican institutions with an egalitarian conformism, to embrace the theory that we should be represented by our average rather than our best. 2 In a sense St. John's College, like the Foreign Service, rnust remain an elite, a community of tutors and students dedicated to the immensely difficult and demanding task of learning and of understan~ing. It will r~rely under_stoo? and appreciated by the wider commumty withm which it rnust live. This is perhaps inevitable by the nature of things. Yet it must resist the pressures toward conformity where any sacrifice of principle is involved. There must be frank recognition that the St. John's program can never be popular in the sense of attracting large numbers of students, as do the rnore conventional institutions. To compromise the intellectual task of the College in order to gain greater acceptability from the general public would be to lose the College's identity. I would propose instead that an ever greater emphasis be placed upon quality in the incoming first-year students and that a high standard of performance be required throughout the four years of their college course. ?e . The Class of 1955 Another milestone in the history of St. John's was passed on June 13, 1955, with the graduation of the first women students from the College. Six of the original group of twentyfour women completed the course and were awarded diplomas-Lydia Sommavilla Aston, of Morgantown, West Virginia; Sarah Catherine Covington, of Centreville, Maryland; Alexandra Jean Culbertson, of Stockton, California; Priscilla Alden Husted, of Mt. Kisco, New York, cum laude; Joan Gilbert McKay, of New York City; and Barbara Brunner Oosterhout, of Hagerstown, Maryland. Three others of this initial group are expected to finish their work at the College within a year. The record of women students over the past four years is a clear demonstration of their ability to cope with the St. John's program and of the rightness of the decision taken in 1950 not to discriminate against the sex. • 3 . �It was disappointi_ng to note that only thirteen of the twenty members of the semor class received diplomas at Commencement. One senior left during the year, four failed to submit theses or had r:iake-up _work to do, while two have yet to fulfill a graduation reqmrement. On balance the senior class exhibited an incomprehensible apathy throughout the year quite in contrast to its earlier record at the College. Th~ Dean and the Instruction Committee are convinced as a result of the experience with this and other recent classes tha~ there is need for modification of the procedures in th~ semor year. Perhaps one source of difficulty lies in the nature of the books read during this period. They are more diffuse and less apt to provide foci for sustained discussions. On th_e other hand, the seniors may be exhibiting an impatience with the sameness of the curriculum and a desire to move on into new fields . With the approval of the Faculty it is proposed to modify the fourth year as follows: ( 1) Regular seminars will meet only one evening each week, the time of the second seminar to be devoted to smaller group meetings as circumstances may indicate to be desirable. These "semin~r-tutori~ls" w~ll seek in a very explicit way to conn~ct the sem~r readmg with books of previous years. They will also provide the students with certain materials which will shed light on the fourth year books. Brief written reports by students will become an integral part of these small group meetings and should have a beneficial effect on their thesis-writing. (2) The thesis-writing period will be shifted from April to the last three weeks of the second term. The third term will therefore be uninterrupted by any preoccupation of seniors with their theses. . 4 . (3) To provide for the more intensive seminar preparation, senior language and mathematics tutorials will meet only three times each week, instead of four or five. The laboratory work will remain unaffected. The Student Body During the year enrollment reached a total figure of 139 students distributed as follows: 66 freshmen, 30 sophomores, 23 juniors, and 20 seniors. The entering class was the largest since 1949 and performed at a better scholastic level than that of the preceding year. The Dean reports the need for greater academic discipline among students of all classes with regard to absences, application to work, and deadlines. On the other hand, he notes that quite a few seminars and tutorials and almost all the laboratory sections functioned extremely well. To meet the situation, a general tightening of the academic regimen will be undertaken in the fall. At the same time a concerted effort will be undertaken to build better student morale and to aid individual students to meet problems through the appointment of a limited number of advisers from among the more responsible upperclass students. It will be the function of this group of men and women to work for the encouragement of healthy traditions and attitudes, to seek to meet potential trouble with advice or other aid, and to take the initiative in becoming acquainted with and winning the confidence of first-year students. The functions of the advisers are in effect no different from those of any responsible member of the community with adequate understanding of the ends of the community and the means relevant thereto. On the other hand, through the formalizing of this function it is hoped to contribute materially to a better esprit de corps, both in connection with classroom work and in the orderly life of the whole community. • 5 • �Accession It is most encouraging to report that another large freshman class is in prospect for the fall of 1955, for applications are approximately equal to those received a year ago. Once again a vigorous admissions program was undertaken, making extensive use this year of "The St. John's Story," the color-sound film completed in 1954. Representatives of St. John's visited some 450 secondary schools throughout the east, in the middle west, and in the southwest. The film was ~hown in nearly half of these schools to audiences aggregatmg 11,000 students and teachers. The reception of the film on the part of teachers, parents, and students has been uniformly good, and expanded use of the film is planned for the coming year. In his report for the year, the Director of Admissions concludes that the task of the College is not to try to convince prospective students of the worthwhile nature of the College's program, but rather to discover those students and those parents throughout the United States whose thinking on the subject of education tends to coincide with that of St. John's College. He suggests that in most such cases there is a person, a situation, or a book, or perhaps a combination of all three, which leads the prospective student to understand in some measure what St. John's College seeks to do for its students. Such a student recognizes the value of asking questions and of seeking answers through the seminar-tutorial method. St. John's becomes for such a student the opportunity for which he has been searching. or present students at St. John's. Fourteen candidates aplied as a result of having seen the College film, nine be~ause they learned about the College through high school teachers or friends in their community. Seven are coming as a direct result of the Maryland state scholarship program, while five first read about St. John's in the writings of Robert Hutchins, Mortimer Adler or others. The Director of Admissions therefore urges that alumni of the College, faculty members and present students share with the Admissions Office responsibility for the recruitment of new students. He welcomes the appointment of a Board committee on student recruitment and asks that a similar standing committee of the Faculty be created to function over the next several years. This committee has now been constituted and an early meeting is contemplated with the Student Recruitment Committee of the Board of Visitors and Governors. I am convinced that a goal of two hundred qualified applications annually is not impossible of achievement, but I think that it will probably demand two or three years of further concentrated effort. This means steady and continuous work on the part of all associated with the College. Schools must be visited again and again. Headmasters and guidance counsellors must be converted. The film must be shown. Student groups must be invited to the campus and there must be an effective publicity and public relations program. The Faculty the fall of 1955, the Director of Admissions points out that approximately one-third of the prospective students first learned about the College through alumni, faculty members Two new faculty appointments were made for the academic year just ended, Mrs. Iola Scofield, who taught for a number of years in the Basic Program at the University of Chicago, Clarence Kramer, a graduate of the College in the Class of 1949, who taught formerly at Marlboro College and • 6 • . 7 . In analyzing the source of applications for admission in �who served as Executive Director of the St. John's Self-Study Program, and, as lecturer, Clayton Lane, who served for many years in the Foreign Service. George A. Bingley, whose retirement from the St. John's Faculty was effective a year ago, was named Tutor Emeritus by the Board of Visitors and Governors. For the second successive year the Internship Program, sponsored by the Fund for the Advancement of Education, proved to be a very valuable addition to the community. Robert H. Butman, of Washington, D. C., and Jame~ M. Tolbert, of Columbus, Georgia, held internship appomtments for a second year. New appointees were John A. Bremer, a graduate of the University of London, England; J. Richard Christian, of San Francisco, California; and Allen R. Clark, of Alexandria, Virginia. I am happy to report that this program which has proven so successful will be continued by the Fund for two more years, although on a somewhat reduced basis. It is hoped thereafter to make the appointment of two or three interns a regular part of the teaching program at St. John's College. Inclusive of the interns, but excluding Simon Kaplan, who was on sabbatical leave during the year, there were twenty-four teaching members of the Faculty during the academic year. This meant the unusually favorable student-teacher ratio of six-to-one. Seit-Study Report In April the St. John's College Press brought out the report of the College's self-study, which was financed by the Fund for the Advancement of Education. The 139-page volume was handsomely printed for the College by the Waverly Press in Baltimore and was widely distributed to alumni, educators, libraries and friends of the College. Comments received to date suggest that St. John's has at last succeeded in its effort to bring out a readable and intelligible exposition • 8 . f its program. In addition to a concise statement of the St. John's Program, the book treats in greater detail a number of the more controversial principles of the College and offers a fuller explanation of them. There is a chapter dealing with the alumni of the new program and two chapters in which their appraisal of their education is stated in general terms and in particularities. The report likewise quotes at some length from the conference of educators held on the St. John's campus in the fall of 1953. The final chapter in the volume consists of the 1954 educational policy statement of the Dean, embodying certain recommendations and modifications of the program arising out of the project and the deliberations of the Instruction Committee. The Library The Librarian and the Library Committee devoted considerable time during the year to a discussion of the future physical needs of the Library. The immediate problem is one of obtaining new lighting throughout the building, together with more shelving and more study comers. There must be additional space for the music library since that was transferred into the main building from the Reverdy Johnson House. Some concern was expressed by the Librarian as to the role of the Library at St. John's College since students are generally encouraged to purchase their books as a nucleus for their own personal libraries. Moreover, the location of the Bookstore in the basement of McDowell Hall puts it in the midst of the activities of the College where it is visited by almost every student every day of the year. This provides an element of competition for the Library which the College would certainly not wish to discourage. It does pose a problem, however, as to how use of the Library can be increased over the next few years. . 9 . �. It is interesting to ~ote that inter-library loans tripled durmg the past .Y.ear. It .1s pr~posed to purchase the Library of Congress edition of its pnnted cards next fall. This will be a. great bibliographical help in identifying books for interlibrary loans and will assist in cataloguing and ordering for purchase as well. Adult Education The number of seminars offered in the Adult Education Pro~r~m was .smaller this year than last. Only 115 individuals participated ~n the six seminars offered in Annapolis, Balti~ore, ~ashmgton and Leonardtown. The most interesting mnovat10n of the year was the seminar on Far Eastern books conducted throughout the three terms by Clayton Lane, lecturer at the College. The Seminar-in-Europe will be conducted for the third successive year, this time under the leadership of John Kieffer, the Director of Adult Education and o~ Hugh ~cGrath, of the St. John's Faculty. There will be thirty participants this year as compared with nineteen a year ago. The itinerary for the tour remains substantially the same. Administration In accordance with the provisions of the Polity of the College, a general review of the document was undertaken by a specially appointed committee of the Faculty and amendments proposed to the Board of Visitors and Governors. These were adopted at the May meeting of the Board. The first five years of ~p~ration of t?e College under the Polity have proved that it is an effective working document. It is expect.ed tha~ the various revisions will clarify certain points and will provide an even sounder basis for College procedures over the next five-year period. . 10 . The most significant administrative development of the year was the adoption by the Board of a new Faculty salary scale. This was worked out originally by a committee of the Faculty which took into consideration such factors as the age, training and general experience of new tutors in determining their initial salaries. The new schedule provides for tenure at approximately age thirty-five and at a salary of $6,000. The minimum salary will be $3,000 for teaching interns and the maximum figure for tutors will be $8,000. It is planned to achieve the new salary scale in two or three increments. For the coming year, therefore, all eligible faculty members will receive a salary increase of up to $500. It is hoped that St. John's College will be awarded one of the grants by the Ford Foundation to endow higher faculty salaries. Should this eventuality materialize, it is planned to put the entire new scale into effect immediately. There are a number of personnel changes to be reported. After eighteen years of loyal and efficient service in charge of the College Infirmary, Elizabeth S. Hopkins, R.N., retires this June. Her position as College Nurse will be taken by Mrs. Lydia Aston, a graduate of the College in the Class of 19 55. I also regret to announce the resignation of Allen Austill as Director of Admissions. Mr. Austill has been resourceful and untiring in his efforts in the whole area of student recruitment. He leaves to accept a responsible position at the University of Chicago. Effective July 1st James M. Tolbert, for the past two years a teaching intern at St. John's, will assume the position of Tutor and Director of Admissions. Mrs. Bent Lane ably filled the position of Artist-inResidence, but leaves with her husband to accept a position at another institution in the fall. The College is deeply indebted to Thomas W. Ligon, of the Class of 1916, who agreed to serve on a voluntary basis • 11 • �as Alumni Secretary of St. John's. In addition to general supervision of the Alumni Office on the campus, Mr. Ligon has conducted a vigorous alumni annual giving campaign which resulted in over three hundred alumni contributing a total of $12,369, the highest amount and the largest number of givers of any current campaign. For the second year, W. Vernon Martin, of the Class of 1922, served as President of the St. John's Alumni Association. A feature of the year was the monthly luncheon in Baltimore to which prominent guest speakers were invited. These luncheons were well attended and helpe~ to build new interest in the College and its program .. It is note~orthy that the number of alumni paying dues mcreased this year to 553 from the figure of 385 in 1954. Elsewhere the past year saw a decrease in the administrative staff of the College. The office of the Assistant to the President was combined with that of the Treasurer and ably filled by Arland Christ-Janer. The resignation of Miss Ann Hill resulted in the virtual closing of the Public Relations Office except for certain news releases which were handled by a student assistant. The office of Adult Education was likewise handled by a student assistant following the departure of Mrs. Hilyer Gearing in April. The Admissions Office was fortunate in being able to obtain the services of Ralph Herrod, of the Class of 1950, as an Admissions Officer on a part-time basis in the New York area, thereby reducing considerably the cost of operation in that office. Mrs. Ruth Truitt, head resident in the women's dormitory, served likewise as housekeeper, thus filling a vacancy created by the retirement of Mrs. Frances Perlitz after over twenty-five years of devoted service to the College. fve offices on the ground floor of Pinkney Hall. On the other ~and the installation of a central switchboard for all telephon~ contacts ~ncr~ased the cost ~f operation, whil~ at the same time contnbutmg to the efficiency and convemence of all members of the College community. Mrs. Marie Johnson and Mrs. Eva B. Price served as operators at the switchboard during the year. Physical Plant In December the new women's dormitory was completed and was taken over by the girls, thus releasing Randall Hall and Stone House once again for male occupancy. The new structure was named Campbell Hall in honor of Levin Hicks Campbell, of the Class of 1793. This action by the Board was taken in view of the generous gift of $75,000 from Milton Campbell, of Easton, Maryland, a grandson of Levin Hicks Campbell. This gift completed the building fund. As a result of these changes, the College has been able to reduce its administrative costs. In some part the changes were aided by the relocation of a number of the administra- · Action was taken by the Board of Visitors and Governors during the year to retain the architectural firm of Neutra and Alexander, of Los Angeles, California, as College architects. The firm was authorized to make a general study of the future development of the campus. At the same time an overall program of expanded phys_ica_l facilitie~ was studied and ~dopted by the Board. First pnonty was given to the plannmg of a new science building and auditorium. Thanks to a generous anonymous gift of $35,000, planning on these two structures has now been completed in its preliminary stages. It is hoped that $1,750,000 can be found during the coming year to make possible the construction of these two new buildings. It will be recalled that the General Assembly of the State of Maryland authorized a bond issue in the amount of $250,000 m 1954 toward a new science laboratory building on the • 12 • • 13 • �campus providing a matching sum were raised by the College prior to January 1, 1956. . With the completion of CampbeII HaII, it was possible to move aII men students out of Paca-CarroII Houses in order to undertake extensive renovation of these two buildings. Complete replastering and redecorating are under way, as well as the instaIIation of new plumbing facilities. At the same time, it is planned to remove the two smaII wings extending out at the rear of the building. These two houses, which are something of an architectural gem, will be available for occupancy in the faII. Mention should also be made of the donation to the College of the historic CarroII-Davis House, presently located at the corner of Main and Conduit Streets. This house was given to Historic Annapolis by Joseph Greenfield, who purchased the property for the construction of a business block. Historic Annapolis in turn considered a number of sites in seeking to find a haven for the structure in which Charles CarroII, the Barrister, was born. The Board of Visitors and Governors later voted to accept the offer of Historic Annapolis and the building will be moved this summer to its new site on King George Street between Iglehart and Woodward HaIIs, immediately adjacent to the boxwood gardens. As rapidly as funds become available, it is planned to restore the buildin~ and possibly to make ultimate use of it as a Faculty Club with Faculty Offices on the second and third floors. Acquisition of this building will increase to five the number of historic buildings on the campus, McDowell HaII, Humphreys HaII, the Pinkney House, the Reverdy Johnson House, and the CarroII-Davis House. . l4 . College Finances It is gratifying to report that the CoIIege operated without a deficit for the 1954-55 fiscal year, though its cash position has become progressively less favorable because of the purchase of equipment and capital items. Income was lower than anticipated, principaIIy because of smaIIer student enroIIment, but this was compensated for through certain economies on the expenditure side of the budget. The books were audited again this year by the firm of Raymond M. W heat and Company, certified public accountants, of Annapolis, Maryland, who have effected certain simplifications in the College accounts. Summary financial statements are appended to this report. Approximately one-fifth of the total expenditures during the year just ended were devoted to assisting students through scholarships and other means of student aid. Fifty students received Maryland State Scholarships aggregating $68, 150, while 62 students benefited to the extent of $35,597 through other scholarship funds, through grants-in-aid, and through student aid jobs on the campus. The aggregate amount expended in financial aid to students amounted to $103,647, slightly less than the preceding year in spite of a ten percent increase in enroIIment. The Friedland Loan Fund in its first year of operation proved a tremendous asset to the CoIIege and a great boon to a considerable number of upperclassmen, who borrowed a total of $5,000 to help pay their fees. The book value of the permanent endowment funds of St. John's CoIIege has increased from a figure of $750,268 as reported in the audit for the fiscal year 1953-54 to a total of approximately $1,300,000 as of June 30, 1955. Again I should like to express the gratitude of the CoIIege to the members of the Finance Committee who have discharged • 15 • �their investment function so ably. With the steady growth of the permanent funds, the Board has heeded the request of the Finance Committee that a qualified investment counseling firm be retained to assume responsibility for the College portfolio. The firm of Scudder, Stevens, and Clark, of New York City was so appointed by the Executive Committee of the Board. Gifts to the College June 30, 1955 marked the end of the matching offer of Old Dominion Foundation. I am happy to report that the College raised the full amount of $250,000 which the Trustees of the Foundation offered to match for building purposes. These funds were expended to erect Campbell Hall and to relocate and renew steam and hot water lines over a goodly proportion of the campus. An analysis of the gifts comprising the quarter-million-dollar figure reveals that they came from 216 donors and ranged in size from one dollar to $75,000. It is also noteworthy that a total of $56,730 was contributed by the participating contractors themselves, who undertook the construction of the new building upon a cooperative basis. The thanks of the College are extended to all who shared in making the new dormitory a reality. Gifts and firm pledges to the endowment fund campaign total $540,000 as of the end of June, or roughly only a little more than half the total of $1,000,000 which Old Dominion Foundation offered to match. I should like to single out for particular mention the munificent gift of $200,000 from Mrs. Elizabeth Myers Mitchell, of Annapolis, Maryland. The alumni of the College accounted for $115,000, representing gifts of 525 donors, or more than a quarter of all the names on the alumni roster. A dozen of these gifts exceeded the $1,000 figure, four of them ranging between $5,000 and • 16 • $7,500, and one of them. coming to nearly $18,000. The alumni phase of the campaign was undoubtedly the most successful fund-raising effort ever undertaken within this relatively diverse and uncohesive alumni group. In addition to these contributions, the College received 150 gifts from friends, ranging from one dollar to three gifts of $25,000 and totaling $208,848. Even though the final goal was not achieved, a most creditable record of giving was established, and the College is deeply grateful to the more than six hundred individuals who responded so generously to the statement of its needs. I should like at this point to recapitulate certain gifts received by the College during the past year and to express once again the College's gratitude to the donors: A gift of $200,000 from Mrs. Elizabeth Myers Mitchell, of Annapolis, Maryland, for general endowment purposes; A gift of $75,000 from Milton Campbell, of Easton, Maryland, toward the completion of Campbell Hall; An anonymous gift of $35,000 toward the complete preliminary planning of the new science building and auditorium; A gift of new plumbing fixtures from Kohler of Kohler, Wisconsin to be used in the renovation of Paca-Carroll Houses; ' A gift of a large oriental rug from Albert H. MacCarthy, of Annapolis, Maryland; and A gift of a rug from Mrs. Ford K. Brown, of St. Margaret's, Annapolis, Maryland. . 17 • �Support from Industry Maryland business and industry have been slow to respond to the appeal of the Association of Independent Colleges in Maryland, Inc., of which St. John's College is one of the four charter members. In its second year of operation the Association received $28,250 from over 40 firms. Joint expenses amounted to $8,192. Including a balance Qf $4,205 from the preceding year, the colleges had approximately $20,000 available for apportionment to their current budgets. Sixty percent of this figure was divided equally among Hood College, Washington College, Western Maryland College, and St. John's College, while the other forty percent was apportioned on the basis of enrollment over the preceding three years. In the case of St. John's the share for the current year amounted to $4,602, of which $3,699 was received in cash and the balance left with the Treasurer of the Association as an advance against expenses during the coming fiscal year. International Labor Orientation Center On April 1, 1955, the Foreign Operations Administration transferred its contract with St. John's College to the Department of Labor. Thus the Foreign Operations Center, which has been located on the campus since July 1, 1953, was renamed the International Labor Orientation Center. Although the functions have been somewhat curtailed, the basic objectives of the Center remain the same. It serves as a small but important part of the Government's technical assistance program. The Labor Center at St. John's, under the directorship of John Doherty, is concerned with the orientation of teams of trade unionists and labor trainees brought to this country . 18 . under the auspices of the Department of Labor and the Foreign Operations Administration. After an initial three to five days on the campus these groups spend fi~e weeks on fi~ld trips throughout the United .states, observm~ and studymg American production techmques and learnmg about the trade union movement in the American economy. During this second year of the Center's op.erat~on th~re were 366 participants from 17 different c?~ntnes, mcludmg for the first time representatives from Bolivia, Cuba, El Salvador Honduras, and Mexico. Particular mention might be made' of a group of union leaders from the six countries of the European Coal-Steel Community, wh~ were studyi~g the adjustment of American workers to techmcal changes m the coal and steel industries; also to a team of ten labor leaders from the Republic of the Philippines, who spent two months attending lectures and seminars on the campus before undertaking an extended ten-month field trip. Five of th~ tutors of the College participated at one time or another m these orientation programs. * * * On the day that I sign this repo~t I leave ~nn_ap~lis on the first leg of an extended trip to India. At the mvitabon of the Department of State I shall spend three months visiting Indian colleges and universities and discussing with them liberal arts education and the St. John's Program. It seems to me that this constitutes significant recognition of the important role which St. John's College is continuing to fill in the educational world at large. Further opportunity to contribute along this line has come to the College beca~s~ of my ~p­ pointment to serve as chairrr:a~ of the Cor:imission on Liberal Education of the Association of Amencan Colleges. In my opinion it is extremely important that St. John's should • 19 . �seize every occasion to work with its sister institutions, both here and abroad, toward the achievement of a clearer understanding of the liberal arts and the way in which they may be practiced by young men and women of college age. I confess to a certain missionary zeal in such an endeavor, though I try to exercise at least a modicum of forbearance. I look forward with keen interest to the months ahead and I should like to express again to the members of the Board of Visitors and Governors my appreciation for their granting me leave of absence from the College to enable me to accept the invitation of the Department of State. RICHARD President Annapolis, Maryland June 30, 1955 D. WEIGLE ST. J OHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME F iscal Year Ended June 30, 1955 JN COME Educati.o~al and general Tmt10n ..... .. .. .. . .. . .. ...... .. ... . . . Adult education . ... . .. . .. ... .. . ..... . . Endowment fund income ....... ... ... . . . State appropriation . . . .. . ...... . ..... . . Gifts and grants-net . . ........ . . . . . .. . F.0.A. contract . ..... ... .. .. ... . . . . . .. . Miscellaneous ...... . . . ........ . . .. ... . Total ......... .. . . .. . . . ......... . .. . Auxiliary enterprises Dormit ories a nd dining hall. . . . . . . . . . . . . Book store. . . . . . . . . . . . . . . . . . . . . . . . . . . . Other . . . ... . .. . ... .... ..... ... .. ...... Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other non-educational. . . . . . . . . . . . . . . . . . . . . . Total income.. .. ..... .. . ... .. ....... Deficit for year . . . . . . . . . . . . . . . . . . . . . . $107,499 .08 2,480.40 24,380. 23 75,000 . 00 143,920 .43 11,999 . 91 11,355 . 88 $376,635.93 77, 152 .18 13, 047. 48 6,538 . 53 $ 96 , 73 8 . 19 11, 115 . 00 $484,489 . 12 $ 19, 590 . 62 -~~~~,....,. EXPENSES Educatioi;iaI and .general Admm1strat1ve . .... ....... .. ....... .. . General .. ... .. ... . .. . .... . ... . .... . . . . Instruction . .. . ........... . ...... . ... . . Library .... . .. .. .... .. . ......... . . .. . . Student organizations and activities .. . .. . Adult education ... ... . . .. ...... .. . .. . . M iscellaneous .. .. . .. . . ... .... . .... . . . . Plant operation and maintenance .... ... . T otal ..... .... . ... .. . . . ..... . . ... .. . Auxiliary enterprises D ormitories and dining hall . . . . . . . . . . . . . Book store. . . . . . . . . . . . . . . . . . . . . . . . . . . . Other.. ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . Total. . . ...... ... .. ... .... . .. .... .. . Other non-educational Scholarships and grants-in-aid. . . . . . . . . . . Teaching internships. . . . . . . . . . . . . . . . . . . Miscellaneous. . . . . . . . . . . . . . . . . . . . . . . . . Total .. .. . ..... . . ..... . .. . ... . . .. ... Total expenses . .. . .. .... . . . .. .... .... $ 61,627 . 62 38,345.00 119, 710. 37 13 . 030.5 5 7 ,660. 70 3, 195 . 97 6,030. 76 83,467 .69 $333 ,068 . 66 $ 60, 026 . 34 15 , 361. 96 1 ,626. 46 $ 77 ,014. 76 -----~ $ 74, 685 . 11 18, 868 .41 442. 80 $ 93,996.32 $504,079 . 74 --=---=~--,,.--,,----,= . 20 . • 21 • �ST. JOHN'S Annapolis , BALANCE SHEET, COLLEGE :Maryland JUNE 30, 1955 Liabilities and Capital Assets CURRENT FUNDS CURRENT LIAB ILITIES AND RESERVES Cash in banks and on hand . . . . . . . . . . . . . . . . . . . . Accounts receivable . . . . . . . . . . . . . . . . $9, 54 7. 32 Less : Reserve for doubtful accounts 732. 68 Inventories ............... .. ...... ... ....... . Prepaid insurance . .... .. .. ... .... ... . .. ...... . $ Total ... ·.... .. . .. .. ... ........... ..... . . Cash-restricted current funds ...... . ..... . ... . $ 39,406.16 735 .66 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . $ 40,141.82 13,640.45 8,814.64 12,366.06 4,585.01 Account payable. ... ... . . . . . . . . . . . . . . . . . . . . . . . Student deposits ...... ........ .. . ......... .. . . Deferred income .......... .. . ..... .......... . . Due other funds . . ... .. ......... ... ... .. . .. .. . $ 8,185.61 3,323.17 10,150.00 4,240.61 Total- current liabilities. .... . . . . . . . . . . . . . . $ 25,899.39 Reserve for future operations .. . . .. ... .. ....... . Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13,506 . 77 $ Principal-Student Aid and Prizes . . ..... ...... . Total - current ... ...... ... . .. . .. . . . . . ... . ENDOWMENT FUNDS Cash: Endowment F unds .. .... .. $234,444.08 Myers Trust Account. . . . . . 123, 057. 26 Foundation matching fun ds receivable .......... . Accounts receivable . .. . .. . .. . .... .. ....... .. . . Pledges receivable ............... . .......... . . Investments . ... .. .... . . .... . .. .... . ..... .. . . Accrued income .. .. .. .... . ...... . ... .... .. .. . 357 '501. 34 251,532 .34 5,000.00 2,525.00 81 4,817.18 5,746.98 Total--endowmen t. ... ...... . .. . ..... . .. . $1, 437,122.84 39,406.16 735.66 $ 40,141.82 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Due to other funds . .... . .. . . .. ... .... . ... . .. . Liability to Myers Trust .. . ... ....... ... .. .. . . Principal ........................ ..... .. . ... . Unexpended income .. . ... ........ ... ... . . .... . Accrued income not available for distribution .. . . 2,318.39 123 , 057.26 1, 303' 118. 57 6,356.87 2,271.75 Total-endowment. . . . . . . . . . . . . . . . . . . . . . . . . $1,437, 122 . 84 PLANT FUNDS Cash .... . .. .... ............. . .... .. ....... . . Foundation matching funds receivable .. .... .. . . . Accounts receivable ...... . . .... .... . ...... ... . Investments ... .. .... ... . . .. .. ......... .. . . . . Pledge receivable . .. . ..... .. ..... ... ... . .. .. . Miscellaneous . ... ............ ... . ...... ... .. . Deposit . ... .. .. .... . ......... ... . ...... . . . . . Land, buildings, a nd equipment .. ...... . .. ... . . 12,205.35 5,809.00 7,558 .88 58,542.50 75,000 . 00 679 .16 1,000.00 2,029,277.31 Total-plant ....... . . ... . . ...... . . ...... . $2' 190 ,072. 20 • 22 • PLANT FUNDS LIABILITIES AND PRINCIPAL Mortgage payable. . . . . . . . . . . . . . . $300, 000 . 00 Less: Mortgage certificates acquired 242, 200. 00 Note payable .... ...... ............ ..... . ... . Reserves for mortgage liquidation and plant expansion ......... . . .. .... .. ... . . ... . Invested in plant ......... ... . . . . .. .. ... . . . . . . 160,794.89 1,896,477.31 T otal-plant ... .. . ....... . . .. . ....... . .. . $2 ' 190,072. 20 • 23 • 57,800.00 75,000.00 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts 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. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds . Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 24 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin October 1955 Vol. VII No. 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1955 Description An account of the resource Volume VII, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-10 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f30eeb9dc80b933a7be4b8ca00d9300d.pdf bca593621c26be69f5be00e369df0327 PDF Text Text No. 4 VOLUME VI Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT OF THE PRESIDENT ANNAPOLIS, MARYLAND OCTOBER, 1954 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �... REPORT OF THE PRESIDENT To THE MEMBERS OF THE BoARD OF VISITORS AND GovERNORS: It is gratifying to be able to report that the College will admit sixty-seven new students this fall, thus reversing a downward enrollment trend which has prevailed since the peak figures under the G. I. Bill of Rights. No development could be more significant than this for the future well-being of St. John's College. It has always impressed me as an astonishing fact that St. John's College does not have a waiting list of sizeable proportions. It would seem not unreasonable to imagine that some hundreds of young men and women must graduate each year from secondary schools all over the United States, who would be attracted by the liberal arts program at St. John's and would profit greatly thereby. Perhaps the fault lies with the College for not formulating its case more effectively and disseminating it more widely. I have tried to analyze some of the factors which deter students from enrolling at St. John's College. First and foremost I would posit the commonly held assumption that the College does not prepare an individual for any sort of a career. It is mo.st disconcerting to the high school or preparatory school senior to discover that he cannot select a "major" at St. John's. In most cases it is too much to expect that he will abandon his previous conditioning to specialization and pre-professional training in favor of something as nebulous and apparently intangible as the development of his mind or the preparation for living itself. This, I am confident, is the principal stumbling block and only the gradually changing climate of opinion in the United States will help St. John's and its prospective freshmen to surmount it. Volume VI OCTOBER, 1954 Number 4 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. A second obstacle, not wholely unrelated to the first, is the admitted difficulty of the St. John's Program. Secondary schools in this country do little to stimulate a love of good hard work on the part of their students. In a day of television, picture magazines, digests, and commentators it is somewhat terrifying to the student to be shown 1 �a list of world classics and told that they constitute the textbooks for one's future college course. The all-required character of the curriculum raises grave doubts in the mind of the student who has difficulty with mathematics, language, or science. It is not easy to persuade him that he should undertake the study of these subjects for four years, as contrasted with the more attractive electives of the conventional college program. Frankly he wonders whether the student lives a normal life at St. John's, tied as he must be to his books. And then, as if to confirm his worst fears, he discovers the mortality rates of recent classes and decides that he is not up to what would be required of him. St. John's, he concludes, is primarily for intellectuals. The very unconventionality of the program deters many students and their parents from deciding upon St. John's. Anything which is different arouses questions. Even though the program is in effect a modern restoration of the ancient liberal arts curriculum, its dissimilarity to contemporary educational patterns creates misgivings. Moreover, the program is still so young that the graduates have not yet really proven the efficacy of their education. Many Americans want to be shown results, and this will never be the concern of a college like St. John's which is struggling rather with trying to define success. So where there may be real inclination on the part of a boy or girl to apply to St. John's, a parental veto or advice from a guidance counsellor or headmaster is likely to prevail, and application is usually made to a safe college where there is no taint of the unconventional. This was particularly true during the long period before St. John's regained accreditation by the Middle States Association of Colleges and Secondary Schools. Finally, one might cite the relative obscurity of St. John's. There was, of course, the article in Life Magazine fifteen years ago and there have been numerous lesser articles and stories since. In one sense St. John's is known-known as the scene of a great and challenging educational pilot project. The average high school senior, however, is not familiar with the name, nor is he likely to learn of it through teachers or fellow students. A college as small as St. John's suffers from a severe handicap in respect to the size of its constituency. Time may change all of this, but meanwhile the St. 2 John's admissions personnel must struggle constantly against this obstacle of obscurity, which is in part a corollary of the College's smallness. It is my contention that the St. John's Program has never had a really fair test since its inauguration on the campus in 1937. This may be ascribed in part to the wars which have unsettled the entire country, in part to financial problems which were largely inherited from the old regime, and in part to administrative crises which have now become ancient history. But apart from these disruptions it is my contention that a fair trial of St. John's as a real community of learning will only come when the College has achieved a carefully selected student population of 300 matched by a versatile and provocative faculty of close to forty members. Quite apart from the greater financial stability which would flow from a broader student base, the College would gain immeasurably from the greater intellectual ferment of more good minds. It is a present complaint among some of the abler students that each knows the reactions of the others on most subjects by the time the class has reached the junior or senior year. The seminar knows itself too well, and a degree of staleness or ennui results. If, on the other hand, an entering class of 100 students is divided into five seminars for the first year, then perhaps into four in the second year and three in the upper two years, a constant rearrangement of personnel becomes possible with a consequent stimulus to the process of dialectic. The general life of the community would likewise benefit from such a modest increase in numbers, for the Student Polity would become a more significant enterprise and the various extracurricular activities would receive a wider measure of participation. The situation would also be more conducive to some form of intercollegiate contact which, it seems to me, is essential to prevent insularity and inbreeding. A most promising beginning has been made by the Admissions Office under the directorship of Allen Austill, who came to St. John's in the summer of 1953 from the staff of the University of Chicago. He was ably assisted during the winter and spring by C. Ranlet Lincoln, of the Class of 1950, who travelled extensively as admissions officer. In general, Mr. Austill states, the admissions program can 3 �be said to have been one of experimentation. New avenues of student procurement were explored, direct mail contacts on a wide scale to selected lists of senior students, follow-up inquiries by telephone, and finally visits by College representatives in the homes of the prospective students. This latter activity, while time-consuming, was eminently successful, for over fifty applications were received from the hundred home visits made by the two men in the Admissions Office. Parents and students alike seemed most appreciative of the opportunity to talk at leisure with a representative from the College. It would seem, moreover; to be somehow consonant with the more intimate relationships with administration and faculty which a student finds after coming to St. John's. It is interesting to note that approximately 1,500 inquiries were received during the year from prospective students, two-thirds of them from the mailing piece and a quarter of them unsolicited. Significantly enough the latter group proved the most fruitful source of serious candidates for admission. Neither the usual extensive schedule of secondary school visits nor the four demonstration St. John's seminars conducted in Boston, Philadelphia, Wilmington, and Richmond were productive of new students, though they undoubtedly generated some popular interest in the College and its program. Relatively little was accomplished in enlisting alumni assistance in the admissions program, though particular mention should be made of the effective work of alumni scholarship committees in Tulsa and Philadelphia in interviewing and investigating candidates for awards. It is the considered opinion of the Director of Admissions that in both the short and the long run present and former members of the St. John's community-faculty, students, alumni, and friends-will make the most significant contribution to the student procurement program through the numbers of young men and women whom they know and talk to about the St. John's Program. S ible by a special grant from the Old Dominion Foundation, the pos depicts a senior stu d ent d efend"mg h" t h es1s m ora1 exammat10n. · · · · fil 1s T:re are flash-backs to tutorials, laboratory, seminar, and the extraurricular life of the College, all of which are shown to have contribc ted to his total learning experience. The script was originally written ~ two St. John's alumni, but the brunt of the final rewriting and ~eparation for filming was the indefatigable work of Robert Bart, ~ member of the Faculty, and Robert Butman, a teaching intern, both assisted by James Taylor, Jr., of the Class of 1955. Music was composed and performed by Douglas Allanbrook, likewise a tutor of the College, and the narration was done by Mark Van Doren. The film was produced by John C. Gibbs and Forde! Films, Inc., with Gordon Hessler as director and Ollie Comstedt as director of photography. All members of the community, faculty and students alike, gave generously of their time and energies during the hectic month of actual filming, though none endured a more protracted ordeal under the hot kleig lights than William H. Barrett, of the Class of 1956, who played the role of the defending senior. The film, which is done in full color, is notable for its synchronized sound, thus enabling the viewer to listen in on classroom exercises. I expect that the film will be well received in educational circles and that it will have a considerable effect in publicizing the College. The entire student procurement program will be built around its use during the coming year. Introspection In this connection I am pleased to report the completion of the first film on the St. John's Program, which is expected to serve as a useful vehicle in presenting the College to secondary school audiences. Made In my report of a year ago I announced that the College was engaged upon a self-study project, financed by a grant from the Fund for the Advancement of Education, established by the Ford Foundation. A full-dress report will be published later this fall summarizing the various aspects of the study. Meanwhile, I might outline briefly the method of procedure during the year. As I reported a year ago, the study was conducted by the Instruction Committee of the Faculty with most of the work being done by Clarence J. Kramer, of the Class of 1946, who served as executive director. The high point of the year was a three-day conference held on the campus October 21-23, 1953. During the first two days the Instruction Committee and a small group of educators from all over the United States held 4 5 St. John's Film �seminar discussions on four topics involving problems central to the St. John's Program: language teaching in the liberal arts college, the role of science in the liberal arts curriculum, the problem of the social sciences and history, and the problem of integration and isolation in liberal arts education. For the most part these topics were suggested by the criticisms and comments submitted by the alumni during the early phases of the self-study project. The following day the faculty and seminar participants were joined by some seventy-five guests, most of them representing preparatory schools and high schools. There was an address by 0. Meredith Wilson of the Fund for the Advancement of Education on "Intellectual Discipline and the High School," followed by a panel discussion of the relation of secondary education to the liberal arts college. In retrospect the conference seems to have been rather successful. A number of the participants volunteered the information that it was certainly the least stuffy and the most stimulating of such affairs in their own experience. There was a thorough airing of the various topics in the seminars, and the exchange of ideas with teachers and administrators of other institutions was found by members of the Instruction Committee to be helpful in approaching curricular problems. During the Christmas holidays and continuing until the end of the academic year the Instruction Committee met periodically to consider the specific problems posed by the language tutorial and the laboratory. Certain decisions as to the curriculum were reached not as a direct result of the self-study project, but at least as a b;-product of the discussions stimulated thereby : tutors' committee and will be ready for the fall term. It is expected to compensate in large measure for the grammatical shortcomings of most of the entering students. The first-year language tutorial will now commence with two or three weeks of English grammar and will then devote itself to Greek grammar with constant reference to the new manual. The students will be asked to do a great deal of writing in connection with this study. Significant passages in Greek will be taken up and thoroughly scrutinized within a framework of grammatical and rhetorical exercises. Logic will likewise receive its appropriate treatment. The net result is expected to be a greater linguistic skill on the part of the student, so that he can confront significant Greek and English texts more profitably. ( 2) In the laboratory greater emphasis will be laid on the carrying out of experiments, in the sense of letting the student experience the full responsibility that a genuine scientific experiment implies. There will be a consequent reduction in the number of experiments and a lengthening of the time devoted to each. Groups of students performing a certain experiment in the junior or senior year will be allowed to choose their own time for performing it, though there will be regularly scheduled meetings of tutors with the groups. This change will necessitate careful planning of experiments as between tutors and students. And toward the end of an instruction period there will have to be meetings in which the results obtained, the methods used, and the insights gained will all be discussed and coordinated. The Dean notes that this planned improvement in the laboratory branch of the program can be undertaken only from the relatively solid base which the laboratory has now achieved. ( 1) The first two years of the language tutorial will undergo considerable change as a result of the experience of the past year. Upon the recommendation of a committee of tutors, the Greek grammar, Chase and Phillips, will be supplemented by a manual in which the presupposed but usually non-existent grammatical knowledge of the student will be spelled out in greatest detail and in which analytical material, in the form of selected passages, paradigms of grammatical and syntactical analyses, and examples of rhetorical exercises, will be abundantly provided. This manual is now being prepared by the ( 3) The junior and senior seminar readings will be modified to include certain materials tried this spring on an experimental basis with some success. The readings are source material related to American history from a University of Chicago compilation entitled The People Shall Judge. The Instruction Committee decided that it was necessary to make the student more aware of the real human issues that are at the base of modern political controversies. In so doing the College will seek to avoid two pitfalls : undue emphasis on the 6 7 �superficial discus,,ion of current political problems, and reliance upon the existing social sciences with their unquestioned and yet highly questionable methodology and terminology borrowed from the natural sciences. As the Dean says, what is important is to make the students see, better than they have done so far, the connection between basic issues within an industrialized and global civilization and the traditional crucial problems they encounter in the Great Books throughout the four years. Teaching Internship Program . T~e initial year of the teaching internship program injected new life mto the College community and apparently proved beneficial to the seven participants. As I reported a year ago, St. John's College was one of nine colleges and universities to receive grants for this purpose from the Fund for the Advancement of Education, established by the Ford Foundation. Appointments for the first year included L. Paul Bolgiano, Jr., of Arnold, Maryland; Robert H . Butman, of ·w ashington, D. C. ; Mrs. Janice Cordray, of Baltimore, Maryland; Ralph M. Miwa, of Honolulu, Hawaii; F. Garner Ranney, of Baltimore, Maryland; Mrs. Peggy Schrier, of Denver, Colorado; and J a~es M. Tolbert, of Columbus, Georgia. Two of the group were assigned regular laboratory sections or tutorials, while all participated as co-leaders in seminars. Most engaged in extracurricular activities and gave freely of their time to assist individual students in a variety of ways. The interns likewise relieved faculty members of some of their duties. They attended all faculty meetings and in effect had the status of non-voting tutors of the College. As a result of our experience with this program during the first year the Dean and I are convinced that a second year's experience is ~s s ential. for most if not all of the men and women taking their 111ternsh1p at St. John's. In this position we do not have the concurrence of the Fund for the Advancement of Education, which is primarily concerned that as many individuals as possible benefit from the single year appointment. The Fund has approved a grant of $31,000 to the College for a second year's program and as a compromise has agreed fhat two of the first year's interns may remain for a second year. This type of program has great promise for the 8 future. As far as St. John's is concerned, it offers an unusual opportunity to acquaint a small group of promising young college teachers with the College's purposes, curriculum, and methods each year. As they go out and become members of other faculties, it is hoped that they will in some measure reflect the philosophy of liberal arts education which permeates St. John's. The Faculty It is with genuine regret that I announce the retirement of George A. Bingley after thirty-one years of conscientious teaching as a member of the St. John's Faculty. Mr. Bingley first came to the College in 1923 as a member of the Department of Mathematics. He was one of four professors who successfully weathered the retooling process when the new program of studies was introduced in 1937. Mr. and Mrs. Bingley spent this final year on a well-deserved sabbatical leave. The Students As already noted above, the College enrollment reached a nadir of 125 in the fall of 1953. There were 40 freshmen, 29 sophomores, 32 juniors, and 24 seniors. During the course of the year eleven of these left college, partly of their own volition and partly on the recommendation of the tutors. One junior dropped back into the sophomore year. Following their respective enabling examinations in June, four juniors were asked not to return for their senior year, and five sophomores were refused admission to the junior year. Only sixteen seniors completed their requirements in time for graduation while seven others have theses to write or other work to make up before being awarded their degrees. Two men were graduated cum laude. The Dean reports that perhaps the most conspicuous feature of the academic year was the poor quality of the freshman class. About half of the group could not function properly in their respective classrooms, most conspicuously in the seminars. How many of this class will finally graduate is an open question. By contrast the upper classes, particularly the sophomores and juniors, were of high quality. 9 l �A problem of ever-increasing magnitude is the difficulty of students · in meeting the College's charges for tuition, room and board. It has been the College's boast that no deserving student would be denied an education for financial reasons, but it has now become quite impossible to meet all requests for student aid. During the past academic year, for example, 57 students held Maryland State scholarships while 62 students received grants-in-aid or held student jobs on campus. The total sum expended for grants during the year was $19,951 and for jobs $17,298. This means that the aggregate of all scholarship and other financial aid to students reached the figure of $105,000, or nearly $9,000 more than in the preceding academic year when the enrollment was somewhat higher. this case an excellent start was made with an enrollment of t welve under the leadership of J . Rodney Whetstone and Peter W olff, both of the Class of 1944 and both attached to the staff of the Institute of P hilosophic Research. Once again the College sponsored a Seminar-in-Europe in cooperation with Study Abroad, Inc., of New York City. There were eighteen enthusiastic participants under the leadership of the Rev. J. Winfree Smith, of the F aculty. Mrs. Weigle and I were members of this group for most of the tour and returned convinced that this study tour should become an annual part of the College's adult education program. L ibrary Friedland Loan Fund As providing a measure of immensely welcome relief for this worsening situation, I am happy to be able to announce the establishment of the Friedland Loan Fund through the generous gift of Mr. and Mrs. George Friedland, of Philadelphia, Pennsylvania. Mr. and Mrs. Friedland envision this as a rotating fund so that successive generations of students will benefit from it. The fund is endowed, but there is wise provision for the loan of up to $5,000 from principal in .each of the next two years to enable the College to assist students in dire financial straits. To make the benefits of the fund as judiciously applicable as possible, it has been decided to give priority to upperclassmen and to limit borrowings by an individual to $250 in any one year or to $1,000 over a four-year period. Library accessions during the past year increase the College's collection to nearly 50,000 volumes. The College records its gratitude in particular to Clarence W . Stryker, professor emeritus of history, for the gift of his valuable personal library. It is planned to use certain of these books to establish dormitory collections where certain more popular books and certain reference volumes will be readily accessible to students at any hour of the day or night. Other welcome additions to the library during the year were the New York Public Library edition of Ptolemy's Geography, the gift of Arthur A. Houghton, Jr., of New York City ; W illiam H . Dixon's H er M ajesty's Tower, the gift of Mrs. James M. Doyle of Annapolis; and several early 19th century St. John's pamphlets, the gift of Mrs. Frederick Richards, of Annapolis. Adult Education Alumni The Director of Adult Education reports participation by 256 individuals in twenty series of adult seminars conducted this year in Annapolis, Baltimore, Chestertown, Hagerstown, Leonardtown, and St. Mary's City, Maryland, and in Washington, D. C., and San Francisco, California. The latter was an innovation this year and represented a pilot attempt to conduct St. John's seminars in major centers of the country through the use of alumni of the College. In Under the presidency of W. Vernon Martin, of the Class of 1922, the Alumni Association expanded its roster to 2,000 members. For the first time since 1921 an alumni directory was published. T his was made possible by the generous gift of J. Vincent J amison, Jr., of the Class of 1905, whose death this summer after a lingering illness grieves us all and deprives the College of one of its most loyal alumni and board members. 10 11 �Administration In the area of personnel changes, I must first regretfully report that Henry Barton left the College at the end of June after four and a half years of loyal and untiring service as Treasurer and Business Manager of the College. The position will be filled by Arland F. Christ-] aner, who came to St. John's in the fall of 1953 from Lake Erie College and served this past year as Assistant to the President. Mr. Helmuth Kern was named director of the Foreign Operations Center discussed below. Other new additions to the staff included William M. Aston, of the Class of 1953, laboratory assistant; Mrs. Jane Tolbert, assistant in the library; Mrs. Margaret Creamer Wilburn, manager of the book store; Mrs. James H . Truitt, resident head of Randall Hall; and Mrs. Josephine Thoms, artist-in-residence. For varying periods during the year, Miss Anne Douglas V alk served as secretary in the Admissions Office and Miss Theresa O'Beirne as cashier in the Business Office. Miss Patricia Callahan succeeded Miss O'Beirne as cashier in June, while Mrs. Melita Newell transferred from the Development Office to the Admissions Office to do the secretarial work. Before passing on to other matters it is appropriate to note here that Mrs. Frances Perlitz, who handles mail and housekeeping at the College, completed her twenty-fifth year at St. John's last summer. The most noticeable change in the appearance of the campus has been the rising mass of brick and mortar which will soon become the first women's dormitory at St. John's. Located on the crest of the eminence overlooking the back campus, the new building will balance Randall Hall in size and general architectural design. T o make way for the new structure, the old boiler plant, more affectionately known as Koogle Hall, was razed in December. At this time the opportunity was seized to relocate and renew most of the outside heating and hot water lines serving the various buildings. Including work completed six years ago, the entire outside heating system on the campus ·has now been renewed and should present no problem to future St. John's administrations until after the turn of the century. toward a new science laboratory building on the St. J ohn's campus. There is a proviso that a matching sum be raised by the College prior to January 1, 1956. By way of general preparation for this building and in order to provide fo r the orderly future development of the campus, the Board authorized the architectural firm of Richard J. N eutra and Robert E. A lexander, of Los Angeles, California, to prepare a preliminary campus development plan, to be considered by the Board as a possible alternative to plans previously drawn up by other firms. T here were other changes in the physical plant. T he Reverdy Johnson H ouse was painted last summer and complete interior redecoration was accomplished in McDowell H all and in Carroll, Chase, and Paca Houses. The dilapidated roof on the porch of Chase House was removed, thereby enhancing the general appearance of the building. A severe rain and wind storm in early July inflicted heavy damage to the venerable trees of the campus. F ortunatd y, the Liberty T ree emerged unscathed and received a clean bill of health from the attending tree surgeons. Callege Finances T he principal financial effort over the past year has been devoted to raising funds for the new women's dormitory. In addition to pledges and monies already in hand, cash gifts of $78,168 were received and matched by the Old Dominion F oundation. T he College still needs $75,000 in new contributions to complete the building. It is most gratifying to report that the building is being erected upon a cooperative basis by a group of contractors from Annapolis and Baltimore, under the vigorous chairmanship of Alfred G. Paves of Annapolis. Each of the participating contractors agreed to undertake the job at cost and to donate to the building fund the amount of his normal profit. T he architect, engineers and suppliers of various furnishings are also participating on a cooperative basis in the venture. One floor of the dormitory will be ready for occupancy by students when College opens this fall, and the entire building will probably be ready by the end of October. In this connection I am happy to report that the General Assembly at its 1954 session authorized a bond issue in the amount of $250,000 The most notable addition to the general endowment funds of the College was a bequest of $20,726 contained in the will of M rs. Eva 12 13 �D. Yerby, sister of the late Urquhart S. Dowell, of the Class of 1908, former president of the Alumni Association. Additional payment on pledges to the Alumni Endowment Fund amounted to $12,004, while $5,071 was received from the alumni for current purposes in their annual giving campaign. Including matching funds, the total of the Alumni Endowment Fund reached $190,336 on June 30, 1954, and the grand total of all the College's endowment increased during the year from $650,889 to $752,446. Because of the low enrollment the College operated during the fiscal year at a deficit of $25,673. Expenditures aggregated $555,170, while income amounted to only $529,497. This wiped out the surplus carried over from the previous year and made inroads on the reserve for future operations. Fortunately, the sum of $33,097 was left in this account at the end of the year to constitute working capital for the College during the fiscal year 1954-55. The books were audited by Raymond M. Wheat and Company, certified public accountants, of Annapolis, Maryland, and summary financial statements are appended to this report. Association of Independent C alleges in Maryland A most promising start was made this year in the combined effort of Hood College, Washington College, Western Maryland College and St. John's College to seek current funds from industry and business in Maryland. Over seventy calls were made by the four college presidents and certain of their board members upon individual firms, principally in the Baltimore area. Eighteen gifts were received totaling $15,100, thus more than meeting all expenses of conducting the effort during the first year of operation. It is proposed to expand the work of the Association in the years ahead. · Gifts to the C allege In addition to gifts already alluded to I should like to detail the following and to register in this fashion the gratitude which all members of the College community feel toward the donors: A commitment of $3,000 annually from the Raskob Foundation for Catholic Activities, Inc., toward the salary of a tutor of the College belonging to the Catholic faith ; 14 An annual scholarship of $1,250 from the Food Fair Stores, Inc., $1,000 of which is to be awarded to a boy or girl each year, preferably the son or daughter of a Food Fair employee, and the balance to go to the College for overhead expenses; A gift of $600 from J. Vincent Jamison, J r., of the Class of 1905, for a new platform in the Great Hall of McDowell H all ; An antique brass lock for the Great Hall from Bromwell Ault, of New York City, in memory of his mother, Helene Bromwell Ault; A gift of $1,000 from the Old Dominion Foundation for a fellowship for graduate study (awarded to Robert G. Razo, of the Class of 1953, for study at Princeton University) ; Gifts and pledges totaling $6,500 as an initial endowment for the Massachusetts Scholarship Endowment Fund; A canoe for the Boat Club from Gerald Atterbury, of the Class of 1946. As in previous years, all gifts for endowment purposes were matched by the Old Dominion Foundation, which, in addition, evidenced its continuing confidence in St. John's College through a generous grant of $135,000 fo r current purposes. Labor T rainee P rogram The Foreign Operations Center, which has been located under contract on the St. John's campus since July 1, 1953, handles training programs for labor teams and labor trainees brought to this country under the sponsorship of the Foreign Operations Administration. It is one of the technical assistance aspects of the American foreign aid program. Teams are brought from abroad to study American productivity, engineering, production techniques, and the free trade union movement. Work of the Center falls into two parts, the orientation of the arriving teams and the programming and arrangement of the study 15 �ST. JOHN'S COLLEGE Annapolis, Maryland trips themselves. All visiting groups come directly to Annapolis from debarkation in New York or San Francisco and spend between three days and a week on the St. John's campus. During this time seminar sessions are scheduled at which the foreign guests become acquainted with problems in their particular field of interest and familiarize themselves somewhat with American history and culture and with the political and sociological structure of the country. Lecturers and discussion leaders have included, in addition to St. John's faculty members, outstanding labor union officials, business executives, engineers, and government officials. During the first .year of operations there were 262 participants from seven different countries: Austria, Denmark, France, Germany, Holland, Italy, and the Philippines. There was great diversification as to the type and background of the individual participants. There were firefighters from Italy mingling with judges from the Supreme Court in France ; time and motion study engineers from Italy followed leatherworkers from Germany; and high trade union officials from Austria met labor educators from West Berlin. All teams seemed appreciative of the contribution being made by the members of the Faculty to the program. In the future it is hoped that even more opportunities will be found for exchange of ideas between the trainees and the students. * * * I should like to close this report with an expression of heartfelt gratitude to the members of the Board of Visitors and Governors for making possible the European trip for Mrs. Weigle and myself during this past summer. It afforded us both a magnificent opportunity to observe and study E urope and its peoples and to talk with many individuals about education and other matters of common interest. More importantly it meant complete relaxation and rest from the affairs of the College, so that both of us have returned with new zest and enthusiasm for the academic year ahead. RICHARD D. WEIGLE President Annapolis, Maryland September 10, 1954 16 CON DENSED STAT EMENT OF CU RRENT I NCOME Fiscal Y ear Ended June 30, 1954 I NCOM E Educational and general T uition . . . . . .. ... . ... . . . Adult education .. .. ... . E ndowment fund income .. . . . . . . . . . .. . State appropriation . . . . . . . . . ... . ... . . . Gifts and grants-net .... . . .. . . . . . .. . . . ... . F . 0 . A. contract. . . . .. .. . .... . . . . Miscellaneous . . . ... . . . . . . . ... . Total .. .. . .... .. . . . Auxiliary enterprises Dormitories and dining hall . . . . . . . . . . . . . . . Book store ....... Other ......... .............. T o tal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Other non-educational T otal income Deficit for year . $101,253.61 5,232.18 24,228.78 75,000.00 209,142.61 9,600.00 6,869.80 $431,326.98 71,478.86 12,812 .94 4,719.04 $ 89,010.84 9,159.00 $529,496.82 $ 25,673.08 --c--'-~- E X PENSES E ducational and general A dministrative . . . . . . . . . . . . . . . . . . . . . . . . . $ 63,152.20 General . ... ... ..... .... .... .. .... 54,272.69 Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114,536.17 Library . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12,693.18 Student organizations and activities . . . . . . . . 8,721.26 Adult education . . . . . . . . . . . . . . . . . . . . . . . . . 6,047.13 Miscellaneous . . . . . . . . . . . . . . . . . . . . . . . . . . 9,654.74 P lant operation and maintenance .. . . .. . .... _ _7_6,__18_.0_ _6 _ 6 Total . . . . . . . ... .... . . . . . . . . $345,695.43 Auxiliary enterprises Dormitories and dining hall . . . . . . . . . $ 55,376.05 Book store ......................... 14,824.38 Other . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,300.13 --c--==--=--=--::--::;-::Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 72,500.56 Other non-educational Scholarships and grants-in-aid .. .. . . . . .. . . . $ 88,949.58 22,800.00 T eaching internships . . . . . . . . . . .. .. . . . . 25,1 22.61 Motion picture .. . . .. . . . ... . ... . . . . 101.72 Miscellaneous . .. . . ..... . ..... . . . . . . .. . $136,973.91 Total . . .. .. .. ... . . . . . . . ... . .. . . .. . .. . $555, 169.90 Total expenses 17 �ST. JOHN'S Annapolis, BALANCE SHEET, COLLEGE Maryland JUNE 30, 1954 Liabilities and Capital Assets CURRENT LIABILITIES AND RESERVES CURRENT FUNDS Cash in banks and on hand ... . .... .. ....... . .. . Due from other funds .... .. ..... . . .......... . Accounts receivable . . . . . . . . . . . . . . . . $7,605.56 Less : Reserve for doubtful accounts. 336.88 Pledge receivable .. . ........................ . Inventories .... . ... .. .. . ... .. .. .. ... . .. . .. . . . Prepaid insurance . . . . . . . . . . .... . . . . . Total .......... .. .... . Cash-restricted current funds ... . . . . .. . .. . .. . Total-current $ 7,738.21 7,832.65 $ 7,268.68 1,200.00 11,399.75 6,086.63 41,525.92 5,773.53 47,299.45 $ 38,094.06 34,448.72 10,000.00 674,687.58 3,586.04 760,816.40 $ ENDOWMENT FUNDS Account payable ............ . ... . ... .. . . .... . Student deposits .. . ... . . . ... .. .. . .... . $ 5,294.75 2,618.78 $ 515.00 8,428.53 Reserve for future operations Total .. . ........ . $ 33,097.39 41,525.92 Principal-restricted current funds ... . . . .. ..... . . Total-current . ............... . ... . .... . . . $ 5,773.53 47,299.45 Deferred income Total-current liabilities . . . .. . .. . . .. . . . . .. . ENDOWMENT FUND LIABILITIES AND PRINCIPAL Cash Foundation matching funds receivable . .. . . Pledge receivable ... . .. . . . Investments . .. Accrued income ........ . . ......... . . . Total-endowment .... . .. .. . .. . . .. . .. .. .. . . Principal .. . .. Unexpended income . .. . .. . ....... . . . . .... .. . 8,370.15 750,267.85 2,178.40 Total-endowment .... . . . ..... ... ... . .... . $ 760,816.40 Due to other funds .. .... ...... . . . ... . ........ . PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS Cash Foundation matching funds receivable .. Accounts receivable ......... . ..... . . . . . Investments . . . .. . . .... . ... . . . Miscellaneous . . . . . . . . . . . . . .. . . . . .. . Land, buildings, and equipment.- .. . . .. . . . . . Total-plant ............ .. .... . ....... . .. . 18 22,637.74 33,918.00 2,704.10 135,014.07 2,225.87 1,652,140.95 $ 1,848,640.73 $300,000.00 Mortgage payable Less : Mortgage certificates acquired 240,033.33 Reserves for mortgage liquidation and plant expansion .. . .. .. . .. .. . . .. ..... . .. . ........... . . Invested in plant ... .. . .. .. . ....... . .. .. . . . .. . Total-plant .... . .............. . ... . .. . . . 19 59,966.67 196,499.78 1,592,174.28 $1,848,640.73 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts 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. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following : "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . ... . dollars." If bequests are made for specific purposes, such can be fully .stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only ;:i. 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 <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 1954-Vol. VI No. 4-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, October 1954 Description An account of the resource Volume VI, No. 4 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in October 1954. Date A point or period of time associated with an event in the lifecycle of the resource 1954-10 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/95ff1e2e9dfdafabedd10182da6ea08f.pdf fc87cdc98ee945cc82997f9b7846269d PDF Text Text ST. JOHN'S COLLEGE IN SANTA FE BULLETIN OF ST. JOHN'S COLLEGE · ANNAPOLIS, MARYLAND · SANTA FE, NEW MEXICO �A Brief History of St. John's College 1696-Founding of King William's School, one of the first public schools on the American continent. 1784-Chartering of St. John's College by the General Assembly of the State of Maryland. 1786-Transfer of property, funds, masters and students of King William's School to St. John's College by an Act of the Maryland General Assembly. 1791-Visit of George Washington to St. John's College. 1796-Graduation of Francis Scott Key, District Attorney of the United States and author of The Star-Spangled Banner. 1812-Graduation of Reverdy Johnson, United States Senator, Attorney General of the United States, and Minister to England. 1824-Visit by General Lafayette to Annapolis and St. John's College. 1861-Use of College buildings as a receiving station for released Union prisoners of war, later as a military hospital. 1866-Presidency of Henry Barnard, later first United States Commissioner of Education. 1884-Start of military college period, with honor graduates commissioned directly into the Army and Navy. 1923- Introduction of open elective system, with concentration on colonial studies. 1937-Restoration of traditional liberal arts curriculum. 1951-Introduction of coeducation. Volume XVI MAY 1964 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. 1961-Decision to open St. John's College in Santa Fe. 1963-Ground-breaking for first buildings in Santa Fe. 1964- Admission of first freshman class to St. John's College in Santa Fe on October 1st. �The St. John's Concept of Education St. John's College seeks to teach young men and women how to think. The College believes that the skills of rational thought, of careful analysis, of logical choice, of imaginative experimentation and of clear communication are the tools of man's understanding. Their acquisition is the principal goal of a liberal education. The College has other goals as well. It aims to acquaint the student with his Wes tern heritage through reading and seminar discussion of some 130 basic books- landmarks in literature, philosophy and theology, history and social science, mathematics and natural science. Finally, it encourages him to search for underlying principles and to gain some understanding of himself, his fellows, his world, and his God- in other words, to formulate his philosophy of life. To this end St. John's College has prescribed a single fouryear course of study leading to the degree of Bachelor of Arts. This course is the modern equivalent of the traditional education of the founding fathers of this Republic. It is contemporary in its stress upon mathematics and the laboratory sciences, both of which are studied throughout the four years. St. John's faculty members emphasize the inter-relatedness of all fields of knowledge in their teaching. The College believes that the humanist who is not conversant with mathematics and science is as uneducated as the engineer or scientist who is lacking in knowledge of humanistic disciplines. Since 1937, when the present curriculum was undertaken, there have been no departments and no majors at St. John's College. The lecture system has been largely replaced by seminars, tutorials, and laboratories. Classes are small and informal discussion groups- seminars on Great Books, daily tutorials in language and mathematics, semi-weekly laboratory periods, a Friday evening lecture series, and tutorials in music during the sophomore year. It is a tenet of the College that all applicants capable of profiting from liberal education should be admitted, within space limitations. St. John's holds that all men are endowed with reason, and it is the liberal arts which bring potential reason to actuality. Moreover, from the social point of view, the liberal arts are requisite to citizenship. In a technically sophisticated democratic society, the maximum liberal education of all ranks is a desideratum. Therefore, as far as is compatible with good learning, the College admits students of varying backgrounds and diverse abilities. The College's recruitment program is national in scope, unrestricted as to race, religion or color, and directed to students in both public high schools and independent preparatory schools. The alumni of St. John's College are the best measure of its success. Over three-fifths of all graduates have entered upon postgraduate study in twenty-four fields, ranging from architecture to theology, from medicine to philosophy. The teaching profession has attracted one-fourth of all graduates; a similar number have found their careers in the business world. The professions of law, medicine, the ministry and engineering have been chosen by substantial numbers. Others are in government service, social work, the mass media, research and writing. Yet statistics should not obscure the true goal of a liberal education. A college is not a factory; a curriculum is not an assembly line; a graduate is not just a product. A teacher is not an engineer working from a blueprint; he is an artist trying to embody a vision in the most intractable of materials. St. John's has historically conceived its task as that of educating a man to assume his place in society, whether as a leader, a follower, or even a gadfly. ��St. John's Looks Westward Steadily increasing admissions pressures confronted the Board of Visitors and Governors with a genuine dilemma at the beginning of the 1960's. There was a responsibility to provide a St. John's education for a larger number of young men and women. On the other hand, the Annapolis campus was relatively constricted in available area. Moreover, to expand enrollment beyond 300 seemed inconsistent with the College's avowed mission of providing a truly small and intimate learning community as the ideal environment for the St. John's program. The answer, the Board decided, was to create a second St. John's campus in the western half of the United States. Invitations from forty cities were considered, and Santa Fe, New Mexico, was chosen. The cultural orientation of the city, the enthusiastic response of its citizens, the proximity to the Los Alamos Scientific Laboratory, and, perhaps most importantly, the great need in the Southwest for a small, secular, liberal arts college, influenced this decision. In April of 1963, ground was broken on land donated by citizens of Santa Fe, signalling the start of construction of the first buildings for the new college. St. John's College in Santa Fe will be a duplicate of that in Annapolis in curriculum, enrollment and facilities. Both campuses will be governed by the same Board under the administration of a single president. Each college will have its own dean and treasurer. There will be one faculty, with tutors teaching at one campus or the other. Interchange of both tutors and students is anticipated. Because of the all-required nature of the program, however, which precludes transfers into the upper three years, the Santa Fe campus will have only a freshman class for the academic year 1964-65. Each year thereafter, a new first-year class will be added until, like the Annapolis campus, there is a full four-year college in operation. The new campus consists of 260 acres of rolling wooded land in the southeast corner of the city. Lying about two miles from the historic Plaza, the campus is removed from the center of the city, and yet is convenient to it. The site, on the north slope of Monte Sol, commands magnificent views of the surrounding mountains in three directions. A comprehensive master plan was designed for a complete campus for 300 students. Building construction has been phased to keep pace with gradual growth to this figure. The first phase provides the classroom and laboratory buildings, the student center, and dormitories for 146 students. Although the facilities in Santa Fe will parallel those in Annapolis in function, they have the advantage of being designed specifically for the St. John's program of liberal education. The new buildings are being constructed in modified "Territorial," a regional style easily adapted to contemporary use. Their flat-roofed masses recall their early American origin; the balconies, portales and patios are reminiscent of colonial Spain; and the stuccoed walls and brick cornices recall the period when New Mexico was a territory rather than a state. At the same time, these new buildings will reflect still another phase of the style, for they will be completely contemporary in meeting the requirements of the St. John's curriculum. Built with the most modern of materials and in accordance with today's principles of design, the buildings have been conceived to blend with the primitive site- they are up to date and yet reflect the rich heritage of the past. �St. John's College In Santa Fe OFFICERS OF ADMINISTRATION President . . . ... Richard D. Weigle, B.A., M.A., PH.D., LL.D. Dean. . .... Clarence J. Kramer, B.A., M.A. Assistant to the President and Treasurer . ... William J. Hooton Assistant Dean. . . ... . ... Robert E. Skeele, B.A., B.D. Business Manager . . . . . . .... John H. Dendahl, B.s. Librarian. . . . . ... .... John M. Knego, M.A. Admissions Officer. . . . . . . . . . . . .. Frank Hoback, B.A. College Physician. . . . . ........ Julius L. Wilson, B.s., M.D. INITIAL FACULTY Ford K. Brown ... . . . . .... A.B., University of Washington, 1920; D.PHIL., Oxford University, 1926; Associate Professor of English, St. John's College, 1925-29, Professor of English, 1929-39, Tutor, 1939-. William A. Darkey, Jr..... B.A., St. John's College, 1942; M.A., Columbia University, 1949; Tutor, St. John's College, 1942-46, 1949-. . . B.A., University of California at Los Angeles, Curtis A. Wilson . 1945; M.A., 1947, PH.D., 1952, Columbia University; Tutor, St. John's College, 1948 - , Dean, 1958-62. Thomas J. Slakey .... .. ... B.A., St. Mary's College, California, 1952; M.A., Universite Laval, Quebec, 1953; PH.D., Cornell University, 1960; Tutor, St. John's College, 1959-. Molly Gustin . . University of California at Los Angeles, 1939-41; B.MUS., 1956, M.MUS., 1957, PH.D., 1961, Indiana University; Tutor, St. John's College, 1962-. Journet D. Kahn. . . . . B.A., St. John's College, 1942; PH.L., Universite Laval, Quebec, 1946; PH.D., University of Notre Dame, 1949; Tutor, St. John's College, 1942-43, 1963-. Marcia Bullard . . . . B.A., University of New Mexico, 1958; M.A., University of California, Berkeley, 1960; Tutor, St. John's College, 1963-. Donald F. Rauber. . B.A., St. Mary's College, California, 1950; M.A., 1954, PH.D., 1958, University of Oregon; Tutor, St. John's College, 1963-. �An Invitation to Participate To create a second campus for St. John's College in Santa Fe, New Mexico, is a challenging and almost overwhelming enterprise. It will succeed only as the College can attract the participation and support of those who believe in the St. John's concept of education. Although both campuses constitute a legal entity, the Board of Visitors and Governors decided at the outset that St. John's College in Santa Fe should be financially independent of Annapolis. The Board ruled that funds originally donated for St. John's College in Annapolis must be used there. This means. that gifts must be Sought from new friends, from foundations and from corporations for building construction, for books and equipment, for operating costs and for permanent endowment. To this end a campaign is now going forward in the Southwest and in other areas of the country. The goal for the first phase of this program through 1966 is $5,180,000-as detailed on the following pages. To date, $1,180,000 has been received in cash. Before June 30, 1966, the College anticipates receipt of an additional $700,000 in pledge payments, $900,000 in a Federal loan for dormitory construction, and $400,000 in student fees. Approximately $2,000,000 remains to be raised to assure the viability and vitality of the new campus. The students and faculty of both the old and the new St. John's, as well as the Board of Visitors and Governors, join in inviting you to participate in this exciting venture. Your gift or pledge will demonstrate your confidence in the St. John's concept of education and your commitment to it. RICHARD D. WEIGLE President I �Financial Summary Income To Date Preparatory Period, 1961-64 Master Pfan (Donated) .. ....... . $ 25,000 Land (Donated) ..... ... . ..... . 258,560 Training of New Faculty .. . .... . . 83,100 Library Program ... . .. . . .. ... . . 22,000 Administration . ..... .. . . . . . .. . 111,686 - - - - $ 500,346 Gifts of Land . . ....... . . .... . .. $ 258,560 Cash and SecuritiesReceived to April 1, 1964. . . . . . 1,180,000 - - - - $1,438,560 Anticipated Income* Federal Dormitory Loan ... . . . . . . $ 900,000 Pledges Receivable through June 30, 1965 . . .. .......... . . 344,867 Student Fees-1964-65 . . .... . .. . 178,000 - - - - $1,422,867 Initial Construction Program Academic Buildings, Student Center Roads and Utilities .. . .. ... . ... $2, 793,675 Dormitories . . . . . . . . . . . . . . . . . . . 958,936 Furnishings . . . . . . . . . . . . . . . . . . . 168,000 Books and Equipment. . . . . . . . . . . 100,000 Construction Financing . . . . . . . . . . 93,767 TOTAL . ....... . .... . ....... ... . . . $2,861,427 4,114,378 Funds To Be Raised By June 30, 1965 For Loan Repayment . . .. .. . . . . . . $1,831,297 For Operating Budget . . . . . . . . . . . . 252,351 For Books and Equipment . . . . . . . . 100,000 - - - - $2,183,648 Academic Budget for 1964-65 Administration . . . . . . . .. . . .. . . . $ 73,875 General Expense . . . . ... . . . .... . 50,355 161,771 Instruction .. . ..... ... ..... . .. . 62,925 Operation and Maintenance .... . . . 37,600 Dining Hall ............ . . .... . 43,825 Non-Educational Expense .. . .. . . . TOTAL ... . .. .. . . . .... . . .. . .... . .. $5,045,075 430,351 TOTAL . .. .. . .. . . . ... . . .. . . . . .. .. . $5,045,075 * Long-term assets include two life income gifts to the College aggregating $250,000 and pledges receivable between 1965 and 1970 totaling $600.000. �Endowment St. John's College in Annapolis has a permanent endowment of approximately $6,500,000 at book value, representing $20,000 for each student enrolled. As rapidly as possible St. John's College in Santa Fe must build a similar endowment. Donors may establish any of the following specific endowment funds through an outright gift of cash or securities, through a life income gift, or by bequest. Tutorships .... . . . $400,000 Endowed chairs or tutorships to bear the name of the donor or to constitute a memorial. Lecture Series To provide for honoraria and travel expenses for visiting lecturers. Entire Series . . . . . .. . . .. .. . $150,000 Individual Lecture 5,000 ........ Concert Series To make possible appearances of guest artists in the College's music program. Entire Series ..... . . . .. . . . . $ 75,000 Individual Concert .. . . . . .. . 25,000 Library Endowments Visiting Tutorships ...... . ... $250,000 To bring outstanding scholars to the College for brief periods of residency. Regional Scholarships .. . $ 75,000 To make a St. John's education possible for students from different sections of the country. To build and maintain the book and record collections, and to subscribe to periodicals and magazines: Book Fund .................... . .$ Periodical Fund . . . . . . . . . . .. . . . . . .. . .. . . Newspaper Fund ... . .. . . Record Fund ... . . . . . .. . . . . Individual Book Memorial Fund . Equipment Fund Scholarship Aid ... . $ 10,000 To provide a measure of supplementary assistance to needy students. 5,000 2,500 1,000 1,000 150 . . . . $ 10,000 To purchase scientific equipment for the laboratory as required by the program. Prizes and Awards Student Aid ... . . . $10,000-$15,000 To finance bursary jobs in the library, laboratory, dining hall or college offices. To provide for annual awards ·for academic achievements and for prowess in intramural athletics. Mathematics, Poetry and Essay Awards . . .$ Awards for Athletic Championships . 1,000 1,000 I �Construction Program PHASE \ I Classroom Building . .. ........ .. .... . . .. . . .. $ 350,000 (Donated by citizens of Santa Fe) Laboratory Building . . . . . . . . . . . . . . . . . . . . .. . . 1,000,000 Student Center ............. . .............. . 1,200,000 Dormitories (146 Students) .. . ............ .. . . 958,936 Furnishings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168,000 Books and Equipment ..... . .. . .. .. ... . . . .. . . 100,000 Roads, Utilities and Landscaping ... . .. . . .... . . . 337,442 $4,114,378 PHASE II Library . . ... . .. ... . .... . . . ..... .. ..... ... $ 750,000 Dormitories ( 125 Women) . . . . . . . . . . . . . . . . . . . 875,000 Auditorium . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,000,000 Dormitories (50 Men) . . . . . . . . . . . . . . . . . . . . . . . 350,000 Administration Building . . . . . . . . . . . . . . . . . . . . . 300,000 Athletic Center and Swimming Pool. . . . . . . . . . . . 800,000 Infirmary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100,000 Furnishings . . . . . . . . . . . . . . . . . . . . . . . . 225,000 Roads, Utilities and Landscaping . . . . . . . . . . . . . . . 100,000 $4,500,000 WOMENS H �\ y l )(ll2MOOIZ.IE.S.. \ b~ I I \ _ -~ST. C;:Q~ tr4 i';l:LLWZE.::~ • I ��Library Cost $750,000 Library Wing Classical Lounge $15,000 Magazine and Periodical Room .. . .. . . . 15,000 Special Collection Room ... . .... . .. . . . . . . . .. . 12,000 Alcoves ( 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . each 3,000 Typing Room . .. . ..... . .. . . . . . 3,000 Carrels ( 34) .. ... .. . . . . ... each 750 Microfilm Carrels (2) ....... . . . . .. . . . . ... each 1,250 Fine Arts and Music Wing "' Music Seminar Rooms (2) ........ . . ... each $18;750 Music Practice Rooms ( 4) . . . . . . . . . . . each 6,000 Music Library . . . . . . . . . . . . . . . .. . . . . . . . 20,000 Art Gallery ..... . . . .... . . .. . .. . . . ... . . .. . . 12,500 Art Studio ... .. . .. ...... .. .. . . . . .. . ... . . . . 13,000 Reference Sets and Special Books The Library of Congress Catalogue and Supplements .. . . .. . .......... . .. . . . . . $ 2,062 The National Union Catalogs . .. . . . . . .. . .... . . . 695 The Cumulative Book Index . ...... . .. ... . . . . . $ 560 British Museum General Catalogue of Printed Books 5,500 Catholic Encyclopedia .. . . .. .. .. . . . . .. . 135 Encyclopedia of the Social Sciences . . .... . . . 110 Jewish Encyclopedia ............... . . . . . . . . . 95 Oxford English Dictionary . .. . ....... . . . . . . .. . 320 Encyclopaedic Dictionary of Physics . ....... . . . . 298 Dictionary of American Biography . . ... . . . 240 Dictionary of National Biography . . . . ... . 244 143 Grove's Dictionary of Music and Musicians . . 1,260 Loeb Classical Library . . . . .. . . . . Cambridge Ancient History. 250 Cambridge Medieval History . . . . . . . ... . . . . .. . . 200 Cambridge Modern History .. . . . . ... . . .. . .. . . . 95 275 Thesaurus Graecae Linguae . . . . . . . ...... . . . .. . Real Encyclopiidie der classische 1,750 Altertumswissenschaft . ........... . . . . . . Commentaria in Aristotlem Graeca . . . 800 Cambridge Bibliography of English Literature, 45 600-1800 . . . . . . . . . . ... . . .. . Cambridge History of American Literature . . . 27 Cambridge History of English Literature . .. . 95 I ��Laboratory Building Cost $1,000,000 Rooms and Spaces Cost Large Laboratories ( 6) . . . . . . . . . . . . ... each $40,000 Project Laboratories ( 11) . . . . . . . . . ... . each 7,250 . . . ... . . . . ... each 17,500 Senior Laboratories ( 2) . Isotope Laboratory . . . . . . . . . . ... . 17,500 Special Techniques Laboratory. 10,000 Fruit Fly Laboratory. . . . . . . . . .. . . 7,000 Animal Room ............ . . . .. . ... .. . 6,500 Offices (7) . . . . ... . .. . . ... each 4,500 Mechanics Project Laboratory . . . . . . .. 12,500 Selected Items of Equipment Total Cost Measurements Laboratory Triple-beam Balances (20) . .... . .. . Calorimetry Apparatus (20) ... . .. . . Micrometers (20) Spherometers (20) . . . Chemistry Laboratory Analytical Balances (20). . . . . . . . . . . Analytical Weight Sets (21). . . . . . . . . . . . . . . . Fisher Orsat Gas Apparatus. . Distilled Water Still . ............... Eudiometer Tubes (30). . . . . . . . Electrolysis Apparatus (20). . . . . . . . . . . . . . . . $ 580 750 257 450 3,660 252 166 1,44 7 270 340 Biology Laboratory Compound Microscopes ( 40) . Stereoscopic Microscopes ( 40) . . . .... . Prepared Microscope Slides . Kymographs and Accessories (2). Skeleton Sets . . . . . . . .. Embryo Models ..... ... $15,800 14,360 5,000 500 1,821 1,098 Optics Laboratory Optical Benches and accessories (12). Spectrometers (12) Polarimeter ....... . Spectrum tubes and power supplies .. . . . .. . . . 900 2,976 226 1,082 Mechanics Laboratory Scalers ( 8 ) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . Force Tables ( 8) . . . . . . . . D .C. Power Supplies (12). . .... . . . . . . . . . Gravitational Constant Apparatus .. 2,240 680 1,476 129 Electromagnetism Laboratory Magnetometers ( 8) . . . .. . . . ... . Tangent Galvanometers ( 8) . . . ..... . . Ballistic Galvanometers ( 2) . Potentiometers (2) ......... . . . .. . . . . .. . . . 200 480 282 272 Atomic Physics Laboratory Milliken Oil Drop Apparatus . . ....... e/m Apparatus . . . . . . ........ . .. . . . .. . Photoelectric Effect Apparatus. . . . . . .. . ....... Mass & Beta Ray Spectrometer . 408 207 788 595 Laboratory Shops Lathe ...... . .. .. . . . .. . .. . . . . .... . Milling Machine . . .. . .. . . Drill Press, metal . . . . . . . . . . . . . . . . . . . . . . . . Drill Press, wood . . . ... . . . .. . ..... . .. . 1,500 2,800 400 300 . I �Dormitories Cost $958,936 Quiet for sleeping and studying was a primary consideration in the design of the dormitory units. A complex of nine small buildings is therefore being constructed. The interior arrangement of each building will provide a variety of living spaces: single and double rooms, and double and triple suites. Initially women will occupy three units and men six. Ultimately these will all be occupied by men when new women's dormitories are constructed. Recreation and common rooms for the entire dormitory complex will be located in one of the larger buildings. Main Dormitory (15 students). . . . .... . $150,000 Large Dormitory (36 students). . ..... . ...... 210,000 Dormitories (6)- (18 students). . .... each 100,000 Tutor's Apartment (2). . .. .. . . .. .. each 50,000 Common Room (2). . . .. . . . . . ... . .. .. .... each 25,000 Triple Suite . . . . ........... . . each 18,000 Double Suite . . . . . . . . . . . . . . . . . . . . . . . . . each 12,500 Double Room . . . . . . . . . . . . . . . . . . . . . . . . . each 10,000 Single Room . . . . . . . . . . . . . . . . . . ..... each 7 ,000 �Student Center Cost $1,200,000 The Student Center will be the focal point for much of the life of the campus. The Great Hall will serve initially for the Friday night lectures as well as for other College functions. Student and faculty common rooms and a large recreation room on the ground floor will be available for both formal and informal social activities. In addition to a Dining Hall capable of seating the entire student body, there will be a Coffee Shop to provide betweenmeal snacks. As in Annapolis, the Coffee Shop will be the place where classroom conversations continue on and on in an informal and relaxed way. The central patio will provide an outdoor setting for these conversations or for general relaxation. The Bookstore, campus mailboxes and the central telephone switchboard will also be located in the Student Center. . .. . . . .. .... . . . .. . . .. . . $325,000 Dining Hall . . 145,000 Coffee Shop .. . ..... . . . . .. . . .. . .. . . . . Bookstore .. . ..... . . . .. . .... . . . . . .. . . 50,000 65,000 Great Hall . . . . . . . . . . . . . . . . . . . . ..... . Senior Commons . . ... . . 22,500 West Commons . . . .. . .. .. .. .. . . . . . . . . . . . 10,000 35,000 Junior Commons .... . . . . Ground Floor Recreation . . . . . . . . . . . . . . . . . . . . . . 22,500 17,500 P~o .................... . ... . �Board of Visitors and Governors OFFICERS Chairman Richard F. Cleveland Lawyer Baltimore, Maryland Joseph L. Bean Consultant Darien, Connecticut Francis G. Coates Lawyer Baker, Botts, Shepherd & Coates Houston, Texas Vice Chairman William A. Lydgate Partner Earl Newsom & Co. New York, New York Secretary Dr. Thomas B. Turner Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland John D. Alexander, Jr. Lawyer Constable, Alexander & Daneker Baltimore, Maryland Peter Donchian Education Consultant New York, New York Edward J. Dwyer President Electric Storage Battery Co. Philadelphia, Pennsylvania Thomas M. Evans Chairman of the Board H . K. Porter Company New York, New York Walter F. Evers Management Consultant Walter Evers & Company Cleveland, Ohio Floyd D. Hall President Eastern Airlines New York, New York Charles A. Nelson Management Consultant Nelson Associates New York, New York Richard H. Hodgson Salisbury, Maryland Mrs. Duane L. Peterson Baltimore, Maryland Carlisle Humelsine President Colonial Williamsburg Williamsburg, Virginia Edward S. Pinney Lawyer Cravath, Swain & Moore New York, New York The Hon. Wm. S. James President Senate of Maryland Mrs. John W. Pritzlaff Phoenix, Arizona John S. Kieffer Dean St. John's College Edward A. Kimpel, Jr. Motion Picture Exhibitor Baltimore, Maryland Donald P. Kircher President Singer Manufacturing Co. New York, New York The Hon. Marvin Mandel Acting Speaker House of Delegates of Maryland Baltimore, Maryland John Gaw Meem Architect Santa Fe, New Mexico Louis T. Rader President Univac Division Sperry Rand Corp. New York, New York Harrison Sasscer Staff Associate American Council on Education Washington, D. C. Mrs. Harry R. Slack, Jr. Baltimore, Maryland The Hon. J. Millard Tawes Governor of Maryland Mrs. Millard E. Tydings Havre de Grace, Maryland Richard D. Weigle President St. John's College Bromwell Ault Vice President lnterchemical Corporation New York, New York Col. E. E. Fogelson Independent Oil Operator Dallas, Texas Pecos, New Mexico Robert M. McKinney Publisher Santa Fe, New Mexico William M. White President The Minnequa Bank of Pueblo Pueblo, Colorado William C. Baxter Lawyer Baltimore Gas & Electric Co. Baltimore, Maryland Victor Frenkil President Baltimore Contractors, Inc. Baltimore, Maryland Walter C. Mylander, Jr. Lawyer Mylander and Atwater Baltimore, Maryland John L. Williams Realtor Williams-Bowker Company Sacramento, California �Admissions Full details of the admission procedure are contained in the College catalogue, which may be obtained from the Director of Admissions. The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily the work of the entire College program. Academic achievement and promise are of first importance, but the Admissions Committe also takes into account all available evidence of maturity, stability, self-discipline, and the desire to do intellectual work. Normally an applicant must be a graduate of an accredited secondary school; occasionally an eminently well-qualified student is accepted who has not yet finished secondary school. An applicant is expected to have followed a college preparatory course, including two years of algebra, one of geometry, and two years of a foreign language. Additional work in mathematics and language, as well as two or three years of the natural sciences, is strongly advised. Every applicant must take the Scholastic Aptitude Test of the College Entrance Examination Board; must present letters of reference, including one from an officer or teacher in the school last attended; and must be recommended by his school for study at St. John's. Certain of these requirements may be waived in exceptional cases. A student considering enrolling at St. John's is encouraged to visit the campus for one or two days. All visits should be arranged in advance with the Director of Admissions. · All new students must enter St. John's as freshmen . No advanced standing is granted. Inquiries Inquiries concerning St. John's College may be directed to any of the following: The President, Treasurer, or Director of Admissions: St. John's College in Santa Fe St. John's College Post Office Box 1968 or Annapolis, Maryland Santa Fe, New Mexico 87501 21404 Jack Wentworth, Development Consultant 2019 Menaul Boulevard, N.E. Post Office Box 3435 Albuquerque, New Mexico 87110 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 May 1964-Vol. XVI No. 2- SJC in Santa Fe Title A name given to the resource Bulletin of St. John's College, May 1964 Description An account of the resource Volume XVI, Number 2 of the Bulletin of St. John's College, St. John's College in Santa Fe. Published in May 1964. Date A point or period of time associated with an event in the lifecycle of the resource 1964-05 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 Santa Fe, NM 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/1381a4fc482bfa61a162024ed4fc84db.pdf 2812c654bc0da5bdfa689761d7befb4b PDF Text Text in Annapolis since 1696 �GREAT BOOKS ARE GREAT TEACHERS �-.......----~~-------------~-----------~----------------------------~ ·· -· ---·- 'ED U CATION STARTS A MA N' Portrait of Graduates Eleven graduates discuss the St. John's program BE NEDICT BISBERG CAVE COLLINGWOOD GOLDWIN JACOB LINCOLN SIMPSON VA N DOREN WIL LIAMS JO NE S �Portrait of Graduates Contents Foreword, Peter Donchian 5 To Know One's Self, John L. Williams . 7 Intellectual Journey, John Van Doren . 9 Concept of Culture, Thomas K. Simpson. 11 The Courage to Teach, C. Ranlet Lincoln . . ... 13 The Art of Being Honest, Bernard E . Jacob . . 15 So Much So Quickly, Robert A. Goldwin . 17 The Learning Process, G. Harris Collingwood . . 19 The lOlst Great Book, Ray C. Cave. . . 21 Not Terminal, Aaron Risberg 23 The Lesson Lingers, Stephen Benedict 25 Sui Generis, David Jones . 27 Occupational Survey of Graduates 29 The St. John's Program: Its Scope, Jacob Klein 30 The St. John's Program: Looking Ahead, Curtis Wilson . Volume xrv, Number 2, May, 1962) Publish ed quarterly Officers of Administration . E ntered as Second Class M atter, February 18, 1948, at the Post Office at Annapolis, M aryland, under the Act of August 24, 1912. Admissions Copyright 1962: The St. John's College Press, Annapolis, Maryland Board of Visitors and Governors . 31 . .. . .. .. ... . 32 32 Cover III �Foreword The aim of an education in the liberal arts is to nurture the educable student in the art of being true to himself and true to fact; to help him discover what he is and not to be beguiled by what his fancy may mirror; to free his intellect and to arm him with the moral virtues he will need to withstand the vicissitudes of fortune. The liberal arts college with a concern for the quality of the education it offers can take nothing for granted but such principles and practices as stand the tests of experience and reasonable argument. And since its inception, the St. John's Program has been under continuous examination and revision by the faculty and academic officers responsible for its achievement. But be that as it may, no course of study can be judged by the curriculum alone; its value is enhanced or reduced by the quality of its product. "A college is not a factory; the mind of a human being is not an engine block; a curriculum is not an assembly line; a graduate is not just a product. A teacher is not an engineer working from a blueprint; he is an artist trying to embody a vision in the most intractable of materials." (The St. John's Program, A Report, 1955) With what degree of success do we meet? One important and interesting measure of our effectiveness, then, may be made by those informed critics, the graduates. With the aid of men who have experienced the course of study, we take another close look at ourselves from their point of view. We have invited several alumni to sum up for us, reflecting in retrospect and in maturity, the impact of the St. John's Program upon them, for the most part ten or more years after graduation. Peter Donchian, Board of Visitors and Governors, May 1962 5 �John L. Williams '50 To Know One's Self Through direct contact with the great minds of Western civilization and through rigorous exercise in language, mathematics and the sciences, St. John's College seeks to develop free and rational men with an understanding of the basic unity of knowledge, an appreciation of our common cultural heritage, and a consciousness of social and moral obligations. St. John's considers that such men are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free state. Ever since the golden age of Greece and no doubt long before, the oracle commands "Know Thyself". In a very real sense, there is nothing else to know but one's self and one's relationship with the surrounding phenomenal world. Education, it can be said, is nothing more than the process of continually increasing this understanding of one's self. Out of education, which all men experience more or less, finally develops the attitudes with which we accept human existence, the values by which we measure the good of human action, and the goals we deem worthy of attainment. If these values and goals are fundamental and fitting to the human condition, then this finite life can seem fruitful and worthwhile. If they prove to be illconceived and poorly understood, life is apt to be an accelerating disillusionment permeated with a sense of failure. It is axiomatic that the more thoroughly a man knows himself, the greater chance he has of being in charge of himself and at peace with the world. An education that incorporates a solid grasp of the disciplines of the traditional liberal arts together with a close (continued overleaf) Mr. Williams is a senior partner in a real estate company of Sacramento, California, whose principal business is the purchase, sale, and development of investment real estate. He is active in the affairs of organized real estate, serving as the elected president of the Sacramento Real Estate Board in 1956 and the elected regional vice president of the California Real Estate Board in 1956 and the elected regional vice president of the California Real Estate Association in 1957. Currently he is serving a third term on the real estate advisory committee to Clark Kerr, President of the University of California. 7 �and careful study of the works of the most penetrating and influential thinkers of all time is certainly an effective way of getting to know one's self. A sincere and conscientious effort to master the material offered at St. John's at the least brings about certain habits of mind and an objectivity regarding one's self that prove invaluable in making the continual judgments human affairs demand. For instance, one can't read the prime movers of the western tradition without being permanently infected with an unquenchable desire for truth, a thorough respect for excellence, and an impatience with anything but genuine worth. Just a small acquaintance with philosophy produces an everlasting humility that takes the monkey, ego, off one's back. If philosophy doesn't totally succeed in this, the study of science, Darwin, and Freud does. Integrity in all one's affairs begins when one learns to be true to himself. Lasting literature makes this point again and again, until it finally looms large for all to see, never to be forgotten. Without integrity there can be no victory and no real accomplishment. After four years of the St. John's Program one realizes that freedom is an elusive and complicated concept, and perhaps in a metaphysical sense, non-existent to man. But if it can be realized by man at all, it comes only to the man of understanding. Knowledge of one's self can't help but bring a measure of charity for others and the Bible, read and discussed in seminars for weeks at St. John's, sobers one with the thought that men are wise in proportion to their charity. What more practical accomplishment is there than the ability to engage in reasoned discourse, clearly discerning the point and articulately pursuing it. Through the language tutorial and the always provocative seminars at St. John's this potential talent becomes realized. For me St. John's was a total success. I am grateful for the good fortune that brought me there. Portrait of Graduates 8 John Van Doren '4 7 Intellectual Journey I do not know that I have anything worthwhile to contribute to this discussion. But as I am asked to say something, I would speak a little of the end of education and the means because it seems to me we get the two things mixed up a good deal of the time, which accounts for much of our trouble in trying to educate ourselves. The concern of education is, or ought to be, with the critical faculty- with judgment. That is the end of the process, in which knowledge is the means. It is an indispensable means, certainly, without which nothing else is possible. Still, judgment is what we are trying to train-the capacity, as I may call it, of seeing things and knowing what they are. The student whose critical faculty is competent to do this is by so much educated. It is not that he is complete, or that he has in the ordinary way achieved something. Rather does he possess an art, in the practice of which he can be relied on to teach himself. At that point education in the formal sense can do nothing further for him, and he is sent armed into the world to meet the slings and arrows of outrageous fortune. It is sad that so much of the work of the universities is designed more to discourage this art than to develop it. No doubt the exceptional student does it anyway, Dr. Van Doren completed his graduate work in American history at Columbia University in 1953. After an interval of two years in the Army, he was appointed to the faculty of Brandeis University in 1956, where he has been ever since. He has not remained in the History Department, but has somehow moved to the Department of English, which is not surprising for the son of Mark Van Doren. He is presently at work on a book on the Jackson period. 9 �I I: and we regard him with the awe, or perhaps the jealousy, that genius always inspires. But the run of students is not born with such ability; the unhappy fact is that it rarely does learn, that this ability is not as a matter of course ours. Far too often the student is suppressed in his mind by the authorities, whose insights when borrowed are supposed to make one authoritative. Of course education does not happen so. The student who thinks it does is still in the cave watching shadows. He has not yet begun the painful climb into his own intelligence. Nor does he even know- he is often not encouraged to know-that the effort must be made. To make it ought nevertheless to be his aim, and the school that does not help him is no school. It is an arduous and lonely business, as anyone knows. One is apt to stumble many times along the way -to rest content in the belief that ideas can seem to be enough, and more than one degree has been gained by footnotes. Even if the student survives this temptation, he is likely to please his teacher long before he pleases himself. The brilliance of the sun is strong stuff, certain to suggest a safe retreat into the half-light of scholarship. Yet the mind interested in its own success will stay the course, justifying both itself and those who sent it forth . Perhaps this was, after all, the distinction of St. John's that it understood the importance of such an intellectual journey, which it inspired us to make in the best way we could. I have taught elsewhere long enough to know that the understanding is anything but universal. The College as I remember it never made the mistake of asking us to substitute other minds for our own. Neither was it afraid of our bad judgment, which had naturally to be bad before it could be anything else. A combination of wisdom and courage was required of an institution, it seems to me, to persist in such practices, which ran counter to the education of the time. True, some of the College's graduates have become apostate, feeling dubious of the way they were taught. But some did not doubt. It is because I count myself one of these that I am not sorry for this chance to confess it. And so at any rate I do. Portrait of Graduates 10 1 . Thomas K. Simpson '50 Concept of Culture 1l II It is not easy for me even now to evaluate my decision to come to St. John's as an undergraduate. There were mixed in it many elements: a desire for a sounder understanding of the foundations of science itself; a disgust and despair in the human implications of the technical society I thought I saw emerging from the war; curiosity as to what lay on the other side of a good many intellectual fences. For me St. John's was a revolutionary intellectual experience. I began to feel that the peculiar academic mix which constituted my background suited me particularly well to work at the problem of liberal education in an era in which the mind of man was operating best and most productively in the sciences. I wanted to dispel in practice the notion that sciences require a different type of mind, less of subtlety, finesse , or of a gift for metaphor, and to help students to make a start toward a reintegration of their culture. Science is a most serious problem for us all, as men. Not merely does it-in all professional innocence-engulf us with by-products which are getting out of control, but it is deeply unintelligible to During the war, which interrupted his work in electrical engineering at Rensselaer Polytechnic Institute, Mr. Simpson worked in military electronics. Sensing that he was getting a kind of generalized technical education rather than the study of science he had envisioned, he came to St. John's as a freshman and graduated in 1950. After some years of teaching experience at Wesleyan University and the American University at Cairo, Egypt, he was appointed as a tutor at St. John 's in 1956. A Danforth Foundation grant has, he says, left him with vastly increased respect for physics and the physicist. 11 l �us. Those among us who best understand most things, least understand science, while the few who are scientists either founder in the complexity of their own competences, or emerge to argue that science is not something understandable, but only an efficient method of organizing matters. The result is that we have lost contact with the concept of culture-that is, with any whole view of what we as men know at the present time. We have taken the easy way out in acting as if we were two kinds of men with two kinds of minds, the humanistic and the scientific, or those who think sensitively and those who measure and calculate. In my opinion, this is not so. On one hand, the motion of mind in science is often subtle beyond any man's following. A fault of science is that it develops too fast to permit time to follow its own thoughts more than half-way to their implications. Science works constantly, and dexterously, with metaphor and the inspired image. On the other hand, there is no real literary or philosophical island of retreat from science in our time. If one would take into view what-is, he must engage in thought with the scientists. At St. John's some of us are haltingly but earnestly working at resolving that dichotomy, with the realization that the task may indeed prove impossible. It is not that the scientist knows his science, but cannot communicate it, while the liberal artist knows his arts, but cannot get the scientist to stop to listen. Rather the scientist will not know his science until he has learned to explain it in terms other men can understand; nor have the liberal arts any real integrity so long as they fail to comprehend the sciences. The sciences are liberal arts.' Our problem is to find out what that hypothesis implies. To me, it is of course important to consider St. John's in both its aspects-as a school in which students are reading the books for the first time, and as a community of learning in a broader sense in which the faculty are expressly concerned with the common relevance of their individual studies. In this sense the Program is a career, I think not a bad one. C. Ranlet Lincoln '50 The Courage to Teach I cannot claim to have gained from St. John's any vocational goals, any purposeful course to follow in my career. But I think that I can attribute to my college education the basis of a kind of intellectual flexibility and breadth which have served me well. Some of the changes in my fields of work have been sudden and unplanned. ~ad my educational experience been less broad, more narrowly vocat10nal I would not have been able to make the kinds of shifts that I have, a~d might well have found myself at the end of a blind alley. One other point about the relevance of the St. John's program to my working life : in all the kinds of work I have done, there has always been one similarity, namely the need for an ability to perceive, understand, and communicate to others relationships between things and ideas which are not immediately apparent. Since this exercise is one of the chief activities of a student at St. John's, the point needs no elaboration. In the ten years since I left St. John's I have come more and more "Activities other than vocational which may have some connection with my time at St. John's include dabbling in politics, in a very amateur but most rewarding manner, a lively interest in secondary education culminating in election to my local public school board (perhaps my children also had something to do with that), and a still growing concern with Christian theology (I was converted to Christianity from a kind of cheerful heathenism during my sophomore year by Winfree Smith, Simon Kaplan, and St. Augustin.e) ·" . Mr. Lincoln directs the development program of the M1ssoun Botanical Garden in St. Louis. Portrait of Graduates 12 13 �to feel that the program is not only soundly conceived in its philosophy of education, but quite remarkably good in its practice thereof. St. John's would be a great college if for no other reason than that it, along with a handful of other colleges, is informed and guided by a quality of seriousness and responsibility toward the educational task which is not even understood, let alone shared, by the educational establishment in general. This statement is, in my judgment, more true today than it was in 1950, not despite, but because of the currently fashionable preoccupation with what is usually referred to as excellence in education. This current emphasis itself has piled new confusions, new pressures, new fads, and new demands upon an educational structure already so chaotic and corrupt that we find it welcoming the present problems mainly as a means of turning away from the ones it already had. Now, more than then, St. John's is truly a beacon in the darkness, and for _ its faults it has a duty to all shine as steadily as it can. No college and no teacher can really "teach" anybody anything. The act of learning is solitary, individual, personal. Each of us must learn what we learn for ourselves. The function of the teacher, and the college, therefore, consists of two very important things: one is to make knowledge available to the student, the other is to create and sustain an environment which encourages the student to want to learn. This understanding of teaching and learning lies at the heart of St. John's character as a community of learning. It is a contagious excitement with the very stuff of life, a passionate involvement in understanding, an act of love which evokes an active response in the student. But as important as the teacher's love of knowledge and understanding is his love of the learner. Precisely because learning is an individual and personal act, each student is valued as unique and personal. And also because learning is hard, and understanding is not gotten cheaply, and because the learner falters and stumbles, the loving support of the community of scholars is the essential environment in which learning can take place. It is to the glory of St. John's that in the full knowledge of this outrageous demand, it has the courage to teach. Portrait of Graduates 14 Bernard E. Jacob '54 The Art of Being Honest The phrase, virtue is its own reward, in the mouth of the philosopher is a definition, not an exhortation: that which, in fact, may be enjoyed for its own sake constitutes a kind of human virtue, transcending the categories of praise and blame which, I would guess, delimit the socially useful virtues. The men and the books which taught at St. John's had a passion for that sort of virtue: that passion was catching, and I hope that I was thoroughly infected. To understand, to do well, to be righteous, to be admirable and admired: one hopes that these phrases are only catechismetical expressions of a single core of meaning, or its facets, rather unconvincingly held in the excruciating tension of experienced life. That, in a loose way of talking, is, I take it, the hope and boundary of the traditions of our nearest ancestors. It is the tradition which, in its way, St. John's undertakes to transmit to its young heathen. As long as it does so, it has my admiration. Mr. Jacob is credited with two years' postgraduate work in the Institute of Philosophical Research on Santayana, Bradley, Hobhouse, Suarez, and Burke, while simultaneously enrolled in the Law School of the University of California at Berkeley. He became Article Editor of the California Law Review and received the signal honor of a one year appointment as clerk to William 0. Douglas, Associate Justice of the Supreme Court of the United States. With the conclusion of that rare experience with Justice Douglas, he accepted an offer from one of the top law firms of Los Angeles. "In listing any medals I've won, I am especially proud of the invitation to lecture at St. John's in 1959 on The Roots of Freedom." 15 �It's perhaps a little silly to formulate my reflections on the value of the St. John's Program in such high-flown and incredible language, but the unfortunate truth is that, once that language must be abandoned for more modest description, the impact of the Program is lost. It is an extremely difficult art to be honest: that art is the end of all the civilized skills which St. John's attempts to allude to: that art includes the realization that just such attic-remnants language is the language which applies. It seems to me, then, that at St. John's I was introduced to the art of being honest, that I was persuaded that it was somehow worth the effort to acquire the art, and that the exercise of that art was (all other passions and pleasures, hopes and fears aside) the pleasure least entangled with time, least tinged with crime, and-I return to my first paragraph- untrammeled by cost and aim. It is in relation to that art that the authors were most meaningful to me: Plato, for instance, because he taught me that it's impossible to learn (and thus made the fact that one learns all the time interesting), that talk is the proof of truth's existence, that the much maligned science of metaphysics is only rigorous supposition, and that a possible divinity touches the hope that supposition will one day blend into truth; Aristotle, for instance, because he taught me that all science is but an exercise in looking, or smelling, or hearing. But St. John's also meant to me the people I met there: the tutors, the students. This aspect of St. John's is inextricably mixed with its books, and its Buchananish ideology of reforming American learning. I learned there that one can want to learn, without vanity, or gruesome passions, or sinister aims - others might already have known this. St. John's thus played for me individually a role which, for others, may be played by some friend, by upbringing, or family tradition, or the early exercise of a superior intelligence; I was civilized there. Robert A. Goldwin '50 So Much So Quickly A biographical sketch makes clear that my whole life has developed out of the education I received at St. John's. Every job I have held has demanded exactly the kind of training, exactly the skills that are uniquely the product of the St. John's curriculum. I have a reputation as a discussion leader, a professional, and have written a now widely used manual on the subject: but all I have learned about discussion I learned in St. John's seminars. This work demands a special kind of critical reading for the editing and selection of materials used in discussion groups; all I have done in such work is to continue the kind of reading I learned to do at St. John's. In short, St. John's has given me what it has never claimed, a professional living. But it has given me more than a living; in a sense, it has given me my life. I cannot imagine what my life would have been if I had had the bad luck not to have gone to St. John's. I do not mean by Portrait of Graduates Mr. Goldwin is Lecturer in Political Science and Director of the Public Affairs Conference Center, University of Chicago. The Center's conferences are discussion meetings on urgent national problems, attended by national leaders in public and academic life, and conducted by Mr. Goldwin much as are the St. John's seminars. He is also the editor of several volumes of readings on political subjects and co-editor (with Charles A. Nelson '45) of Toward the Liberally Educated Executive (1957). "Through all this, I am slowly putting together a doctoral dissertation and may very well finish it in 1962. The oldest of my four children will be starting at St. John's in 1963; it seems only right that her father's student days end before hers begin." 16 17 �this simply the fact of education. I have had now enough experience of other educational institutions and have met enough of their graduates to feel confident that the St. John's Program is unique. I have colleagues as well educated as I, no doubt, but I think-and they will agree-that they obtained by chance what I was given by design. They learned to a large degree in spite of the curriculum; I because of it. I doubt that I could have done so well as they: that is, I doubt that I would have ever discovered the way to a true education on my own without the guidance of St. John's. If I have any regret, it is that I have not taken greater advantage of it. Although it may seem that I am unable to speak critically of St. John's, perhaps I may add that as a senior I felt a desperate necessity to learn something-anything-thoroughly. In four years we had covered so much so quickly that I longed to pause and linger over something, to dwell on it; above all, to master it. St. John's knows that it does not provide concentrated study; that is left intentionally, for those who want it, to the graduate schools. But when I neared the end of the fourth year, I think almost nothing could have kept me from at least one year of graduate school. I felt driven to specialize, to narrow my concentration. Whether this is intentional or not, in my case it was beneficial. My first year as a graduate student was the most intense and intensive year of study of my career-and, as a consequence, the most profitable. St. John's had given me both the motive force for specialization and the larger framework within which to place it. I feel a tremendous gratitude to St. John's College, to the place itself, to the idea which governs it, and to the men who give it its expression. They have given me much that I consider most valuable in life, and have enriched whatever I have acquired elsewhere. Portrait of Graduates 18 The Reverend G. Harris Collingwood, Jr. '48 The Learning Process I cannot claim that I was much of a scholar at St. John's, but I had been exposed to every major theological concept within the western tradition. One cannot, however casually, read Plato, Aristotle, Virgil, the Holy Scriptures, St. Augustine, St. Thomas, Calvin, Luther, Kierkegaard, to name a few, without absorbing something of the basic problems of theology. The great value which I found in the St. John's Program was the foundation it laid for future and continuing study. In the years following seminary, I have had occasion to study at several colleges and universities. I gain the distinct impression that few institutions provide the broad, basic preparation offered by St. John's. This leads me to what is perhaps the most striking insight into the St. John's Program: It cares more about the student learning than the teacher teaching. It was only after a couple of years of graduate The Reverend Mr. Collingwood, Dean of the Northwest Convocation of Kansas and now carrying a host of other responsibilities, was ordained by the Bishop of Washington and was advanced to the Priesthood in December of 1953. In 1955 he became Rector of the Church of the Convenant, Junction City, Kansas, one of the oldest parishes in the Kansas territory. In November 1961 he assumed his present duties as Rector of St. Paul's in Kansas City. Fr. Collingwood prefaced his statement: "I wonder if you do not have me confused with my better-known brother. I am Harris, not Charles Collingwood, and the bottom man in my class, not a Rhodes Scholar as was Charles. However I willingly send the material you request." 19 �study that it dawned upon me that my St. John's tutors had a curious habit of listening more than they spoke. Lectures, by and large, took place on Friday nights, and the real teaching took place in tutorials and seminars where tutors taught by listening. Indeed, on occasion the best tutor may be the si lent one who speaks only when the student begins to ask questions that matter to him. There are few things less effective than the answer to a question that has never been asked. A student must learn, can only learn, for himself. The teacher's function is to listen, and having heard, to aid in the learning process of the individual. It seems to me, and I speak as a preacher, that you can never tell anybody anything. I wonder, somewhat sadly, if St. John's is not unique in that it cares more for the student than it does for the brilliance of the professor. As I look back over my years at St. John's two or three features emerge which seem essential parts of the St. John's Program: First, the excitement of the learning process; second, the sense of community; and third, the concern for the student. When I speak of excitement I do not mean a bubbly enthusiasm but rather excitement in terms of intensity and involvement. At times it bordered upon the ridiculous, but I can remember learning about Platonic Forms by being vitally concerned about them. It had to do not only with my mind, but with my life. It wasn't simply an idea in a course in philosophy, but related directly to a wide range of concepts and questions: Is there a necessary relation between Euclid's figures and the world we see? And what is language? And what of courage? And how does learning take place? And what is justice? And how do you measure? And what is really real? This kind of intensity and excitement cannot be borne alone, but must be lived in a community that is sharing a great deal in common. The idea of a college as a community of learning was more than a phrase-it was a necessity. The conversations demanded by this kind of learning could only take place among others equally as involved. Within such a community it was often, and happily, difficult to determine who was teaching whom. Ray C. Cave '48 The 101 st Great Book Trying to analyze what St. John's did for me or made of me is a dismally complicated business. Perhaps the single most important thing it did was to make me a questioner. The Great Books arouse the inquisitive spirit, and once roused this spirit lasts a lifetime. Any man with the questioning attitude has a major advantage in our society, for the handmaiden of curiosity is doubt and rarely has civilization been in greater need of circumspect doubters. Constantly beset by pomposity and fraud, it is necessary to be armed with skepticism to survive as an individual. And skepticism too is a by-product of the St. John's Program; in fact, there is no escaping it. Thus, when you have examined the principal works of all religions, you are likely to accept none at face value. When you see a Ptolemy change from the pronouncer of astronomical certainty in one age to the perpetrator of history's most astronomical error in the next, or watch Euclid's parallel lines do Portrait of Graduates Mr. Cave's military-minded father decided that the St. John's liberal arts program would be the right preliminary for his son prior to West Point. Duly entered at a bewildered fifteen, he was allowed an unusual fifth year of grace to complete the four year course. He has been a school teacher, a police reporter, general assignment reporter, rewrite man and assistant city editor - all for the Baltimore Evening Sun. [Sandwiched in that progression as a newsman is a tour of duty as a Counter-Intelligence Corps agent.] He is now an associate editor of Sports Illustrated magazine. Mr. Cave adds a postscript: "Wish you well with your booklet. All you have to do is just keep us honest." 20 21 �one thing and Lobachevski's another, then you begin to recognize the elusiveness of fact and the need for unending curiosity and doubt. Study of the liberal arts in the St. John's fashion can develop in its graduate a large and liberal spirit. It is of the first importance that a college graduate be able to bring both a searching and a sympathetic viewpoint to the world around him. Both these elements are needed, for to search without sympathy is to get information without understanding, and to be sympathetic without searching could be to be maudlin instead of concerned. It has been my good fortune as a journalist to talk to many kinds of people, often at crucial and revealing moments in their lives. A liberal outlook toward humanity which permits tolerance in an era of intolerance and an unfettered and inquisitive mind are satisfying gifts for which I am most grateful. The years erode away the precise recollection of the Great Books. I may have forgotten Kant, Newton's theorems may no longer be comprehensible, and Greek a foreign language. Perhaps at this distance I can assess with some validity what St. John's offers. It enables its students to view the world with that exciting reaction, wonder. It can make life wonder-full. You learn that at St. John's there are not just 100 Great Books, but 101. So you leave school and the 100 books behind you and you search and seek forever for the 101 st. No such hunter can remain a shallow man. Finally, I see no great mysticism in the St. John's education. I am a simple man and I came away with some simple values. If Socrates is right, I had them somewhere with me when I came to St. John's as a freshman; if Hegel is right, it doesn't matter where they originated as long as they are true in and of themselves. At least, St. John's brought them out for me to see and to have and to hold. How many colleges can be sure they have done as much? Aaron Bisberg '49 Not Terminal In these later years one word has become quite important to mea word, as I recall, that did not attract much attention at St. John's. However, since sounds are so often the condition of the hearer it is very possible that I, as hearer, did not give my attention to the word. The word? Professionalism. Fulfillment, it seems to me, is what man seeks. As I stand here now surveying what I believe, I conceive two qualities as necessary for this fulfillment. One is professionalism: that body of knowledge and experience which, constantly used, are the tools of a profession through which a man finds daily expression and excitement. It is our nature to profess but anyone who professes can do so with validity and satisfaction, it seems to me, only when he has at his command the knowledge and experience which, when applied, proves itself by accomplishment for the desired end. Professionalism is a narrow kind of thing. It restricts a man to Portrait of Graduates Mr. Bisberg spent a year at Boston University, a year at the New School for Social Research, followed by three and a half years in the U.S. Air Force, serving in the Pacific. Graduating in 1949, he started and operated for eight years a farming and food packaging business. In 1959 he decided to change his field entirely to embark on his present occupation as a Visual Communication specialist. He is engaged in the training of teachers, administrators, and executives in special phases of visual communication. His statement arrived with this postscript: "I don't know when I have tried anything more difficult to end more unsatisfied. This assignment calls for a poet and a poem." 22 23 �the confines of the profession but in its confinement it demands discipline and perseverance. In the final analysis it demands dedication, and dedication is very much a part of the sweetness of life. That other quality so necessary for fulfillment is the ability to incorporate one's profession into a scheme of things which make this a better world to live in. I cannot prove that this should be a better world to live in nor that it ever will be. But I believe it can only be and that it should be only through the efforts of professionals who recognize their profession as an integral part of the family of man. I believe a man must attain competence in a particular endeavor if he is to attain wisdom, for to me wisdom is the blissful marriage of competence with a dedication, directed by a catholic perspective. As I look back to those days at St. John's-days I would not wish to replace-I can remember how many of us were indecisive at the end of our four years. I believe it was because we recognized the need to do, but we were not aware of the need for professionalism. It was as if we were anxious to join the Peace Corps, but we did not know how to operate a transit. This does not mean to me that St. John's is wrong; it does mean that St. John 's is not terminal. The chasm between undergraduate education and professional training must still be bridged if we are to be doers. The Great Books offer us the opportunity to stand off and view the panoramic scheme of things. With the necessary further special study of a profession's tools and rules we are not only observers but shapers. What one learns at St. John's from the teachings of the Great Books needs that confined, disciplined application which one man in his time is capable of, and through which, as through a lens, what we have learned comes into focus, as the distant star through a telescope. Stephen Benedict '4 7 The Lesson Lingers !~e Colleg~ didn't sol:e a thin~ for me. It took me apart at the JOints, and Ive been trying ever since to put the pieces back together. In other words, the College made perfectly certain that I would not be 'well adjusted'. And now, looking back, l am thankful for that. Of course there are things for which I blame St. John's. I wish it had been tougher, better organized, less Utopian about what it expected of us. I wish there had been more history and economics and more than a scoffing reference to psychology and the social sciences. The College, too, had its dogmas and fetishes from which we all suffered. Then there was the endless struggle for recognition by the fine ~rts, those elusive critics of philosophy whom the philosophers so misunderstood and resented. I could go on ad infinitum to blame the College for all I think wrong with me, but more to the point here and always is what stuck. If, as one aphorism goes, education is what is left after you've forgotten everything you knew, then what did St. John's leave with Portrait of Graduates Mr. Benedict writes: "In mid-1959 , I decided to leave six years of government service to join the staff of the Rockefeller Brothers Fund in New York. There I have be~n for two and a half years, learning the craft of philanthropy, with the exception of three months' leave in the summer of l 960 when, at the Brookings Institution in Washington, I helped put ~oget~er a series of papers aimed hopefully at helping the two presidential candidates prepare for the problems one of them would have to face during the period of transition from the old to the new Administration." 24 25 �me fifteen years after-surely enough time in which to forget a good deal. Here are at least a few things. F irst of all, the Big Ideas, debased and corrupted on every side, still mean something-love and death, peace and justice, courage and freedom, for instance. Thanks to the College, I know something of the load they have borne. After all, we rolled around these boulders for four years and could scarcely again be ignorant of their weight. Looking back in another way, I praise the College most of all for its integrity, for the resolution to be what it is with all the odds against it. I praise it for what frequently seemed its exaggerated devotion to reason, its inordinate exaltation of intelligence in a notably ignorant world. In all honesty I can say that in fifteen years I have never long been bored or lonely. Am I wrong to credit those four churning years in Annapolis for at least a good share of this? I don't think so. I need only observe the ennui of friends and acquaintances on all sides whose minds seem never to have started breathing. In sum, I think the College did for me the most that anyone should expect in four short years; it set up that indispensable tension between the real and the ideal without which no true learning ever takes place. It has given me different ambitions from most of my contemporaries, the visions of philosophy and poetry seem more and more relevant- hardly the current success symbols. There is scarcely a person, an idea, or an institution that I can certify at face value. Certainty in any form repels me. In other words, the College has left me skeptical and critical, but not, I think, cynical or beat. I am alive and curious and dissenting. The air at St. John's was full of doctrines, but the College, it seems to me, had only one: use your brains, think until it hurts. I hereby attest the lesson lingers, and I am grateful. Perhaps one day I shall learn it. Portrait of Graduates 26 David Jones '59 Sui Generis It is difficult to evaluate the St. John's Program in contrast with other sorts of college programs. The Program was originally intended to rectify some of the shortcomings of more conventional American education; but it does not so much rectify shortcomings as offer an alternative. That it is an alternative, and not a super-education is something that relatively few students understand fully. They may understand, for example, that the non-elective nature of the Program is intended to be to their benefit. But they do not always see that not to make a choice is to make a very serious choice. As a nascent philosopher, I have inevitably come to realize that St. John's is not a training in philosophy. Like mathematics, language, history, and science, philosophy is just another of the things men do ; neither capstone nor keystone. (One famous philosopher has defined it as a "highly proprietary brand of haggling" which I Mr. Jones (a recent graduate, Ed.) writes: "Since my graduation from St. John 's I have continued, for the most part, with post-graduate education-amalgamated with some traveling. I'm currently completing a Master's thesis in ethical philosophy, under a research grant from the University of Melbourne; and shall return to the U. S., with my wife and (Australian) son to commence on a Ph.D. This is via a half-year's teaching in the St. John's laboratory program (January-June 1960), and a sojourn in South Africa. These travelings have, I hope, a certain Odyssean point of their own, together with their academic purpose. One may find something out in Capetown and Johannesburg; but only at first hand; and not, of course, the expected." 27 �believe to be profoundly correct.) As such it is not approached professionally by the St. John's Program: it is neither the aim, nor the point. If I may make a somewhat backhanded suggestion, then, one of the greatest values of the Program is that it obscures this fact for so long a time as four years, and in such close proximity to philosophy. It makes no real difference whether one goes on with philosophy. It is not, of course, in fact an intrinsically lustrous subject matter; nor are there any such. But, it might be argued, if one pursues swampfires long and hard enough, before finding out they are just swampfires (or alternately, just giving up: graduating), it leaves over a certain luster in the eye of the beholder. I think the only major difficulty within the Program is its failure to provide-insist on-specialized training. I realize that training can involve vices that the Program was specifically designed to counteract; and I appreciate the validity of the reasoning here. But that the argument is valid does not in this case dissolve the problem. Nor do I mean to suggest any solution; the practical difficulties may be insurmountable. I only insist that there is no question of justifying the Program's lack of specialization; for that cannot be done. The experiment may be over, but the Program has not achieved an altogether satisfactory form. Its principles are vindicated; it is now proper to discard a few of them. I do not, of course, mean to pan our panorama. One point, by way of testimonial, should be made as clearly as possible-that the St. John's Program is a most astonishingly sophisticated piece of work; both on paper, and in practice. It is so far superior to various other "liberal arts" programs (or those I've run across) as to be sui generis. St. John's College: Portrait of Graduates Occupational Survey of Graduates, 1941-1961 AGRICULTURE 3 HOMEMAKING ARCHITECTURE 3 LAW ARMED FORCES . 9(2 % ) LIBRARIES: Librarians BUSINESS AND INDUSTRY: Insurance 5 Labor Unions 3 Non-managerial positions 35 Ownerships and Managerial positions 24 Public Relations . . . ..... . 2 Real Estate 2 Research .. 15 Salesmen ... . . . . . . . .12 Total ... 98(23%) EDUCATION: Administration 5 Research 4 Teaching Elementary 17 . Secondary ... 36 . College ....... 34 . ...... 87 (20 % ) 7 FINE ARTS: Artist Musicians Total 28 ..... 55(13%) 2 .... 153(36%) ENGINEERING Portrait of Graduates Graduate Study Independent Study Total 1 5 6 GOVERNMENT: Foreign Service ....... .. 2 Local government 4 Mathematicians 6 3 Scientists . Other fields 15 Total . 30(7%) 29 8 24(5.5%) . . . . . . . . ... 7 MEDICINE: Dentist 1 Nurse ........ .. . .. .. . 1 Physicians 6 Psychologists 3 Specialists 3 Total . . . 14(3 % ) MINISTRY ... 11(2.6 %) PRESS 2 SCIENCE: Geologists Meteorologists Total . 2 2 4 SOCIAL WORK 11(2.6%) STATISTICS THEATER AND TELEVISION: Actors 3 1 Designer . . . . . . . . . . . . . . Director . . . . . . . . . . . 1 Producers . . . . . . . . . 3 Total ........ 8(2%) WRITING 15(3.5 % ) DECEASED 3 UNKNOWN Total . .. 14 . . .430 �The St. John's Program: Its Scope All a school can do-and St. John's is no exception- is to establish the conditions under which learning may take place. 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. The Faculty is aware that the College often falls short of this ideal learning situation toward which it strives. The curriculum is under constant scrutiny, study, and revision to achieve better means toward the ever valid ends of liberal education. Perhaps the College's greatest strength lies in its realization of the enormity of the task of teaching and learning which it has set for itself and for its students. The St.John's Program: Looking Ahead It is appropriate in the twenty-fifth year of the St. John's Program, to evaluate its failures and its successes: the Program has had its share of each. The Program is not a static thing; it is changing and will change. It is proper to admit that it will change partly in unplanned ways, just because the world is essentially process, because there is forgetting and remembering, because the passage of time takes from us those to whom we owe incalculable debts . Let us recognize that the operation of the Program is not an automatic affair, which could proceed independently of the personal efforts and struggles and achieved insights of those who teach and those who learn. The Faculty is now in the process of instituting planned changes in the upper two years, designed to lead the student beyond his initial state of shock or enthusiasm, experienced as he encounters the classical authors, into a more profound assumption of responsibility for his own education as he, a modern, confronts the problems and the crisis of modern thought. We envisage as necessary, in the implementation of such changes, some measure of release from the patterned routine of the earlier years, a greater degree of individualization of the work, more opportunity to pursue intensively and under guidance a particular line of inquiry. The essential unity of aim need not, and indeed must not, be lost. From the beginning-and as firmly now as ever-the intention has been to provide a kind of precinct in which the disciplined practice of the liberal or intellectual arts could go on without unnecessary distraction; where the confrontation with the first-rate works of our tradition would be the central means, and the pursuit of wholeness of understanding would be the avowed and single-minded aim. Curtis Wilson (Dean of the College 1958-1962) April 1962 Jacob Klein (Dean of the College 1949-1958) May 1957 30 31 �Officers of Administration President: RICHARD D. WEIGLE Dean: CURTIS WILSON Treasurer: CHARLES T. ELZEY Assistants to the President: THOMAS PARRAN, JR. WILLIAM J . HOOTON Assistant Deans: BARBARA H. LEONARD WILLIAM K. SMITH Registrar: MIRIAM STRANGE Director of Admissions: JAMES M. TOLBERT Admissions Address all inquiries to The Director of Admissions St. John's College, Annapolis, Md., or P. 0. Box 999, Santa Fe, N. M. Admissions: The purpose of the admissions procedure is to determine whether an applicant has the necessary preparation and ability to do satisfactorily the work of the entire College program. Academic achievement and promise are of first importance, but the Admissions Committee also takes into account all available evidence of maturity, stability, self-discipline, and desire to do intellectual work. Ordinarily it is expected that the candidate will have followed a college preparatory course and will have taken one and half years of algebra, one year of geometry, and two years of a foreign language; additional work in mathematics and language study is advised, as well as two or three years of natural sciences. In addition, every applicant must take the Scholastic Aptitude Test of the College Entrance Examination Board; must present letters of reference, including one from an officer or teacher in the school last attended; and m ust be recommended by his school for study at St. John's. In exceptional cases certain of these requirements may be waived. Campus Visits: A student considering enrolling at St. John's should make every effort to visit the College. He may have a room in a dormitory and take his meals in the College dining hall without charge. He may attend tutorials, seminars, laboratories, and all other activities of the College, curricular and extracurricular. During the visit he will be interviewed by a m ember of the Admissions Committee. Since the seminar, which is the core of the Program, meets on Monday and Thursday evenings, one of these evenings should be included in the visit. Women Undergraduates: Since 1951, St. John's College has been coeducational. Portrait of Graduates 32 �Board of Visitors and Governors St. John's College Chairman: ,f Vice Chairman: ADOLPH W. SCHMIDT Vice President T. Mellon and Sons Pittsburgh, Pennsylvania WILLIAM A. L YDGATE Associate Earl Newsom and Company New York, New York JOHN D. ALEXANDER, JR., Attorney Constable, Alexander and Daneker Baltimore, Maryland BROMWELL AULT, Vice President Interchemical Corporation New York, New York Secretary: DR. THOMAS B. TURNER Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland THE HON. ROBERT M . McKINNEY United States Ambassador to Switzerland Editor and Publisher, T he New Mexican Santa Fe, New Mexico JOHN GAW MEEM, Architect Santa Fe, New Mexico WILLIAM C . BAXTER, Counsel Baltimore Gas and Electric Company Baltimore, Maryland CHARLES A . NELSON, President Nelson Associates White Plains, New York JOSEPH L. BEAN Management Consultant New York, New York DUANEL.PETERSON,HonoraryChairman Peterson, Howell and Heather Baltimore, Maryland THE REV. CHARLES E. BERGER All Saints Church Chevy Chase, Maryland EDWARD S. PINNEY, Attorney Cravath, Swaine and Moore New York, New York R. PENFIELD BROWN, Vice President Chemical Bank New York Trust Co. New York, New York LOUIS T. RADER, President Univac Div. Sperry Rand Corporation New York, New York RICHARD F . CLEVELAN D, Attorney Baltimore, Maryland c ( THE HON. GEORGE W. DELLA, President Senate of Maryland Annapolis, Maryland DR. PETER DONCHIAN Education Consultant Chappaqua, New York v It 11 re EDWARD J . DWYER, President Electric Storage Battery Company Philadelphia, Pennsylvania THOMAS M . EVANS, Chairman H. K. Porter Company, Inc. New York, New York WALTER F. EVERS Management Consultant Walter Evers and Company Cleveland, Ohio RICHARD HERMAN HODGSON Salisbury, Maryland CARLISLE HUMELSINE, President Colonial Williamsburg Williamsburg, Virginia JOSEPH M. SCRIBNER Singer, Deane and Scribner Pittsburgh, Pennsylvania MRS. HARRY R. SLACK Baltimore, Maryland THE HON. J. MILLARD TAWES Governor of Maryland MRS. MILLARD E . TYDINGS Havre de Grace, Maryland DR. J. OGLE WARFIELD, JR., Surgeon Washington, District of Columbia RICHARD D. WEIGLE, President THE HON. PERRY 0. WILKINSON Speaker House of Delegates of Maryland JOHN L. WILLIAMS, Realtor Williams-Bowker Company Sacramento, California CURTIS WILSON, Dean CHARLESR.ZIMMERMAN, Vice President Bethlehem Steel Co. Supply Div. Tulsa, Oklahoma �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 34 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 May 1962-Vol XIV #2-Portraits of Graduates Title A name given to the resource Bulletin of St. John's College, May 1962 Description An account of the resource Volume XIV, Number 2 of the [Bulletin of St. John's College], Portraits of Graduates. Published in May 1962. Date A point or period of time associated with an event in the lifecycle of the resource 1962-05 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 Alumni https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/808dc9353d3a79ad819f7b731f334aee.pdf df670337a17db172a344850bf62365e7 PDF Text Text McDOWELL HALL--1784 HUMPHREYS HALL--1835 PINKNEY HALL-1855 PACA-C.AIRROLL HOUSE-1855 CHASE-STONE HOUSE-1857 WOODWARD HALL-1899 RANDALL HALL-1903 IGLEHART HALL-1910 REVERDY JOHNSON HOUSE-1718 HEATING PLANT--1953 CAMPBELL HALL--1954 CHARLES CARROLL BARRISTER HOUSE-1722 FRANCIS SCOTT KEY MEMORIAL HALL-1958 HALL--1958 �FRANCIS SCOTT KEY MEMORIAL HALL & MELLON HALL: �Architects Builders Richard .J Nm1tm and Robert E. Alexamler Los Angeles, Cnliforni11 Cochran, Stephcmson & \Ving Baltimore, Maryland (Associate Resident Architects) Baltimore Contractors, Inc. Baltimore, JVfaryland Engineers-Structural :VIechanical Electrical Parker, Zehnder and Associates Boris M. Lemos Earl L. Holmberg Los Angeles, California :VIechanical Contractor Paul-Rice Engineering Company Baltimore, :Vf aryland Electrical Contractor Superintendent Clerk of the \Yorks Cost Source of Funds Floor Space Contents Style of Architecture Construction Time Life Expectancy E. \V. Xewton Company Baltimore, J1 aryland \Yalter Gischel C. Frederick Houston $2,100,000 Old Dominion Foundation-$1,250,000 State of Individual Donors-$100,000 80,000 square feet Auditorium, question room, laboratories, planetarium, music suite, fine arts rooms Contemporary Two yearn, 1956-1958 Two hundred years Campus Development Committees Board Faculty Arthur :vr. Houghton, Chairman President, Steuben Glass Co., Inc. Ford K. Brown, Chairman Tutor, St. John's College �The hall is a memorial to Francis Scott Key, author of the National Anthem, who was graduated from St. John's College in 1796. Key was interested in education and played a leading role in founding the St. John's Alumni Association in 1827. KEY MEMORii\L D In the auditorium the large center stage is flanked by two small side stages. The overall dimension of the stage-60 feet by 100 feet -make it one of the largest in the Washington-Baltimore area. Equipment can be unloaded directly onto the stage from the rear through huge double doors. The seating area of 600 seats is wide and shallow. Following a European plan, it has no front-toback aisles; instead, space between rows of chairs provides easy walkways. Since the St. John's enrollment is limited to 300 students, the auditorium may be divided m half by a movable screen for greater intimacy. ��MELLON HALL The laboratory building is named in honor of Paul Mellon, of Upperville, Virginia, a friend of the College since he attended it in 1940-41. He is Chairman of the Board of Old Dominion Foundation. �MELLON HALL Located in the west wing of the building, the laboratory is especially equipped for the College's science program. St. John's students are required to take four years of science and mathematics. Physics facilities include four laboratories for work in optics, mechanics and electricity with adjoining preparation rooms and eight project rooms. The biology section includes four laboratories, two preparation rooms and seven project rooms, three maintained at controlled temperatures for plant and animal culture. For work in chemistry there are two laboratories, a preparation room, two project rooms and an analytical balance room. The laboratory also includes numerous offices and a dark room for photographic work. Up-to-date laboratory benches of natural finish oak are covered with black, chemically resistant tops. There are brown chalk boards; the bulletin boards are of cork. DATA �The Planetarium is named in honor of Theodore R. McKeldin, former Governor of Maryland and member of the Board of Visitors and Governors. Equipped with a Spitz instrument, it is used in connection with the students' work in astronomy. The structure has aluminum walls and a dome covered by lead-coated copper. Nearby in Mellon Hall is the Foucault Pendulum, replica of the famous pendulum devised in 1851 by the French physicist, Jean Foucault, in the first non-astronomical demonstration of the rotation of the earth. At the latitude of Annapolis, 39 degrees and 30 minutes North, the pendulum performs a complete rotation in 38 hours, progressing about 9Yz degrees each hour. �COLLEGE AVENUE Francis Scott Key Memorial Hall and Mellon Hall are part of a continuing development program of St. John's College known as the Third Century Fund. Other goals of this program are four millions in new endowment and two and a half millions in new construction, notably an athletic center and reconstruction of three older buildings. ~ C,j ~ a; ~ Bir 8 m ~·1 Q ~1 11 ~ ! ]b~o: : : : o: : _i: JP.~o~~~==r== l~ r 1L ··0----= ~ -../ I':' :«' ' - - - - - - ' ~J 0 �St. John's College Annapolis, Maryl,and Founded 1696 ST. JOHN'S COLLEGE Annapolis, Maryland Number 2 May, 1959 Published Quarterly Entered as Second-class matter, February 18, 1949 at the Post Office, . at Annapolis, Maryland, under the Act of August 24, 1912 Volume XI � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Bulletin May 1959-Vol XI No 2-FSK Auditorium and Mellon Hall Title A name given to the resource Bulletin of St. John's College, May 1959 Description An account of the resource Volume XI, Number 2 of the [Bulletin of St. John's College], Francis Scott Key Memorial Hall & Melon Hall: The Old, The New. Published in May 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-05 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 Mellon Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9c12dba74f46494ce02c8f401efa1f1e.pdf 449f19458ae84917a24a19264dc7ccdc PDF Text Text �The object of a liberal training is not learning, but discipline and the enlightenment of the mind. The educated man is to be discovered by his point of view, by the temper of his mind, 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 mind is a practised instrument of appreciation. He is more 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 knowledge of the world which no one can have who knows only his own generation or only his own task . Woodrow Wilson Volume XVII March, 1965 No. 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office at Annapolis, Maryland, under the act of August 24, 1912. �The Habitual Vision of Greatness 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. For this reason the College has been called a pioneer. The guiding purpose at St. John's is to develop reasoning men and women who have shared in our cultural heritage and who have gained an understanding of the basic unity of knowledge. The College believes that such men and women are best fitted to master the skills of any occupation and to become participating citizens in a free society. 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. St. John's College above all else seeks to disclose to its students what Alfred North Whitehead has called the habitual vision of greatness. St. John's College offers on each of its campuses a liberal arts curriculum unlike any other in the United States. �What is the fundamental responsibility of a college toward its students? How can a college best fit its students for life in the world today? Should a college concentrate on the occupational man or should it make the education of the whole man its primary obligation? Francis Scott Key, who graduated from St. John's exactly 100 years after the College was founded as King William's School in 1696, suggested an answer: The function of a college is (master of himself through life." ....._ ,..~ to~e t : ? ,_ :.J_ How does St. John's College help the individual student to accomplish this aim? . ohn'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 �St. John's College conceives Key's "every age" to include the present; St. John's College is a living part of the here and now. Its curriculum includes 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, includes no electives. It requires all students: -to study mathematics, languages, and laboratory science for four years, and music for one year; -to read a four-year sequence of more than a hundred books which stand among the sources of our intellectual tradition, and to discuss these books with tutors and fellow-students in twice-a-week seminars; -to attend weekly lectures by leaders in arts, letters, science, and other activities; and concerts, several times a year, by leading musicians. �Learning their tutors. For two hours, and often longer, they discuss: through Discussion -philosophical problems which arise from their reading of Plato, Aristotle, Spinoza, Kant, or Kierkegaard; the Seminar -scientific problems in Copernicus, Kepler, Newton, Mendel, Darwin, or Einstein; • • 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. 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 sit passively to be talked at. In each seminar, some twenty classmates gather around a table twice a week with two or three of -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 Whitman; -economic problems in Adam Smith or Marx; -theological problems in the Bible, St. Thomas, or Calvin. 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. ��Learning through Symbols • the Tutorials In all that a man thinks, says, reads, and hears-he uses symbols. The effectiveness of his thinking, speaking, reading, and hearing dedepends on the skill with which he has learned to use the symbolic vocabulary of language, mathematics, and music. That skill contributes to the wisdom with which he makes the decisions 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. That is why St. John's College requires four years of daily tutorial work in mathematics-not to train professional mathematicians, but to induce habits of rigorous thought. �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 formulated speech in conveying thought. And that is why the St. John's program includes music-the diatonic scale, like the alphabet and numbers, assists men to see themselves and their world with clarity and order. Tutorials meet in groups of a size which reflects the 1 :8 ratio 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 include two years of Greek and two years of French; throughout the four years, the use of clear and effective English, in translations and original papers, is emphasized. �Learning through Experimentation . . . the Laboratory 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. 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 may emerge. 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 factual data, and that it is concerned with the artifices of the human hand only to the extent that they aid the human mind to transcend the factual by relating it to universal principles. �Learning through Listening . • the Formal Lecture On Friday evenings the College assembles to hear a lecture or-from time to time-a concert. Only on such occasions does St. John's depart from its policy of student participation, and then not wholly: each lecture is followed by question-and-answer and informal discussion. A Pulitzer Prize poet, a Los Alamos physicist, a Jesuit priest, a Socialist editor, a Hebrew scholar, a harpsichordist, a psychiatrist, an historian, an architect, a sculptor, a writer of fiction-these typify the leaders in varied fields who come to St. John's College to deliver lectures. During the lectures, students learn to listen and to remember without taking notes. In the discussion periods, they learn to be tolerant, curious, and above all courteous and logical in attacking the views of others or in defending their own. �Annapolis The campus in Annapolis was started in 1784, when the State of Maryland deeded McDowell Hall and four acres of ground to the newly-chartered College. Now grown to 34 acres, the campus has four buildings dating back to the 18th Century, four dormitories from the 19th Century, and seven buildings constructed during the 20th Century. Brick construction is used throughout the campus. McDowell Hall itself is a masterpiece of Georgian Colonial architecture. By contrast, Key Memorial and Mellon Hall are of contemporary design; constructed in 1958, they house an auditorium of 600 seats, a specially designed conversation room, facilities for music and the fine arts, and biology, physics, and chemistry laboratories. �Santa Fe St. John's College in Santa Fe enrolled its first students in October of 1964. Buildings completed in the first phase of construction at the new campus include dormitories for 146 students, the classroom building (Santa Fe Hall), the laboratory building, and the student center, which contains the dining hall, kitchen, library, Great Hall, music-listening room, senior common room, junior common room, coffee shop, and book store. The buildings were constructed in modified "Territorial," a New Mexico regional style which has been adopted to contemporary use. The campus is located on 260 acres of rolling, wooded land within the city limits and about two miles from the historic Santa Fe Plaza. �Extra-Curricular Perhaps because St. John's College does not require participation in athletics, most of the students take an active part in them. They play tennis, squash, softball, basketball, and touch football. Some take fencing lessons, which the College offers. In spring and fall, Annapolis students sail the College fleet of small boats. Other extra-curricular activities include dramatics, publications, clubs for rifle-shooting, photography, and astronomy, modern-language clubs, the showing of movie classics by the Film Club, and classes in painting, poetry, and the Bible. The Cotillion Board arranges dances for the College community, and the dormitories give parties in their common rooms. �Activities Santa Fe is rich in recreational and intellectual resources to supplement student clubs and other organizations. Superb skiing is found half an hour away, and hiking and horseback riding are other popular diversions. There are five excellent museums with outstanding collections of contemporary and southwestern art and of anthropological or historic interest. Nearby are many ancient Indian pueblos along the Rio Grande, and peaceful Spanish-American mountain villages. On all sides there is abundant evidence of the tricultural heritage of northern New Mexico which adds so much color, interest, and charm to St. John's southwestern campus. �We generally share one further conviction about civilized men: that a well- and broadly-trained What St. John's Students Do product of a general education is better equipped than the product of 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 After They Graduate is better vocational training than vocational education. Eugene V. Rostow, Dean, The Yale Law School 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 in its students. Other 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. Although it is not a primary aim of the College to prepare its students for graduate work, more than sixty per cent have gone from St. John's to graduate or professional schools in the various universities. �St. John's College: Essential Information Founded: 1696 as King William's School. Chartered as St. John's College in 1784. Western campus at Santa Fe, New Mexico, opened October 1, 1964. Administration: Both campuses administered by one President responsible to the Board of Visitors and Governors of St. John's College. A Dean on each campus responsible for academic matters. Accreditation: Middle States Association of Colleges and Secondary Schools; Maryland State Department of Education. Locations: Original campus of 34 acres at Annapolis, capital of Maryland. Branch campus of 260 acres at Santa Fe, capital of New Mexico. Faculty-Student Ratio: Cost: Financial Aid: One tutor to every eight students. Enrollment limited to 300 at each college. Inclusive fee of $2,750 for room, board and tuition. Flexible program of grants, loans, and student employment. All awards based on financial need. Policy: Admission: Nonsectarian, coeducational; no racial or religious restrictions. Entrance requirements are outlined in the college catalogue, a copy of which may be obtained from- The Director of Admissions, St. John's College Annapolis, Maryland Santa Fe, New Mexico �If You Are a Prospective Student. • St. John's cordially invites you to spend several days on either 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. If you can come, you may- -room in a dormitory -take your meals in the dining hall -attend seminars, tutorials, laboratories, and all other activities of the College, -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. �The Cover Design 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 concerns of St. John's College. The College Seal The seven open books on the face of the seal represent the seven traditional liberal arts-the trivium of grammar, rhetoric, and logic; and the quadrivium of arithmetic, geometry, music, and astronomy. The balance, or scales, in the center represents modern science. The Latin inscription reads: "Facio liberos ex liberis libris libraque," or "I make free men out of children by means of books and a balance." �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 March 1963-Vol. XVII No. 1-The Habitual Vision of Greatness Title A name given to the resource Bulletin of St. John's College, March 1965 Description An account of the resource Volume XVII, No. 1 of the Bulletin of St. John's College, "The Habitual Vision of Greatness." Published in March 1965. Date A point or period of time associated with an event in the lifecycle of the resource 1965-03 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 Santa Fe, NM 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/f946321d1d07c6df177f22dd42c31b61.pdf c20ee32776a950f0f99f0eb48b735955 PDF Text Text r l- \ __,,, ___ KEY 11 C.--.Gi l ..... :soo..f 'O St"-'f.S....... .,.......,_ ........ Sc.._. ~ ~~-~~ .......... ._Soc'-' 'l!l~kt...i: lD5l,_.........,~ .115t.~r.t .... JISI_...... .... ~ §~~ ;-.; ~~­ .. :::. . :St• .•.; I .~·./- \.'' . / ,. i I . )<":::_.~" ) ' I \'\- - ...- ..r ·-"'- CITY Of _ ..-, SANTA FE ·{ .// . re COUNTY ~NTA NEW MEXICO T. te,17 M. "· 8,IQ£. ""°"· ....,. - CIMIU9 �St. John's College in Santa Fe ST. JOHN'S COLLEGE is committed to liberal education and to excellence. Since 1937 its curriculum has been organized around the reading and seminar discussion of a representative list of great books. The course of study covers a period of four years and is completely prescribed for all students. It includes work in language, mathematics, music and laboratory science. The aim of the St. John's program is to develop in the student the intellectual skills which are the foundation of the liberal arts. In pursuit of these skills, the student learns for learning's own sake. St. John's College is also committed to smallness in an age of bigness. To achieve the goals of its curriculum, it believes firmly that a student body of 300 is the desirable optimum. A greater number would endanger the intimate character of the college community, now small enough so that all of its members may contribute meaningfully to one another's learning. The need to provide for a share of the ever-expanding numbers of young men and women seeking a college education has long been recognized by St. John's. In a bold step in 1961, the Board of Visitors and Governors of the College voted to establish a second campus in the western half of the United States. The new campus was to be a duplicate of that in Annapolis in facilities, curriculum, and enrollment: by this unique plan of colonization St. John's answered the need for expansion while retaining the fundamental educational precepts to which it was committed. The College thus embarked on a plan of growth never before attempted in this country. Santa Fe, New Mexico, was chosen from 40 possible sites as the location for the new campus. In reaching this decision, the Board and the Faculty were impressed by the need for a good liberal arts college in the Southwest, independent of the government or the church. They were encouraged by a group of Santa Feans who were deeply interested in establishing such a college in their city. The cultural orientation of Santa Fe, with its museums, its nationally famous summer opera, and its colony of artists and writers, was a strong Volume XV June 1963 No. 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. �Left: The Tiwa pueblo of Taos, northeast of Santa Fe. This pueblo has been occupied for four centuries. attraction. Proximity to the Los Alamos Scientific Laboratory, with its superb library and wealth of scientific talent, promised helpful cooperation from both Laboratory officials and individual scientists. The 7,000foot elevation of the city of Santa Fe offered a fine year-round climate. Perhaps as significant as any factor was the enthusiasm of New Mexicans for St. John's. An editorial which appeared in the Santa Fe New Mexican on February 23, 1961, summed up the attitude of Santa Fe itself toward the College: "In many ways the philosophies which have given St. John's its illustrious reputation perfectly match the civic philosophies that give Santa Fe its claim to the title of 'City Different.' Both have refused to sacrifice their spirit for the sake of bigness. Both share the same sense of values. Both, we believe, are unique in their field of being." Right: The Old Palace of Governors in Santa Fe. This State monument is also the home of the Museum of New Mexico. * * * Top: Road leading to Santa Fe Ski Bowl, popular scene of winter-sports activity. Located in the Sangre de Cristo Mountains, the area is only 16 miles from Santa Fe. Church of Cristo Rey, one of the newest churches in Santa Fe, is built in Pueblo style, with massive adobe walls, wooden beams and mud plaster. Left: Middle: The New Mexico Museum of Art, devoted to fine arts and artists of the State. Built in 1917, it is done in traditional pueblo style. Bottom: The Santa Fe Opera Bowl, home of the nationally famous Santa Fe Opera, is the scene of summer performances by outstanding artists. �Left: View from slopes of Monte Sol, looking north across the campus site toward the city of Santa Fe and the Jemez Range in the background. Right: Construction began in April of 1963 with the laying of 150-foot culverts in Arroyo Chamisa. These are now covered by the causeway which leads to the main complex of buildings. Left: View from campus to the east. Wooded area in background is a national forest on the foothills of the Sangre de Cristo Mountains. Figures in foreground are at the location of the college plaza. .. - ~--~ ·{ :: The New Campus THE CAMPUS, donated by residents of Santa Fe, consists of 260 acres of rolling land in the southeast corner of the city. It is bounded on the southwest by a city park, while a short distance to the east is a national forest. Lying on the slope of Monte Sol about two miles from the historic Plaza, the campus is removed from the center of the city and yet is convenient to the services and facilities found there. The site commands magnificent views in three directions-the Sangre de Cristo Mountains to the northeast, the Jemez Range and Los Alamos to the northwest, and the Sandia Mountains to the southwest. A comprehensive master plan has been designed for a complete campus for 300-350 students. On April 22, 1963, ground was broken for the first buildings. Since only a freshman class will enter when the campus opens iri September 1964, construction has been planned in several phases to keep pace with the growing student body. The first phase provides the classroom and laboratory buildings, the student center, and dormitories for 106 students. Basically the facilities in Santa Fe will parallel those on the Annapolis campus, but will have the advantage of being designed as an integrated, functional whole. The two campuses will be an interesting study in similarities and contrasts. Whereas the older buildings in Annapolis are reminders of the English colonial heritage of Maryland's capital city, those of the western St. John's will reflect the Spanish-Indian origins of the New Mexican capital. The new buildings have been designed in a modified "Territorial," a regional style easily adapted for contemporary use. Their flat-roofed masses will recall their aboriginal American origin; the balconies, portales and patios hearken back to Spain; and the stuccoed walls and brick cornices recall the period when New Mexico was a territory rather than a state. At the same time, these new buildings will reflect still another phase of the style, for they will be completely contemporary in meeting the requirements of a modern educational institution. Built with the most modern of materials and in accordance with today's principles of design, the buildings have been managed so as to blend with the primitive site, completely up-to-date and yet reflecting the rich heritage of the past. �Site Plan • FIRST PHASE CONSTRUCTION D SUBSEQUENT CONSTRUCTION A. B. C. D. E. F. Dormitories for men Classrooms Laboratories Administration Library, music and fine arts Student Center G. H. I. J. K. Auditorium Athletic Center Playing fields Infirmary Dormitories for women L. Faculty residences l 1 Right: Architect's model of the central complex of campus buildings: library, fine arts and music in center foreground; student center at left; laboratories, classrooms and administration left to right in background. The patios and balconies of the Territorial style of architecture show clearly. �Classroom building, Santa Fe Hall. Funds for construction of this building were raised in the city of Santa Fe. It will contain eight classrooms which can be used for tutorials and for seminars, as well as offices for sixteen members of the faculty. The Laboratory Building will house two large laboratories each for biology, chemistry and physics, with special facilities for optics, electronics and mechanics. There will be nine project labs, a dark room, animal room, an isotope lab, offices and shops. The Dormitories are designed in small units grouped around patios and connected by portales. The architect has sought an atmosphere congenial to living and studying. All students will have the privacy and quiet of single rooms. The first dormitories ~rected will house 106 students with apartments for two tutors. St. John's is a community of learning. The process of learning goes on as much in the dining hall, the coffee shop, the common rooms and the bookstore as in the classrooms . The Student Center is conceived as a complex of buildings around a patio, and will be the location for most of the common life of men and women on the campus. �II - Equipment St. John's College in Santa Fe SUGGESTED GIFT PARTICIPATION The Board of Visitors and Governors of the College invites individuals and foundations to consider any of the following gifts, which may bear the name of the donor. I - Buildings Library Books: $5,000-20,000 Gifts for book purchases toward the initial goal of 5,000 volumes by September 1964. Laboratory Equipment: $10,000-25,000 All laboratory equipment, including microscopes, analytical balances, optical benches, oscilloscopes and electronic equipment. $700,000 $15,000 Music Equipment: A concert piano and six practice pianos, high fidelity equipment, tape machines, and turntables for tutorials. Laboratory Building: $775,000 Laboratories, project rooms and shops for the all-required science program. Record Collection: $5,000-10,000 An important supplement to both the curriculum and extra-curricular activity. Dormitories: Nine small 12-24-student units with a total capacity of 106. Student Center: Dining hall, bookstore, coffee shop and common rooms. I Administration Building: Administrative and business offices. $1;025,000 III - Endowments $275,000 $350,000 Library: Reading rooms, carrels, microfilm room, rare book room, staff offices and space for 50,000 volumes. Music and Fine Arts Building: $125,000 Music seminar and practice rooms, music library, art studio, small gallery and offices. $800,000 Auditorium: Capacity of 1,000 for lectures, concerts, motion pictures or plays; a discussion room accommodating 200. Athletic Center: $700,000 A gymnasium, swimming pool, squash and handball courts, and dressing rooms. Tutorships: $250,000-375,000 Endowed faculty chairs or tutorships-to bear the name of the donor or to be a memorial. Lectureships: $8,000-25,000 Endowment of $8,000 for a single lecture or $25,000 for a series. Tuition Scholarships: Endowments providing part or full tuition fees. $10,000-40,000 $12,500 Studen't Assistantships: Income from $12,500 underwriting a student job in the library, dining hall, laboratory or college offices. Library Funds: $10,000-30,000 To build and maintain book and record collections and to subscribe to periodicals and ·newspapers. �Committeemen and Friends Board of Visitors and Governors SANTA FE Officers: Chairman: Richard F. Cleveland Lawyer Baltimore, Maryland John D. Alexander, Jr. Lawyer Constable, Alexander & Daneker Baltimore, Maryland Bromwell Ault Vice President lnterchemical Corporation New York, New York William C. Baxter Lawyer Baltimore Gas & Electric Co. Baltimore, Maryland Joseph L. Bean Consultant Darien, Connecticut Francis G. Coates Lawyer Baker, Botts, Shepard & Coates Houston, Texas Peter Donchian Education Consultant New York, New York Edward J. Dwyer President Electric Storage Battery Co. Philadelphia, Pennsylvania Thomas M. Evans Chairman of the Board H. K. Porter Company New York, New York Walter F. Evers Management Consultant Walter Evers & Company Cleveland, Ohio Col. E. E. Fogelson Independent Oil Operator Dallas, Texas Pecos, New Mexico Victor Frenkil President Baltimore Contractors, Inc. Baltimore, Maryland Vice Chairman: William A. Lydgate Partner Earl Newsom & Co. New York, New York Secretary: Dr. Thomas B. Turner Dean, Medical Faculty The Johns Hopkins University Baltimore, Maryland Floyd D. Hall Senior Vice President Trans World Airlines New York, New York Edward S. Pinney Lawyer Cravath, Swain & Moore New York, New York Richard H. Hodgson Salisbury, Maryland Louis T. Rader President Univac Division, Sperry Rand Corporation New York, New York Carlisle Humelsine President Colonial Williamsburg Williamsburg, Virginia The Hon. William S. James President Senate of Maryland John S. Kieffer Dean St. John's College Edward A. Kimpel, Jr. Motion Picture Exhibitor Baltimore, Maryland Donald P. Kircher President Singer Manufacturing Co. New York, New York The Hon. Marvin Mandel Acting Speaker House of Delegates of Maryland John Gaw Meem Architect Santa Fe, New Mexico Walter C. Mylander, Jr. Lawyer Mylander and Atwater Baltimore, Maryland Charles A. Nelson Management Consultant Nelson Associates New York, New York Mrs. Duane L. Peterson Baltimore, Maryland Harrison Sasscer Staff Associate American Council on Education Washington, D. C. Adolph W. Schmidt Governor T. Mellon and Sons Pittsburgh, Pennsylvania Joseph W. Scribner Singer, Deane & Scribner Pittsburgh, Pennsylvania Mrs. Harry R. Slack, Jr. Baltimore, Maryland The Hon. J. Millard Tawes Governor of Maryland Mrs. Millard E. Tydings Baltimore, Maryland Richard D. Weigle President St. John's College William M. White President The M innequa Bank of Pueblo Pueblo, Colorado John L. Williams Realtor Williams-Bowker Company Sacramento, California Hon. Jack M. Campbell Governor of New Mexico Hon. Pat Hollis Mayor of Santa Fe The Most Reverend Edwin V. Byrne Archbishop of Santa Fe Emory J. Bahr J. R. Brennand Mrs. John J. Dempsey John A. Dillon, Jr. Harvey S. Durand Nathan C. Greer Mr s. Laura Hersloff Mr. and Mrs. Oscar B. Huffman Mrs. Patrick J. Hurley Samuel D. Johnson Daniel T. Kelly, Jr. Dr. Bergere A. Kenney Mrs. L. T. Konopak Mr. and Mrs. William J. Lippincott Manuel Lujan LeRoy Manuel Mrs. Walter M. Mayer Marshall L. McCune Hon. Robert M. McKinney L. E. Meyer Mr. and Mrs. Frank C. Rand, Jr•. Reverend Henry F. Seaman Hon. Oiver Seth Allen Stamm Mr. and Mrs. Charles Thwaites William H. Vernon Alexander V. Wasson Mrs. Laura Wesley Miss Amelia E. White Parker Wilson Paul A. Wilson E. R. Wood James W. Young Maj. Gen. Harold C. Donnelly Calvin P. Horn W. J. Jackel D. R. Kirby Dr. and Mrs. William R. Lovelace II Mr. and Mrs. J. R. Modrall Mr. and Mrs. Robert J. Nordhaus Mr. and Mrs. James G. Oxnard Robert C. Poole Dr. Tom L. Popejoy Benjamin G. Raskob Mrs. Albert C. Rood Mr. and Mrs. John L. Rust George W. Savage Albert G. Simms Dr. and ·Mrs. Albert G. Simms II Hon. John F. Simms, Jr. Mrs. Elizabeth Simpson Lawson K. Stiff Robert P. Tinnin Nelson T. Turner CIMAR RON Mr. and Mrs. Eugene G. Hayward Saul N. Harburg Dr. Ben Hazard Mrs. Sally Howell Miss Genevieve Janssen Mrs. Ward Lockwood Mr. and Mrs. Stephen A. Mitch ell DALLAS Roland S. Bond Mrs. Wirt Davis Everett L. DeGolyer, Jr. Robert E. McKee, Jr. John D. Murchison Mrs. H. W. Roberts Leland Thompson DENVER Mrs. George B. Berger, Jr. Mr. and Mrs. Vic E. Breedin William Grant Miss Polly Grimes Dr. Robert L. Stearns Miss Eleanore Weckbaugh EL PASO FAR MINGTON Robert E. McKee Hon. Tom Bolack HOUSTON LOS ALAMOS Thomas J. Cook Dr. George A. Cowan Dr. and Mrs. Alvin C. Graves Dr. and Mrs. Herman Hoerlin Dr. John H. Manley Dr. William R. Oakes Dr. Fred L. Ribe Mr. and Mrs. Norman R. Rosen Dr. Carroll W. Zabel Mrs. John Blaffer John T. Jones, Jr. Hall Timanus PHOENIX Dr. F. M. Hinkhouse Mr. and Mrs. John Pritzlaff SAN ANTONIO Bishop and Mrs. Everett H. Jones Mrs. Edgar Tobin ALBUQUERQUE ROSWELL Hon. Clinton P. Anderson Hon. Edwin L. Mechem United States Senators Robert 0. Anderson TUCSON TAOS Harold Nason Guy Thackery Mrs. Amy Adler Mrs. Richard S. Claassen Sam Dazzo Ch ii ton Anderson Mr. and Mrs. Jack P. Brandenburg Mrs. Max Finstein J. I. Staley PICTURE CREDITS WICHITA FALLS Inside front cover: Bottom, M. E. Warren. Page 2, top: New Mexico State Tourist Bureau; middle and bottom : New Mexico Department of Oeve l opm~nt. Page 3, top: New Mex ico State Tourist Bureau; middle and bottom: New Mexico Department of Development. Page 7, lower right: M. £ . Warren. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 June 1963-Vol XV No. 2-SJC in Santa Fe Title A name given to the resource Bulletin of St. John's College, June 1963 Description An account of the resource Volume XV, No. 2 of the Bulletin of St. John's College, St. John's College in Santa Fe. Published in June 1963. Date A point or period of time associated with an event in the lifecycle of the resource 1963-06 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 Santa Fe, NM 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/58420c90fb499c4e92deb8a961ed0754.pdf 6d061abe361cd5d4f427c7f6e8bbab20 PDF Text Text N0.2 VOLUME III BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JUNE, 1951 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �ST. JOHN'S COLLEGE 1951 COMMENCEMENT ADDRESS By J. WINFREE SMITH Volume III JUNE, 1951 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. Every St. John's student, or nearly every St. John's student, has not spent many days on this campus before he undergoes the experience of being and of feeling himself lost. His strongest opinions are challenged. He has difficulty finding reasons with which to defend them. Or, finding reasons, he soon becomes aware that those reasons themselves are but opinions. The very foundations of his thought and actions are threatened. He is lost. The experience that I am describing is, of course, the beginning of education. Immature, unconsidered, often wrong opinions have to be opposed, corrected, sometimes destroyed if they are to be replaced by mature, considered and perhaps right opinions. But it appears to me that the student's sense of being lost goes deeper than that. It would be a wonderful thing if in each case it were simply a matter of replacing a wrong opinion with a right one, or even a less adequate one with a more adequate one. It would be indeed a wonderful. thing if our teachers from Homer to John Dewey could, with the help of the various ways we have devised to listen to them, effect this transformation of opinions. It cannot be doubted that in large measure they do. The books that we read here and on which we base our curriculum are all so many glittering stars, of varying magnitude to be sure, in a firmament more glorious than the one we see with our eyes. By their light we see things that we never saw before. But behind their light there is darkness. They answer some questions that they raise, but there are many more that they do not answer. Together I suppose they raise nearly all of the major questions that have confronted men. We place an extremely heavy demand upon the St. John's student when we ask h im in the space of four years to deal responsibly with the major questions that have presented themselves to the human race over thousands of years. That he gets lost is no cause for wonder. Moreover, these stars often appear as different and mutually exclusive worlds or parts of worlds. Probably none of them has a claim to be a whole world. Probably not all of them together can claim to be a whole world. For, no doubt, there is something that each of them singly leaves out and that all of them together leave out. But there are some which have a better claim than others to being whole worlds. The world of Plato and Aristotle (which with some qualifications is the same world), the world of the Bible and the tradition that depends on it, the world of Thomas Hobbes, the world of Immanuel Kant, and perhaps others, have such a better claim. These worlds have a greater comprehensiveness �in relation to the range of problems with which they deal and reach a greater depth in the handling of these problems. Sometimes the student decides to make himself at home in one of them. A man does not like to remain in the uncomfortable state of having no home. But the home, in order to be a home, must satisfy. A man must be able to find in it meaning for his existence; for the thinking man this means that he must be able to find meaning for the whole of existence; since the thinking man makes the problems of the whole of existence his own problems. The St. John's student seldom chooses to make his home in, say, Gilbert's treatise on the magnet, however informative it may be with respect to its own particular subject. Unhappily, however, when the student has made his home in one of these splendid worlds and is surveying the wonderful order and harmony of his possessions, there is inevitably someone who is taking a pickaxe to the foundations. Or perhaps a flood comes and sweeps the whole thing away. When that happens, the student may salvage a few planks and cling to them to save himself from drowning; but a few planks tossed on an uncertain sea are no home. Once more, the student is in the position of not knowing where he is; he is lost. So far, this sense of being lost, however painful it may be, has been described only in terms of the growing knowledge of one's own ignorance or as the perplexity that is a part of the process of learning. But I believe that this sense of being lost is more than that and that it is intimately connected with the time in which we live. The first half of the twentieth century has seen not only destruction of human life on a larger scale than ever before, but also destruction of human traditions, human morality, human beliefs. Destruction of human traditions, change of human morality, correction of human belief can, of course, be made in the name of reason. But the destruction that has been taking place has not been made in the name of reason. It is partly the result of circumstances but also partly the result of a deliberate choice of certain men in the nineteenth century to take their stand not on reason, and certainly not on faith, but on nothing. This point of view has touched our own souls so that we are not only lost but despair of seeing any meaning in "finding" or "being found." To you who are now leaving St. John's let me, then, first recommend "conservatism" as an intellectual and moral attitude. Lest my use of this word be misunderstood let me hasten to say that I do not mean to recommend that which is happening among college youth on so many campuses, namely a withdrawal from free discussion of controversial political and economic issues for fear of the accusation of communism. I should hope and expect that you would always have minds free from such fear; free to consider without prejudice, among other things, the argument against capitalism to see what there is of truth or falsity in it. It is that kind. of freedom that is the true meaning of "liberalism." Such liberalism is not incompatible with the sort of conservatism about which I am speaking. What I mean is that it is an obligation of reason to "conserve" opinions, morality, traditions, institutions. This, of course, is not an unlimited obligation. It is limited by the prior obligation of reason to consider, criticize and examine opinions, morality, traditions, institutions. But while it is fulfilling its prior obligation, it must "conserve" the things that it is considering, criticizing and examining. Otherwise, it will have nothing to consider, criticize and examine; and since the arguments of reason are so often inconclusive, reason, if it follows my advice, will always continue to do quite a bit of "conserving." The second thing that I would like to recommend to you is something for which I had to do considerable arguing in my last freshman seminar, and that's "madness." It is well known that everybody at St. John's is mad. I hope that you will all continue to be a little bit mad. I say, "a little bit," because, as I think I should warn you, society won't allow you to be more than a little bit mad. Without madness you will never rise above the level of the accepted and the commonplace. This madness is, of course, the second kind of love that Plato speaks of in the "Phaedrus." It is the kind of love without which philosophy would be impossible. What I am recommending, then, is a kind of love- that is to say-a passion. We often hear it said that it is the mark of an educated man to be able to transcend the passions, to examine things dispassionately; and that is undoubtedly true. And yet there is a kind of dispassionateness, a kind of cold detachment that is as unphilosophic as the slavery of the mind to lust or ambition. I hope that you will always be in love with the truth. And by "the truth" I don't mean necessarily anything abstract and far distant. I may illustrate my meaning from an old movie called "The Gold Rush." In that movie Charlie Chaplin and another comedian run out of food in the Klondike. The other man, if I remember correctly, begins to see Charlie Chaplin as a chicken. Now, obviously, he loves Charlie Chaplin, but it is a love that is on the level with lust or ambition, a black horse love, if you will, which would do violence to the object of the love. If he had loved Charlie Chaplin for what Charlie Chaplin is rather than what he saw him as, then he would have had what I mean by the love of the truth. By the love of the truth I mean the love of Charlie Chaplin for what he is or the love of any man for what he is, or the love of a tree or a star for what it is. The third thing that I have to recommend is something closely akin to the preceding, something about which I once gave a lecture, and that's "wonder." Wonder has the same sort of respect for its object as the love that I was talking about. Wonder wants to keep its object the way �it is. Wonder approaches its object with awe. Wonder does not want to putits object to base uses. But the main point about wonder is that it contains the recognition that, no matter how much is seen in a thing or in a word, there is always more to be seen. Wonder preserves the mystery of things at the same time that it stirs us to explore the mystery. Modern mathematics and mathematical physics sometimes tempt us to forget that there is anything other than what's contained in their symbols and equations. Wonder is a reminder that the symbol is not the thing and that there's much more in the thing than in the symbol. May I invite you, then, to cultivate wonder? It appears that the life that I have in mind for you is the philosophic life. I should have to admit that that is the case. For in some ways I am speaking to you not in my own person but in the person of St. John's College, and it seems to me that insofar as St. John's College stands for &ny kind of life, it stands for the philosophic life, where the adjective "philosophic" is to be interpreted in the broadest sense. By that I only mean that St. John's College is devoted to the end of leading young men (and hereafter young women also) to understanding and, if it may be, knowledge. I do not mean that St. John's is devoted to the promulgation of any particular philosophic doctrines, whether they be th~se o~ Plato .or Leibniz or Hegel or John Dewey. Indeed, both the age m wh!Ch we live and the principle to which we ad~ere m~ke it impossible for .us to ta~e for granted any philosophy or ph1losoph1c system. Every philosophy 1s only a more or less coherent body of opinions which has first to be understood and then to take its chances in whatever tests our all too inadequate discussions may put it to. The enterprise is always governed by the hope of adding to our understanding or our knowledge. And when I say that I have the philosophic life in mind for you, all that I mean is that I hope that you will continue, insofar as your several occupations may allow, to serve the ends for which this College exists, i.e. to seek understanding and knowledge. It is often charged against us that we are in an ivory tower. I should admit it; only I should not admit that it is a charge. It would be a charge only if we were under the illusio.n that we have. none of the political responsibility about which Mr. Kieffer was speakmg to you on Saturday. We are responsible for the world in which we live. And this is true, by the way, even if the world ha~ become. a kind of Frankenstein over which reason has no control. Still, the ivory tower as such is good because understanding and knowledge are themselves sweet. I hope that, no matter how burdened you may be with th~ responsjbility of the world, you will keep something of the ivory tower m your lives. If I were to speak to you in my own pers~n _I sh?uld have to talk not about the philosophic life but about the Chnshan life, because from my • 'I point of view the Christian life is the only life; and if the philosophic life is to have worth, it must find its worth in relation to the Christian life. I should. speak again of the sense of being lost, of the sense of futility which is not just part of the pain of learning, but belongs to the mood of our time; and I should say that it is the consequence of man's alienation from God . I should invite you to base your lives not finally on reason, but on faith, and on reason only insofar as reason serves faith . I should speak to you of the mighty acts of God, of the creation of the world, of the giving of the law, of the coming of Jesus Christ, of the promises of the Gospel. In saying these things I should be saying only what I think is true. But I would have to say them only in my own person because they are not things that are agreed upon between us. From the point of view of St. John's College, the Christian religion may ~e all that it claims to be, that is to say, the one revelation exclusive of all others. It may be the only secure world in which man may make his home. But on those questions St. John's College cannot and does not pronounce. The Christian religion like, for example, one of its major rivals, the Platonic philosophy, has to take its chances in argument. The very great service that St. John's College can do for a Christian, and I think has done for me, is to bring the Christian to a clearer understanding of what Christianity is. That is an immense service, for most people who today call themselves Christians for failing to understand why confuse it with something that it is not-with, say philosophy or (a thing which should not be mentioned in the same breath) the American way of life. The Christian way of life is certainly not the American way of life. But if St. John's College assists Christians or non-Christians to such understandings, that only means that its purpose, our common purpose, upon which we all agree, is understanding and knowledge, if that may be. And so I am speaking to you not as a Christian minister, but as a tutor of St. John's College who, because he is, or would like to be, a Christian, is particularly concerned to call Christianity to your attention . I hope that you feel that it has been good for you to be here. If we who have been your teachers have done you any good, we are glad. And if we have done you any harm, we hope that you will forgive us. · �REMARKS ON HAMLET AND ARISTOTLE'S POETICS By JOHN R. GARLAND, 1950 These are excerpts from the introduction to Mr. Garland's senior thesis, submitted in candidacy for the degree of bachelor of arts. !he relation of the dramatic art to the realm of human experience i~ unique among the problems which arise out of speculation about "art and nature:" In a painting, for instance, we ask whether the beauty which an obiect ca:ises or persua?es the a~tist to portray, belongs to the object or_ to the mmd of the artist. But 111 a play, the same question may be raised not only about aesthetic elements such as verse or spectacle but also about the dramatic form itself. For it is difficult to decide whether a play wea~es events and intentions into the same patterns that experience does, and if so, whether those patterns are the character of experience or simply a small part of it or perhaps both .. . . The dramatic art, which itself is a search for the beautiful as well as for the good, cannot be considered as really imitative unless there is so~ething in human experience which passes judgment upon the acti_ons . of men. If there are no external tragic and comic judgments which impress themselves upon experience, then they must be created by the dramatist himself. His task would then be to seek truth as well as to imitate it. Aristotle said that the whole phenomenon of poetry was caused by t~e natural pleasure a~d ability held by men in learning through imitation . .Let us ~ccept this as at least a partial answer to the question we have iust considered and move on to some of the other statements which Aristotle makes about the specific form of the drama. For the Poetics, though primarily a formal treatise, used the source and purpose of Greek drama to point out general rules and justify a rigid dramatic formula; and these subordinate concerns, I think, suggest one aspect which unlike the whole problem does not immediately involve the general question of truth and knowledge. Much of what Aristotle says in the Poetics applies not only to the view of the poet but also to the understanding of human nature itself. For whether or not the dramatic art is a true mirror of nature nevertheless it reflects much of the attitude with which the mind fa~es experienc~ and translates itself into the acts of the will. The psychology of action, then, is connected with what seems at first to be the contrived image of the drama; and this form is also the pattern by which we try to arrange the remembered events of our own past. Aristotle says that man is, among other things, naturaily imitative; and from this it may be said that he has a dramatic viewpoint by which he imitates both in mind and in action either his fellow creatures or an idealized concept of himself. ~onsider the most. vivid form of memory as corresponding to what Anstotle called the highest form of drama, tragedy. Most definite is our memory of those states of mlnd and those circumstances of experience which are adaptable to the unities of plot. We most easily remember those events which are connected in a necessary relation of cause and effe_ct and which are understood in terms of complication, discovery, penpety and the unraveling or solution of a problem. There is also that n_atu:al tende~cy to idealize ourselves above reality by selecting the most ~ignificant actio~s of our own memory or by comparing or even identifymg ourselves with great men or fictitious idols encountered in the past. And finally, how often do we prefer to regard failure and wickedness as caused by errors in judgment rather than by some malice or lack of virtue. This relation of the Poetics to psychology is not essential to the Aristotelian view of Greek tragedy. What relevance it has stems more from the implications of poetry as an imitative art. For even as the im!tation of Aristotle as~umes the existence of truth and beauty in its object, s? does the tragic formula reflect primarily a dramatic quality o_ .e~penence. . . . What was most important to Aristotle was the posf sibi!ity that a g~od poe~ could find in the extreme episodic nature of experience the actions which approximate tragic dimensions and reveal the highest no_bility of man. _Th.at this is more than a possibility is, in the broadest view, the most sigmficant message of the Poetics. Aristotle's c?ncept!on of tragedy, though it may be thought to exaggerate and universalize from nature, nevertheless justifies its clear objective pi~ture by_ assuming_ a harm?ny between poetry and experience. Through its emot10nal medmm of pity and fear is seen a communication between the rationality of the mind and that of nature. The tragic hero by an error of judgment falls just short of this overwhelming natural just~ce a~d his flaw is ma?e ~ard like marble by a relentless pride which carries him through tragic discovery, peripety and downfall and defies fate and the gods even in defeat and in recognition of their power. It is superfluous to call him dramatic since he is known only through a tragic situation which defines who he is and in this way gives him his very nobility. To find a dramatic viewpoint inherent in human nature and apart from that which is given to men by tragic experience it will be more profitable to look beyond Aristotle to another age in literature and philosophy. For the dramatic nature of the Greek heroes is too buried in the dominance of plot to show forth clearly by itself. But another period with a different underlying philosophy would yield a new basis for the peculiar judgment that the dramatic art passes upon men by means of plot. The world of Shakespeare and Bacon, for instance, presents a different picture of man in relation to nature and in so doing offers a literature in which we may find examples of characters whose dramatic �viewpoint stands out in contrast to the situations m which they are depicted. Francis Bacon did not believe that the world was as rational as Aristotle held it to be. He was more inclined to say that nature and reason were two separate entities, which though connected in some ways were not as intimate as the Ancient and Scholastic philosophers depicted them in their logical systems of metaphysics. He is noted primarily for the Novum Organum and the doctrine that the inductive method was the true way to the understanding of nature. But in separating reason he also separated man or a part of him from the world of nature and thus contributed in a large degree to the philosophical basis of the literature written by his contemporaries. Concerning the nature of the human mind, Bacon remarks : * "The sense which takes everything simply as it is makes a better mental condition and estate than those imaginations and wanderings of the mind. For it is the nature of the human mind, even in the gravest wits, the moment it receives an impression of anything, to sally forth and spring forward and expect to find everything else in harmony with it: if it be an impression of good, then it is prone to indefinite hope; if of evil, to fear." This reflects a fear that the mind will always overreach nature and place man in a permanent disharmony with the world around him. Bacon was concerned almost as much with the waywardness of the intellect as he was with the security and truth to be achieved by the inductive method. Throughout the N ovum Organum we sense his conviction that reason habitually lies about nature and that its activities like those of the will are subject to desire and sin . . . . Shakespeare's art is much more conscious of the creative sense of the word and the tendency of the dramatist to alter experience rather than to find something inherently dramatic in it. But he felt this tendency not only in poets but also, as Bacon did, in human nature itself. Hence the scope of his drama does not reach up to heaven and the gods but contains itself within the world of men, within the state, and always within the strict bounds of nature. The plays rest partly upon the Christian doctrine insofar as they deal with the sin spoken of in scripture. But Shakespeare is more than a Christian poet; for he is concerned not only with the Commandments from heaven but also with the more dramatic search for some pattern of justice in nature or that part of nature over which men believe they have control. * Meditationes Sacrae, the short essay entitled "Of Earthly Hope" (Better is the sight of the eyes than the wandering of the desire ) . �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 June 1951-Vol III #2 Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1951 Description An account of the resource Volume III, No. 2 of the Bulletin of St. John's College in Annapolis. Published in June 1951. Date A point or period of time associated with an event in the lifecycle of the resource 1951-06 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 Smith, J. Winfree Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/eea6faf539d2414d2a34265033c35f03.pdf d4745d771a1d3896c45958b5fa15f319 PDF Text Text No. 2 VOLUME II BULLETIN I , OF ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND JUNE, 1950 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume II JUNE, 1950 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. �REPORT OF THE PRESIDENT To THE MEMBERS OF THE BOARD OF VISITORS AND GOVERNORS: The academic year just ended has been one of consolidation and stabilization for St. John's College and of education and apprenticeship for its new president. It was on September 17, 1949, that the Visitors and Governors did me the honor of electing me as the eighteenth president of the College. It was a month later that I was able to sever my connections with the Department of State, and early November before Mrs. Weigle and I undertook our residence in Annapolis. All this has inevitably produced a certain sense of frustration as I have been forced simultaneously to orient myself, to learn the program, to resolve certain pressing problems of the College, and to inform the public and the alumni on the plans and purposes of the College. For me personally, the year has brought a deep and abiding commitment to the basic principles upon which St. John's unique educational program is based. Participation in a freshman seminar and observation of the many facets of life on the campus have convinced me that the liberal arts education at St. John's is a vital and necessary force on the American educational scene. As I have traveled around the country and talked with leaders in business, the professions and government, my convictions have been strengthened, for everywhere there is a demand for college graduates with broad perspective and the ability to reason and to think. It is my earnest hope that the influence which St. John's College has already exerted in contributing to a new emphasis upon general education in the colleges and universities of this country can be extended to the establishment of a number of liberal arts colleges throughout the country with St. John's as their prototype. The aim of the College, as stated in the current catalogue, well expresses the ends we have in view : 7hrough direct contact with the great minds of Western civilization and through rigorous exercise in language, mathematics and the sciences, St. John's College seeks to develop free and rational men with an understanding of the basic unity of knowledge, an appreciation of our common cultural heritage, and a consciousness of social and moral obligations. St. John's considers that such men are best equipped to master the specific skills of any calling and to become mature, competent and responsible citizens of a free state.' At a time when a great open clash between ideologies is taking place on the battlefields of Korea, the education of free men becomes of even more vital significance. �' The Faculty The success of St. John's College can best be measured at any particular time in terms of the quality of its faculty, the vitality of its curriculum, and the excellence of its student body. In all truthfulness it may be said that the St. J~hn's faculty is a remarkably good one, but its constant recruitment and education remain one of the greatest problems facing the administration. Approximately half of the tutors may now be said to be well versed in the entire program, compensating for individual shortcomings by their considerable skill in handling seminars, tutorials. and laboratories, and by their understanding of the nature of learning. Others handle subject matters competently and efficiently, but lack a certain feeling for the intangibles of the learning process. Constant strengthening of the faculty remains one of our primary tasks. The faculty-student ratio over the past year has been one to seven, which represents an extraordinarily expensive type of education. Four new tutors joined the faculty: William A. Darkey; Joseph F. Hollywood, Jr.; James W . Johnston, Jr.; and Bert Thoms. Of these, Johnston remained only until December 31 when he resigned to accept a position in W ashington. John S. Kieffer and Raymond N . Wilburn were on sabbatical leave, and Ulrich S. Allers and William I. Harper on leave of absence. For the coming academic year, Raymond N . Wilburn; L. Harvey Poe, Jr.; and Curtis A. Wilson were granted leave of absence to continue their graduate study; and Ford K . Brown was given sabbatical leave. Claude S. Leffel, Jr., who this year headed the laboratory work leaves the college to complete his graduate work. The faculty will be strengthened this fall by the return of John S. Kieffer from his sabbatical leave and by two new appointments, those of Wiley W. Crawford> a biologist, and J. Wray Smith, a physicist. I should like at this point to make particular mention of the able manner in which Jacob Klein has fulfilled his duties as Dean of the College. His vast knowledge of the program and his comprehensive understanding of student and faculty problems have made him a source of great strength to a new president. The Curriculum Certain changes in the curriculum have been effected by the Instruction Committee, of which the Dean is Chairman. Most important of these has been a revamping of the laboratory work, so that it may truthfully be said that the laboratory functioned better this year than in any previous year. The single exception was in the field of biology and it is expected that this will be corrected during the coming year. A new schedule has been approved for the coming year, dividing work in the various �.sciences into segments stretching over one and one-half terms each. The new arrangement will provide a definite continuity and consistency of the exercises and will lighten somewhat the burden on the students. It will make the work in physics, biology and chemistry more meaningful in terms of the entire program. Further revision of the sheets used in the laboratory is projected for the summer. Under the effective leadership of the Director of Music, Victor Zuckerkandl, a voluntary chorus has been held one period per week throughout the year with attendance averaging from one-fourth to one-third of the :Student body. The Instruction Committee has decided to institute this fall an obligatory music tutorial for freshmen, to be conducted partly in collaboration with the laboratory. The aim is to promote musical literacy among the student body and to improve the activities of the chorus. It is planned to continue the concerts by outstanding artists and to introduce two formal Friday night lectures on great pieces of music with suitable auditory preparation and subsequent extensive discussion. Two changes were made in the general area of examinations. The Enabling Examinations, which have previously taken place in September at the beginning of the senior year, are now being given in two parts. The three written examinations in language, mathematics and laboratory theory, and the examination in laboratory practice were this year taken by the Class of 1951 in June. Of the thirty-eight candidates, all but four passed and will take the second or oral part of the Enabling Examinations in September. The two advantages expected to flow from this new arrangement are the elimination of cramming during the .summer months and the greater ease of transfer to other colleges for those students failing to pass. It is anticipated that the Enabling Examinations will now be subordinated to the natural learning process that takes place within the four years. A decision was also reached to make the rather -superficial Reading Knowledge Examinations in two of the three languages studied more serious. Mention should likewise be made of the decision of the Instruction Committee to emphasize the acquisition of better writing skills on the part of the student through more frequent essays and individual conferences between student and tutor. The list of books read in seminar was the subject of constant disrnssion and revision throughout the academic year. The major problem still facing the Instruction Committee is that of holding the work load ·o f the students within reasonable limits and of distributing it properly among the divisions of the program. The new laboratory schedule is an important initial step in this direction. Revision of certain texts used in the mathematics tutorial will likewise contribute materially toward this goal. Each student must have sufficient time to digest the tremendous amount of material with which he is confronted and must also have �sufficient time to participate in extra-curricular activities, whether athletic or otherwise. The Library At this point it is desirable to take cognizance of a successful year in the College Library. An increase was noted in the per capita circulation of books. A small Library Committee proved itself active in advising and assisting the Librarian with book purchases and other matters. The music collection was considerably enlarged and certain notable acquisitions of books were made, among them Commentaria in Aristotelem Graeca} fifty volumes of Migne's Patrologia} Voltaire's Complete Works} Laplace's Mecanique Celeste translated by Nathaniel Bowditch, Sargent's Silvae of North America} and Bailey's Standard Cyclopedia of Horticulture. Enrollment Enrollment figures have followed the national downward trend from the peaks reached immediately after World War II. Total enrollment for the year was 196, as compared with 233 in 1948-49. The entering freshman class in September 1949 numbered seventy, of whom thirty-one represented a substantial backlog, mostly veterans, dating from as far back as May 1948. The average age of the entering class is rapidly approaching that of prewar days. It should also be noted that fewer of the entering students are married. The College continues to maintain a wide geographical distribution of its students, the Class of 1953 coming from over twenty different states. For the first time in many years, an active procurement campaign was conducted throughout the academic year with Louis Graff handling the work as Director of Admissions and concurrently serving as Assistant Dean. Previously activities concerning solicitation and admission of students had been distributed among the various administrative offices and the members of the faculty. During the year Mr. Graff visited more than eighty high schools and preparatory schools in twelve states and the District of Columbia. A special effort was made to awaken the interest of Maryland boys in the unusual scholarship opportunities at the College. To some extent these efforts were negated this year by the establishment of a state-wide twelve-year elementary and high school system, which meant a minimum number of graduates from Maryland high schools this June. Systematic procedures were established for interesting prospective students and for processing applications. It is too early to predict the success of the Admissions Office, since this type of work can be judged only over a period of years. It is apparent, however, that popular interest in the College at secondary school levels has been definitely increased. , · �The rate of casualties among St. John's students continues high, although not appreciably above the national average. Of the entering freshman class, seventeen left during the course of the year, four for failure to submit to the academic discipline of the College, one for personal reasons, and two for obvious incapacity. Seven others are not expected to return in September, principally for academic reasons. It is interesting to note that of the thirty-five freshmen and sophomores lost during the year or not expected to return next year, seventeen or approximately one-half were holders of State Scholarships. This would seem to imply a responsibility on the part of the College to examine more carefully Senatorial appointees, and to acquaint prospective students more fully with the St. John's program. The suggestion has already been made by the College to the State Superintendent of Educat~on that the examinations for State Scholarships be held in March rather than in May to permit additional time for the processing of scholarship applicants. This should make it possible for prospective students to acquaint themselves more fully with the St. John's program before accepting a scholarship appointment. Of the thirty seniors .who completed the year, twenty-eight graduated and one other is expected to receive his degree upon completion of certain work this summer. Of this group, eleven . expect to enter graduate or professional schools; one will do a year of pre-medical work; three have teaching appointments; one plans to farm; two or three will enter family businesses and the others expect to enter some phase of business or industry. The Student Body or Polity has functioned smoothly under the Constitution which was adopted during the preceding academic year. Members of the Executive Committee have met with the administration each week to discuss common problems. I have made it a point to consult with the Executive Committee on many College matters, whether or not of direct concern to the student body. Certain of the extracurricular student activities have flourished, notably the Boat Club, which is now participating in intercollegiate racing, and the Film Club. The intra-mural athletic program has likewise been widely participated in by over three-quarters of the student body. In other areas there has been a discouraging apathy. Neither the studio of the artist-in-residence nor the shops have attracted the students as in other years. The King William Players were characterized by moribundity, and the Cotillion Board found difficulty in stimulating widespread interest in the dance; The Executive Committee of the Polity was likewise unable to muster sufficient votes to institute a Polity Budget Bureau, which would have gained autonomy for the Polity in the budgeting and expenditure of the funds of the student organizations. It is true that the small size �of the College and the relatively large percentage of married students militate against active extra-curricular student organizations. Perhaps there was a lack of vigorous student leadership in some organizations as well. The Infirmary The College maintained an unusually good health record during the year. As usual the College Infirmary operated smoothly under the guidance of Miss Eizabeth S. Hopkins, R.N. There were sixty-three bed patients and one hundred forty-five students treated in the dispensary during the year. Dr. Oliver Purvis, a graduate of the College in the Class of 19'00, served generously and well as College Physician. I should like at this time to express particular appreciation for his efforts since he is withdrawing in favor of Dr. Frank Shipley who not only will act as College Physician, but will likewise participate as a tutor in the seminars. Administrative Personnel Among the administrative personnel at the College there have been a considerable number of changes during the current year. Capt. Walter D . Sharp, (S.C), U.S.N ., Retired, served as Treasurer until his resignation on December 31, 1949. Capt. Sharp made an invaluable contribution in putting order into the Business Office. His place was taken by Henry Barton who has proved himself an able successor. Thomas Fulton, a graduate of the College in the Class of 1946, completed his term of service as Assistant to the Treasurer at the end of the academic year. His broad knowledge of the various activities of the College and his cooperative spirit will make him exceedingly difficult to replace. Miss Harriet Rich, who had become an integral part of the Alumni Office, resigned in January to accept a position in New York and her place was taken by Mrs. Rosalind Merriken of the Business Office. Mrs. Robert Parslow performed excellent work in setting up a publicity office for the College. She resigned April 15 for family reasons and was succeeded by Mrs. Virginia Hefner. Others who completed their contracts with the College were Mrs. Faye Bortell of the housekeeping department, Mrs. Dorothy Harnrne~schmidt in the book store, and Mrs. Evelyn Tucker of the telephone exchange. To all of these, I should like to express the appreciation of the College. Unfortunately, three of the College employees died during the year, Vinton F. Puckett, painter and plasterer; William Parker, groundsman ; and Roy Richardson, fireman. The sympathy of the College community has been extended to the families of these men. Mention should be made of the appointment of George Van Sant, a �graduate of the College in the Class of 1947, who has been most successful in setting up the College printing shop. By means of a new varityper and multilith offset press, he has been able to handle most of the College's requirements for printing texts, laboratory sheets, programs, form3 and other items. With the departure of Mrs. Hammerschmidt, it was decided to consolidate the operations of the book store and printing press under Mr. Van Sant's direction. Administrative Stability At the time I undertook the presidency, it was apparent that the three greatest immediate needs of the College were administrative stability, an improved financial situation and a vigorous public relations program with respect to all segments of the College constituency. I am happy to be able to report a measure of progress in each of these fields. All bear on the future success of the College. It will also be recalled that the first two of these problems were cited by the Committee on Accreditation from the Middle States Association of Colleges and Secondary Schools on the occasion of its visit to St. John's in early 1949. The principal achievement in the field of administration has been the evolution of a polity or constitution defining the responsibilities, functions, and working relationships of the various component parts of the College. This study was initiated by a Faculty committee which recommended a polity to the Faculty. The document then approved by the Faculty was submitted to the Board of Visitors and Governors. A polity committee of the Board studied it and added appropriate sections dealing with the Board, recommending the revised polity to the Board for adoption at its July 8 meeting. (Since this report was written, the Board has put this polity into effect.) Regulations concerning staff employment were worked out by the Administrative Council and put into effect. Similar regulations are now projected for grounds, dining hall and other College employees. With a view to creating a greater sense of security among members of the faculty and likewise with a view to relieving the College of financial responsibility for individuals who have attained retirement age, the administration worked out an overall retirement plan with the Teachers Insurance and Annuity Association of New York City. With few exceptions, all members of the faculty have agreed to participate. It is expected to make such participation obligatory on the part of all new faculty appointees. Similarly, a plan for collective, decreasing life insurance is being considered. Finally mention should be made of the continuing weekly meetings of the Administrative Council, consisting of the President, the Dean, the Treasurer, and the Assistant Dean, at which miscellaneous problems are resolved in satisfactory fashion. The decision was reached by the Council to invite faculty representation on a-- monthly �rotational basis commencing in the fall. It is believed that this .will contribute to a better understanding on the part of the faculty of the administrative problems facing the College. Financial Stability The College operated this year on a budget which anticipated a deficit of over $40,000. I regret that I cannot report the closing of the books without a deficit. Fortunately, however, the deficiency amounted to only approximately $12,000, with sufficient cash carried over from the previous fiscal year to meet most outstanding bills. Certain economies of operation have been effected, most of which will not make themselves felt in appreciable size until the year 19 50-51. The size of the staff in the Business Office wa' reduced from five per.sons to three. The College switchboard was removed and all telephones put on the city dial system with a considerable resultant saving in operators' salaries and fixed charges. A comprehensive study of the College insurance has been completed. An acceptance of the recommendations embodied in the report submitted will provide far more adequate fire and liability protection at a minimum additional cost to the College. Mention has already been made of the consolidation of of the book store and the College printing office under the direction of Mr. Van Sant. The College printing office has made possible substantial savings over the past year. Efforts will be continued to effect economies wherever possible in the operations of the College. Another aspect of the financial program for the College is to broaden the base of support and to obtain substantial gifts from interested friends. In this connection, the annual Alumni Giving Campaign has resulted in contributions to date of $4,042.00 from 218 alumni as compared with $4,404.50 from 212 alumni through October 1949. A total of $695.00 was contributed by 41 friends who have been among those on the mailing list for the Bulletin of the Friends of St. John's. Certain monies were likewise realized on the collection of delinquent accounts, principally through an arrangement established two years ago with the American Credit Bureau. With few exceptions, these accounts have now all been returned to the College which will probably write them off in view of the impending financial campaign. It is planned to launch upon a major endowment campaign sometime during the fall, setting as an initial objective the raising of $2,000,000 for the permanent funds of the College. Preliminary approaches to certain individuals have already been made and it is hoped that the successful completion of this financial effort prior to June 30, 1953, will provide the College with a greater degree of financial stability and security for the future. �Public Relations Program A necessary prerequisite to any financial campaign must be a vigorous and intensive public relations program with respect to the City of Annapolis, the State of Maryland, and alumni and friends of the College throughout the country. As a step toward this end, a publicity office was established in the College during the course of the winter making use of the outstanding talents of Mrs. Robert Parslow, the wife of one of the students. A determined effort was made to provide releases to newspapers in the State of Maryland and to send appropriate articles to the home town papers of St. John's students all over the country. The Bulletin of the Friends of St. John's was published throughout the year and sent to the 200 names on its mailing list, all of whom had expressed some positive interest in the College. The ·Adult Education program, under the leadership of Ford K. Brown, prospered with seminars being conducted by members of the College faculty in Washington, Baltimore, Annapolis, and Easton. A series of eight radio seminars were likewise conducted during the spring over the FM Continental Network on the general subject 1The Background of Democracy'. Mr. Ranlet Lincoln, a member of the Class of 1950, arranged for and produced the programs on which distinguished guests participated with members of the faculty and the student body. Finally mention should be made of a small new publication, 1 • • abo1tt St. John's', which is to appear ten times during the year and will be sent to a mailing list of approximately 5,000, principally in Annapolis, Baltimore, \Vashington, and the State of Maryand. This small pamphlet was conceived by a group of students and Mrs. Virginia Hefner who succeeded Mrs. Parslow in the publicity office, and two issues have already appeared. I have attempted to follow a policy of reintegrating the College in the life of the community and of the State. Accordingly, I have accepted membership on the Board of Directors of the Chamber of Commerce and of the Annapolis and Anne Arundel County Community Chest. I have also joined other civic organizations and have filled a number of speaking engagements in Annapolis and throughout the State. I am happy to report that there is perceptible improvement in the relations between the College on the one hand and the town and the Naval Academy on the other. We have consistently encouraged visits to the College of anyone interested in learning about the program. The major effort in this regard was an Open House for Maryland educators, including County Superintendents, high school supervisors, headmasters and high school principals. The long term results of this policy will be apparent only as able students in increasing numbers apply for admission to the College and as more people throughout the State demonstrate in this and other ways their favorable disposition toward St. John's. �It is my firm belief that the alumni of the College constitute one of its greatest sources of potential strength. Through the activities of Homecoming Day in October 1949 and through alumni dinners and meetings in Baltimore, Washington, Easton, Hagerstown, Cumberland, New York, Boston, Cincinnati; Pittsburgh and Chicago, considerable progress has been made toward informing the alumni of the College's educational program. It is noteworthy that a petition has even been received by the Board of Trustees of the Alumni Association for the Charter of a Northern California Chapter of the Association in Palo Alto, California. Edward F. Lathrop of the Class of 1938 has done a most commendable job as Alumni Secretary. He has edited the Alumni Bulletin, published quarterly by the Alumni Association, and has built up the mailing list of active alumni from less than 1,000 names to the present total of 1,154. Robert Otis Jones, of the Class of 1916, has provided stimulating leadership to the Association during the year and has initiated a number of projects, among them the Alumni Award of Merit presented this year to Dr. Amos F. Hutchins of the Class of 1906. It is my plan to continue to work closely with the alumni and to foster their active interest in the affairs of the College. Building Plans It is my hope that funds can be obtained in the near future for the completion of the physical plant of the College. In order to handle adequately what is generally considered to be an optimum enrollment of 300 students, four new buildings are necessary, a new heating plant to replace the dangerous boiler now located under Koogle House; a firstrate modern laboratory building to house the entire science program of the College; a beautiful and practical auditorium for lectures, concerts, plays and moving pictures, as well as the music and art work of the College; and a dormitory for approximately ninety students with adequate social room facilities for the entire student body. James R. Edmunds and Son, architects, of Baltimore, Maryland, have already completed preliminary drawings of the heating plant and the auditorium. Detailed drawings of the heating plant are now in process and it is expected that bids can be obtained and ground broken on or about November 1, 1950. Gifts to the College I should like at this point to express the appreciation of the College for the following gifts received during the year: A gift of $ 300,000 for a new heating plant by the Old Dominion Foundation. · The design of a die and the striking of ten silver medals by Mr. �Graham Carey of Fair Haven, Vermont, these medals to be awarded annually by the Visitors and Governors to the Senior with the highest standing; A gift of a dinghy to the St. John's College Boat Club by Mr. and Mrs. Carleton Mitchell; A gift of a dinghy to the St. John's Boat Club by the members of the faculty; A first edition of the Great Books of the Western W odd published by the Encyclopedia Britannica in collaboration with the University of Chicago by Mr. Paul Mellon; An oil portrait of Henry Lyon Davis, the third President of St. John's College, by John T. Harrison, of the Class of 1907; J. Vincent Jamison, Jr., of the Class of 1905; William Lentz, of the Class of 1912; Dr. Amos F. Hutchins, of the Class of 1906; Mr. Richard F. Cleveland, and Mr. Carleton Mitchell, all members of the Board of Visitors and Governors; A gift of paint for the shop building from Mr. .Bromwell Ault, a member of the Board of Visitors and Governors. Numerous gifts of books to the College Library, including sixty volumes from the Talbot County Free Library of Easton, Maryland, among which are beautiful editions of many of the books in the SL John's program. * * Finally, I should like to express the deep appreciation of Mrs. Weigle and myself for the cordial reception extended to us in our new position. It is a tribute to faculty, students, Board members and alumni alike that all should have contributed so materially to the well-being of the College during the past year under the presidency of a newcomer upon the St. John's scene. By all the laws of chance and vagaries of fortune, St. John's College should by this time have survived more than its proportional share of vicissitudes and tribulations. I look forward with confidence to the years ahead. I remind the Board that this College is the possessor of a vital and challenging idea. This idea is no longer an experiment, but has demonstrated clearly its vitality and its importance. A physical plant and an endowment cannot fail to follow when the heart of the College is so basically sound. RICHARD D. WEIGLE Annapolis, Maryland July 8, 1950 �GIFTS AND BEQUESTS St. John's College is ii- non-governmental, non-sectarian college deriving its income from students fees, from a limited appropriation by the Maryland General Assembly, and from the gifts of its friends and , alumni. The type of education for which St. John's stands is exceedingly expensive and it is impossible to establish student fees commensurate with the overall cost. The gap between income and expenses exceeds $150,000, which the College hopes some day to provide for through a substantial permanent endowment. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, there will be required certain 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. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 15 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_vol2_no2_1950_June Title A name given to the resource Bulletin of St. John's College in Annapolis, June 1950 Description An account of the resource Volume II, No. 2 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in June 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-06 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 Weigle, Richard Daniel, 1912- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c64db8f211881d577d58b0061de2f1b7.pdf 81eb12bd43ef7665c67eb42cf1523c34 PDF Text Text VOLUME XI No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND JULY, 1959 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT TO THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: The past academic year was an exciting and memorable one in the life of the College. A series of special events were held throughout the winter and spring to mark the completion of twenty-one years of the new curriculum at St. John's College and to dedicate the Francis Scott Key Memorial Hall and Mellon Hall. The culminating event was a formal ceremony on May 22, 1959, at which the President of the United States was the principal speaker. Appropriately enough the first weekend in 1959 was designated Founders' Weekend to honor Stringfellow Barr and Scott Buchanan who brought the present program to St. John's College in 1937. Both men gave formal lectures and then led a seminar on the St. John's program. Participants were members of the Board of Visitors and Governors, members of the faculty, and young alumni of the College. Other events in the series were a week of concerts and seminar discussions by Ralph Kirkpatrick, the harpsichordist; a production of Monteverdi's Orfeo by members of the Washington Opera Society; a convocation on "The Scientist as Philosopher"; and a final convocation on "Man and His World." Both convocations consisted of three formal lectures following which the lecturers and members of the faculty engaged in panel discussions open to the College community and the general public. Lecturers in the first series were: Lloyd Berkner on "Science as the Handmaiden of Politics," Richard Niebuhr on "Science in Conflict with Morality?" and Rene Dubos on "What is Science as Philosophy?" Dr. Berkner suffered a last-minute mishap which prevented him from being present, but Joseph Kaplan read the lecture in his stead. In the second series the lecturers were: Gerard Piel on "The Revolution in Man's Labor,'' George Gaylord Simpson on "Man's Evolutionary Future,'' and Erwin Canham on "Planetary Politics." These special events had a stimulating effect upon the life of the College community. They pleasantly interrupted the regular routine of tutorials, seminars and laboratories and provoked new thoughts and new ideas. It is my hope that at least one such convocation or special lecture series may become a regular feature of each academic year. I would also hope that a distinguished scholar or public figure might be prevailed upon to spend a period of time in residence on the campus. • 1 • �Mr. and Mrs. Alexander Meiklejohn paid such a visit to the College in the spring of this year and contributed delightfully and helpfully to the intellectual climate. Honorary Fellows A notable feature of the May 22nd Convocation was the formal conferring of the title of Honorary Fellow on Mark Van Doren and Paul Mellon. These awards were made on the basis of three criteria: distinction in the recipient's principal field of endeavor, his understanding of and devotion to liberal education, and his particular contribution to St. John's College. In creating this new honor the faculty and the Board hope that the recipients will undertake periods of residence at the College, closely associated with both tutors and students. Senior Fellows Curtis Wilson acquitted himself with distinction in his first year as Dean of the College. It was no easy task to succeed Jacob Klein, who was on sabbatical leave in London during the year. Mr. Wilson clearly commanded the respect and support of the faculty and students alike in his demanding assignment. Seven new tutors joined the faculty, who are the "senior fellows" of the College: John S. Price of the Class of 1931, who had previously served as Supervisor of the Development Division of Revere Copper and Brass Company in Baltimore; Donald W . Rogers who had been Assistant Professor of Philosophy at the University of Massachusetts; Samuel E. Brown, Jr., who came to the College from Indiana University; E . Bennette Henson, Jr., of the Class of 1946, who was most recently Professor of Zoology at the University of Maryland; Bryce D. Jacobsen of the Class of 1942, who left farming to become a tutor and Director of Athletics at the College; Malcolm S. Brown, a graduate of Amherst College with a Master's degree from Columbia University; and Edward M. Wyatt who for the past three years was an instructor in mathematics at the University of Virginia. In addition to Mr. Klein, Charles G. Bell was on leave of absence teaching in Munich, Germany, Eva T. H. Brann to complete archeological studies in Athens, Greece, and A. Leonard Slafkosky to continue his special work in the United States Marine Corps. John S. Kieffer returned to the faculty at the conclusion of his sabbatical year and Robert S. Bart arrived on campus in January to undertake a part-time teaching load for the balance of the year. • 2 • In reviewing the strength of the faculty over the past ten years, I am happy to report a continuing favorable ratio of students to tutors. The figures below are based upon the number of tutors who are actually teaching. They include seven teaching interns for 1953-4, five for 1954-5, three for 1955-6 and four for 1956-7. STUDENT-FACULTY RATI0-1949-1959 Faculty Teaching On L eave Stiidents Ratio 1949-50 196 27 4 7.3 :1 1950-51 173 25 5 6.9:1 1951-52 151 17 4 8.9 :1 1952-53 133 19 3 7.0 :1 1953-54 125 25 3 5.0: 1 1954-55 139 26 1 5.3 : 1 1955-56 166 24 1 6.9 :1 1956-57 179 28 2 6.4: 1 1957-58 212 29 3 7.3 :1 1958-59 225 32 4 7.0 :1 This was the first year in which the revised faculty tenure provisions became operative. It will be recalled that the ~oard at its May meeting in 1958 approved the recommendat10n of the faculty that permanent tenure be superseded by a system of twelve-year tenure appointments. The faculty are C<?nfident that real benefits will flow from this new system particularly in the form of earlier tenure appointments for younger members of the faculty than was formerly possible. The year also witnessed the first step toward placing all facu!ty .members on the new faculty salary scale. It is most gratifymg t~at tl_ie Board has adopted a budget for the next fiscal year which ~ill place most faculty members on the full new scale a_nd w~ich will transfer to the College the entire burden of annuity retirement payments. During the year just ended the Facult.Y Study Group worked in the area of biology. Unfortunately, this s~udy group ~ecomes a temporary budget casualty for the commg academi~ year· The Dean and I both consider it a matter of the utmost importance that the group be re-instituted a year hence. Junior Fellows The students who are the "junior fellows" in the St. John's community of learning numbered 225: 104 freshmen, 61 soph?mores, 33 juniors and 27 seniors. Men outnumbered women. m the ratio of two to one. The student body again reflected a wide range of geographical, economic and religious backgrounds. • 3 • �Attrition persists as the most pressing problem to which the faculty and administration must address themselves. Figures on student enrollment for the period 1949-1960 attest to this. The Class of 1959, for example, had 27 survivors out of an initial complement of 80. Next year's senior class represents an even sharper mortality with 24 members left out of 94 who began in 1956. STUDENT ENROLLMENT-1949-1959 Year Freshmen Soph. Junior Senior Total 1949-50 71 47 45 196 33 1950-51 63 36 38 173 36 1951-52 54 42 27 28 151 1952-53 42 41 30 20 133 1953-54 40 29 32 24 125 1954-55 66 23 30 20 139 1955-56 80 47 18 21 166 1956-57 94 44 29 12 179 1957-58 107 53 30 22 212 1958-59 104 61 33 27 225 1959-60 114 46 24 255 71 Greater selectivity in admissions is certainly part of the answer. This year for the first time the Class of 1963 will have been required to take the Scholastic Aptitude Tests of the College Entrance Examination Board. These tests will present an additional criterion upon which to reach an admissions judgment. The new class numbers 114 members selected from 200 applications growing out of some 1400 inquiries. The Admissions Committee has sought freshmen who give promise of intelligence, imagination, maturity, and individualism. Instruction The Dean reports a promising innovation in the work of the senior year. In seminar each senior was required to prepare three written statements during the year on three different reading assignments. In each case the reading of the statement initiated the seminar discussion and the student author was expected to take a major role in leading the seminar. This plan appears to have worked well and will be followed again. The laboratory was confronted by certain difficulties arising from the shift to the facilities in Mellon Hall. There were also problems as a result of changes in laboratory personnel. On the other hand, considerable progress was made in improving the quality and quantity of laboratory equipment. It is also significant that several of the newer tutors are taking a major hand in laboratory teaching and that important improvements are being made in the laboratory program, notably in the introduction of more adequate statistical techniques. The music tutorials benefited from the excellent music seminar rooms in the Key Memorial. It is hoped that a much more extensive use of magnetic tape and tape recorders can be made next year. The music tutorials have long suffered from a lack of materials for well-defined assignments to be completed outside of class. Melodies and other musical samples recorded on tape can now supply this deficiency. The Instruction Committee plans to discuss the language tutorials at length during the coming year in order further to clarify aims and methods. Among the problems to be discussed are the present omission of modern symbolic logic from the curriculum, the possibly excessive amount of time required in the two upper years for routine memorization of elementary rules and forms of German and French, the lack of adequate time for significant accomplishment in the senior French course. There is also heavy concentration in the sophomore year on work in grammatical, logical and rhetorical analysis, work which might better be distributed through the upper three years. Library and Book Store Books continue to preoccupy both senior and junior fellows. The Librarian reports that circulation exceeded any previous year. Borrowing of books by students increased by one-third while loans pf musical scores and records doubled, probably a result of the removal of these items to the music library in the Key Memorial. Total per capita circulation for students increased 3 7 % . At the same time the College Book Store reported an increase in sales over the preceding year of a thousand dollars. The Book Store has always served as a supplementary library and it seems quite significant that gross sales exceed $21,000 with a student body of 225 and a faculty of 32. During the summer the Book Store has moved to new quarters on the ground floor of renovated Humphreys Hall. Here books can be displayed to maximum advantage and there will be far more adequate facilities for the browsing or absorbed reader. One of the most pressing problems facing the College is that of more adequate and usable facilities. The Library Committee has already devoted considerable time and energy to the question of the desirability of a new library building as against reconstruction of Woodward Hall. A second and perhaps less momentous problem is to appraise the present collection more adequately, making the necessary discards and • 5 • �additions so that the Library can better serve the needs of the community. Infirmary Mrs. Louise E. Young, R.N., has proven to be a most ~or­ tunate choice as College Nurse. During the year sh~ regular;zed the operations of the Infirmary and at the sal!1~ time provided wise and efficacious nursing care needed b~ ailmg students. A general program of inoculations was carried <;m; f~rtunate~y, the College escaped a repetition of the epidemic .w~ich ran its course a year ago. There were 56 student admissions to the Infirmary and 643 dispensary visits. Alumni Warren Bomh~rdt of the Class of 1942 served his second te~m as. t~e president of the St. John's Alumni Association. l\;Tiss Miriam Strange s~rve~ as A~umni Secretary and contmue,d her eff?rts to. b~mg mto bemg the register of all St. John s Alumm both hvmg and deceased. On Homecoming day the Alumni Award of Merit was presented in absentia to Walter Baird, of the Class of 1931, Chairman of the Board of Baird-Atomic, Inc., of Cambridge, Massachusetts, and an alumni member of the Board of Visitors and Governors. Upon the same occasion the Alumni Association presented the College with a check for $1,000 toward the Third Century Fund. Physical Plant In my report of a year ago I expressed the hop.e that the College would be able to assimilate the Key Memorial, Mellon Hall and the Charles Carroll Barrister House. It now seems a safe conclusion that these t.hree struc~u~es have been ~ppro­ priately absorbed into the hfe and activity of St. J oh_n s Co~­ lege. All three have functioned remarkably well durmg this first year of their operation. Humphreys Hall was in process of restoration du~ing the year and is now ready to house 45 men for the . commg ~ca­ demic year. The ground floor has been converted. u;t? spaci~us and well lighted quarters for the Book Store adJommg which there is a dormitory common room. The total cost of reconstruction and of equipping the building was. approxima~ely $241,000. A construction loan ~f $.100,000 re~ams outstandmg, a loan which I trust can be hqmdated durmg the balance of the Third Century Fund drive. Significant additions to the 9ollege's land holdings were made during the year under review. From ~he Board of i:iublic Works of the State of Maryland, St. J oi;n s Qollege received title to the former Baltimore and Annapolis Railroad property between Roscoe C. Rowe Boulevard and the C,oll~ge campus and extending from the Housing Authority bmldmgs ~o College Creek. At the same time agreement was reached with the City of Annapolis whereby the College deeded away five feet of land along the northeastern edge of St. John's Street from College A venue to Calvert Street in return for any and all rights which the City had to extend St. John's Street b.eyond its present terminus or to construct any other. streets m the western corner ·of the campus except for Brice S~reet. ~t. John's Street has now been widened and an attractive brick retaining wall constructed from the Hall of Records to the main College parking lot entrance. Administration I am happy that the Board accepted my recommendation that Arland F. Christ-Janer be appointed Vice President of the College. This is a well deserved promotion for no one shoulders a wider range of responsibility whether in the financial operations of the College or in its more mundane daily functioning. To assist Mr. Christ-Janer in his new responsibilities, Mrs. Jane Foster has been appointed. She previously served as secretary to the Vice President of Johns Hopkins University. There were a number of personnel changes during the past twelve months. Peter Donchian, who had produced the excellent campaign materials in the Third Century Fund, resigned from his position as Assistant to the President for Development. Fortunately his interest in the College continues unabated as a member of the Board of Visitors and Governors. In the interest of economy it seemed wise to abolish the position of Superintendent of Buildings and Grounds. It was with real reluctan.ce that the College lost the services of C. Frederick Houston who had so capably supervised the construction of the new buildings. His work will be divided between Clifford Taber as Engineer and Marion Catterton as Buildings and Grounds Foreman. Mrs. Nancy Curtler who had been College Hostess and Mr. Houston's secretary accepted a position at Connecticut College for Women. · Other new administrative appointments include Mrs. Virginia Cade, secretary to the assistant deans, and Mrs. Dorothy Mann, assistant in the Treasurer's office. Mrs. Christine Behm Nunes left her position in the Development Office at the end of the academic year as did Mrs. John Price in the Alumni Office. Mrs. Jeannette Dixon resigned from her position as assistant in the Treasurer's Office. • 6 • • 7 • �It is interesting to summarize the gifts, grants and bequests which St. John's has received from all sources over the past decade. The chart below shows the sources of this income as received for all purposes from members of the Board, from the alumni, from other friends and corporations, from Old Dominion Foundation, from other foundations, and from the State of Maryland. Finances Last year's audit erroneously included an income item of $20,000 applicable to the current year's budget. This means that expenditures exceeded income by $4,149 during 1957-58, and that there was no surplus as reported a year ago. During the 1958-59 fiscal year income amounted to $800,148.72 as compared with expenditures of $785,421.20. This time I have every confidence that the College did operate well within the budget and that the net surplus amounted to $14,727.52. By way of summary for the past ten years, the Table below shows the steady increase in annual income and expenditures as well as the deficit or surplus for each year of operation. SOURCES OF GIFTS, GRANTS AND BEQUESTS-1949-1959 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 Expenditures Deficit Surplus 1949-50 $461,956 $458,849 $ 3,107 455,126 455,612 1950-51 486 433,117 1951-52 413,803 $19,314 500,365 1952-53 483,967 16,398 529,497 1953-54 555,170 25,673 484,489 504,080 19,591 1954-55 531,628 1955-56 528,025 3,603 622,430 1956-57 565,733 56,697 675,530 679,679 4,149 1957-58 800,149 785,421 14,728 1958-59 I am particularly proud to report that the permanent endowment funds of the College now total $5,647,004 as of June 30, 1959, with a market value of $6,144,437. This substantial increase over last year's figure of $2,190,151 is largely a result of the receipt of the Addison E. Mullikin bequest, together with matching funds from Old Dominion Foundation. The chart below shows the growth in the value of the College endowment funds over the last decade : ENDOWMENT FUNDS-1949-1959 Alumni Endowment 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 $ 8,074 22,409 70,796 167,229 190,336 198,521 200,809 201,701 205,331 336,344 General Endowment $ 247,557 251,738 279,193 483,660 559,932 1,104,598 1,357,218 1,749,506 1,984,820 5,310,660 • 8 $137,095 1,235 3,550 7,350 32,140 4,000 44,583 18,000 9,335 3,920 12,982 $ Friends 4,085 14,335 27,687 66,249 32,163 21,464 14,156 27,008 75,559 1,955,447 $ $2,238,183 Foundations State of Maryland 63,000 63,000 63,000 63,000 325,000 75,000 575,000 75,000 80,000 80,000 475 3,470 18,570 87,878 89,898 338,212 35,536 108,479 84,072 147,873 $ 150,000 480,238 196,299 678,440 316,850 540,801 419,398 667,362 1,275,528 1,658,031 $ $914,463 $6,382,947 $1,462,000 Bequests The Court of Appeals of the State of Maryland upheld the lower court in sustaining the will of the late Addison E. Mullikin of the Class of 1895. The executors thereupon set up the residuary trust in which St. John's College has a 25% share for the ten years ending December 30, 1966. The College immediately received $109,204 in accumulated income and has a share in the principal valued at $1,787,120 as of June 11, 1959, when the trust was created. Hall Harrison, of Baltimore, Maryland, left the College a double portrait and frame of King Charles I and Queen Henrietta Maria, copied from the original Van Dyke portraits in 1842. . Total Endowment Book Value Market Value $ 255,631 274,147 349,989 650,889 750,268 1,303,119 1,558,027 1,951,207 2,190,151 5,647,004 $ TOTAL INCOME AND EXPENDITURES-1949-1959 Income Alumni Board Third Century Fund Exclusive of the bequests listed above a total of $594,291 has been raised during the fiscal year just ended for endowment purposes. The sum of $201,515 was given or pledged by alumni and $170;066 by other friends of the College. Toward the renovation of Humphreys Hall $127,170 had been received in cash and $16,066 in pledges. Gifts and pledges for other purposes total $79,474. It is most disappointing to report that only 142 alumni have as yet given or pledged to the Fund. This remains as the major task in the campaign for the coming year. Individual alumni donors will be listed in an alumni bulletin. I $ 257,818 278,838 356,851 651,548 848,128 1,498,789 1,798,324 2,157,105 2,434,111 6,144,437 • • - 9 • �should like to express the gratitude of the College to each of them and, among others, to the following foundations, corporations and individuals who have made gifts or grants over the past year : Foundations A grant of $100,000 from A val on Foundation of New York City toward the restoration of Humphrey's Hall. A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $700 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A pledge of $3,000 from the Fund for Tomorrow, Inc., to endow an annual lecture on a great book in the Eastern tradition. A grant of $5,000 from the Lesesne Foundation of Wilmington, Delaware, toward the Arthur deTalma Valk Tutorship. A grant of $4,600 from the National Merit Scholarships Corporation of Evanston, Illinois, for scholarship purposes. Grants from Old Dominion Foundation, of New York City, as follows: $78,300 for current purposes and $1,458,431 for endowment purposes. A gift of $1,000 from the Sears, Roebuck Foundation for scholarship purposes in its Merit Scholar Program. Corporation and Corporate Gifts The sum of $10,454 representing a share to St. John's College from corporate gifts received from business and industry by the Association of Independent Colleges in Maryland. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $630 from the First National City Bank of New York City in recognition of St. John's alumni in the employ of the bank. Four scholarships totaling $3,500 and a gift of $250 from the Food Fair Stores Foundation of Philadelphia, Pennsylvania. A grant of $1,600 from the Ford Motor Company of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A grant of $25,000 from the General Foods Fund in their current aidto-education program, this sum to be used for faculty salaries. A grant of $400 in the Gulf Oil Company's aid-to-education program. A gift of $500 from the Washington Steel Company for current purposes. A gift of a cathode oscilloscope from Westinghouse Electric Corp. A gift of a pedestal grinder from Revere Copper and Brass Company. Gifts and pledges in the Third Century Fund from the Arundel Corporation, Baltimore Gas and Electric Company, Black and Decker Manufacturing Company, Chesapeake & Potomac Telephone Company, the Daily Record Company, H. A. B. Dunning Foundation, Gordon Davis Linen Supply Company, the Eliasberg Fund, Inc., Fidelity & Deposit Co. of Maryland, Hochschild, Kohn Foundation, Household Finance Company, the Hutzler Fund, Inc., Henry P. Irr, H. E . Koontz 10 Creamery, Kuehnle-Wilson of Maryland, Inc., Loyola Federal Savings and Loan Association, John D. Lucas Printing Company, Monumental Machine Company, E. W. Newton Company, Riggs, Distler Foundation, James W. Rouse & Company, Inc., E. L. Stebbing & Company, Wilbur Van Sant, and Western Maryland Railway Foundation, all of Baltimore, Maryland; and from the Annapolis Banking & Trust Company, the Country Trust Company of Maryland, Farmers National Bank, J. F. Johnson Lumber Company, Walter Lee Lears, Marbert Motors, Inc., Thomas A . Smith & Sons, and Wheat & Mullen, all of Annapolis, Maryland. Individuals An anonymous gift of $25,000 toward the equipping of the stage in the Francis Scott Key Memorial Hall. A gift of optical equipment for the laboratory from Walter S. Baird of the Class of 1930 of Cambridge, Massachusetts. A gift of $1,250 from Mr. and Mrs. Henry H. Clifford, of Pasadena, California, for the Library of Congress Catalogue, 1958. A gift and pledge totaling ~500 from Jl:frs. William J. French, of Annapolis, Maryland, to furmsh a room m the 9~arles Carroll Barrister House in memory of her husband, Dr. Wilham J . French, for many years a member of the Board of Visitors and Governors. A gift of a set of Kurz and Allison .Prints of Civil War Battles from Dr. William Hinton of New York City. Seventy-four individual gifts from members of the Hillhouse High School Class of 1927 of New Haven, Connecticut, to start a scholarship foundation in r~cognition of my perio~ of service at .St. John'.s College, the income to be awarded to a child or grandchild of this Hillhouse Class. A gift of $150 000 from Mr. and Mrs. Richard H. Hodgson of Salisbury, Maryland, to endow a scholarship program for students from certain counties of the Eastern Shore. A gift of $5,000 annually for a three-year period from Mrs. qarleton Mitchell, of Annapolis, Maryland, to be used for landscapmg the campus. A gift of $1,000 from Mr. Edward S. Pinney of New York City, for scholarship purposes. Gifts from Charles Simon, of New York City, George Winslow, _of Pittsburgh, Pennsylvania, Dr. Charles Hartsock, of Cleveland, Oh1~>, Thomas O'D. Murray, Mrs. G. A. Johnston Ross, and Robert Otis Jones, of Pittsburgh, Peni;sylvania, toward the endowment of the Helen Barnes Jones Memorial Fund. Gifts from the General Electric Company, the Jones & Laughlin Steel Company, the McGraw-Hill Publishing. Company and the S!!ott P~per Company in their programs of matchmg employee alumm contributions. Gifts and pledges in the Third Century Fund from the following individuals: Mr. and Mrs. Mortimer Adler, Mrs. Charles Austrian, Norman W. Barrett, Mrs. Randolph W. Burgess, Mrs. Inez S. Campbell, Mr. and Mrs. Philip Clapp, Richard F. Cleveland, He.nry I. Cobb, Jr., Alexander S. Cochran, Sidney Q. Cohen, Peter Donchian, Joseph Donner, W. H. Ferry, Rabbi Emanuel Green, Lewis Hammon~, Daggett Harvey Robert Heller, Reuben A. Holden, D. Luke Hopkms, N. V. Ingrah~m Meyer Kestnbaum, Reuben Kutler, William A. Lydgate, Donald M~Cormick, Paul A. McGhee, Thomas O.D. Murray, George W. 11 �Overton, G. J. Requardt, Mr. and Mrs. Edward Storm, Adolph W. Schmidt, Mr. Edward Thornton, Mrs. Millard Tydings, Miss Celeste Webb, Captain and Mrs. P. V. H. Weems and Alan Wurtzburger. * * * * * In June the College was host to the annual conference of the Country Day School Headmasters Association. Approximately 80 headmasters were in residence on the campus for several days. The weather was propitious and the Slater System provided a sumptuous Maryland bill-of-fare. The letters which have poured in indicate that a number of new friends were made for the College. Because of the exigencies of the Third Century Fund it seemed wisest not to teach a mathematics tutorial during the past year, though I do plan to resume this fall. Much of my time was devoted to travel and to the solicitation of funds. There were a number of interesting lecture opportunities: the Medical Associations of New Hampshire and Vermont in September, the combined private schools of Seattle, Washington, in early December, the University of Kansas City in March, and participation on NBC's "Open Mind" panel in June to discuss the Ruml report on education. My term as President of Historic Annapolis, Inc., ended in December but the presidency of the Anne Arundel County School Board has continued to demand time and energy. In this connection there were two trips to attend School Board conferences, one to San Francisco and the other to Atlantic City. In both cases I was able to undertake useful work for the College at the same time. It is exactly ten years ago today that this Board did me the honor of electing me to the presidency of St. John's College. Mrs. Weigle and I have found this decade in our lives to be a rich and rewarding one in every respect. We are grateful for the opportunity for leadership which has been ours, and we wish to express to all members of the Board of Visitors and Governors, past and present, our warm gratitude for their personal friendship and confidence and for their abiding devotion to our common task. We are both more deeply committed than ever before to the ideals of education for which St. John's College stands. At the same time, like all of us in the College, we realize how much more must yet be done to come closer to these goals. RICHARD D. WEIGLE President September 17, 1959 • 12 • ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1959 INCOME Educ!l'~ional and general Tu1t10n . .. ... .... ... . .......... .. ............ . .. ..... . Adult Education Fees .. .. .... .... . ........... . .. ...... . . Endowment Income ...... . .. . ... . . ......... . .... . .. ... . State Appropriation .. . ... ... .......... . . .. . . . .. . .... . . . Foreign Operations Administration Contract .... .. . . .. . .. . Grants and Gifts-net . .. .. ........ .... .. .. . . . .. .. ... .. . Miscellaneous Income . . ...... ... ..... .. .. . ... . . .. ... . . . . $212,218.85 2,012.00 184,517.68 80,000.00 15,000 .00 95,907.51 3,581.59 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $593, 237. 63 Auxiliary Enterprises Dormitory and Dining Hall .. . ....... . .. . .. .... .... .. .. . Book Store ..... ...... ... ...... .. . . ... .... ............ . Other ... .. ....................... .. . ........... ... ... . $145,712.82 21, 591. 01 3,960 .26 Total. ........ .. . . ............. .. ... ... .. . . .. . ..... . $171, 264. 09 Other non-educational revenue. . . ... . . . .. .. .... . .. . .. ..... . $ 35 ,647 .00 Total Revenue . .. . . . . . ... . . . . .. . . . .. . . . .. ... . . . . . .. . . $800,148.72 Less-Current Expenditures . .... ...... ....... .... . ....... . 785,421.20 Excess of Revenue over Expenditures .. .. .. . ..... ... ... . $ 14,727.52 EXPENSES Educational and General Administrative .. ...... . . . . . . .. .. . . .. . ... ... . . .. . ..... . General. .. .... .. . . . . . . . ... .. ..... .... . . . . . . . .. ... .. .. . Instruction ... .. . . .... ..... . .. ... . . . . .... .. .... . . .. . .. . Library ... ...... ... ........ . .. .. . ......... ··· ········· Student Organizations and Art Studio ....... .. ... .. . .... . Adult Education .. . . . . .... ..... .. . . .. ...... .. ......... . Plant operation and maintenance . ... . .. ...... ... . ... . . . . Miscellaneous ........ . .... .... . .. ........... . .. . .. . . .. . $ 96,192 .29 56,280.63 222,212.07 15 , 797.82 8,093.58 1,432.32 175, 625.17 160 .77 Total. . . ....... . .... .. .. . .. ... . . .... . ...... . ...... . . $576,790 .46 Auxiliary Enterprises Book Store ... . ... . ... . .......... . .. .... ... ..... ...... . Dining Hall and Coffee Shop ........... ... . . ...... .. . .. . $ 17,573.52 79,319.47 Total. . . . .... .. ... . . . .. .. .............. . ........... . $ 96,892.99 Other non-education expenditures Scholarships . .. ........... . . . .. ....... . ........... .... . Grants-in-Aid ............. .. . . .. . ..... .. ............. . Miscellaneous . . .......... . . .... ..... .. .. .. ... ....... . . $ 93,722 .00 12, 125.75 5,890.00 Total... ... . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $111, 737 . 75 Total Expenditures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $785, 421. 20 • 13 • �ST. JOHN'S Annapolis, BALANCE SHEET, COLLEGE Maryland JUNE 30, 1959 LIABILITIES AND CAPITAL ASSETS CURRENT LIABILITIES AND RESERVES CURREN T FUNDS Cash in Banks and On Hand Accounts Receivable ... . . $ 26,558.65 $18,514.04 500.00 18,014.04 Inventories ...... . . ...... . . . . ... . . . Prepaid Expenses . .. ... . . . . . . .. . . . .. . ... . . . . . .. .. . . 10,131.49 6,564.35 Less: Reserve for Doubtful Accounts Accounts Payable Students' Deposits Deferred Income . . Due Other Funds $ Total- Current Liabilities . ... . . .. . . .... . $ 61,268.53 $ 88,193.30 ($21,652.29) ( 20,000.00) Excess of Revenue over Expenditures Total ...... . ... . .. . .. . .. .. .. . ... . .. . ........ . Restricted: Cash .. ... . . . .... . ... .. ..... .. . . . Accrued Deficit-7 /1/58 .... . ... .. . . . . Auditors Adjustment of 1957-58 Audit. 26,612.42 9,814.61 25,000.00 26,766.27 ( $41,652.29) 14,727.52 7,336.72 (26,924.77) $ Total 61,268.53 Principal- Student Aid and Prizes . $ 878.77 6,457.95 President's Discretionary Fund 68,605.25 Total- Current . . . . . . .. . . . .. . . . . . . .. .. . ..... . 7,336.72 $ Total 68,605.25 $ 3,219.69 5,647 ,004.00 9,026.48 1,729.29 6,004.41 ENDOWMENT FUND LIABILITIES AND PRINCIPAL ENDOWMENT FUNDS Cash Foundation Matching Funds Receivable ... . . . . . . . . . . Accounts Receivable . .. . .. . .... . .. . ... . . .. ... . . . . . Pledges Receivable ...... . . . . ..... . .. ..... . .. . ... . . . Investments .. . . . . . .. ... .. . Accrued Income and Purchased Interest .... . . . . .. . . $ 12,851.64 1,458,431.40 47,322.22 1,275.00 4,122,089.93 25,013.68 Total- Endowment .... . .. . . ... . .. .. .... . . . ... . $5,666,983.87 Due Other Funds Principal . . ... . ... . Unexpended Income . . . . ...... .. . .. . . . . . . . . . Real Estate Depreciation Reserve ...... . . Accrued Income Not Available for Distribution $5,666,983.87 Total- Endowment PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS AND ASSETS Cash Cash in Sinking Fund .... . . . . . . . . . .. . . ... . .. . . . .. . . Due from Other Funds . ... . . ..... .. . .. . . .. .. ...... . Pledges Receivable . . ... . .... .. .... . .. .. . . .. . . . ... . . Investments .. .. ... . .... . . .. . ... .... . . . .. . Land, Buildings and Equipment .. . ....... . . .. .. . ... . Buildings under Construction .... ... . .. . . . . .... . . . . . Prepaid Interest .. .. .......... .. . . .... . ... . ....... . Total-Plant and Assets $ 25,233.96 15,252.00 25,000.00 2,000.00 28,950.42 4,425,029.61 162,672.45 4,000.00 $4,690,138.44 14 • Mortgage Payable . . . . . . . . . . . . . . . . $ 300,000 Less Mortgage Certificates Acquired . . 254,800.00 Reserves Available for Mortgage Liquidation. Invested in Plant ...... .. . Note Payable- Farmers National Bank $104,333.33 Less: Funds Expended for Plant Expansion 53,124.70 $ 45,200.00 49,227.75 4,544,502.06 51,208.63 $4,690,138.44 Total-Plant 15 • �ST. JOHN'S COLLEGE PERMANENTLY ENDOWED FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin '95 ... . ... . ...... . .. . . .. .. . . ... .. . $2,400,000.00 Arthur de Talma Valk '06 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162,932.00 SCHOLARSHIPS ENDOWMENTS Annapolis Self Help (Grant from William H . Labrot Fund) George M. Austin '08 . ........ . .... . . . ............. . . . . Class of 1898 (Bequest of Charles M. McNabb '98) .. . . . . . John T. Harrison '07 . ... . ... . ... ... ...... ..... ..... . . . Richard H . Hodgson '06 . . .. . . . ... ......... . . . .. . . ... . . Alfred Houston '06 ........ .. . . ....................... . Jesse H. Jones and Mary Gibbs Jones .... . ....... . .. . . .. . Massachusetts Regional (Gift of Walter Paine '45) .. . .. . Philip A. Myers II '38 ..................... . ...... .. . . . Oklahoma Regional (Gift of Eugene Adkins '53) .. .. .. .. . Clifton C. Roehle . . ........ ... . . ... ..... . ...... . ..... . Clarence J. Stryker Memorial . .. . . .. .. ... . .. . .... . .. . . . Friedrich Jonathan von Schwerdtner . . .... . ....... ... . . 24,000.00 50,000.00 84,601.36 30,015.34 300,000.00 5,000.00 48,000.00 35,370.00 28,362.47 52,000.00 7,055.56 6,050.00 1,551.91 LOAN FUND ENDOWMENT George Friedland Loan Fund .. . ..... . . ... . .. ... . ... .. . 40,000.00 ALUMNI MEMORIAL ENDOWMENTS Allen L. Fowler '15 ......... , ....... . ... . ...... . . .... . William S. Morsell, Jr. '22 ..... . . . . . ..... . . ... . .... ... . C. H . Schoff '89 .. . ... .... . .... .. . .. ... . .. . .... . .. . . . . Robert S. G. Welch '13 .. . .. .. ...... .. . ... . .. .. .. .. . . . . ' 1,000.00 8,000.00 1,000.00 250.00 OTHER ENDOWMENTS Richard Batt Memorial Library Fund . . .. . ... ... .. ..... Fund for Tomorrow .. .. ... . .... .. . . .... . . . .......... Helen Barnes Jones Memorial . ... .... ... . .. . .. . .. . ... Ellen C. Murphy Memorial Library Fund .... ... . . ... .. Cora Dodson Sasscer Newspaper Fund ... ... . . .. ... .... • 16 • . . . . . 800.00 6,000.00 11,300.00 3,000.00 200.00 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 July 1959-Vol XI No 3-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1959 Description An account of the resource Volume XI, No. 3 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in July 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-07 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 Subject The topic of the resource Weigle, Richard Daniel, 1912- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/831af3cee0da1f3b5759d20e29134133.pdf 74ab9c0926d41aeb7b7deb52f0727584 PDF Text Text �"The object of a liberal training is not learning, but discipline and the enlightenment of the mind. The educated The Habitual Vision of Greatness man is to be discovered by his point of view, by the temper of his mind , 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 St. John's College offers a liberal arts curriculum unlike any other in the United States. insight and comprehension. His mind is a practised instrument of appreciation. He is more apt to contribute light than heat to a discussion , and will oftener than another show the power of uniting the elements of a ., For this reason the College has been hailed as a pioneer. . diffi~ult Yet the liberal arts as taught at St. John's are the arts with which men have disciplined their minds since subject in a whole view; he has the knowledge of the world which no one can have who knows only his own generation or only his own task." Woodrow Wilson ' the beginnings of Western civilization. St. John's College has pioneered in reorganizing traditional materials to fit contemporary needs. The College The Cover Design has shaped its program to a fundamental but frequently forgotten truth about education- that its proper The four inner structures of this geometrical complex represent the four elements aim is to cultivate the student's intellectual powers. as the ancients understood them, and as Plato described them in the Timaeus- The guiding purpose at St. John's is to develop reasoning men and women who have shared in our cultural fire, air, water, earth. They are shown here as the red tetrahedron, the white octa- heritage and who have gained an understanding of the basic unity of knowledge. The College believes that hedron, the blue icosahedron and the yellow hexahedron. such men and women are best fitted to master the skills of any occupation and to become participating citizens in a free society. 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 St. John's College above all else seeks to disclose to its students what Alfred North Whitehead has called and the concerns of St. John's College. the habitual vision of greatness. Volume IX BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS July, 1957 Published Quarterly Entered a s Second-class matter, February 18, 1949, at the Post Office , a t Annapolis, Maryland, und er the Ac t of Augu't 24, 1912 No. 3 �How can a college best fi.t its students for life 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 occupa t ional 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. c • The St. John's Program leads to a bachelor of arts degree, for which it requires all students : Francis Scott Key, who graduated from St. John's exactly 100 years after the (1) To study mathematics, languages and laboratory science for 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? St. John's offers him a curriculum in which, as Key said 150 years ago, "the (3) To discuss these works with tutors and fellow-students in semi-weekly seminars; 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 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. -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 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. -economic problems in Adam Smith or Marx; 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. 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; 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. Learning through Doing . .. the Laboratory 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. �That is why St. John's requires four y ears of daily tutorial Learning through Symbols . .. work in la n guages-not to develop mastery of other ton gues, but to d isclose and examine the resources of systematically the Tutorials formulat ed speech in conveying thought. In all that a man thinks, says, reads or hears- he uses symbols. ' The effectiveness of his thinking, speaking, reading or hearing depends . And that is why the St. John 's Program includes music-because the d iatonic scale, the alphabet and mathemati<:;s together form an intelligent man's response to his encount er with on the skill with which he has learned to use the symbolic vocabulary himself and with t he world. of language, mathematics or music. That skill contributes to the wisdom with which he makes the Tutorials meet in groups of a size which reflects the 1 :8 ratio decisions he meets every day- decisions in politics, decisions in between faculty and st uden t s at St. John's. In mathematics, business, decisions in ethics, decisions in the arts, and the per- the work ranges from Euclid t o transfinite numbers; in music, sonal decisions that will shape his whole life. from the Gregorian chant to 20th-century atonality. Languages That is why St. John's College requires four years of daily tutorial work in mathematics- not t o train professional mathematicians, but to induce habits of rigorous thought. include two years of Greek and one yea r each of French and German. D uring the first two years, English receives special emphasis. �Learning through Listening. A Community of Learning ' ' the Formal Lecture J 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 always on his studies in the others. A Pulitzer Prize poet, a Los Alamos physicist, a Jesuit priest, a Socialist '[ editor, a Hebrew scholar, a harpsichordist, a psychiatrist, an historian, l a philosopher, a sculptor, a writer of fiction-these typify the leaders in A vital element in this homogeneity of learning is the fact that teachers at St. John's do not confine themselves to "specialties," although each tutor is outstanding in some field of scholarship. An expert in music may conduct a varied fields who come to St. John's College throughout the academic tutorial in mathematics; a man who teaches Greek may also have charge of a year. laboratory group in biology. On Friday evenings the College assembles to hear a lecture or-three The St. John's Program enables tutors to develop versatility of this kind. times a year-a concert or a recital. The College believes it an indispensable condition of teaching that teachers Only on such occasions does St. be aware of all the facets of learning which confront the student. John's depart from its policy of student participation, and then not wholly: each lecture continues with question-and-answer and informal discussion. During the lectures, students learn to listen and to remember without taking notes. In the discussion periods, they learn to be tolerant, curious 1 l Each tutor is constantly aware of what the students are doing in the various tutorials, seminars and laboratories. He links together the varied parts of the Program, and helps the students. link themselves with the great heritage of ideas which forms the content of the St. John's College Program. and above all courteous and logical in attacking unpalatable views or in Students and tutors at St. John's together make the College an authentic defending their own. community of learning. �The Old and ... ... The New McDowell Hall was begun in 17 44 as Now under construction, the Francis a mansion for the Royal Governor, Scott Key Memorial Auditorium (at Thomas Bladen. After a period of neglect the building was completed upper left) will seat 600. Adjacent to the Auditorium will be a discussion room, fine arts studios and music in 1784 and given to St. John's Colpractice rooms. In the L-shaped lege by the State of Maryland. A building will be laboratories for striking example of colonial Georgian architecture, McDowell is the oldest physics, chemistry and biology. Domes are for a planetarium (foreground) of seventeen buildings on the St. and a Foucault pendulum. The John's campus. It houses classrooms, ings are scheduled for occupancy in administrative offices, the bookstore September of 1958 and will cost over and the coffee shop. $2,000,000. build~ �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, 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, modern foreign language clubs, the showing of movie classics by the Film Club, and classes in painting, poetry, and the Bible. r �What St. John's Students Do After They Graduate "We generally share one further conviction about civilized m.en; that a well- and broadlytrained product of a general education is better equipped than the product of any other kind of education to master the specific skills of any calling he m.ay undertake. We believe, and I St. John's College: Essential Information Founded: 1696 as K ing William's School. Re-chartered as St. John's College in 1784. Accredit a tion: Middle States Association of Colleges and Secon dary Schools ; Maryland State Department of Education. think observation supports our belief, that good liberal educati on is better vocational training than vocational education." Eugene V. Rostow Dean The Yale Law School Locat ion: Thirty-four acre campus in Annapolis, Md. Thirty m iles east of Washington, D. C. , twenty-seven m iles south of Baltimore. Fac ulty -Studen t Ratio: One tutor t o every eight students. Enrollment limited to three h undred. Teaching led the occupational choices in a summary which St. John's compiled for a recent study of alumni Cost: Inclusive fee of $1750 for room, board and tuition. of the present Program, which hegan in 1937. The next largest number of graduates had entered business. Scholarships: Flexible program of scholarships, grants, loans and st udent employment. All The diversity between these two leading choices reflects the breadth of interest which the College nourishes in its students. 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. awards based on financial need. Policy: Nonsectarian,. coeducational; no racial or religious bars. A<}m.ission: Entrance requirements are outlined in the College catalogue, a copy of which may be obtained from- The D irector of Admissions St . John's College Although it is not a primary aim of the College to prepa re its students for graduate work, more than 50 per cent have gone from St. John's to graduate or professional schools in the various universities. Annapolis, Maryland �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 Bulletin July 1957 Vol IX #3-The Habitual Vision of Greatness Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1957 Description An account of the resource Volume IX, No. 3 of the Bulletin of St. John's College in Annapolis. Published in July 1957. Date A point or period of time associated with an event in the lifecycle of the resource 1957-07 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/663736d78fef8f654d06486a2a02e02d.pdf 1de329465b7698867a84f24d0ee8b315 PDF Text Text VOLUME VIII No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JULY, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �COLLEGE RECEIVES $1,000,000 GRANT TOWARD KEY MEMORIAL AND LABORATORY BUILDING ON THE COVER: Francis Scott Key's great-great-granddaughter, Mrs. William T. Jarvis of Chevy Chase, Maryland, and Dr. Richard D. Weigle, president of St. John's, examine the College Register for 1789-1855 in which Francis Scott Key is Erst enrolled as a student. The secretary desk once belonged to the author of "The Star Spangled Banner" and was a gift from Mrs. Paul Mellon to the College. Volume VIII JULY, 1956 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. Old Dominion Foundation of New York City has made a generous new grant of one million dollars to St. John's College to make possible the erection of the Francis Scott Key Memorial Auditorium and the new laboratory building. This gift enables the College to claim the five hundred thousand dollars toward the Key Memorial voted conditionally by the General Assembly at its February session this year. The auditorium, which will contain facilities for the Friday night lectures, the College's concert series, the King William Players' productions and the Saturday night showings of the R.A.M. Film Club, will constitute a living memorial to Francis Scott Key of the Class of 1796. The auditorium will contain as well a room suitable for choral work and for the discussions following the Friday night lectures. There will also be music seminar rooms, music practice rooms and facilities for painting, ceramics and sculpture. The laboratory building will contain ten of the most modern laboratories and more than twenty small offices and individual project rooms. The new facilities will replace one hundred and thirty-eight-year-old Humphreys Hall which will eventually be rebuilt as a modern dormitory for men. Architectural plans for the building have been drawn by the firm of Neutra and Alexander of Los Angeles, California, who have associated with them as local resident architect the firm of Alexander S. Cochran Associates of Baltimore, Maryland. Bids will be called for the end of July and it is expected that ground will be broken late in the summer. In all probability the building will require approximately eighteen months for completion. . 1• �THE MYTH AND LOGIC OF DEMOCRACY BY JOHN S. KIEFFER Democracy is a myth. From one point of view there is not and never has been a government or a society that is truly democratic. But on the other hand, when the name is given with sincerity to a government, there are demands imposed on that government and its people that compel them to act so that the name is not completely falsified. This is the nature of a myth. It is a story that is both false in detail or in literal fact, true in spirit and in general. The myth of democracy is, however, in our tradition, more definite than these general considerations. The myth of democracy is the history of ancient Athens. It has its quintessential formulation in the funeral oration of Pericles, though it is told by all the great Athenian writers; poets, historians, orators, or philosophers. It is a lively, living myth. When modern historians write about Athens, they reveal as much about modern political feeling as they do about ancient Athens. All the battles of politics in the nineteenth and twentieth century have been fought in the Agora of Athens. The myth of democracy is largely legend, that is a story explaining some great phenomenon of history. What does it explain? To take an example of another myth, in the case of the Trojan cycle it seems probable that the myths explain the breakdown of the Mycenaean world. Periods of chaos are productive of legend. But this is not the full story. The myth of Troy as we have it is the work of a man of genius who seems to have lived long after the disappearance of the Mycenaean world. The expansion of Greece through colonies seems to have been the exciting cause of the Homeric poems. This was again a period of swift change such as to be fertile in making myths. So, for the Trojan war, it seems that two · periods of history contribute to the story. (I am not saying •2 • that the Homeric poems are caused by historical circumstances. The absolute cause must be the myth-making faculties of Homer and his unknown predecessors. I am saying that historical periods supply the material for the poet's imagination to work on. And further, that periods of change supply the most usable kind of material. Still further, it may be that the finished poem, the Iliad or Odyssey, is produced in a stable period following a period of change.) With the analogy of the Iliad and Odyssey in mind, we may try to see what historical circumstances furnished material for the myth of democracy. I am not going to say the fifth century, because that was the myth. To us looking back it has historical being and becomes circumstantial to the myth; to the people living then it did not, of course, exist historically, and so could not be the phenomenon they felt called on to explain. I think the historical phenomenon I am looking for is that same period of colonization, or rather its concluding phase, that had been, in its earlier phase, the material for Homer. The second set of historical conditions for t~e myth of democracy would be the rise of the Persian empue. So it is my contention that the myth of democracy that we know from a community of bards, classic writers, and they knew from the rhapsodes of the assembly, somehow told itself by applying its imagination to the colonizing period that ended in the sixth century B.C. and to the Persian wars. What was there about that period that aroused the imagination to see a way of government by words? And secondly, why does this produce a myth of democracy? I answer my first question first. Words must have achieved a new importance for the sea-faring colonizers. Ulysses shows by his example how his survival depended on his skill with words: his quick repartee with the Cyclops, his courteous speech and inspired tale-spinning among the Phaeacians, his self-concealing lies when he had returned to Ithaca. We can well imagine how often a group of colonizers had use for quick wit and ready tongue, to ease their way among strange • 3• �tribes on the coast of Italy or the Crimea, to gain advantage over rival groups seeking a "home far off" on the same site, to settle disputes among the colonists themselves, now they were living far from their accustomed ways and ancestral habits. This last was perhaps most important of all, for, though hearth fire and home gods accompanied the colonists, and ancestral customs were carried in their very souls, the change of setting must have weakened the sentiment with which the colonists regarded them. Moreover, many of their gods and customary rites must have been inappropriate to their new surroundings. Add to this, that the colonizers went in small groups to widely scattered places, from the Crimea to Spain, and came from many different home cities, and so there was no central direction of their movement. They were forced to rely on their own resources. No wonder then that the colonies were often pioneers in new constitutions and in the development of written law. In all this words assume an importance not only greater than before, but also of a different kind. So we have the myth of Bellas and have seen how the Greeks have discovered the power of words to hold together a self-uprooted, changing society. Why does the myth of democracy eventuate from this finding? To answer this question we may first look at the political myth that prevailed in Greece before the colonizing period and that guided the plans and actions of the colonizers. That myth, I suggest, was the patriarchal myth, the myth of fatherhood, of the wisdom of the elders. It was the myth that was to be named aristocracy when later ages became self-conscious and invented labels for its customs. Its foundation in economics was in the ownership of land and its legal expression was through ancestral custom, the laws (thesmoi) of Zeus-born kings and the pronouncement of oracles. The myth or elements of it survived all through the later age of democracy, oligarchy, and tyranny. You can feel its presence on every page of Plato. By contrast one of the formative myths of modern democracy is the Social Contract. Now the Social Contract implies the .4. ·r I I natural equality of all men, it foreshadows brotherhood rather than fatherhood and is forward-looking not backward-looking. Men in a Social Contract society ask what new agreement shall we make to deal with a new situation; in a patriarchal society they ask, what does the custom of our ancestors, or the will of our father, God, direct us to do. Probably the inner logic of political behavior will always interweave the strands of fatherhood and brotherhood. Our society is founded on the Social Contract and yet our own Social Contract, the Constitution of the United States, has become, and had to become, an institutionalized father image, the incarnation of ancestral wisdom. In the foundation of the Greek colonies this order is reversed. The colonies, as we have seen, were founded according to the ancestral model of the mother-city, but by the logic of the situation, geographical dispersion and political autonomy, the colonies were forced to look ahead not back ' ' and to act in practice as if on the theory of the Social Contract. Accordingly, as we have seen, they became leaders in the writing of constitutions and the making of legal codes. More?ver, as we have also seen, the Social Contract implies equality. Therefore, the tendency toward democracy acquired the backing of political practice. When the cumulative force of the many separate experiences with government showed what had happened, historic patterns came into view. Tyrannies arose, oppositions in the name of ancestral custom convert the traditional, unselfconscious aristocracies into politically conscious oligarchies, and the people, the Demos, thereby became conscious of itself as a political force. I see the grounding of the myth of democracy, then, in the colonial movement, which weakened the unquestioned accepta~ce of the ?Id patriarch~! way of ~ife of the land-owning anstocracy pictured and idealized m Homer and Heriod, and in the Oder of Pindar. I have argued that colonizing put a new emphasis on the use of words as means of politics and that this meant a tendency away from ancestral custom toward something like a Social Contract. Another way of putting it •5• �is that tradition disappeared to be replaced by reason. Historical realities never exactly conform to categories of thought. The more rational new forms of the colonies retained traditional forms and relations and developed their own traditions. Conversely, the traditional forms began to use the mode of reason in their struggle for self-preservation. The democratic myth includes something more than a set of historical conditions and a new way of using words. It includes also an implicit change in the view of men in relation to one another and a new foundation of political power. These two changes are related to each other. If we can believe the accepted view of most historians, the colonizing movement was one expedient adopted because of population pressure. Rather than risk revolution, the citizens of the metropolis decide to encourage a portion of the populace to emigrate and colonize. So, you see, a group that may have been an unconsidered mob of base-born paupers acquires a new status. Partly this is because of its physical strength as it grows more numerous, and perhaps because of the appearance of bold and intelligent leaders in its ranks. More significant, however, is that, by the proposal to send out a colony, the old aristocracy confers on the group of colonies the dignity of a rational equal. No longer are they just a number of poor people who can be absorbed as tenants or clients and cared for in a fatherly way by the well-born landowners. It is now in embryo a corporate body with whom the aristocracy can treat in a reasonable way. This is the birth of Demos. But while these reforms ended forever the old aristocratic power they introduced the schism, that was to prove fateful, that divided Greece between democracies and oligarchies. For as to the birth of Demos there always remained an uncertainty. Was Demos the poor alone, or was he the whole state? Periclean Athens came close to ending the schism, but at the cost of a new division. The Demos of Athens was corrupted by the imperial power the city gained as a result of the Persian war, and ultimately the rational basis of democracy and its appeal to the aspirations of men was lost in the •6 • struggle for power. So the myth of Athenian democracy ends in tragedy. I believe we can trace a progress in the form of one central question. Aeschylus and Pericles seem to ask the question, "What will make democracy work?", while Plato asks rather, "Why won't democracy work?". Socrates is the pivot on which the question turns. The transformation of the question is due, I think, to the tragic flaw in the democratic myth that I have pointed out. For Aeschylus, the answer to his question is that democracy, which is represented as the victor over the Furies, will work if it reveres the compact between Athena and the Furies, now become the Eumenides, and preserves Athena's court of Areopagus. In other words he accepts the democratic exchange, but warns that the wisdom of the elders, which we have seen to be characteristic of the old aristocracies, must be allowed to make its voice heard. Democ- · racy is to be the government of all, not the government of the many. Pericles, to judge from the funeral oration, finds the source of the wisdom needed to guide deliberation in the character and institutions of the Athenians. Athens is the School of Hellas, and must be, consequently, her own first scholar. For Pericles, too, democracy is the government of all, Demos is not just the poor. The city will have wise leaders and a public opinion that is a judge of good leadership, even if it is not capable of originating policy. For Aeschylus and Pericles wisdom is something a little mysterious. They each, in fact, are somewhat complacent in accepting the confident view that the success of Athens is due to her wisdom and that one need not doubt that the wisdom is there. Socrates' whole life was a life of questions. In him the power of rationality puts ancient wisdom to the question to declare its meaning to a new generation. The democratic heirs of the old patriarchate had inherited the noble terms, ' , "' I . KaAO'i, aya ()I O>, OlKaW>, " no bl e, " " goo d" an d '" t" But JUS t as JUS . Cleisthenes had rearranged the patriarchal tribes of old Athens into geographic wards, in order to obliterate the •7. �political power of ancient birth, so the sophists were rearranging the meanings of the ancient words and thereby obliterating the ancient moral wisdom of the polis. As they became gradually aware of what they were doing, the Sophists summed up the discussion with the words cpvaw and v6p.o>, nature and convention. "What is just by nature differs from what is just by convention" is a thesis that points up the contradiction in the democratic position of Pericles and his contemporaries. To Conservatives: The ancestral custom of justice is natural and opposed to the injustice of tyranny, which is conventional. The sophists transvalue values. Ancestral custom is conventional, brute power is natural. The natural is just is the major premise here. The mysterious paternal wisdom that Aeschylus saw interpreted by the goddess Athena and Pericles found in the curriculum of the School of Hellas has become a subject of inquiry to the rational spirits of the sophists. Socrates, therefore, appears in the pivotal role of democratic dialectic. To the simple man, who was satisfied with the wisdom of his fathers, he was a sophist. To the sophists, themselves, he was the supreme antagonist and reactionary. Socrates claimed to be the only true statesman in Athens, because he alone went about asking people to examine themselves and to find out what as men they really wanted. The so-called statesmen simply outbid each other in giving the people what they thought they wanted. This position of Socrates is a rational criticism of democracy. He saw that the movement to rationality, which, as we have seen, played so large a part in the growth of democracy, was tending to destroy the foundation in ancestral wisdom not alone of democracy, but of any orderly government. The early aristocracies could subsist in its moral life on the gnomic pronouncements of the sages, buttressed by the ambiguous declarations of the oracles. As soon, however, as the success of the colonial experiments in rational construction of government had time to sink into the consciousness of the Hellenic world, the authority of ancient wisdom, enshrined in sententious •8 • j\~ l l1I I sayings, was first perverted then challenged: perverted. by being applied in contexts apart from the old ways of behavmg, then challenged by a rationalizing ascription to reason. Socrates is a statesman, then, because he made possible the rational criticism of politics. He is a democratic statesman, because it was only in democracy that his method could work. I do not mean that people in an oligarchy or an aristocracy could not play the game of dialectic. But for Socrates his method was not a game, it was a political program, aimed at the improvement of the process of government. The reason , why it could work only in a democracy is that it is only in democracy that the means of governing is speech. Oligarchy and aristocracy alike rest on a non-rational foundation, the one of wealth, the other of personal prestige or nobility. Political control is reached either by purchase or by aweinspiring and in the end, sustained by force, command. Whatever reasoning may go on among the elite, themselves, the final authority is external to reason. In a democracy, on the other hand, reason is the final authority. I do not imply that a democracy always reasons well, or that the authority of reason never breaks down. I mean simply that you can't have democracy without this principle. In Athens the people discovered the principle, used it implicitly without full understanding, were insufficiently self-critical of their own wisdom, and so put Socrates to death. The death of Socrates was followed, within less than a century, by the death of Athenian democracy, at the hands of the Peripatetic philosopher, Demetrius of Phalerum. In their dying both became myths for us. There is a curious difference, however, in our reception of the myths. No one, I suppose, would hold that Socrates' death is a warning for us not to seek knowledge. Yet there have been many who have held the death of Athenian democracy a warning not to practice democracy. To a certain extent this difference may be due to the dialogues of Plato. In them Socrates is hero and democracy villain, at least as many read the dialogues. But Plato is not melodramatic. The death of Socrates is as . 9. �much the tragedy of Athenian demo~ra.cy, ~sit i~ of Socrates. Plato I think makes it clear that this is his feelmg. One has only to read his loving and ha~ing satire on de~oc~acy in the eighth book of the Republic a.nd compare it w.1t? the coldly disinterested treatment of oligarchy, the unmitigated contempt of tyranny, to see, that .Plato was. no oliga~chical reactionary. In spite of Plato s anti-democratic profes~10n we gain from him a sense of the power of the democratic myth to make itself the standard by which all other forms of government are judged. One point immediately the myth puts before us for decision. Are we going .to understand democracy as a government of the many or of all. This, as we have seen, was the tragic uncertainty in Greek democracy. Thucydides has shown the irreconcilable division that drove the democrats more and more in the direction of many rather than all. It is not primarily an intellectual confusion, but a real difficulty. Mr. Lippmann has stated the difficulty for our time in his recent book, The Public Philosophy. In it he shows what confusion surrounds the term ''the people" in our political thought. It is not a semantic or intellectual confusion, though he uses a semantic device to make it clear. It is the kind of confusion that cannot be cleared away, because the people means both things at once that Mr. Lippmann tries to separate. His two senses are the electorate at any given election, "the pee-pul" of political satirists, and the whole host of the nation, the ancestors, ourselves who now are living, and the unborn generations to come. Government belongs to all the people in this latter sense, while the electorate of the moment is but a temporary trustee for the whole people. Yet in so far as a generation is the product of its ancestors and holds its beliefs from them (in large part) while also having in its heart hopes for its progeny, it is impossible to separate the people from the People. And on the other hand the larger People is itself a temporary part of humanity. Its habits and beliefs may be, in a larger context, as momentary as the people in any given election year. It seems to me that, just as ancient democracy both lived and died through the tension of few and many, so our democracy lives in this same tension, extended through time. Whether it will eyentually die from the tension is not for us to say. Mr. Lippmann has done us a service by reminding us that it exists. Aware of it, we know better where we are and, possibly, how we should act. Perhaps Plato offers a solution in his conviction that politics is a science, an epistone. For Plato this discovery, which he generalized from Socrates' claims to statesmanship, led to the conclusion that monarchy or aristocracy (of the wise) was the best government. Since only a few can be wise, therefore, only a few can govern. In this way democracy is put out of court. In the Politicus, however, Plato in despair puts all human government out of court, by showing, against the Republic, that a wise king must be a god, no man having sufficient wisdom for the task of kingship. Plato's desperation is our opportunity. Having once andfor all disposed of government by an elite, Plato forces us to the only possible course of action, which is to discover how to make do with what we have. If Plato is driven to despair because the science he held politics to be was beyond human capacity, the fault may lie in Plato's conception of science rather than in human nature. Plato sets up a rigid alternative: either an all-wise king or an unchangeable code of laws, embodying the unchanging principles of political conduct. The dialectic of wisdom and reason, out of which we saw the myth of democracy grow, is replaced by complete separation of them into mutually exclusive realms. In the myth of the dialogue, the Statesman, they are placed in different eons of the world, kept apart by a cosmic catastrophe. In trying to escape Plato's dilemma, let us first agree that politics is a science, that is, that a government will be successful in achieving justice only when it is conducted by men of intelligence, possessing wisdom and knowledge. I shall further premise that a dictatorship or an oligarchy, however • 10 • . 11 • �intelligent, wise and knowing its leaders, necessarily rests in the end on extra-rational foundations and will ultimately rely on force to keep its power, in other words, to exist. This means that opposition to the government, however rational, will be a crime. All such governments are, therefore, unjust. Hence, only democratic government can, in principle, achieve justice. Can democratic government achieve justice in practice? I do not know, but before fleeing with the despairing Plato to Utopia, I would consider what means may exist to make democracy worth a try. I would first see whether the rigid alternatives of Plato are really so separate. Considering his first alternative, the all-wise king, we can see that, if his wisdom is to succeed in making just decisions in particular disputes, it is not sufficient for the decisions to be abstractly just. They must be accepted as just by the parties to the dispute; otherwise, the king will have to use force and to that extent his government will be unjust. His subjects, therefore, must have at least the intellectual capacity to recognize justice. But so they will be intellectually above the standard supposed by Plato to measure the capacities of all but a few men. In the case of the other alternative, rigid laws governing by general principles admitting no exceptions, there is no chance at all for justice, since no particular case exactly fits a general principle. Therefore, the standard for men is even higher. The men in this society must have the wisdom to recognize that everyone must accept a little injustice for the sake of others. I have pointed out these consequences of Plato's position in the Statesman because I believe they reveal two demands that just government makes on its citizens, one that they know what justice is and the other that they accept something less than justice for themselves in any given situation. These seem to me to be the presuppositions of the Social Contract, but they do not depend for their existence on the theory of the Social Contract. It is rather the other way around. The Social Contract is a myth to account for these two inescapable demands of society. It now remains to show that they can be met by a democratic society, and to suggest some of the means available to a democracy for meeting them. That they cannot be met by a society other than democratic has already been stated as a premise. The first demand requires the assumption of human rationality, while the second requires the assumption of human wisdom. You will notice that Plato's hypothesis of an all-wise ruler entails rational subjects, while his hypothesis of pure rationality of government entails wise subjects. In so far as democracy is government in which all rule and are ruled in turn, both presuppositions are entailed. You will notice, too, that the government of wisdom is personal government, while the government of rationality is institutional or government of law. I think you will now see how I will argue that democracy meets these demands. A government of laws is no respecter of persons, but any government other than democratic is a respecter of persons, in so far as it distinguishes a ruler or ruling class from the other members of society. The condition that makes the injustices inherent in human government bearable, however, is that they be justly distributed without respect of person. So the second demand is met by democracy. The two principles are that men are capable of acting rationally and of acting wisely, that is capable of knowing principles and having the skill to apply them. The means to establishing democracy are the ways of converting these capabilities into actualities, of bringing it about that men do as they are capable of doing. From Aristotle on teachers have recognized that men learn by doing. This fact makes sense to me of the slogan that the cure for the ills of democracy is more democracy. If democracy operates by rational discussion, the way to learn the art of rational discussion is through discussing rationally the problems encountered in society. • 12 • • 13 • �The foundation then for bringing democracy into being and maintaining it is the liberal arts. There are two practical problems here. One is to have liberal arts in one's tradition, the other is to make them available to all citizens. On the first count we are in one respect more fortunate than the Athenians. They were inventing the liberal arts while they were inventing democracy. The positive work of the sophists was their invention of the liberal arts. Sophocles, Herodotus, Euripides, Aristophanes, the whole list of classic Greek authors testify to the lively effect of this invention. Thucydides and Plato confirm it, while they portray its somber side of failure. We are more fortunate in this, that having the tradition that they invented, we are less dazzled by the brilliance of the invention and can use it more soberly. On the other hand, we can lose the liberal arts by reducing them to routine, as the Greeks reduced the wisdom of their early sages to conventional opinion. Nevertheless, because we have the Greek authors, we can go back to them, and have done so from time to time to light again the fires of the liberal arts. I have all too briefly sketched some of the materials. that democracy has to work with in the human attempt to achieve justice. In conclusion, let me say what I think I have been saying. Democracy is the best form of government because people insist on governing themselves, and any attempt of men to govern other men against their will begets injustice, which is the negation of the end of government. People can govern themselves, because they can be wise and reasonable. Athens once made a brave attempt at democracy and left us a myth from which we can learn about democracy. Moreover, she left us the beginning of the liberal arts, which, once given to the world, took to themselves the discoveries of Romans, of Jews, of Christians and have transmitted to us the paradigms of the science of government, especially in education, law and religion. I hold neither to the law of progress, which would affirm that democracy is the inevitable final stage of history; nor to a biological analogy which places democracy as one stage in some cyclically unfolding course of events . • 14 • I think that men can and sometimes do succeed in governing themselves; that by rational self-criticism they may prolong their success; that a genuine education will sustain their self-criticism. Excerpts from a lecture given by Mr. Kieffer at St. John's College on Jan. 13, 1956. STUDY CONFERENCE OF COMMISSION ON LIBERAL EDUCATION I Dean Jacob Klein of St. John's College and President Harold Taylor of Sarah Lawrence College served as co-leaders of a seminar study conference of thirteen college presidents in Nova Scotia early in July. Participants were all members of the Commission on Liberal Education of the Association of American Colleges, of which President Weigle is the chairman. The conference, which was financed by a grant from. the Carnegie Corporation of New York City, was designed to divert the minds of the college presidents from administrative matters and give them eight days of intellectual stimulation through reading and studying together. Books which were read and discussed included Plato-The Meno, Jonathan Swift-Gulliver's Travels, Walter Lippmann-Public Philosophy, Ortega y Gasset-Revolt of the Masses, Gordon Chalmers-The Republic and the Person. The group were guests of Mr. Cyrus Eaton, Chairman of the Board of the Chesapeake and Ohio Railway Company, at his ancestral home in Pugwash, Nova Scotia. • 15 • �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. . 16 . �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 19 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 1956 Vol VIII #3-Myth and Logic of Democracy (John Kieffer) Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1956 Description An account of the resource Volume VIII, No. 3 of the Bulletin of St. John's College in Annapolis. Published in July 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-07 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/0dd84fd469f79a84234fe6ed107c89b4.pdf 6583724dca685c83134b6025d399ce65 PDF Text Text Bulletin St. John's College Rhetoric JAN UAR Y 19 6 1 I VOLUME THIRTEEN NUMBER ONE �Bulletin h . St. 1ohn's College Vol. XIII No. I A Letter from the Editors to the Reader EDITORIAL STAFF H ARRISON J. SHE PPARD M anaging Editor and Co-Editor ... rhetoric we look upon as the PJJwer of observing the means of persuasion on almost any subject presented to us; and that is why we say that, in its technical character, it is not concerned with any special or definite class of subjects. ARISTOTLE, Rhetgric, I,2 T H EODORE BARNES S TINCH E CUM January 1961 Rhetoric Co-Editor and A rt Director D ONNA A. PARMELEE Secretary to the Editors ] OH N KOHL, JR. What are the most effective means a periodical such as this can use to do what it sets out to do? This problem arose at the outset of our work on the first issue, and remained an important question after its publication. While we were still discussing this question Mr. Klein gave his lecture on The Problem and the Art of Writing. Through that event, fortune seemed to reveal to us the appropriate title for the subject about which to form the second issue of the Bulletin. However, we soon discovered that the subject could be approached from so. many different points of view, that it became difficult to find its precise limits. Were we going to deal only with the art of writing ? Did we not also have to consider composition in general? Should we discuss only prose? Or poetry as well? And music? Persuasion in all its forms then? Politics· again? What kind of article would be appropriate? Only prose writings? Or would it be proper to include some poetry too? Should we be concerned solely with writings directed to the reason? Or with compositions designed to excite the passions? Our subject seemed to expand and contract; either it encompassed every aspect of human activity, or it reduced itself to the problem of understanding particular compositions. Despite the protean character of our subject, we finally risked giving this issue the title Rhetoric. But we were aware of a necessary restriction: just as the rhetorician employs only the best means of persuasion available on a given occasion, so we must work within the limitations of time and space associated with the publication of a particular issue. The content of this issue might be very different if it had been published a year ago, or if it were published a year from now. Nevertheless, it is our hope that from the many subjects discussed heremusic, poetry, prose, musical analysis, performance, oratory- will emerge some understanding of the elusive art of rhetoric. Some remarks about the word "rhetoric" are appropriate. In ordinary usage "rhetoric" is often associated with persuasion through deception. A "rhetorical" argument is often misunderstood to mean an argument that deceives by means of a devious or "tricky" use of language, or one which attempts to direct the passions · of the audience regardless of the reasonableness of the opinions expressed. This I opinion is based on the fact that rhetoric can be used to change m~n's opinions to the worse by appealing only to their passions ; but this does not imply ~hat it necessarily so used. ·Rhetoric may be the art truth uses to express itself most vividly. The subject of the next issue of the Bulletin will be the mathematical liberal arts : arithmetic, geometry, astronomy and music. H . J. S. T. B. S. Annapolis, Maryland Number 1 January, 1961 Published Quarterly Entered as Second-class matter, February 18, 1949 at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. ST. JOHN'S COLLEGE Volume XIII B usiness Secretary H on GRAY Man uscript Editor } AMES F ORRE STE R AMANDA MAYER Table of Contents Co py Editors M ICHAE L H. E LIAS GEORGE KELL DAVID R. SCHILLE R A NDREW GOULD R ichard D . Weigle A Letter to t he Reader T he Problem and the Art of Writing 3 P hrases, Cadences a nd Punctuation 11 P la to 's Gorgias-T he P roblem of Masks 14 Poet ry a nd M adness 17 P rologue to A ntigone, Bertolt Brecht First T ranslat ion into E nglish T heodore Barnes Stinchecum 22 T hree Short Speeches 26 T he Rela tionship Bet ween A nalysis and Performance T he R everend Charles E dward B erger Assistants to the Editors 2 28 On Preachi ng 31 Deligh t in t he Given 33 J acob K lein D ANIEL D EVEREAUX W ILLIAM RANDALL SAL I SBUR Y R esearch Editors MARGERY T URKIN D ouglas Allanbrook R ecording S ecretary ]ACK KAP NER EDWARD L. MATT I SON R ANDOLPH ] ORDAN E YVIND R ONQUIST A RLENE ANDREW J. J. B ODINE MARGARET C ORASICK C H ARLEN FOSBERG R ICHAR D S . FRE IS GEORGE K LADNI K D AVID K RIMINS W ALTER VOI GT J ames Forrester Charles G. Bell Eyvind R onquist TYPISTS MARGARE T CORASICK B ARBARA K ULACKI NATALIE C HAMBLISS MARY SCHENCK ] VD! LAWS MARGARE T CAPRON LYNN KOPKE C AROLE BENJ AMI N R obert K o.fl FACULTY ADVISORY BOARD RICHARD Sc EvA B RANN OFIELD , CLARENCE KRAME R J · WINFRE E S MITH . Chai rman P aul P riest James Taylor SPECIAL ADVISORS Artifice and Accide nts Book R eview : P oetics of J\fusic 36 DOUGLAS ALLANBROOK E VA B RANN LEGAL ADVISOR R. C RESAP DAVI S, Counsel COP YR I GHT 1961, .ST . JOHN ' S COLLEGE -------1____ ___ _ �Jacob Klein 2 A Letter to the Reader "In a way this tradition of ours is not in the books, it is rather the heritage by which we live, the spirit which permea~es ou: thinking and speaking, our attitudes and concerns. This heritage, however, can wither away. It is necessary, then, and on more than one occasion to go back to its sources and to reflect on what they have to say." ST. JOHN'S CATALOGUE For the second successive year the first issue of the Bulletin of St. John's College is in the form of a St. John's review, a publication designed to bring together into one community those presently on the campus ~n~ those w.h~ once were here but are now widely scattered over the country. This issue too .1s m the nature of an experiment, and the editors and I will welcome the reactions and suggestions of former students and friends of the College. The first issue devoted itself to politics and the liberal arts. In the words of the editor, it was "an inquiry into the relationship between a co~muni~y s.uc.h as St. John's and the larger body politic from which i~ come~ and m w?1~h it is bred." The second issue is entitled "Rhetoric." In Aristotle s phrase,. it is concerned with "the available means of persuasion"; it aims to explore vanous forms of communication between man and man, in lyric or epic poetry, in sermon or political address, in musical phrase and cadence. It is proposed that this issue of the Bulletin become a~ annual or se~i-annual periodical. It can succeed only as tutors, students, alurr:m, ~n~ o~her fnend~ contribute articles commentaries, and letters. The Bulletin fails if it cannot, m the fashion of the ~eminar, become a forum to stimulate discuss~on on. the pa~t of its readers. It must create in each reader some sense of belongmg still to this community of learning. The College continues to have a certain obligation to students who have spent one to four years in its halls. This is the obligation to conti~ue.to provide a measure of stimulus so that the tradition of learning as embodied m the books may not wither and die. Occasional visits to the campus, lectures,. a~d co~v~rsa­ tions with faculty members may serve this purpose for those l~vmg w1~hm a reasonable radius of Annapolis. Perhaps to some small extent this Bulletin can reach others at a greater distance so that in them the "spirit which permeates our thinking and speaking, our attitudes and concerns" will remain alive and vigorous. RICHARD D. WEIGLE President ST. JOHN'S COLLEGE The Problem and the Art of Writing· The subject of this lecture is The Problem and the Art of Writing. And that is what I am going to talk about. My real theme, however, the theme that prompts me to deliver this lecture, is-Reading. For what we do here, are supposed to do here, most of the time, isreading. I submit-and I hope you will not mind my saying this-that, on the whole, we do not read too well. There are obviously many reasons for this failure, varying from individual to individual, from circumstance to circumstance. It would be quite a task to try to account for all of them. But there is one reason-one among so many-which is conspicuously noticeable. Reading means, first of all, to face a written text. And it seems to me that we do not sufficiently reflect on what this fact entails, on what writing itself implies or presupposes, and on what it, of necessity, precludes. To talk about Reading leads thus unavoidably to the subject of Writing. Hence this lecture. • In reflecting about writing it is impossible to disregard the spoken word. How could we, indeed? For human speech, this marvel, this greatest marvel perhaps under the sun, is right there, behind or beneath or above the written word. It is difficult (although not impossible) to conceive that there could have been writing without human speech existing in this world. I mean, writing seems to follow speaking. Writing and speaking exhibit, at any rate, common aspects as well as aspects in which they differ. Let me discuss those similarities and differences at some length. The differences are not as clear as one might suppose at first. Speaking, we might say, appears, of necessity, as an audible sequence of sounds, a sequence in time; actual human speech is never available as a whole, while nything written is visibly there at once, in a book or n a piece of paper or a chunk of stone. While reading, en silent reading, takes time, as does the act of writing, a written text, which takes up some space, is present all at once in all its parts. But what about a tape-recorded speech or conversation? Is not the whole right there, on the marked tape? Are not written records of the proceedings, say, in a law court complete in such a way as to project the temporal sequence of all the speaking that goes on into a more or less limited space in which the entire sequence is duplicated, and thus preserved, at once? Such projections, duplications, and preservations, of live speech by means of manual skills or mechanicoelectrical or electronic devices amount to canning processes. The result is indeed canned speech that can be released again into its proper medium by vocal or mechanical or electrical means. The written word, however, is not at all canned speech. The primary cause for the existence of the written word is not the desire to duplicate and to preserve the sound of the spoken word, but the desire to preserve its meaning so that it could be conveyed to others over and over again. \7\Triting tends, therefore, to a shortening of the spoken word, a shortening that manifests itself in a variety of ways. Let us consider this phenomenon in some detail. First of all, any writing is shorthand writing. Any writing will do violence to the sound of the spoken word for, although it cannot help reproducing words, its primary purpose is to convey the meaning of those words. The various methods of writing show that clearly. Chinese characters, as you all know, although they can be read, are drawn not to be read but to be understood without recourse to the medium of sounds. They are appropriately called ideograms. Egyptian hieroglyphics, at least the oldest ones, convey their meaning directly, even though out of them evolved a syllabic and alphabetic script, something that happened to Chinese characters, too. But even alphabetic writing, i.e., writing reproducing the sounds of words with the help of some thirty letters and combinations of letters, can often be *Adapted for the Bulletin from text of lecture presented at St. John's College (1959). �5 4 read only if the meaning is grasped first. This is particularly true in the case of English writing. We would not know how to pronounce, for instance, the assemblage of the three letters B 0 W or R 0 W without the context that gives this assemblage one of its several meanings. The reason for this ambiguity is that the number of letters is not sufficient to indicate the various sounds we are producing while speaking. Although in many cases, as in the examples given, it might be easy to remedy the situation by changing the spelling, it does not seem possible to reproduce in writing the sound of all spoken words with complete faithfulness. And that would probably still be true if we adopted a phonetic system of signs, as the linguists do, unless we multiplied the number of those signs immeasurably. It is rather remarkable that the inadequacy of our sign systems does not really bother us. It is true that something very similar can be said of spoken words (in any language) inasmuch as the same sound may convey different meanings depending on the context, as for example the sounds "spell," "lie" (lye), "die" (dye), or the sound of inflections in nouns and verbs. In cases like those, writing might help to distinguish the meanings, but it does not always do that. The relation of written signs to the sounds of words seems, on the whole, more ambiguous than the relation of those sounds to their meanings. Now, what seems to me significant is that the shortcomings of our character or letter systems appear to reflect the tendency inherent in all writing to shorten the flow of spoken words for the purpose of clarifying and, above all, of preserving their meaning. This shortening is done by reducing the number of the spoken words, by condensing them, as it were, and this in turn is done by selecting and arranging them in a proper way. That is where the problem of writing begins to emerge. Such shortening and condensing cannot be attempted, let alone achieved, unless the whole of what is to be written is in some way present to the writer-I mean the whole as a whole, not necessarily in all its details. In shortening and condensing the spoken word, writing extends the devices by which words and sentences are conjoined in live speech.· The device of shading the meaning of words by inflections or prepositional and adverbial linkages, and above all, the device of combining not only words but whole sentences by means of conjunctions and variations of verbal forms-the sum total of all such devices constitutes what we call the arts and disciplines of Grammar and Syntax. These terms refer to disciplines which are the result of some reflection on the manner of our speaking. It is not without interest to observe that such reflection bore fruit, in other words, that those disciplines took shape, in confrontation with the written word, as the very word "grammar" indicates. But writing itself transforms those grammatical and syntactical devices by applying them on a much larger scale to the whole of a written work. The term "syntax" ( cn!vrn~t<>), in particular, acquires a much more comprehensive meaning. The word means "co-ordering," "putting things together in a certain order," "com-posing." Anticipating the whole of what is to be written down, the writer has to fit the parts of that whole into a proper order. We have a direct pointing to this procedure in the title of Ptolemy's book that we study here: it is called Mathematical C oniposition ( cn!vrn~i" µ,a0.17µ.aTtK~)-"mathematical" in contrast to a possible non-mathematical composition relating to celestial phenomena. But the same term <TVvrn~i" could be applied to all written works. The anticipated whole imposes upon the writer the task of com-posing its parts with the graduated emphasis due to each of them. And just as the devices of such a composition are extensions of syntactical devices (in the restricted sense of the term "syntax"), the devices involved in varying emphases, the devices of articulation, appear to be extensions of grammatical shadings observable even in simple sentences of live speech. The shortening and condensing of spoken words in writing demand, then, modifications and extensions of grammatical and syntactical devices. In writing, the devices of Articulation and Composition add a new dimension above and beyond the one governed by grammatical and syntactical rules. It is in these new devices that the problem of writing resides. That problem can be formulated as follows: how can the anticipated whole be made to unfold itself so as to become an actual whole, that is, in Aristotle's immortal phrase, to become something that has a beginning, a middle, and an end? Right at this point, we see that the term "writing" may be somewhat misleading if it is understood to suggest that the act of writing must be done with some kind of instrument on some visible material. A speech in a political assembly, in an election campaign, or on some other public occasion (a lecture, for example) may well be delivered without any written text, even any written notes ; the speaker could, of course, have prepared his speech beforehand in writing, but he need not have done so; he must, however, have prepared it somehow by thinking about what he is going to say and about how he is going to say it; he must thus have anticipated the whole of his speech and have committed this whole to his memory, again not necessarily in all its details, but in such a way that its composition and it$ Jnain articulations are present to his mind. A speaker of this kind is a writer, too. His rhetorical problem is not different from the problem the writer faces. The speaker's memory is covered, as it were, with the "imprints" of the whole. On the other hand, a letter, a hastily scribbled note, can, on occasion, be something like canned speech, if that letter or note reproduf:es faithfully what would have been said without writing. The distinction, then, between the spoken word and the written word reduces itself to the distinction between saying something spontaneously and saying something in the light of an anticipated whole. Yet, this does not seem sufficient. It could become more meaningful if we looked at the effect speaking or writing may have or may not have on the listener or reader. We all remember a phrase that Horner uses so often when describing human speech, the phrase "winged words" ( i!11w 71"TEp6Evrn ) . Whence this image? In most cases, the phrase occurs when a personage, a god or a man, addresses another single personage, a god or a man. Occasionally it is also used when someone speaks to a group or a crowd of people. Minstrels in Homer are never said to utter or to sing "winged words." Now, words are not called "winged" to indicate their soaring or lofty quality. The image seems rather to imply that words, after escaping the "fence (or barrier) of the teeth" (lpKO<; oS6vTWV)' as Horner puts it, are guided swiftly, and therefore surely, to their destination, the ears and the soul and the understanding of the addressee. \Vords, especially spontaneous words, can indeed be spoken in such a way as to "sink in," as we say. But this possibility grows more uncertain with the growing indefiniteness of the addressee. It is more difficult to reach a crowd of men than a single man. Exertions of a special kind are then required. In writing, the indefiniteness of the addressee becomes almost complete. Live speech is spontaneous, not confined within the boundaries of an anticipated whole, and more often than not endowed with wings. Written speech, visibly put down or invisibly committed to memory, is prepared, composed and articulated as a whole, and may yet lack wings. The problem of writing, then, is: how to ~ive wings to written words so that they may reach their destination, the soul and the understanding of men. To solve this problem, that is, to know how to comose and to articulate words so as to give them wings, to possess the art of writing. However artful the PJposition, some of us, of course, will not be touched the wings. There are no safeguards against that. • In the main, there are two ways in which this problem can be solved. One is : to say explicitly all that is necessarv for the meaning of the written text to be grasped, th~t is, not to omit any link in the chain which binds our understanding, and not to say anything which could disrupt that chain. This kind of composition is conspicuously present in mathematical works, in Euclid, Apollonius, good calculus textbooks, and so forth; it is prevalent in any writing meant to convey to us an understanding of the ways of nature, of nature's structure, of the interlocking of natural phenomena; its traces may be found elsewhere, too, especially in legal writing. The articulation of such works tends to follow the sequence of logical inferences. In fact, it is the reflection on what is implied in this kind of composition that leads to the conception and establishment of a very special art and discipline. This discipline has as its subject that element in human speech, that element of the A6yo'>, which gives it the character of reasoned discourse. It concerns itself with the pure structures of the t\6yo., and bears therefore the name of Logic. Subsequent reflection may make us doubt whether words derived from actual speaking can serve as vehicles of logical inferences. This doubt, in turn, leads to more refined versions of the discipline of logic, leads to what is called today Symbolic Logic. Any writing termed mathematical or scientific is under the spell of the idea of a strictly logical demonstrative discipline that proceeds from accepted premises through a chain of inescapable inferences to irrefutable conclusions. Seldom, if ever, does a composition embody this idea in its purity. The degrees to which this idea is being approximated form a wide range. What interests us here is the character of the wings proper to compositions of this kind. This character is the necessity inherent in our thinking. The other way in which the problem of writing can be solved is quite different. Here what is most important and decisive is not said explicitly at all. Compositions of this kind tend to articulate the whole in such a way as to raise questions about the link that holds them together. It is our answer that will either illuminate the whole or plunge us into further darkness out of which we shall be groping anew for light. Writings of this kind taunt us. The character of the wings proper to them is the taunting presence of a hidden answer, yet of an answer within our reach. In what follows I �7 6 shall try to give examples of this second way of writing. I shall take them from Homer and Plato. But before embarking upon this dangerous enterprise I have to add a not unimportant remark to what I have just said. I said that in the main there are two ways of solving the problem of writing and I have tried to indicate what they were. I said "in the main" because there are-as always-border cases and fringe phenomena in writing that may loom large before our eyes and glow in a peculiar light. Among the oldest cases of writing are, for example, written laws. There are also monuments, themselves something like imprints on the collective memory of mankind, but imprints made visible, and there are inscriptions on them glorifying the deeds of some great man or of some great ruler or of an infamous one. There are epitaphs. There are short poems expressing a mood or a whim, aphorisms, sayings, and proverbs. I omit mentioning other_ examples. (There are too many of them.) We tend to cherish such border cases and fringe phenomena and to devote special attention to them. But I should venture to say that they find their place on the map of writing in terms of coordinates derived from the two main stems of writing I was talking about. • And now, let me turn to the first example of the second of these main stems. Consider the Iliad. Among the great many events that follow each other in the story and the description of which constitutes the whole of the poem, there are certain ones of decisive importance, which are quite familiar to us: (I) the quarrel between Agamemnon and Achilles which leads to Achilles' withdrawing from the fight; (II) the victorious advance of the Trojans; (III) the intervention and death of Patroclus; (IV) the reappearance of Achilles on the field of battle; (V) the death of Hector; (VI) the funeral of Patroclus; (VII) the surrender of Hector's body to Priam. All these decisive events could be put in a diagram as follows: I TIN NY~W ·---------------- -X--:--------.z .z5 J6 ZO ZJ Z:L Z :!! L'f Disregarding the more or less superficial division into books or songs and even allowing for all kinds of tampering with, and dislocations of, the original text, there is no denying that the decisive events are crowded into the last third of the whole. Between (I) and (II) events of great significance certainly do occur, as for example, the death and the wounding of many and important warriors, the Diomedean terror, the wounding of two gods, the encounter of Diomedes and Glaucus, the peaceful scenes in Troy, the unsuccessful embassy to Achilles, inconclusive duels among men and delightfully treacherous actions on the part of the gods-all of which contribute in varying degrees to the unfolding plot. In the main, however, the battle is swaying back and forth all the time until finally the Trojans reach the ships of the Achaeans. During all that time Achilles sits in his tent, sulking, and only occasionally watching the fight. The pivotal event, the death of Patroclus, which changes, which reverses everything, occurs very late in the poem, in the sixteenth book. It is as if the poem took an exceedingly long breath to reach that point and afterwards rushed with breathtaking speed to its end. This is the more remarkable since the entire period of time the poem encompasses is one of 49 days and Patroclus' death occurs on the 26th day, that is, very nearly in the middle of that period. Why is the composition articulated in such an unbalanced way, we wonder. Let us see. There are two events-among many others-which I have not mentioned at all. Yet it is these two events that seem to be the two foci from which all light dispersed throughout the poem stems. The first takes place when Thetis, Achilles' mother, is visiting Zeus to ask for his help on behalf of her son, reminding Zeus of the help he once received from her. She wants Zeus to turn the scales of the war, to let the Trojans have the upper hand until finally, in the hour of the Achaeans' greatest peril, Achilles, and only Achilles, might be able to save them from certain defeat, lead them to victory, and thus regain his honor, which he allegedly lost through Agamemnon's action. It is then said (I, 511-12) : "But Zeus, the cloud-gatherer, said nothing at all to her and sat in silence for a long while ( 8~v) ." An awful silence! Thetis repeats her plea. At last, Zeus consents and nods, a sign of an irrevocable decision. Olympus shakes. Thetis departs, apparently satisfied that she has accomplished her mission. Has she? The second event occurs after Patroclus' death (XVIII, 165-229), while the battle for Patroclus' body rages before the ships between Hector and the Aiantes and while Thetis is on her way to get new arms for her son from Hephaestus. Hera sends Iris to Achilles, without Zeus and the other gods knowing anything about this mission, to urge Achilles to intervene in the struggle for Patroclus' body. Since Achilles has no arms at this juncture, he is asked by Iris to do nothing but to show himself to the Trojans, to frighten them by his mere appearance. Achilles, "dear to Zeus" (203), obeys and does more than what Hera through Iris asked him to do. Pallas Athene, who is nearby, does her share: she casts the tasseled aegis around his shoulders and she sets a crown in the guise of a golden cloud about his head and from it issues a blazing flame. Thus he appears-alone, separated from the other Achaeans-in the sight of the foe, a flaming torch. But not only does he appear, he shouts, three times, a terrible shout, clearly heard-and "from afar Pallas Athene uttered her voice" (217-18). Unspeakable confusion and terror seizes the Trojans. Patroclus' body is saved. What kind of shout is this? Is it one of triumph? Of threat? Is it an ordinary war cry, raised to a very high pitch? It is certainly not like the bellowing of the wounded Ares ( V, 859, 863) . Two verbs are used to describe that shout, one of a rather neutral taint, and, at the decisive moment, another, 1&.xw (228), which has a range of meanings. One of these meanings is "crying out in grief." Shortly before (29) the same verb was used in precisely this meaning to describe the lament of the maidens at the news of Patroclus' death. It will be repeated shortly afterwards (XIX, 41) to describe Achilles' shouting when he rouses the Achaeans to battle. Why does Achilles shout now, though not urged to do so by Iris? Certainly, to frighten the Trojans, to make them desist from Patroclus' body. But can this shouting fail to express the unspeakable pain that fills his heart, the pain which had just brought his mother to him from the depth of the sea? Here indeed is a terrible sight to behold : a man raised to his highest glory by Pallas Athene, wearing the aegis, crowned by flames, radiant, truly god-like-and this same man crushed by grief, miserable in his awareness of having himself brought the immensity of this grief upon himself. The apotheosis of Achilles is the seal of his doom. And it is his voice, his brazen voice (XVIII, 222), his terrible shouting, which brings terror to the foe, that expresses his misery and his doom. Pallas Athene's voice seems but a weak echo of that of Achilles or is even completely drowned out by the latter's intensity. But are not these two events related? I 1 II JII . TIZ "SL ~W -----------------'----j[----18-- ' .z~ Does not Achilles' shout sonorously echo Zeus' silence? Can we not guess now why Zeus remained silent for a long while? Surely, he had to take account of the susceptibilities of his wife, as any husband would-and in his marital relations Zeus is no exception-but is it only Hera whom he was silently thinking about? Must he not have been concerned about the whimsical nature of Achilles' plight and Thetis' plea? And, on the other hand, how could he have refused to satisfy Thetis in whose debt he was? Is it not right then and there that Zeus decided, in wisdom and sadness, irrevocably too, to accede to Thetis' demand, to give honor and glory to Achilles, but to do that in a manner which neither Thetis nor Achilles suspected? The long stretch of the poem which corresponds to Achilles' inactivity fills Zeus' silence. While the tide of the battle is being reversed, Patroclus' approaching death is announced twice (VIII, 476; XV, 64-7), the steps which lead to it are carefully pointed out (XI, 604, 790-804, especially 792-3). Achilles will get what he wants, but at the price of the greatest loss he could suffer-the loss of his beloved friend, his other self (XVIII, 7982). In the hour of his triumph he will be the most miserable of men. The ways of Zeus are as wise as they are crooked. Zeus does not know about Iris' mission. But do the strong-headed and light-minded goddesses, Hera and Pallas Athene, know what is going on? They do not, nor does Achilles' mother (XVIII, 74-5) . While Pallas Athene transfigures Achilles into a god, Achilles is mortified. He has grasped Zeus' intent. He says himself (XVIII, 328) : "Not all the thoughts of men does Zeus fulfill" ; as Homer has said before (XVI, 250-2), commenting on Achilles' prayer before the slaying of Patroclus: "One thing the father granted him, the other he denied." Zeus denied him the safe return of Patroclus. He denied it for Achilles' true glory's sake. For, as Zeus confides to Poseidon, mortal men are his concern even in their perishing (XX, 21). That is what neither Hera nor Pallas Athene understand. Hera does not understand the biting irony of Zeus' remark to her (XVIII, 357-9): "Well, then, you have accomplished this, you have aroused Achilles �8 9 fleet of foot. Verily, the flowing-haired Achaeans must be your children." Achilles' suffering at the moment of his triumph is Achilles' own. It cannot be matched by anything on Olympus. It is as much the prerogative of a mortal as it is the attribute of a hero. Homer is the teacher no less of Aeschylus than he is oLPlato. This, then, is one example of the way in which a piece of writing taunts us to understand what is being said not in so many words, but through the articulation and composition of the whole. The answer I have given may not be the right one or may not suffice. It is up to you to find a better one. • Let us turn to the second example, Plato's Phaedrus. This example has the virtue of being not _only an example of writing, but also a piece of writing the main theme of which is writing itself. The two people who do the talking in this dialogue are Socrates and Phaedrus. Phaedrus is a young man who loves passionately everything connected with words. He is a cf>i/..O)wyo> and so is Socrates. The conversation is between two lovers of words and takes place, on a summer day, outside the walls of Athens, near a cool brook, under the shade of a tree in which cicadas make a continuous and, I suppose, sometimes deafening noise. The dialogue is divided as follows : there is an introductory part which I shall omit, although it is highly significant. Then there are two clearly distinguishable parts as follows : ~ !J's. / JI The whole dialogue is framed, as it were, by two figures. One is Lysias, a famous speech-writer, who, at the very beginning of the dialogue, appears on the scene in the most suitable mask, to wit, as the scroll in Phaedrus' left hand. (The scroll contains a speech written by Lylsias.) Lysias remains present in that guise (although presumably not always in Phaedrus' left hand) throughout the entire dialogue. The other figure is Isocrates, another famous speech-writer, who is conjured up by Phaedrus and given stature and dignity by Socrates at the very end of the dialogue. One emerges as a past master of bad writing and the other as full of promise of becoming a writer of superior standing. Between these two extremes Phaedrus is confronted with the problem of Speaking and Writingand so are we. In the first part, three speeches are heard, the one written by Lysias and read by Phaedrus, the other two spoken by Socrates who keeps attributing their authorship variously to somebody he cannot remember, or to the local deities, the Nymphs and Pan, or to the poet Stesichorus, or to the cicadas, or to Phaedrus. The two speeches spoken by Socrates are, at any rate, painstakingly elaborate, and, if they are not to be taken strictly as written speeches, can hardly be conceived as improvised unless, indeed, they are "inspired," that is, dictated by divine or superior powers. Lysias' speech is the plea of a man to a young boy, in which it is contended that it is better to favor a nonlover than a lover. Phaedrus considers it a wonderful speech, "charming," as he would say today. Socrates finds plenty of faults in it and proceeds to deliver a better speech on the same theme, except that this speech blames the lover and stops short at the point where it is supposed to begin praising the non-lover. Phaedrus does not succeed in making Socrates finish that speech. It remains truncated. Instead, Socrates, by way of recantation-because he has offended Love-delivers another speech in praise of Love. This speech, the most eloquent, occupies the middle part of the dialogue and is spoken by Socrates while the sun goes through its highest course. There is a definite change in the tenor of the dialogue after the speeches are done with, and this changed tenor persists throughout the second part. The conspicuous difference in the tenor of the two parts poses the problem of the dialogue's composition. Socrates and Phaedrus begin to speak, quietly and soberly, about the spoken and written word and continue doing so until the very end of the dialogue. Phaedrus agrees with Socrates that the real problem concerning writing is to distinguish good writing from bad writing and is ready to embark on a discussion of this subject. It is here (258E-259D) that Socrates calls Phaedrus' attention to the cicadas over their heads. He tells a story about their origin : they were once human beings, even before there were Muses; now, in their present form, so says Socrates, they are supposed to report to the Muses and to tell them who among men honors whom among the Muses; they are watching, says Socrates, him and Phaedrus now, at noontime, and if they see both talking to each other and not asleep<like sheep and most men-they might be pleased and ,report accordingly. The question arises: why does Socrates tell this marvelous and fantastic story of the cicadas' origin and nature at this moment? It seems to be done to underscore that, from now on, Phaedrus and Socrates, instead of exchanging elaborate speeches, that is, written or dictated words, will, in leisurely and sober fashion, converse about speech-making and :speech-writing and thus restore to the spoken word its proper and unchallengeable function. The trouble is that Socrates' tale interrupts this sober conversation. And let us not forget that this sober conversation is embodied in a written text. In what follows, we witness the previous speeches being criticized and analyzed. The beginning of Lysias' speech is subjected to a special scrutiny. And in the course of it this beginning of Lysias' speech is made to repeat itself, twice (262E; 263E-264A), word for word. VI/ e hear Socrates interpreting freely the speeches he himself made, assuming the role of the.ir "father," so freely indeed that they appear somewhat changed : the doubtful is omitted, the wording is modified, additions are made (264E ff.). It is Socrates' way of supporting and defending the truth they might contain. \Ve observe Socrates and Phaedrus bearing down on various books which claim to teach the art of speaking. Phaedrus, the "lover of the Muses," is not altogether satisfied with this kind of conversation which he describes as "somewhat bare" (262C). At the crucial point, when the discussion seems to revert to the problem of good and bad writing ( 274 B) , it "is again interrupted by Socrates. He suddenly asks : "Do you know in what way you would best please divinity in the matter of words, either in making speeches or talking about them?" Phaedrus replies : "I certainly do not. Do you?" Socrates: "A tale, no more, I can tell from hearsay, a tale that has come down from our fore-fathers ; as to the knowledge of the truth, it is theirs alone." And Socrates casually adds : "But should we ourselves find this truth, would any human fancy or opinion ( 86~aap.a) about it still be of any concern to us?" To which Phaedrus replies: "A ridiculous question!" Urged by Phaedrus to report what he heard, Socrates proceeds to tell the tale of Theuth and Th~mous, legendary Egyptian personages, a tale in which Theuth is reported to have invented letters, and thereby writing, and to have presented this invention to the god-king Thamous. I shall read now what Thamous, according to Socrates, says (274E-275B): "Most artful Theuth, one man has the ability to beget artful things, another the ability to judge of their usefulness or harmfulness to their users ; and now you, who are the father of letters, have been led by your affection to ascribe to them a power the opposite of that which they possess. For this invention will produce forgetfulness in the minds of those who learn to use it, because they will neglect their memory, inasmuch as their trust ·in writing will make them recollect by means of external marks which are no part of themselves and will not make them recollect from within through their own effort. You have thus discovered an aid not to memory but to reminding. And you give to those who learn not truth but merely the appearance of wisdom : they will become acquainted with many things without proper teaching and will seem to know, while remaining for the most part ignorant and hard to get along with siuce, instead of getting wise, they will merely have acquired the reputation of being wise." We should not forget that this is a tale and that we have been warned by Socrates: hearsay is no substitu,fion . for our own discovery of .the truth. Again, we should not forget that this tale presents itself to us as a written text which, according to the very content of the tale, cannot be relied upon without proper teaching. Neither should we forget that the discussion of the problem of good and bad writing has, once more, been successfully interrupted. What follows in the written text is a description of writing that makes it appear a playful thing, undertaken for "amusement's sake" (276B-D). One cannot expect written words to be serious. For, as Socrates says (275D), "you would think that they (the written words) speak as if they had understanding, but should you, from a desire to learn, ask -them anything about what they say, they do nothing but repeat always one and the same thing." They cannot, therefore, defend themselves against misunderstanding and abuse. Furthermore, they cannot and do not discriminate between those to whom they speak. Any author who holds that there could be much solidity and clarity in his written work, whatever its subject, deserves to be blamed for that, regardless of whether there is anyone to voice the blame or not (277D-E; 275C). ·what, then, about the distinction between good and bad writing that Socrates and Phaedrus set out to discuss? Nothing is said about it. The answer to that question has been-of necessity, it seems-playfully �Douglas Allanbrook_ 10 withheld. Still, whatever has been said about the problem of writing has been enacted in the dialogue. The repetitiousness of the written word, its inability to defend itself, the superiority of the spoken word in spontaneous conversation which interprets with understanding what was written down-all that has been enacted by Socrates and Phaedrus in the dialogue. Must we not continue the conversation to solve the problem of good writing, to find the answer which was not stated in the dialogue? And does not precisely the Phaedrus, as it is written, offer an example of how good writing can be done? • I have a few concluding remarks. Is Plato right in attributing superiority to the spoken word, to any conversation in which winged words can be exchanged spontaneously? There is a point at which this superiority seems to disappear altogether. A most remarkable similarity obtains between words, spoken words of live speech, and money, money, that is, available in coins and bills. Both are precious, both circulate freely, coins and bills from hand to hand, words from mouth to mouth. The imprints on coins and bills are gradually erased, effaced, rubbed off, just as the meanings of words seem to become fuzzy, blurred and empty with the passage of time. There is even counterfeiting in language as there is in money. Human speech, that greatest marvel perhaps under the sun, can and does indeed deteriorate to an extent which renders it obnoxious and totally wingless. It is at this point that the written word may come to its rescue. As we so aptly say, words can be "coined." This happens both ways : words can be coined in support of cliches, fostering and increasing the ever-present tendency to diminish the vigor and meaning of speech ; but words can also be coined afresh. In a letter to a friend, Virgil, a writer, says that he gives birth to verses in the manner of bears and according to their custom ( parere se versus modo atque ritu ursino), that is to say, that he handles his verses the way the mother bear handles her newly born cub: assiduously and persistently she licks it into its proper shape. Such assiduous work, performed on the written word and undertaken to assure the right articulation of a composed whole, can and does restore and preserve the integrity of human speech. It is thus that the written word repays its eternal debt to the spoken word. 11 Phrases, Cadences, and Punctuation It is always a bit distressing to find that a discussion on Poetics degenerates into talk about the meaning of meaning. It is quite literally meaningless to talk of the "meaning" of a sonnet when one leaves out what its words are saying, or in any context to talk about the "meaning" of a fugue. The truly pathetic fallacy consists in ascribing meaning and knowledge to that which moves us by its beauty of articulation, certainly a more serious and deep-reaching mistake than the lovely simplicity which finds its mood reflected or mirrored in a sunset. That we are moved means no more than that we are moved; the illusion enters when we say we are moved and that therefore something has become clearer or even known. To be sure, we are often profoundly moved when we do grasp something; however, the proposition is by no means reversible. Our terror or joy before nothing or before the cosmos, in front of beauty or ugliness, are admissions of our human state of ignorance, and if there be any jump from such moments it must be that of faith and not that of knowledge. It is perhaps more pertinent to point out with La Rochefoucauld that we are generally prouder of our tastes than of our insights in such matters. One of the reasons for this deep confusion probably lies, as far as the talk about Poetics is concerned, in the fact that speech (the expression and communication of thought), poetry as such, music, and dance are all articulated upon the same underlying ground. It is hardly a coincidence that we use such words as "poetic feet," "up" and "down" beats, or the eloquent Latin terms Elevatio, and Depositio to describe the pulsing life of any of the temporal arts. Certainly one part of the study of Poetics is entirely involved with the arrangen;ient and orders and articulations of this most basic and musical element of those made wonders that pass before us in splendor. All of these temporal arts are arts of movement, whether these movements be of the body or of the soul. The word "soul" is a peculiarly poetic word in certain languages, referring as it does to the midriff, the seat of the breath, the wind that animates. If one says, at least in English or any other language of stress, that the accent is the soul of the word, one is at the heart of this poetic discussion . The accent, after all, delineates and defines the breathed and spoken reality of the word, it orders its parts into an identifiable unit and is essential to its use in any formal and musical structure. It is the order of the musical flow in its smallest nodule. Rhythm, the ordering of movement, is the common link among all of the temporal arts. 1 A syllable by itself is no more "musical" than a single note ; their combination in time by the ratios of rhythm is the beginning of the music. These arts then are all "cinematic." They all unwind in time in combinations of "feet." Often there is present a regular clicking by of events as in the case of the discrete, discontinuous, and regular motion of the frames of a moving picture. This as such is no more a musical phenomenon than the division into the meters of triple or duple measures in written musical notation is per se a rhythmic one. Ordered motion goes from here to there, from up to down ; in any context, large or small, it has (so simple to say and yet not at all banal) a beginning, a middle, and an end. Its order is that of something becoming in time; when it is over it has become, and only then is it anything. It is opposed to the anarchy of chance events, but is just as opposed to anything eternal. There is nothing in it to convince the intellect, and there is everything present to captivate the heart. To forget this distinction is to deny proper glory and to reduce Poetics to the namby-pamby world which makes no distinctions, a world which begins with the over-stuffed comfort of ascribing transcendence to everything which moves it, and ends in the hot-house of despair. The deception partly lies in the articulating character 1 "But the diction which is without rhythm is indefinite. It is necessary, however, that it should be bounded, though not by metre. For the infinite is unpleasant and unknown, and all things are bounded by number. The number of the figure of diction is rhythm." Aristotle, Rhetoric, III, 7. �~2 I I il I~ ~I ~· 11 .I I of the rhythmic order. The word app.ovla (the modern "harmony") means a fitting together, a joint, a union, also a decree, an intonation, an agreement, a certain temper. The modern use of the word "harmony" in the art of tonal music certainly reflects this old definition. Triads, themselves harmonious consonances based on the very nature of vibrating bodies, are used rhythmically in combinations which articulate phrases, phrase members, periods, period groups, and whole compositions. It is an art particularly rich in cadence formulas. A cadence may be "perfect" if the dominant chord goes where expected and the motion begun is fulfilled as expected. A cadence is "deceptive" if the dominant chord moves not to the polarizing center, the tonic, but to the chord on the sixth degree, and the motion begun is delayed or swerved from its goal. This might seem exactly like the difference between saying "star-spangled banner" and "star-spangled banana," but it is only a crude analogy. The likeness lies in the organization of a certain segment of time and the surprise that hits us at the end of that segment. The real difference lies in the fact that entirely different faculties are behind the surprise. The articulations of thought can be, perhaps, only expressed in the rhythmic articulations of language. A rhetorical syllogism, pounding through the majesty of its three-part rhythmic form, is no more than sounding brass and is indeed much less specious and more glorious when detached entirely from the balky words, and moves in freedom in the amoral realm of notes, barlines, flutes, and fiddles. Words have a double life; notes do not. Notes convince the heart, which delights in harmony, but they can hardly lie; they can only fail to move. The words "colon," "comma," and "period" are terms of ,punctuation. There are perhaps grammatical rules for their use, rules often governed by thought and its divisions into parts as expressed in language. There is immediate difficulty with this understanding of "punctuation" in examining, say, the punctuation used in the folios of Shakespeare. "Comma" comes from Kop.p.a, a chip, or a cut, that which is struck, the stamp of a coin, hence a short clause-the first organized group above a basic foot. It refers to the grouping of words itself and not to the sign which will set off the group. A Kw>..011 (colon) is a limb, a member or a part of anything, hence a member or a clause of a sentence. IlEpfollo> (period) is a going round, a circuit, a map, a period of time, the orbit of a heavenly body, and hence a wellrounded sentence. Aristotle says in the Rhetoric that a 7rEp£ollo> (period) is the kind of speech that has in the 13 beginning the end in view. Periods are composed of articulated members of Kw>..a (colons) . The Kw>..a, or members, resemble the stones which support and hold together a vaulted dome, to quote from another classic study of poetics. 2 The proper length for these members is generally felt by Aristotle to be governed by the amount of breath. Measure is without measure if we run out of breath, and it would be merely frantic if all of our members were gasped out breathlessly. Certainly hexameters are for heroes, and nicely modulated triplets are fit for sirens, but the numbers must be nicely modulated to fit, and the modulation depends precisely on the most human limitation of breath. These terms seem to refer essentially to the musical art which is composed of breath-lengths. Kop.p.ara (commas) are the first articulations of long and short syllables into rhythmic parts. In English these parts are made from stressed and non-stressed syllables; in modern music they are the distinguishable cuts or fragments or motives ; in plain chant they are the pneumes. The Kw>..a are the lengths of breath which will number the first cuts or Kop.p.ara and the 7rEplollol (periods) are the rounding of groups of these complete breaths into an harmonious whole. The whole of the period in discourse is grasped by the mind if the discourse is not nonsense. The whole of the period in "poetics" or music or whatever we may call it is delineated and brought before us by cadences or falling points. Our emotion, our delight, or our boredom is dictated by the elegance of the proportions and is made possible by the most human limits of our bodies themselves-hearts, lungs, and the straight-standing spinal cord. It is a particular and most human delight to be moved by lengths and proportions which have as their material the imitation of our very breathing and which pulse like the warm red heart. The making of these marvels in time is under number ; they consist of parts and balances and the most delicate punctuations and are memorable because of this. They can be retained or said, recited or played many times over without the diminishing of delight. They are never departed from in their cherished reality. To state it a bit more formally, they are not, insofar as they are musical, symbolic. They point to nothing beyond themselves. They are lesser miracles, these musical things, than words and the crux of the poetic fallacy would be to consider them as playing any part in the highest faculties of substitution and transposition which are involved in thought with words and symbols. 2 Demetrius (345-283 B.C.), On Style. The century of those two musical divinities, Bach and Mozart, whatever its failings may have been, kept this distinction clear. The view of music as expressing the will of the world, the aesthetic and Hegelian notion of its symbolizing the reality of what has become, not only reduces the art to nonsense but, more gravely, it eliminates the simplest and the most common understanding of every-day talk. The profundity of emotion in the Beethoven Ninth Symphony lies in the first three parts of the piece-not in its finale, where the "notes" take over to express the ineffable, which is unspeakable. Philosophic talk of any subtlety whatsoever is always involved in the irony of this double nature of words. Mathematicians and musicians have no such ironies. Poets are often embarrassed by words and should prefer them to be cages for the capture of the uncatchable, and they envy the musician his so-called "pure" notes. Any philosophic attack on poetry is never an attack on its power or its beauty; it is, on the contrary, always made with a poignant awareness of this power and beauty. The philosophic ire in its presence is always to be understood as impatience with its assumption of pointing at anything except itself. The irony is intensified by the necessity of pointing out this fallacy as well as possible-in other words, of moving and convincing the thoughtful by using the very means of poetry. Music is a part of us and our thoughts are breathed through it. The attempt to talk seriously in mathematical language about important things is only depressing, and if the talk is about us, it also does a real violence to our natures. The double work of words corresponds to our paradoxical condition, suspended as we are between two ·unknowns and yet still able to talk. ·wholes have parts in time because of articulation. The parts are of various lengths but are under the limits of breath. The ends of parts are delineated by special kinds of down beats : in modern music, cadences; in verse, structures by special artifices of perhaps rhymed down beats at the ends of lines; in prose and speech by definite articulations of stress and pitch at the end of the thought being expressed. These cuts and commas, phrases and Kw>..a, sentences and periods are present in all speech and prose, in all verse and dancing, in all singing and instrumental music. The temporal arts in this sense are one art of articulated breath lengths, taking as their unit the warm pulse of the heart, and ordering and ennobling these lengths and breaths as the spinal cord rules straight the flux of our flesh and our nerves. This is an art which can make memorable, which can move deeply. The memory here is not a memory of anything pointed at, or of any relation of parts in the world. The memory here is of the music and of the movement inseparable from it. This is its glory, a particularly human glory-alive, pulsing, non-abstract, non-transcendent. This power and eloquence is not thought, nor is it under a real faculty of the mind. It has more to do with the middle of us. Words can and indeed must partake of this "music" ; otherwise speech would hardly be human. It would indeed become a "formula" rather than a mobile "form." The words as such, however, the stones of the rhythmic structure, are not like notes, but are far greater things. Their prior dignity and true meaning must harness the music, punctuate its length, sit as a pilot with a wary but passionate eye at the top of the spinal cord. �James Forrester Plato's Gorgias The Problem of Masks Last year a small group of people began a joint attempt to explicate Plato's dialogue, the Gorgias. It soon became apparent that the group as a whole could not issue a meaningful report, that everybody had his own ideas about the dialogue. The fault (if one can call it that) lay in the Gorgias itself; what seemed simple became on close analysis fantastically complicated. The dialogue by its nature admits only of minority reports stemming, probably, half from Socratic discourse and half from one's personal prejudices. What, then, is so strange about the Gorgias'! At first glance, nothing. Socrates, in his familiar role of master dialectician, tries to make the famous rhetorician Gorgias give an account of his occupation. When, after a period of Socratic questioning, Gorgias becomes ashamed of certain unpleasant facets of rhetoric, he is quickly caught up in contradictions. His disciple, Polus, takes up the argument. He too is refuted after he becomes ashamed of some of the beliefs necessary to a rhetorician. Then yet another, Callicles, breaks into the conversation, angrily denouncing Socrates and his dialectic, and almost as angrily deploring the shame of Gorgias and Polus. The question-and-answer begins again, Callicles makes a few ad~issions, and the last objector is reduced to a petulant silence. Socrates goes on to defend his calling, ending with a myth and a plea for the practice of virtue. That was the first glance. At second glance, some rather strange aspects of the dialogue come to light. The chief of these is the answer to a simple question : "Who is Socrates?" One member of the seminar provided a memorable image when he suggested that all the characters were masked but that Socrates wore the strangest mask of all: himself. Socrates gives a rhetorical formulation to what are sometimes considered his favorite doctrines. He engages in long speeches and a long myth while restricting the professed rhetoricians to short answers to his questions. Those questions take advantage of the shame of a man, rather than of facts that must be admitted by all men. He advertises dialectic with glowing words, which would seem unnecessary in view of his statement that truth can never be refuted. 1 In short, Socrates, the hero of dialectic, vanquishes rhetoricians on a dialectical question (the good of an.object)-by means of rhetoric! This Socrates surely is not the "master dialectician" referred to earlier. Who then is he? The dialogue is not simple; neither are the characters. Socrates' first question of Gorgias is to ask him who he is. And through questions and answers, silence and expostulations, the person of Gorgias as well as those of the others emerges. Gorgias himself is a virtuoso rhetorician and probably somewhat of an innovator; but he does not realize that his new rhetoric is antithetical to common values. He seems a decent sort. Polus, his disciple, is really just a camp follower. He has imbibed the system whole, substituting it for common values, but he seems not to have considered what he has accepted. As is usual in such cases, he has written a book on the subject. Callicles is of hardier stuff. He is quite aware of the implications of rhetoric, and he will not shrink from them. Socrates says Callicles is a touchstone against which he can test the mettle of his own soul. 2 Although there is, of course, no way of telling when Socrates is serious, so subtle and allpervading is his irony, nonetheless I would contend that this estimation of Callicles' worth is made in all earnestness. Then one can conclude that the two large figures in the dialogue are Socrates and Callicles. The others can be found between the poles created by these two. 1 Gorgias, 473 B. 2 Ibid., 486 D. Socrates gives a clue to the dissimilarity between himself and Callicles even before the latter bursts into the argument. Socrates tells Polus that rhetoric is not an art ( rtxv71) but a flattery ( KoAaK£[a). He sets up four flatteries : cooking, clothing, rhetoric, and sophistry; and he then gives the corresponding arts of medicine, gymnastic, justice, and legislation. Socrates, who has introduced the terms "art" and "flattery" to the argument as contradictories, must then define these terms. He says he will not call any irrational ( O'.A.oyov) thing an art. It seems fairly safe to define "flattery" Socratically as an irrational undertaking which aims at the pleasant and "art" as a rational undertaking which aims at the good. 3 In other words, Socrates' "flatteries" are phenomena of aesthetics, his "arts" phenomena of ethics. (One might term the difference that between fine and liberal arts.) The musical orgies of a Wagner are, Socratically speaking, flatteries, which find their counterpart in the art of mathematical music best exemplified by Pythagoras. In the same way one can set Michelangelo, who shaped matter into pleasing form, against Lavoisier, who analyzed matter in its essence. And the problem is no more "just" that of rhetoric versus dialectic· for the giant question of ethics versus aesthetics has been introduced. It is on such a question that men can well divide. And he who holds to either ethics or aesthetics wholeheartedly has grasped no small thing. He has assumed a truly polar position-naturally to the exclusion of the other pole. Socrates is plainly on the side of his rational art and ethics. Callicles, on the other hand, seeks pleasure. The flattery of rhetoric is useful to him in seeking advancement in the state; and for him even the state evidently exists for the pleasure (or lack of pain) of man. The Socratic state aims at the good; its features are justice and order-in a word, rationality. The Calliclean state, on the other hand, is a disordered complex through which a man flatters and advances. It aims at pleasure. So, it is plain, does Callicles. The only question is how steadfastly Callicles will hold to his aesthetics. A bit of word-play might be interesting here. As a seeker of pleasure, Callicles as a conscious man would be a seeker of beauty. Then as beauty ( kalon) is to good ( agathon), so is Callicles to Agathocles. And who is this Agathocles, who goes with good as Callicles goes with beauty? Agathocles is the given name of Plato. One is left with the question of whether this is mere wordplay or whether it might possibly be a significant hint dropped by the author of the Gorgias. With Plato, as with Socrates, one is never quite sure what is seriously intended. With the word "beauty," just as with "art" and "flattery," Socrates has given a definition before Callicles even enters the rhetorical arena. Socrates calls beauty a mixture of pleasure and good4 (to which Polus, with his usual perspicacity, agrees!). This gives Socrates the right to make comparisons in beauty between two objects, for good is a dialectical term and admits of degrees, even though pleasure is an irrational. That is, Socrates, once Polus has admitted that doing injustice is less beautiful than suffering it and that physical pain in the former case is no more than in the latter forces the conclusion that doing injustice must be les~ good than suffering it. 5 If Polus had admitted the last statement and the minor premise, Socrates likewise could have forced admission of the first-that in terms of beauty. But Callicles is at a disadvantage here, for he can admit no absolute good admitting of degrees. He must judge beauty, as Socrates has flattery, to be an irrational without standard of comparison. Otherwise, he would admit the primacy of rationality and be fair meat for the dialectical appetite of a Socrates. Callicles, in short, is helpless in rational argumenteven in questions of beauty. For he can make no statements of comparison and back them up rationally. He can say that a is fouler than b-but cannot back up his assertion nor break down a contrary assertion by Socrates. He can speak of the "better" people-but cannot give an inclusive definition. From the moment he enters the argument-indeed, from the fact that he enters the argument-he has been almost fated to lose. Is there then no utility in aesthetics ? Where does Callicles triumph over Socrates? Possibly, just possibly, in the state. Socrates, the "artist," saw the state as "art" and himself consequently as the only true statesman. Callicles, on the other hand, saw the state as a "flattery." Socrates' Apology to the Athenian state is an attempt to touch a rationale in that state-to find in it a form of his republic, no matter how degenerate. Historically, the apology failed: Socrates was put to death. It would seem that, as far as Athens is concerned, Callicles had his triumph. What is this strange pseudo-dialectic going on between the two poles of the dialogue, Callicles and Soc- "Ibid., 464 B-466 A, for references in this paragraph. •Ibid., 474 D. •Ibid., 475 D. �Charles rates? It is first a Socratic probing for C;i.llicles' weak-. nesses, an attempt to pierce Callicles' aesthetic armor. If Callicles ever goes along with the argument, he· is lost. He does not, and so he is not. He gives his only· possible response to a demonstration: "Nonsense!" Even Plato's editors can see the results. At the head of one page of his translation:; Benjamin Jowett puts the heading "Socrates grows more and more· ironical." 6 Socrates, the ethical man, has ·a relationship ~mly in irony to the man of aesthetics, Callicles. Not that the relation involves contempt! Socrates evidently reserved his contempt for such wishy-washy, unconscious people as Polus. Callicles is rather the touchstone and thus worthy of respect. But what ·is the itonic relationship? Irony implies a duality, a hidden struggle within words. The relation itself is then an immense ethical concern for Callicles as existing individual, coupled with an immense ethical lack of concern for Callicles' aesthetic!>. Because Callicles' beliefs are so far from his own, and in fact differ in kind, Socrates can dismiss them-for, as an ethical man, he must, of course, support the primacy of ethics. But as for· Callicles himself, Socrates must, again as an ethical man, recognize another fully;conscibus human being with which he must be passionately concerned. Andthe by-play between immense concern and immense lack of concern in Socrates' 'words is the duality in words known as irony. Dialectic has broken down completely with Callicles, who cannot be convinced. The most he can say is that the statements of Socrates seem right but unbelievable. What is left to Socrates but rhetoric-rhetoric for the. good ! This would seem to be. Socrates' attempt to make beauty-to poetize-after his own principles. For what is he doing but synthesizing the· good and the· pleasurable? And this synthesis is defined by him as beauty, as has been said. And the dialogue ends with a myth-a beautiful myth. One translator says that many students flocked to Plato after he published the Gorgias7-many pe'ople evidently were convinced of reason by irrationality. A strange story, this. Plato in writing the dialogue acts as does Socrates inside: both weave rhetorical nets to capture men for the sake of dialectic. Plato had his irony, as did Socrates. One can picture the author of the Gorgias welcoming, yet secretly laughing at the young men passionately convinced by Socratic rhetoric of the value of dialectic. One can also imagine Plato laughing in limbo at this paper. And here the masks enter once more. About the Gorgias one can do almost anything-in conjecture. All that is sure is that the figures are hooded: Gorgias, Callicles, Socrates-yes, and Plato. 6 7 Jowett, Dialogues of Plato, Vol. I., p. 551_, Random House. Lamb, Intr. to Gorgias, Loeb Class1cal Library, p. 250. l t· 1 G. Bell • Poetry and Madness . : . the modern abstract has been the expression of man reduced from humanity to function or confronted with that reduction, of nature desiccated out of organic interplay to symbolic paradigm. In this exploration the first and greatest found triumphant calling. The followers pursued where they could not lead, beginning in the void where they were born. That was n;iore and more the smart place to reside. They also talked of new directions and called themselves leaders. It was Golaud offering guidance to Melisande: "Venez avec moi. . . ." "Ou allezvous ?" And he: "J e ne sais pas .... J e suis perdu aussi. ... " The paradox of the lost guide. Cassandra mad to reveal and her revelation mad. . . . Most of our poets, it is clear, have felt they were living in a lost age, a time of disruption and despair, that life in such a period was fever and disease, that their own fragmentations, fixations, auto-eroticisms, what else, were somehow expressive-provided they were obscured and subtilized to the level of the symbolic .abstract-of the general fragmentation and neurosis .... But the time of reversal is at hand. We have had enough snivelling and retreat and aesthetic elaboration of despair. Armageddon has always waited around the corner; whether for the individual or culture, the earth or solar system, or an assumed world of matter crouched before Judgment-what difference? Death is. the universal death, spirit the eternal protagonist. The problem is to live in this stress with integrity. Our wars have not altered the situation. The film over the meaningless and void is no thinner than ever, the spectacle of life on that film grander than before. The spiritual malady of our time i's mostly of faint heart-a kind of green-sickness in girls .... Against currents of pettiness and obstacles of specialized jealousy, the Western mind gropes through the new sciences and organic history toward the philosophic synthesis its destiny requires. Against the incredible meanness of the pulp-literate masses .and the modish anaemia of the literary reviews, the 'vVestetn tongue awakes to the splendor of its singing task, the celebration of this culminant human adventure. Let those who teach and edit and print know this for their charge, the vision they must encourage. Not that it will therefore be a popular thing, or will save W, estern society or depend on that salvation. Had t~e achievement of Plato hinged on restoring the Greek city state, we would not know the meaning of the ·sl}adows on the wall of the cave. Of course in one sense the spirit of a new poetry is also the spirit of renewed freedom, being the wisdom and will to live affirmatively in the highest drama of mind. But the fruit of this spirit may spring in "a garden enclosed," in the private life, not in the public. And it may be difficult of q.ccess, as much so as the fashionable obscurities of today. Its complications, however, will be those of responsible profundity, opening to reason, involving the explicit and affirmative core. Such is the fruit that will appear, ftnd its token and sign will be wholeness. · That is the close of an article I once wrote, called "Modern Poetry and the Pursuit of Sense," 1 in which I demonstrated too well that I am not addicted to the magic of the irrational. But truth evades one-way for~u­ lation, requires that we catch it in the protean field of its ambiguity. Hence the fecundity of paradox, of Mystery, th.e ·great whore seated on the beast, to whom all the poets of the earth. have bowed, even the writer of those Revelations in which she stands condemned. As I read that essay now, its rhetoric does not move me as it once did. I even blush a little, as if I had offended against the dithyrambic god; I resolve to write another on poetry as madness, poetry as drunken release. For it is not a new consideration. It did not begin with Mallarme's formulation: "To name an object is to .do away with three1iluarters of the enjoyment of the poem," nor with ni9g~rn or the romantic cult of the unconscious. Of cour~e it is appropriate that Freud should have quoted Schiller in this connection: "In the case of a creative. mind, it seems to me, the intellect has withdrawn its watchers from the gates, and the ideas rush in pell-mell, and only then does it review and inspect the multitude. You worthy critics ... are ashamed or afraid of the passing madness found in all true creators .... Hence your complaints of unfruitfulness." 2 But the concept is older than Freud or Schiller. Diogenes 10, 1955. Method of Dream Interpretation, Freud quoting from a letter of Dec. 1, 1788, from Schiller to Korner. 1 2 �The inebriating water of the Muse has flowed down to us, as Milton loved to emphasize, from the mountains of Sinai and Parnassus, and the bloom of prophetic and poetic madness has its roots in both traditions. When I was a boy we were staying at Eureka Springs in the Ozarks, and there was a convention of Holy Rollers. I watched in amazement as they rolled over the green, gabbling in unintelligible sounds. It was said they were talking in tongues, and that the spirit of God was on them. We had read the Bible enough in my family for me to know the reference: the flame-like descent of the Pentecost, when it was spoken of the disciples: "These men are drunk with new wine." But I did not remember Paul's judgment on such rhapsodists, or suspect how it might apply to the poetry of our time: For he that speaketh in an unknown tongue speaketh not unto men but unto God ; for no man understandeth him; howbeit in the spirit he speaketh mysteries .... But he that prophesieth speaketh unto men to edification, and exhortation, and comfort. . . . Wherefore let him that speaketh in an unknown tongue pray that he may interpret. . . . I will sing with the spirit, and I will sing with the understanding also.3 Paul naturally did not deny that the gabble of inspiration might be the truth of God. How could one who was both Christian and Hebrew forget it? If the Apocalypse was not before him, Isaiah and Ezekiel were, prophetic voices crying in the wilderness, establishing a model for the Christian poet, for Dante, Milton, Blake, even Yeats and Eliot, for the poet as visionary, as seer. Also in the Classical world, where poetry may have seemed more a courtly entertainment, it went beyond that. Virgil is a poignant reminder of the power of the other obligation, the sense that the poet must be a mythmaker, inspired herald of tribal truth, of tradition and the v6µ.oi. Inspired-because to fulfill such a role one must go beyond oneself; like sibyl and oracle, Ibicus, Pindar, Homer had to be possessed. Thus Plato says in the Phaedrus4 that "the madness of those who are possessed by the Muses" is one of the madnesses which are divine gifts, and that "he who, having no touch of the Muses' madness in his soul, comes to the door and thinks he will get into the temple by the help of arthe, I say, and his poetry are not admitted; the sane man disappears and is nowhere when he enters into rivalry with the madman." With Plato, of course, the word "madness" cuts two ways. At its profoundest it suggests possession by the love of Wisdom, the drunkenness of the soul sprouting wings. Taken lightly, it means that the rhapsode cannot give an account of his trade. He is like one who speaks in tongues. And the Platonic request might not be unlike Paul's, that the poet not only speak mysteries, but turn around and clarify them, that he be philosopher and poet in one. But that poetry springs from some sort of divine possession, Plato did not question. There is a whole drift of critics who have emphasized the surgical precision of the trade of words, deprecating the W ordsworthian abandonment to nature : And should the guide I choose Be nothing better than a wandering cloud, I cannot miss my way; or that of Whitman : Not words, not music or rhyme I want-not custom or lecture, not even the best : Only the lull I like, the hum of your valved voice. -implying that this very dependence somehow makes Wordsworth and Whitman sloppy poets. The fact remains that Shakespeare's invention is said to have flowed with such celerity he could not stop it, and so surely that he scarcely blotted a line; that Milton would wake from sleep to dictate long passages of spontaneous utterance; that Blake claimed to have received his poetry and pictures by spiritual mediation ("I have written this Poem from immediate Dictation . . . sometimes twenty or thirty lines at a time without Premeditation & even against my Will ... & an immense Poem Exists which seems to be the Labour of a long Life, all produc'd without Labour or Study. . . . My heart is full of futurity . . . " 5 ) ; that Wordsworth's greatest poem, the "Tintern Abbey," came to him, as he says, while he was walking down the Wye valley, that he kept it in his head through the day, and wrote the whole thing down that evening in Chepstow, without alteration or revision; that Coleridge received in an opium dream a narrative poem in its entirety, of which the recorded fragment, "Kubla Khan" is perhaps his most pregnant poem ; that Goethe would never force or strain his talent in any way, but insisted that everything must form itself, like the foliage and fruit to which his analogies returned; that Yeats, for all his revision and laborSometimes a line will take us hours maybe, But if it does not seem a moment's thought, Our stitching and unstitching has been naught. I Corinthians, XIV, 2, 13, 15. Phaedrus, 245A. 5 Letter to Butts, April 25, 1803. 3 4 -tells how he heard his poems first as a rhythmic pulse, a tune or melody, and would listen attentively until the generative music filled itself with words; that Rilke, finally, wrote a good part of his masterpiece, the Duinese Elegien along with the Sonnets to Orpheus (a kind of overflow) in a single trance-like spell of several days, when, as he said in letters, he hardly knew what he was about: "a nameless storm, a hurricane in my mind," "the most enigmatic dictation I have ever held through and achieved . . . a single breathless act of obedience ... without one word being doubtful or having to be changed." So despite all emphasis on the watchmaking control of verse, it has commonly appeared as a release, a drowning of the individual in something larger or deeper, above or below him, a suspension of the waking for some kind of creative and associative sleep. We do not have to say what powers these are that take over, though surely the old notion of possession by a god, or demon, meets with the experience and with the precursive power of what is bestowed, more adequately than the account of school psychology that the consciousness must be by-passed for the subliminal to flow -unless the subliminal is made a myth-forming matrix of world-energies-which is only to bring back the gods under new names. But so far we have dealt only with the process, how the poets gets hold of the poem, as if he did not will it, but received it from some creative fountain. But this is not to say much about the quality of the poem itself, nor is it to deny that the conscious will, through the entire life of the poet, may have established channels for that release. When Rilke abandoned himself to the poetic impulse, if he wrote grammatically, it was because he had been drilled in grammar from childhood; if he used allusions to classical and modern literature, it was because he had studied these things; if the poems are permeated with philosophy and religion it means his conscious and unconscious mind had been thus impregnated; if he wrote in sonnets, it is because he had memorized sonnets until he could even have dreamed them. No waking discipline is entirely lost, it stamps itself on the unconscious; the creative outbreak may occur in the context of a life of dedicated control. Does not the fact of musical improvisation put the whole problem before us? Imagine Bach improvising an organ fugue on a theme given him by Frederick the Great. Where does the reason, the conscious mind, or the will, enter? If the fingers were not trained to an unthinking precision and the soul to flame out in those formal rhythms and chords, how could the man sit there, without meditation, a type of the possessed poet, yielding to the creative fountain? But what pours out is the mathematical order and volitional triumph of the four part fugue. Even in the airy soarings of Beethoven's last piano sonata, in variations that seem improvised, though they were painstakingly elaborated, what strata of rhythmic and harmonic discipline underlie the seeming abandonment ! It is not enough to say that all such release takes place in the field of energy, where release itself, even the frenzy of flame, is instinct with rhythm and form. Because, despite the example of Bach, this most disturbing question remains: Granted the poet has to be somehow possessed or mad, what about his poem? Is the fruit of his abandon clarity? Can the artist be mad and what he produces sane? Or does the madness spill over into the product as well? Poetry and the arts would not constitute such a problem at St. John's if we could once and for all shout from the housetops that the answer to this question is the former. But it is just the suspicion of some complicity between art and unreason, poetry and ambiguity, tragedy and immorality, metaphor and mistake, which leads us to the central mystery: What is it that madness can reveal? What is the nature of mind and experience that enables the shadowy inscape to reach beyond definition? Why should the holocaust of sense provide the flash in which sense itself is more prophetically. revealed? Here the problem of madness has gone beyond mere obscurity or the veilings of the modern oblique. If a man says he is going to bomb the city of New York and destroy that hideous Gomorrah once and for all, we understand very well what he is saying. We may even sense the poetic appropriateness of it. But we would still call him a madman. He is a madman because he is ready to tear the texture of articulated civilization. Like Ahab he has given himself to the god of fire. But that is exactly what tragic poets have done from the beginning. They have thrillingly entrained us in the adventure of destruction; they have celebrated it as somehow the noblest way, the way in which values strangely inhere. How does this thing come about? The imagery I have used already hints at my notion. I would say the matter can best be clarified (and this is not entirely poetic love of mystery) by putting it into the context of nature. We are part of a universe so ambivalent that energy itself must be characterized under the antithetical �20 I I 11 [, i 'I I' ii I'11 'I 11 II 11 1\ !, poles of leaf and flame-the entropic fire-urge to run down hill, the plant-urge of anti-entropy to buttress against decay. And as always with any primary ambivalence, we cannot escape some Hegelian identity of opposites: that the plant-urge only realized itself as an over-pattern by using and riding all particular fire-leaps of sunlight and chemical change; while the fire-urge, on the contrary, is validated for temporal manifestation by the buttressings without which it would always burri itself out of being. As our words up and down imply, this is not a pure or symmetrical ambivalence, in fact no such can exist in the human consciousness, which means, as far as one can tell,· in the organizing universe. There is no perfect parity; the poles have rank, like differentiations of a one in which they blend. So the centr~I drive of energy is entropic, the drive of flame. That gives it its character, its life, though strangely enough it is also a death-urge. While that which by containing energy makes it linger, assuring it a temporal being, is what binds and prevents its operation, its pall of ·death. To die in freedom or be buried alive. That alternative is at the heart of the madness cif the arts. For we are ultimate forms of an energy which, under the .woven ambiguities, spirit is. We manifest its po~ larities ; we are washed on the tides of the fire-oceari from which we spring. That is why, in the context of poetry, the tragic has possessed the soul more fiercely than the comic, has more flamingly taken it beyond itself. And that is why in the Oresteia, Oedipus, and Antigone, or with Shakespeare, Milton, Blake, Dostoievsky, Flaubert, Melville, Conrad, Faulkner, sense has so often seemed limited, morality stuffy, marriage a bore, convention and law the protections of the prude, tradition with all its artifice the jail to be broken. That is why the rational Republic can never be formulated so that the mere blood of nature will not in the end traii-' scend it; why Plato, who hated the phenomenon, so glowingly describes the "fair and spangled" state, the free society on its road to ruin; why in his conscious and Socratic capacity, he had to expel, in effect to exorcise, from the body politic all that poetry he must have poignantly admired. For Plato does not like to admit (that is his peculiar triumph) how far he and the world are cloven. The ambivalent mystery and power of the universe, which poets had always fed on and early philosophers and mythmakers hinted at, was first in Christian culture to be made the paradoxical cele- · bration of reason. Though that was bound to happen, since reason, like morality-like energy itself-is in- 21 ternally at war. It arrives at its peaks of insight by its own abandonment-a thing which Plato, the greatest poet of reason, could hardly fail to exemplify, though it did not serve his turn to admit the fact. If Western science, under the guise and discipline of reason, has been a submission to "brute fact;'' an apotheosis though the Passion of nature, is it any wonder that our poetry has more and more given itself to the wave of mystery-as if it had sensed from the first that its destiny was Dionysian, to yield to the impulse : "Gefiihl, Gefiihl ist alles," to Nietzsche's and George's Rausch and Traum, ("-it is precisely the growing dominance of evil that one desires, the growth of power, so as to make use of the most powerful forces in nature, the emotions ... "), to Joyce's unconscious, (. . . Can't hear with the waters of. The chittering waters of. Flittering bats, fieldmice bawk talk. Ho ! Are you not gone ahome? What Tom Malone? Can't hear with bawk of bats, all the liffeying waters of. Ho, talk save us! My foos won't moos. I feel as old as yonder elm. A tale told of Shaun or Shem? All Livia's daughtersons. Dark hawks hear us. Night! Night! My ho head halls; I fell as heavy as yonder stone . . . Beside the rivering waters of, hitherandthithering waters of. Night !6 ) Pound's mere chunks of material, documents, letters, the ravings that come to hand, (1335. 3 lire 15 groats to stone for making a lion. 1340. Council of the lords noble, Marc Erizio Nie. Speranzo, Tomasso Gradonico; that the hall be new built over the room of the night watch and over the columns toward the canal where the '.walk is . . . ... because of the stink of the dungeons. 1334.) ·-through all this, to become in madness a medium for some drunken god. Nor is the word "madness" any longer metaphorical. The greatest German lyric poetry is produced, with Holderlin, on the verge of that abyss ; one feels the power and i:nystery simultaneously increased, like ad- · vancing a psychic throttle, until the fabric breaks in.· sch~zophrenic.despair. While with Rimbaud, the most revolutionary French modern, whose works grew from the perverse frenzy· of his youth, before he broke into another sort of aberration and silence, the program was deliberate: "d'arriver a l'inconnu par le dereglement des sens"-to arrive at the unknown by the derangement of the senses; an end to which he espoused all liquors, dopes, dream-producing drugs. And without 6 James Joyce, Finnegans Wake. making a roll call of the poets writing in America today one may become aware that of those in their forties, five or' more of the best regarded are manic depressives with clinical interludes. But why should one go to such pains to prove what must be evident to all? Even readers of Life magazine are aware that the one passionately proclaimed poetic movement in America now is the most drunken. The Beatniks have shown again, what one might have hoped was out of date, that madness is still the road you can get a mob of people to traipse on with you. Even the petty-bourgeois will follow you to a fire.· Or to put it in a grimmer metaphor there is no surer way to produce something big than to go on opening the phy.sical, moral, and poetic sphincter to the flux. So what should the poet do but let go? Bring on the marijuana, bring on the sex. The Western orgy has hardly begun. "Hieronymo's mad againe ... Why, then Ile fit you." And there I stop, drawn up, blushing again, this time almost with shame. Hurling myself into the rout of Dionysos, I have betrayed the other god, Apollo, of clear forms and luminous knowledge. The pursuit of poetry as release, has taught us what we should have known before, .that we are dealing with a field-construction; we are navigating between poles. No doubt there are passages in Shakespeare so obscure that no one can tell whether they are misprints or what the poet intended, but so incredibly moving that, right or wrong, they could not be changed. Such is Cleopatra's cry: 0 sun, Burn the great sphere thou movest in! Darkling stand The varying shore o' the world. It may illustrate the evocative power of the ambiguous. But these moments are accents in a paraphraseable texture. There is no doubt also that the tragic disruption of morality draws us in its wake, fills us with a Faustian glory, as when a forest burns. But in great literature this frenzy too occurs in the frame of its opposite. As nature has used the fire-urge to buttress a position against that terror, o.i- as music has used dissonance to celebrate harmony, poetry employs madness for the clarification of form. And perhaps the noblest program for a work of art would be, as the old commonplace ran: "to hold the mirror up to nature"-but to that nature from which, in the ambivalence of cell and flame, man has arisen, and of which. he remains a living part. And one might even say that this has been done supremely by Homer, Dante, Shakespeare, Goethe, the very authors we would have wanted, at ·St. John's, to get on our side. They are safe allies, being almost established now; Rimbaud and Pound may prove the upstart darlings of one age. For ages vary. Perhaps our leaning as far as we have towards the poetry of Rausch and Traum is a reflection of a time intoxicated with fire, too perilously carried in ·the rush where nature destroys its own. The bottom may fall out of the market for derangement ; in the long run, constructions in the field should hold their own. So I think we can stake our capital on Homer, Dante, Shakespeare, the poets most truly mad-and sane. And I hope the time will come when St. John's College will not only allow this as a critical judgement, but will be so infected by it as a creative obligation, that it will aspire to produce in its midst writers mad enough to take these mad ones as models for their productive aim. �E'yvind l{onquist* 22 23 THE FIRST How should I know? Someone who had this morsel to bestow. THE SECOND Prologue to Antigone! But I know. 0 we of little faith! What luck 0 sister, that our brother has come back! THE FIRST Bertolt Brecht 20 The delivery of the narration must be simple and in the manner of a fable, not as if the narrator stood under the impact of what happened, but as if she had been asked to report the event many times before. On this point the narrator must also be attentive that her report not be loaded emotionally in the acted parts. The performance must clearly have the character of a demonstration. Before the Antigone set stands a partition with a door and a wardrobe. A table, two chairs. And we hugged one another and were glad Our brother was at war and things weren't bad. And we cut into the bacon and ate of the bread That he had brought here for our bodies' need. Take more, they drive you at the factory. A board with the inscription "BERLIN. APRIL 1945. DAYBREAK." is lowered. A stagehand, right forward, strikes the alarm once, and the TWO SISTERS go up from the orchestra. No, go ahead. THE SECOND It is not as hard for me, cut deep. THE FIRST Not me. THE SECOND How could he come? THE FIRST SISTER Then as we came out of the air raid shelterAnd the house was not destroyed, and it was brighter Because of fire than the dawn-it was My sister who the thing first saw. THE FIRST With the soldiers. THE SECOND A ROAR FROM WITHOUT. Now. Where may he be? THE SECOND SISTER Sister, why is it that our door is open wide? THE FIRST Where the fighting i8. THE FIRST The wind of the fire has reached it from outside. THE SECOND Oh. THE SECOND THE FIRST Sister, why came the footprint in the dust there? But we could hear from battle no alarms. THE FIRST THE SECOND Of course from someone who went up the stairs. I should not have asked. THE SECOND THE FIRST Sister, the corner there, what is that sack? I meant no harm. And as we sat there silent, to our ears arose A noise from just outside the door that our blood froze. THE FIRST Yes, something is here like something that we lack. TWO SISTERS GO TO THE SACK AND LOOK THEREIN. THE SECOND THE SECOND A whole bacon, sister, a loaf of bread. Sister, let us go look; that was a scream. THE FIRST THE SECOND Sister, who was here then? TWO SISTERS RESUME THEIR PLAYING. THE FIRST ITALICIZED LINES ARE SPOKEN TO THE AUDIENCE. This is not anything of which to dread. TWO SISTERS GO TO THE TABLE AND SIT. THE SECOND TWO SISTERS COME OUT OF AN AIR RAID SHELTER BACK TO THEIR DWELLING. 10 ' THE FIRST 30 Stay seated; he who wants to see is seen. So we did not go through the door and saw none Of the things which outside there were going on. A ROAR FROM WITHOUT. �Sister, sister, do not go out. Our brother is outside the house. He is there not without reason though, He hangs on a meathook, oh. My sister went then from the house, And from herself a scream she thrust out. Yet we ate nothing further, and we faced No more each other and stood up and made FROM HERE ON WHAT THE VERSE DESCRIBES IS GONE THROUGH. 40 Ourselves ready for work like any other day, And my sister took away the dishes, and I Remembered and carried brother's sack up to the closet Where his old clothes were kept. And there it was my heart beat as in shock, His uniform was hung there on a hook. Sister, he is not in the battle, He has made off from all of that, He is no longer in the war. THE SECOND 70 SECOND SISTER FOLLOWS TO THE WARDROBE. FIRST SISTER SHOWS SECOND THE UNIFORM. THE SECOND He is not, yet others are. SECOND SISTER RUNS TO THE TABLE, FOLLOWED BY FIRST. Sister, do not take the knife; You will not hence get him alive. If they see us with him stand, We shall feel as he their ·hand. They have to death commanded him. THE SECOND He however cheated them. THE SECOND THE FIRST 80 For there was a little hole THE SECOND Let me, I am too long detained, , Though they have left him for us hanged. THE FIRST And it was that from which he stole. And as she meant to leave the door, An SS-man stepped before. THE FIRST He is not where others are. SS MAN That is he, and who may you be? Out of your door he came to me. So in conclusion I surmise That peoples' traitor you might recognize. THE SECOND He is no longer in the war. Sister, they hanged him, which is why He had to us made loud outcry. Give me the knife, give here the knife to me, That I may cut him down and he go free. That I may drag his body in And rub it back to life again. THE FIRST THE FIRST 50 SECOND SISTER LOOKS OUT THE DOOR, TURNS BACK. . ,THE UNIFORM IS HUNG UP AGAIN IN THE WARDROBE. THE FIRST And we laughed, because we felt so glad Our brother was not in the war, and things weren't bad. As we stood there then, to our ears arose A noise, that our blood froze. THE FIRST Dear sir, let not with us your judgment stand, For we do not know the man. A ROAR FROM WITHOUT. SS MAN THE SECOND Why has she then a knife with her? Sister, who screams outside? THE FIRST THE FIRST 90 Again they torture people in their pride. THE SECOND Sister, should we go out to see? Then looked I closely at my sister. At pain of her own death should she Yet go to set our brother free? He 111,ight not yet be dead, you see. THE FIRST 60 Stay in, who wants to see is seen. We waited thus a while and so saw none Of the things which outside there were going on. We had to go to work then, and for me It was what was before the door to see. The stage is placed in half light. The partition for the prologue is raised. Stage workers take away the table and chairs. , TWO SISTERS GO TO THE TABLE AND TAKE UP THE TWO SISTERS go to rear to give their costumes to the wardrobe mistresses. At the same time the actors come from the right and left of the orchestra and they go to their benches in the rear. Full light fills the acting space, which is set up amid posts with the skulls of horses. DISHES. THEN FIRST SISTER GOES OUT THE DOOR, LOOKS, AND TURNS BACK TO SECOND. *Translator (First Translation Into English) 1 Suhrkamp Verlag Frankfort, Main, Germany \-\Tith the permission of Mrs. Helene Weigel. �I! CCheodore Barnes Stinchecum Three Short Speeches I It is so obvious that it hardly seems worth stating that intelligent men are not necessarily philosophica!. Nevertheless, in an era of confusion and speed this truism, with radical effect, goes poorly represented. The time of the Weimar Republic was in no way an exception to the rule; indeed, a more active intelligentsia cannot be imagined. One need only call to mind such phenomena as the Bauhaus if he ~eed a concrete representation of the intellectual energies of those days ~e­ fore the abyss of Nazism opened and those energies were absorbed exiled or murdered by a nation gone mad with History.' The communists, the socialists and the nationalists fought against each other in the streets b~t in their hearts a certain alliance existed, namely, a dedication to the exterior and inexorable laws of historical process and a consequent immolati~n of t~e se_lf_ to t~at process. The intelligentsia acted as if the ?i~toncist view of the world were true and History obhgmgly cooperated. Haste is anathema to reflection; leisure is the calm, questioning sister of philosophy. The intelligentsia of pre-Hitler Germany were men in a terribly great hu~ry: the automobiles sped, the cinema whirled, the machmes gyrated, and a favorite "style" evolved. The truth had to be got at quickly and History seemed more than ever in that precipitous time between Great Wars the Grand Calculator which promised to give not only answers but a method for finding those answers quickly. In short, this was to become a time of "final solutions" ; intelligent men rushed at what seemed to be light and were wounded by fire and were not illuminated, and also the world was darkened. The figure to seize is, I think, Dante's: the Weimar time looks like that place of Futiles running restlessly after a whirling standard. It is into this Vestibule of Hell that Bertolt Brecht came, bringing within him~elf a clear and great contradiction, the one between passion and reason, a fit subject for self-reflection in a time of leisure. But in Berlin the plague was on and Brecht fell ill from History and haste. The Marxist dialectic, _truly an unstatic standard, was seized by him as the mtellectual basis of a new methodical rhetoric for the theatre. For Brecht the theatre was henceforward to have an explicitly Marxist "political" purpose, the one pu:pose which seems best to contradict the maxim of Longmus: "The effect of genius is not to persuade or convince the audience but rather to transport them out of themse1v es . .'. . The obj" ect of poetry is to enthrall." The proof of the pudding, however, was in the plays themselves and some of the plays were carried beyond the purposes of the new rhetoric (Epic Theatre, if we must have a neat methodic nomenclature) by a movement which can have no other name but inspiration. II Of current ways of looking at works of .a.rt, th_ree seem to gather the most attention from the cntics. First (and this view is the one most talked about by tho~e contemporary critics who have been nurtured Roma~tl­ cally), one can consider a work of art as the express~on of its maker. The artist somehow squeezes out of himself something into the thing made or don~. The ?est possible reaction to such a trivial theory is, I thmk, to shrug "So what?" It is, of course, true that whatever we do bears the stamp of ourselves ; that stamp will be more or less ordered and interesting as we are more or less ordered and interesting. Second (and this occupies the central position in Classical theory) , the work of art can be held to be a revelation of a spiritual realm and, consequent!~, the exhibition of the essential character of the particular object represented. So run the th~ories :Which revolve about the notion of imitation, theories which, when the! are stated in this way, seem to require the further addition of some sort of inspiration from above. (That a singular conception of the nature of reality underlies these theories can only be noted, unfortunately, in passing.) Attacks on art usually proceed from a more limited idea of imitation, namely, that the artist represents not what is essential in the object but what is accidental or, put in a simpler way, that he merely makes a copy of what is already a copy. Third, there are critics who demand that art must have some social purpose, either as simple propaganda for a cause (usually explicitly partisan) or as highly developed works, sentimental or otherwise, which are made according to methods derived from socio-historical truths or which aim to persuade the onlooker of or to demonstrate those truths, the most representative being those critics and artists named "socialist-realists." For the Marxist critic and for the Marxist artist, a work must reflect the opposition of forces leading toward the goal of the general dialectic of History. Dialectical materialism directs the attention of the artist and the critic to the fact that nothing is static. It is therefore necessary to deal with any subject as developing in time. A work of art for the Marxist is a product which is good to the extent that it is a faithful representation of the reality dealt with : reality is dialectical in the sense that any period or subject is moving into its future through a series of oppositions. Works of art truly reflecting these processes are necessarily optimistic ; the aesthetic is, therefore, colored by a species of revolutionary romanticism. The Marxist is explicitly uninterested in works (except in so far as they are historical facts) which are simply the "expressions" of individuals. Photographic representations of reality are meaningless for socialist-realist critics since stasis is exactly what is unrepresentative of the world as interpreted by them; that the artist might be inspired is, furthermore, contraindicated; that he is stimulated by current forces in the historical process is, on the other hand, upheld, and it is this which justifies a study of the history of art. It is necessary to add some remarks on the difference between stimulation and inspiration. That both concepts require the artist to be a passive agent has to a great extent led many critics and artists to confuse the two. The problem is made even more difficult by the easily made observation that many artists seem to suffer from an abundance of sensitivity to things below and at the same time make images which bear the stamp, infused from above, of a divinity. That any discussion of what makes a work of art a good work of art must inevitably go beyond simple historical analysis (and I mean both biographical history and history in the broadest sense) or the investigation of the technics of imitation toward a discussion of the theological implications of inspiration is not generally accepted and is a thesis which I am not here prepared to defend. I think that it may be important, however, to point out in this connection that inspiration might be experienced as an intolerable burden, and that, furthermore, to seek stimulation by Dionysus is, perhaps, a flight from and denial of the genuinely divine breath of Apollo. III Arthur Rimbaud ended his short and turbulent literary career at the age of nineteen. It would be impossible to imagine a poet less like the theorizing, dialectical seeker of a rational rhetoric, Bertolt Brecht. It is true that certain earlier works of Brecht bear a striking relation in language and subject to Rimbaud, but it must come as something of a shock to those who know Brecht not through his verse and plays but through the unreliable reputation of his "theory" that this wild French child can have had any influence on him. Rimbaud stands as a paradigm of the poet driven and eventually destroyed as poet by the opposition of stimulus and inspiration. To discover that Brecht found this poet in some way attractive is, I think, to discover something of importance about what has been noted by many critics: the contradictory nature of Brecht's most interesting plays. That Brecht did not pursue his attraction for Rimbaud speaks not for the fact that Brecht was less "poetic" but that he was more intelligent. That Brecht was not, also, more philosophical is, I think, explained by the fact that he consistently ignored the possibility of inspiration, that, in short, he denied the possibility of philosophy and turned, instead, in the direction of intellectual methodology. That he failed consistently to deny his gift is the testimony of the plays. Brecht perceived that a work of art cannot be intelligible if it proceeds from simple stimulation ; that is, he, like all artist-intellectuals, is interested not only in moving the passions of men but in holding the attention of their minds. The contradiction in the plays is, in effect, the reflection of his failure to find a philosophical position adequate to the task he sets himself, one might almost say a failure even to seek that position. Bertolt Brecht can be seen as standing somewhere between the failure of Rimbaud to go on speaking and the great Platonic achievement which is once and for all the paradigm of the proper uses of speech. �R.._obert Koff The Relationship Between Analysis and Performance Formal analysis which is valuable to a performer differs from analysis which is aimed at instructing a composer or theorist. It is unimportant to account for the derivation of each phrase related to an obscure germ motive unless a simultaneous decision can be made as to the mode of performance. For the performer, this must begin with some contact with the performance practices of every style of music. . The first step is to determine the value, importance, and accuracy of tradition. Since a performance style can undergo extreme changes over a period of time, every composer's intention can best be investigated through his own music (using unedited editions and original manuscripts) and through the comments and criticisms of his own contemporaries. Such an important and excellent performer as Joachim is of great value in understanding the music of Brahms, as Brahms intended it. However, his edition of the Bach solo violin sonatas is of questionable value as a model of the performance as is revealed by other sources. Many questions occur that demand answer~. Are Beethoven metronome indications to be taken seriously? Many artists are unaware that they exist. Sho~ld Moza~t be performed on a nine-foot concert-grand piano, or 1s an instrument that more closely approximates the sonority of the Stein or Walter pianos used by ~oza:t to be preferred? Is Bach to be performed on a pi~no m the manner of a Busoni transcription or on a harpsichord and a clavichord? Has the modern violin and bow certain disadvantages when compared to a violin with the original adjustments (low, flat bridge; unwoun.d gut strings, etc.) and a pre-Tourte bow? Can the madequately schooled fiddler of our gene~ation at~emp~ to recreate the improvisations of Corelli and Vivaldi so that some semblance of their music as originally conceived be preserved? Should this music be performed without the mandatory ornamentation, or perhaps not at all? Is the performance of music to be categorized, and allotted to the various specialists whose fields of concentration do not cross? Can one performer gain sufficient knowledge and instrumental technic to perform adequately the music of all periods? The approach which might offer some of the answ~rs to these problems can best be indicated by presentmg a functional analysis with some comments on the ways in which three composers, each one demanding a somewhat different style, intended their works to be performed. A modest knowledge of the execution of the ornaments is a basic prerequisite but hardly serves to i~lu­ minate the performance style of Bach. The most important way to begin must be by obtaining some ~c­ quaintance with the music of the French and Italian school of the early eighteenth century. Some contact with the declamatory, improvisatory, florid, highly expressive and dramatic music of Corelli and Vivaldi is essential in order to experience this influence as found in various places in the music of this peri~d, and ~o ~ive a clue, not only to the technic of free impro~isat10n, but also to the expressive character of the music. In order to appreciate the rhythmic freedom ( e~­ pressive rubato alterations) that must be employed 111 the performance of this music, it is ~ost .helpful to ref:r to the harpsichord. Here, the special kmd of dynamic variation that is possible on this instrument (numerous timbre registration and octave and keyboard couplings) should be transcribed to the modern piano. This process will force certain pianistic devices to be changed or eliminated, such as note to note dynamic variation and the use of the sustaining pedal. This must be replaced by more emphasis on touch, dynamic regi~tration, and expressive rubato. In this way the phrasmg and dynamics will be better associated with the architectural structure of the music. The excellent examples of music well edited by Bach can serve to guide the performer when studying the vast amount that is unedited. An adequate acquaintance with original material will orient one's personal taste in determining the choice of countless dynamic, tempo, and phrasing possibilities. Schweitzer's invaluable study of Bach is an excellent aid to the solution of the performer's most pressing problem. From what he says in reference to the cantatas, a few basic principles are evolved that can be applied to the instrumental compositions. The most important principle is that the pictorial image expressed by constantly repeated leitniotiv figurations must be housed in a single emotional expression, coupled with a single dynamic framework which does not change. The harpsichord (or piano) registration is chosen at the beginning of the composition to establish the mood and dynamic level desired. While having the freedom of modest dynamic flexibility, the string instruments, in like manner, never break the format that has been chosen. Except when the structure of the music calls for terraced dynamics, this approach must continue without alteration until there is evoked a new figuration, a new motive, a new pictorial image. There are a few instances where a single movement of Bach's music will contain more than two basic contrasting sections. A formal analysis of the structural materials is helpful as an aid to the performer's understanding only when coupled with the above suggestions. This gives a clue to the basic kinds of emotional expression in the music of Bach and that of Mozart, Beethoven and the numerous Romantics. In the first kind there is chosen a single subject, identified with a specific character, and an exploration is made around this motive germ core. In contrast, the other kind uses constant and rapid changes of material and mood, travels from pathos to good humor, from serious drama to light comedy; all within a single sonata-allegro or rondo format. An example might be cited briefly to illustrate. The Sonata #3 in E Major for violin and harpsichord contains four movements. The first, in an Italian improvisatory, through-composed style, contains an accompanying figuration in the harpsichord part which never alters its pulse nor loses its identity. The violin voice expresses a series of flexible through~composed musical sentences, each beginning with the same motive. There are many choices of tempo, mood, and dynamic framework possible for this movement, according to the instinct of the performer. However, once the basic image has been chosen, there is no need to change registration or dynamics in the harpsichord part. The performer of the solo violin aria can explore every phase of the subject, but need not indulge in nineteenth-century emotional extremes. Rather, his object should be to explore the many facets of the same expression. As each motive is extended in various ways, the underlying harmony gives the clue to the quality of the presentation of each sentence within the chosen framework. The violin solo can implement the rubato freedom with the constantly shifting dynamics indigenous to a bowed string instrument. However, once again, if the image appears to express a quiet mood, the dynamic range must remain constant and avoid any extreme oscillation. The third movement, also quiet and slow, requires the same unified treatment as above. New, contrasted sections occur in each of the two quick movements of this sonata. When the second motive appears, a new registration, different dynamics, and a new mood may be presented. If a harpsichord, violin, and bow similar to the instruments used in the first half of the eighteenth century can be used, the sonority and quality of sound require some readjustments for the listener. However, once intoxicated by the experience, one is reluctant to return to the more modern hammer-klavier and metal strung violin. An approach to the functional analysis of the music of Mozart must take two directions. The first is to det~rmine whether th~ operative bel-canto style, or an architectonic-harmonic motivic treatment is to be emphasized. In a sonata-allegro form, Mozart moves freely from one style to the other and it is the performer's first task to isolate these two qualities. In general, the steps to take are as follows. The tempo must be determined by the Italian tempo directions (the number of harmonic changes per measure or measures can be a deciding factor) . The slower the harmonic rhythms change, the faster the tempo may be taken .. Mozart's own wish, as clearly stated in his correspondence, suggests that the left hand maintains a strict tempo while the right hand takes whatever expressive rubato is needed. Here a "hands not together" approach is indicated which is more in the character of the late nineteenth century performance practices. To performers or listeners who have been conditioned to prefer a style ·"pure like Mozart's," this will appear to be a strong contradiction. Chopin made a similar comment regarding strict rhythm and rubato playing. Having established a tempo, the second step is to determine the direction of each measure and phrase. Within the restriction of a constant metronomic pulse, the license of tempo rubato allows three possibilities. One-a measure or phrase can have a forward, accelerated direction. Two-the phrase can remain static or stationary to coincide exactly with the metronomic pulse. Three-the phrase can relax or retard slightly. �'Che R._everend Charles Edward Berger 30 Each antecedent and consequent phrase will normally have a point of greatest emphasis (or phrase accent). This will be determined by the harmony, the rhythmic forces, melodic contour, etc. However, in the music which is not influenced by the bet-canto style, the melodic high point is seldom the same as the phrase accent. Conversely, when the bel-canto predominates, the contour alone, rather than harmonic forces, will determine the expressive rubato. In this case the performer can sustain the longest, highest note in the best tradition of the art of Italian singing. The same structure present in all the operas of Mozart can be found in a condensed form in his instrumental works. The implication here suggests the distribution of the component parts of a sonata-allegro movement between tutti and solo voices or instruments. Creating an implied orchestration in a solo sonata or chamber music composition will be most helpful in determining the performance characteristics. An example of this treatment can be shown by referring to K. 304 Sonata in E Minor for violin and clavier. The opening eight measures of the first movement are played in unison octave by both instruments, and serve as an orchestral tutti introduction. The absence of any phrasing indications in an Urtext edition does not imply that it is to remain unedited. The performer is obliged, as when studying Bach, to refer to many good examples among Mozart's compositions which have been well edited by the composer. By becoming acquainted with his mannerisms, his principles can be applied to the unedited music. The phrase directions of the opening tutti of K. 304 must be determined and housed in a relatively impersonal framework. This is changed a few bars later when the solo violin, as it is accompanied by a clavier figuration, has more expressive freedom. The neutral direction of the implied full orchestration of the opening is contrasted to the more cantabile solo instrumental interludes, as in an opera format. In contrast to the motivic-harmonic treatment of the tutti material, the bel-canto quality is present in the second section of the exposition where a maximum tempo rnbato is desired. Every phrase, regardless of its compositional motivation, must have its direction of movement clearly understood and projected. The antecedent and consequent phrases (if the music is so constructed) each might have a phrase accent, with the parts balanced so that one predominates over the other. This is determined by the objective analysis of the performer. He must not only recognize all the compositional devices but recreate the music according to the style of performance in Mozart's time. He must give some direction to every measure, playing the role of opera stage-director, orchestra-conductor, vocal soloist, music editor and instrumentalist. He must recreate in an instrumental composition the same scope of dramatic intensity that ranges from the awesome terror of the Ghost, the vindictive power of the Queen of the Night, the virile, seductive loves of Don Giovanni, the coquetry of Zerlina, and the humor of Papageno. There is no place for the inhibited performer when dealing with the realities of life-in-the-raw as it is spoken by this supreme, articulate master through the language of music. The performance-analysis of the music of Beethoven must take into consideration all of the eccentricities peculiar to this composer. The problem of tempo must be solved in relation to the importance of the newly invented Maelzel metronome. A study must be made of the manner of composition as is revealed in his sketch books. Adequate investigation must be made of the performance practices of Beethoven, the virtuoso pianist. Here is a new kind of music to be performed in a manner quite different from that of Mozart. The phrase directions, the dynamic and articulation indications have another meaning. The basic concept of a constant pulse tempo rubato must be changed to one of constantly shifting pulse, one where each measure might be played in a new tempo. The language of music, which is so personal to each composer, is equally so to the performer. As he recreates the composition from blueprint of the manuscript, colors it with his own personality, accepts, alters, or denies tradition, isolates the performance practices of one composer from another, trains like an athlete; the fleeting moments of all his efforts as presented to an audience are soon over. It is my hope that some of these suggestions may prove helpful to both performer and audience as they continue to grow and change in their understanding of performance practices. 31 On Preaching Although I can make no claim to expertness on the subject, I am glad to accede to the request of the editors and try to set down some of my thoughts concerning what for many is a high art, and for most a highly Christian art. It is not accidental that popularly the Christian clergy are often described as "preachers" ; for preaching is among the most important of the many duties of a clergyman. So far as I have been able to determine, preaching belongs in great measure if not entirely to the Judaeo-Christian tradition. My impression is that it has always been more closely identified with the Christian rather than the Jewish tradition. To be sure, the early prophets were the first preachers ; but the prophetic tradition itself later became more a writing than a preaching tradition, while Christianity has never lost its association with preaching. Its distinction from the Jewish tradition began with the proclamation of what the early Christians took to be the truth about Jesus : that He had been raised up from the dead ; and His resurrection disclosed not only His identity as Lord and Christ, but also that He headed a great new movement which would usher in a new set of relationships between God and man. Such proclamations constituted the burden of early Christian preaching; they also disclose what preaching essentially is. One fact is immediately apparent from the discussion of the preaching tradition: the sermon is spoken. Great cathedrals adorned with images in stained glass and sculpture are sometimes called "sermons in stone" because of their attempt to portray and proclaim the Christian story. Also, there are, to be sure, many books of sermons. But the sermon itself is spoken. So far as it is literature, it is oral literature. It is no accident that many preachers who become highly skilled at writing for preaching do not excel at writing for reading. They come to depend upon voice inflections for emphasis, and upon all sorts of things which the human voice makes possible but which remain impossible for type. A sermon must employ all linguistic arts and techniques ; a man who lacks rudimentary knowledge of the use of language will not be transformed overnight into a great preacher, even though he experience a conversion like that of St. Paul or of St. Augustine. Preaching may be described as the effort so to state the truth about God as to demand some sort of verdict from the hearer. It is by no means the simple declaration of truth. That the sum of two and two is four would never be the burden of a sermon, nor would the truth that God is good be a subject for a sermon. There would have to be a "therefore" following the proclamation that God is good: "God is good; therefore His people ought to be good"; or "therefore, we who are not good are threatened by His judgment." And before the demands of proper sermon structure could be satisfied, it would be necessary to cast the "therefore" in moving terms, resulting in a definite decision by the hearers to will and strive for goodness, or to make ready for the judgment. Unlike lecturing, which strives simply to illumine a subject and inform hearers, preaching attempts something radically different, for it attempts to persuade. It seeks to induce hearers to change their position and to adopt the point of view of the preacher. Some would say that preaching attempts to take people who are here and move them over there. This was certainly what the earliest Christian preachers attempted as they addressed entirely Jewish audiences and sought to persuade them to accept the beliefs about Jes us which are now called "Christian" and which mark the differences which exist between Christians and Jews. They did not, for example, preach on the theme that God is the Creator, for the Jews already believed that. What these early preachers did try to do was to lead other Jews to believe that through the resurrection God had initiated a new order of the creation with which it was possible, through baptism, to become identified. There was no point in the early Christians' trying to persuade the Jews that some day there would be a general resurrection, for this seems to have been a tenet of belief of �Paul Priest 32 most Jews of that time. What they sought to persuade hearers to believe was that Jesus himself would be the author of that general resurrection, which serves to explain why the Gospels ascribe several resurrections to Jesus. Nothing that I have written should be construed to mean that a sermon may not endeavor to inform, or that if a sermon does inform hearers, it is to that extent not a sermon but a lecture. Most sermons contain some information new to many of those who hear it, and the expository sermon is almost completely given over to informing hearers. (Incidentally, such sermons are among the most difficult to prepare and preach.) But not even the expository sermon may merely inform. It must also move or attempt to persuade, striving for a decision by the hearer resulting in a new act of will. It must also have to do with God. However eloquent it might be, no effort of a salesman to persuade and move us to buy his product could rightly be called a sermon, for the inducement must always have to do with God. From the foregoing considerations, we can construct a tentative definition of a sermon. Such a definition would run as follows : a sermon is a reasoned discourse which attempts to proclaim what the preacher regards as a truth about God, and which endeavors to persuade hearers to accept and act upon that truth. However, just as the experience of a conversion without linguistic skill is not a sufficient condition for producing a great preacher, without conversion and its attendant conviction, not even the finest speaker can hope to become art effective preacher. Preaching and conviction about God go together· just· as hand and glove-with the difference being that although hand may be withdrawn from glove, preaching and conviction cannot be separated. Preaching has been called "truth mediated through personality" ; and as this bears on conviction, it means that the person who lacks genuine conviction and commitment will as surely communicate this, if he should ever attempt to preach, as would a person aflame with conviction communicate his conviction if he assayed preaching. Precisely because it is so personal an activity, preaching always reveals something-if only the ineptitude of the preacher. All too often, preaching reveals a splendid knowledge of language and literature but a profound ignorance of proper structure of sermons, or the sermon may reveal gross ignorance of human nature and of the ability or inability of people to accept propositions. I have often had to suffer through sermons (and doubtless have caused many others to suffer through sermons) which were so poorly organized and presented that profit to the listener seemed impossible. Because preaching aims at commitment and at stirring the wills of hearers with a view to effecting godly transformation, in a profound sense the only Christian preacher may be said to be Jesus. His Gospel is the Gospel of transformation. It is the good news that this poor, weak, sinful, inept persort can be transformed or is being transformed into a facsimile of a son of God. Wherever we meet a man or woman who has quite evidently been transformed into a: child of God, there we may observe the effect of one of Jesus' sermons. The effort of Christian preachers is therefore simply to aid Jesus in effecting the process of transformation. Their sermons are sermons to the extent that they help Him in this work. 33 Delight lll the Given: Plainsong as a Paradign1 of Pure Art cy 71~~~71·~:: ;:'.i1i!=filJ~z@.gz;Q:~~ 1)e, ~ o "- 111 - ver- sa. ter- The "plainness" we may feel in plainsong is no part of its name, which translates the Latin "cantus planus," literally "flat song," all in one plane, without the perspective or sense of depth that would be given by an accompanying voice. Indeed, the melody seems to be some sort of plane figure, a curving line that one sees all at once, even though he hears it happen in time. The line rises into space and somehow is there; it is not moving toward a destination. Therefore we may consider it static or, in English, "plain." The Jubilate Deo above seems to fix itself thus for us in space by quickly outlining its working limits: "Jubilate" frames the fifth from D to A, and "Deo" then fills out the fifth from C back down to F. This fifth then controls the following melody on "universa terra," like a persisting pair of parallel lines within which the melodic curve goes back and forth, exploring possibilities. Later, in the second "Jubilate," the higher fifth from A up to E comes to dominate ; and taken together, these three fifths form the scaffolding of the entire piece. The clarity and firmness of this structure in fifths, giving the melody a sense of security, gives it also a r-a. .... sense of freedom and independence. The melody (we are given to feel) may flow where it will; it is not going to lose the fixed lines or unbalance them by its weight and so need to be pulled back. An excellent illustration is the C at the very beginning. If it were a C sharpthat is, a leading-tone-it would merely slide up into the D ; but instead it hangs from the base of the fifth, almost counterbalancing it, aloof and proud, opening a whole new range of musical view. This sense of a melody's being different (and so, in a sense, free) from the structure in which it moves is rare in most of our harmonic music. In such music melodies carry the feeling of the harmonies that underlie them, whether these melodies form chords or move through them. The way in which the Gregorian melody moves through this essentially static medium of tones, structured in fifths-its dynamic or rhythmic aspect-begins, somewhat as in the case of the fifths, with a strong controlling limitation: all the notes are approximately of the same time value. But given this initial security, they are free to move in groups of two or three (either one may be used at any time). These groups are not like �34 the regular foursquare measures of recurrent beats that mark off our music. Rather, they are little impulses of breath which build upon each other the way a gust of wind in the pines enforces the previous gust. They sometimes tread on one another's heels, as shown where the curves of grouping (above the notes) overlap. (A long note-double the basic value-always gives the impression of starting a new group.) This jamming, called a "pressus," seems to compress energy, giving a sense of tension and vigor somewhat as syncopation does in more modern music. It also, like syncopation, gives a surprise ; so does the apparently rough and irregular alternation of groups of two and three. But syncopation displaces the beat, and here there is no beat; the movement is in the groupings, the impulses. That is why the basic note value is free to vary slightly at times, speeded up or lingered upon, like the first A in "Jubilate." Now I suggest that what binds this free rhythmic movement to its structured medium of tones and intervals is a sense of enjoyment or delight in the tones themselves, their relations, and the movements these relations make possible, such as pausing to relish a single tone, vibrating between two tones a second apart or a third; or building an ascent, with increasing momentum, as if feeling out or appreciating the qualities of each note on the way, as in the second "Jubilate"; then repeating, with emphasis, the previous pattern on "Deo universa," and about to make an orderly close on "terra" -but suddenly unable to restrain itself the melody frolics away in rising thirds through a raised B natural to C, and then plays through different intervals that hang from C. And it seems no diminution of the strong, adult power of this music to express the emotion in its text, that its movements also contain something like the play of children, leaping and gliding. Some of the most sublime instants in modern music seem to be expressing a similar childlike delight in the music simply as something given, something that is just there, the medium or material. In Beethoven's violin concerto, for example, the second subject in the first movement is a mere running up of a scale : 35 Of course, this moment has a complex and artful preparation, by contrast with which only, perhaps, it exists; but the moments which open such windows are so rare (and no doubt also somewhat different for every listener) that one might feel they too had to be "given." We think of Mozart as one into whose mind melodies dropped ready-made; and yet even his finest things suggest a very perfect ordering of forms and emotions, rather than the free and artless spiration of a spirit. Ars est celare artem, but nobody can quite do it: I doubt that anyone has managed by taking thought to give an impression of spontaneity. That seems, when it comes, to find its own perfect form. Tradition holds that the Gregorian Chant came by direct inspiration of the Holy Spirit; and Mozart is reported to have said that he would give his whole production to have written one line of it. same glance why tragedy is considered the highest form of poetry, since it spans the broadest arc between delight and sorrow, and why poetry that is called "rhetorical," that seems to be using its art to persuade us of some idea without having assimilated the idea to its art, is considered inferior. What then of the idea of which the Jubilate Dea is trying to persuade us? "Exult unto God, all the earth." "Make a joyful noise." But this is almost the only idea that has no conflict whatever with the claims of art. ~eligious delight differs from artistic only in intensifymg the sense of givenness ; and since it too does not come whenever we will (and any attempts to imitate it produce the most horrible disasters), we fill our lives as our art with technique and discipline, to enable ourselves the better to wait for the much desired gift. "The wise in heart shall be called prudent, but the sweet of tongue shall find greater things." Proverbs, I :21 But this sense of delight in the given seems close to the essence of all art. Art cannot merely present the given, for then it would be a scientific demonstration; there must also be a purely human sense of delight in the given. It is asked whether a painting tells us about its subject or about its painter. About both, of course; but the painting principally reveals aspects of the subject and medium, and relationships between these, in which the artist takes delight. Therefore it is art. Delight is the essential artistic emotion, to use the term in the broadest way; it is what we feel when terrible grief, dread, wickedness, or even disgust has been enclosed in an artistic ordering. And yet this would not attract us, I think, had not the artist found something somewhere in the given that was beautiful or comical or otherwise pleasing. If this is so, we can see in the �Book Review James CCaylor Artifice and Accidents I Igor Stravinsky's Poetics of Music1 is an English translation of six lectures the composer delivered at Harvard about twenty years ago now available in a paperback. It is a book well worth getting, if only because so few first-rate composers seem inclined to talk about their art, outside of professional shoptalk. I know that anyone who likes music will want to read this if he hasn't already, but the book should be particularly interesting to the people who are anxiously concerned about the "ontological status" of music and who keep searching for a rationale to explain and encompass this upsetting and "irrational" phenomenon. Not that Stravinsky's book offers any such thing. It is by turns fascinating and irritating, a strange mixture of insights, prejudices, sententious epigrams, semantic quibbles, oracular pronouncements, anecdotes, fingerpointings, and metaphysical flights. One immediate problem is to get past the ghostly image of Igor Stravinsky, world's greatest living composer, laying down the Word for party-liners to pick up and parrot. That such an image exists is no more Stravinsky's fault than it is Ernest Hemingway's, or T. S. Eliot's, or Pablo Picasso's, or Martin Heidegger's, or any other public figure's with the same kind of authority and eminence, but that image is an obstacle all the same. You have to put up also with such Dr. Johnson-like utterances as "Modern man is progressively losing his values and his sense of proportions," with lengthy tirades against Wagner and music drama, and with a detailed historical criticism of Russian music that takes, I think, a fair amount of special knowledge to really grapple with. But beyond these superficial barriers the book is a moving and revealing human document. Stravinsky calls these lectures "confessions,"-not the emotional spectaculars the word suggests, but findings that emerge from an apparently involuntary and habitual process of self-examination. Certainly these findings are as "objective" as you could reasonably demand, and I guess Stravinsky is justified in saying that what he has observed in himself as a musician is generally true of composing and playing music. In this sense, the title of the book becomes clearer : this is a highly personal "poetics," but the introspection that produced it was profound and thorough enough to get beyond the purely personal level. What the reader finds is the revelation of a personality which makes itself known in the form of a disposition towards music. It is this disposition which holds together the lectures with all their digressions, obscurities, and inconsistencies. A lot of what Stravinsky says about music is familiar. We enjoy natural sounds like the breeze in the leaves and the song of birds, but these are only the raw materials of music, materials which must be organized by a conscious exercise of human artifice. Our proper enjoyment of music comes from participation in an act of intelligence made articulate in sound; the making of music is, to start with, "a will moving first in an abstract realm with the object of giving shape to something concrete." This is a recognizably ancient doctrine of the Western tradition, and it has probably been the implicit attitude of European composers from the time of the Renaissance on. This attitude leads Stravinsky to invest music with the highest degree of intellectual dignity, which in turn has certain consequences. For one thing, on this basis he would defend composers from being compromised or tyrannized by political doctrine or by the self-preserving interests of an entrenched bureaucracy, as Stravinsky claims is the case in the Soviet Union. Furthermore, since composers are working on a level of such high seriousness, they have a responsibility to maintain good order within their own house, not to be willfully revolutionary or capricious or egotistic in their handling of the musical materials. They have an equally great responsibility to remain alive to the possibilities within 1 Poetics of Music, Igor Stravinsky, © 1947 Harvard College, reprinted 1959 Vintage Press. 37 the materials and not to succumb to sterile academic formulas. It may seem paradoxical at first that Stravinsky of all people should make such a fuss about the word "revolutionary," which means all kinds of bad things to him. In fact, in his lectures and in other published writings he has bent over backwards to assure us that he is the soul of propriety, dignity, order and decorum, all of which makes him sound like a stuffy, humorless pedant. But he's not that way at all in his music. "Revolutionary" or not, The Rite of Spring startled, bewildered, and shocked an awful lot of people when it was first performed in 1912. And in the three decades after that, his successive scores were a major part of the body of "modern" concert music considered avant-garde, futuristic, controversial, "far out," and so on. Similar things were happening in poetry, painting, theater, psychology, and physics at the time, of course. Today many Stravinsky scores are concert program staples; nearly all of them have been recorded, and the composer holds a kind of grand master's position in his profession. Stravinsky insists he is not a revolutionist because he has always sought to maintain tonal order and not to impair it or overthrow it, and he has never striven after novelty for novelty's sake. Philosophically that is an important point, and I am willing to take his word for it. All the same, it's undeniable that Stravinsky's works sounded new when they appeared, and they still do. Listening to The Soldier's Tale ( 1918) recently, I was amazed by its freshness and its up-to-date, right-now quality. Mozart sounds fresh too, but there is a difference: he is classic; Stravinsky is still modern. It is not within the scope of this review or my own knowledge to give a full account of this difference, but I can try to sketch it m somewhat. Practically all of the standard concert repertory of European music from the late seventeenth to the early twentieth centuries was based on the diatonic system : melodies were drawn from two modes, major and minor, which could begin on any one of twelve tones within the octave; harmonies were drawn from the triads built on successive scale tones. Also metric groupings were usually fixed and regular, with two, three, four, or six beats to each measure. Of course, this is a theoretical reconstruction. Composers were not consciously following a "system"; they put down the music that came to them, but that music happened to fall within these limits. Considering the infinite variety of tonal materials available, this diatonic system is extremely limited, but it was quite adequate at the time, and it is still pretty much entrenched in our own jazz and pop music as well as in most of our hymn tunes. But by the early 1900's it was becoming clear to an increasing number of composers that the old diatonic frame, canonized in textbooks and conservatories, was getting to be cramped and confining, like an outgrown suit of clothes. It was time to pioneer, to discover and to exploit new resources of harmony, tonality, and rhythm. In different ways, Arnold Schoenberg, Bela Bart6k, Joseph Schillinger, and Stravinsky attacked the problem and offered solutions in their musical works and theoretical writings. Schoenberg and Schillinger (a mathematician rather than a composer) came up with systematic disciplines, while Bart6k and Stravinsky worked at the problem directly in their compositions. One of Stravinsky's innovations was rhythmic: the accents in his music are often shifting and nominally irregular-less like the accents of rhyming verse, more like those of spoken prose. This has a lot to do with the peculiarly modern sound of his music. As for tonality, he describes his own attitude with the term "polarity"; that is, he keeps the idea of a tonal center, as in diatonic music, the center being a single tone towards which other tones converge or from which they radiate, depending on how you hear it. Finding the center of a group of tones already in the air or starting with a center and setting up tones in relation to it results in the solution of the basic musical problem represented by any work in progress. This is still highly theoretical. Stravinsky's account of a composer at work is refreshingly matter-of-fact. He prefers the term "inventor of music" to "composer," and for him the business of inventing music is one of "grubbing about" with tonal materials-lines, chords, sonorities, rhythms, patterns, cadences-until they fall into order. And this order satisfies an original appetite stirred up by the commissioning of the work. This appetite is a kind of expectation of what the work will be like, but with nothing really certain to go on. I think anyone who has ever done anything "creative" (and that includes just about all of us) will recognize the truth of Stravinsky's subjective description: you start out with a cloudy anticipation, and get underway with some scrap of an idea that comes mysteriously from somewhere. Then after suffering varying degrees of �39 progress and frustration, you come out with a finished job and say, "Yes, that's what it is." This is that mysterious "creative process," a mystery like music itself because as a phenomenon it is so complete and self-defining. II One professional secret that Stravinsky lets out is the importance of accidental discoveries. Speaking of "the true creator" he says, "The least accident holds his interest and guides his operations. If his finger slips he will notice it; on occasion, he may draw profit from something unforeseen that a momentary lapse reveals to him." It seems to me that only an "inventor" of music could make that statement. It is quite possible for a hack composer to grind out music strictly by formula, working on paper without any reference to an instrument, and come up with something that sounds respectable. A lot of movie and television scores, I gather, are manufactured this way, through the Schillinger system. This is serviceable commodity music, but it's not serious, and because it's not serious it's dull. A Stravinskyan inventor is always alert, ready to make the best of whatever is lying around, including slips of his fingers. There is a legend, for example, that the theme for a fugue by Domenico Scarlatti was taken from a sequence of tones the composer's cat made strolling up the keyboard. Sometimes, when I'm listening to something by Stravinsky, I can't help playing detective and trying to identify the origin of this or that fragment. In Oedipus Rex, for example, I hear things that remind me of Handel, Verdi, Bach and Moussorgsky; I can also hear automobile horns honking and telephones ringing. Some of his ballet scores use music by other composers, for instance Pergolesi and Tchaikovsky-music that he has torn apart, shaken up, turned inside out, and thoroughly Stravinskyized. Stravinsky's music sometimes reminds me of Chinese cooking, in which some of the most incongruous ingredients, still whole and recognizable, not all boiled down, turn out to go with each other perfectly. One consequence of this grubbing, puttering, do-ityourself kind of "inventing" is that Stravinsky has a unique personal sound in his music that would be very hard to imitate. He uses a lot of musical effects that I imagine no composer ever thought of using before : the ragged intervals and choppy phrases that give his lines such a peculiar shape; the pungent, odd, differentsounding chords; the unusual instrumental voicings. Of course they are not as startling now as they once were, but that is the evidence of Stravinsky's success. Now other composers are beginning to exploit some of his discoveries, and I don't see how a contemporary composer can help but feel grateful for Stravinsky's spadework. This business about accidents has some interesting consequences. Accidents of any kind are something of a scandal in the drawing room of traditional philosophy, because there is just no way to account for them. They frustrate our intelligence and spoil the pattern of an otherwise well-ordered universe. The civil law tries to work out some kind of justice for people who get hurt in automobile accidents, using notions such as "contributory negligence" and "reasonable care." But, it is obvious all the same that plain old accidents will happen; it is often completely arbitrary to assign blame or liability to any of the parties involved. However, I gather that in modern physics accidents are being regarded as more than a nuisance. Physicists agree that we can make predictions about the behavior of things and can count on these predictions to have a high degree of probability, but we can't expect any more than that. There remains the area of accidents, sports, monsters, freaks, unlikely coincidences, and surprises in general. I think Stravinsky's willingness to incorporate accidents into his compositions is, like the disposition of modern physics, an indication of a coming new image of the world-an image which has been shaping itself over the last few generations. More about accidents: there have been other "inventors" of music besides Stravinsky : take, for example, the American jazz composer and pianist, Thelonious Monk. Monk operates unmistakeably within the traditions of the jazz idiom, and his tunes are the usual 32 or 12 bar structures; but there is a difference. His playing, which sounds at first awkward and uncouth to ears used to the fleet muscular grace of the player-athletes, has stock elements; but it is also odd and unpredictable. I have never listened to Monk when he didn't fool me at least once coming out of a turn of phrase. Frankly, I am sure that when Monk drops those hammer-heavy hands on the keyboard during an improvised chorus, he doesn't always know what keys he is going to hit, it's not all thought out in the way that even improvising musicians will pre-think their choruses by a split second. Like Stravinsky, Monk keeps a tonal center going, but he lets a certain amount of chance enter in the actual content of a chord er phrase, g1vmg the whole chorus enough of a general shape that the chance material falls into place and sounds right. In a way, Monk goes one step further than Stravinsky, who can erase and rewrite; an improvised chorus is a thing of the moment that falls just as it is on the listener's ear or the recording tape. To flirt with chance under these precarious conditions is daring, but Monk, who is no "revolutionary" either, can do it successfully. What Monk does seems weird now, but I suspect our music will probably go more and more in this direction. If that is the case, we will have to review and reconsider the venerable form-and-matter theory as applied to music. III In the final lecture Stravinsky discusses the performance of music. Much of the lecture is polemical, consisting of a fierce onslaught on "interpreters," that is, performers who project their own egos into music at the expense of the composer's intentions. Stravinsky undoubtedly has heard some horrible mutilations of his scores at the hands of vain, stupid, or insensitive conductors and soloists-he is certainly entitled to a little public spleen on that account. I don't think anyone with any musical taste and judgment is taken in for long by the muscle-bound, tin-eared virtuosos, publicity hounds, personality freaks, and ubiquitous phonies who infest the music business. But on the matter of literal and strict adherence to the score, I'd say Stravinsky goes far out on a limb. He calls for another small semantic reform, distinguishing between "executants" and "interpreters." Executants are the virtuous performers who stick to the letter of the score and fill in the gaps and ambiguities with properly cultivated taste and intuition. Interpreters, of course, are the others. That seems to be a legitimate distinction, but how far can you carry it in practice? Stravinsky makes a point of ridiculing the "naive impudence" of symphony conductors who speak of their Fifth, their Seventh, and so on. But why shouldn't they? Musical scores are at best only a kind of shorthand as far as performance is concerned, because the notation presently in use is inadequate to be any more than that. Actually, until the nineteenth century, instrumentalists and singers were expected to make their own embellishments ad libitum, according to standard and current conventions. Stravinsky apparently wants to rule out the ad lib factor. But how else can a conductor (for example) bring a score to life and give it the inflection and nuance and rhythmic drive it needs, if not by interpreting it through the grain of his own personal, musical being? Standards of taste and disciplines of musical intuition may rule out whimsical or bizarre affectations, but even these have their limits. You can go into a record store and listen to Toscanini's Seventh, and \i\Talter's, and Klemperer's, and Reiner's and J ochum's-they are all quite different. And these conductors are all musicians of the highest integrity. Each one of them must pour himself into the music, just as he permits Beethoven to pour into him; the result has to be a unique compound. You buy the one you like best. Stravinsky has conducted many of his own scores on records ; I happen to prefer Leonard Bernstein's version in one instance, and you might prefer Ansermet's or Monteux's-or Stravinsky's. As long as there is such a split in function between composer and performer, this situation is bound to exist. Parents may claim to know their children better than anyone else, but their knowledge is partial and limited because they are parents. This distinction between performer and composer is a thing limited to concert music. Composers of pop music provide material to be processed by arrangers and performers, and by the producers and engineers at the recording studios. A pop composer usually is not too fussy about how his material is performed-just as long as the record sells and he gets his royalties. If he is lucky enough to turn out a hit that becomes a standard, he may be delighted or dismayed by the variety of renditions he may chance to hear; but his dismay is, again, eased somewhat by the royalty checks. Jazz composers are almost invariably performing musicians themselves, and they write their tunes for themselves or their own groups to play. Duke Ellington, for example, writes for his own orchestra, keeping in mind the personalities, capabilities, and limitations of his men. As a result, the finished work is more like a collaboration between himself and the band. After the piece has been played in performance for a while it starts to take on seasoning and character; it may go through a whole life cycle this way. \i\Then other groups play Ellington tunes, the tunes lose some of their Ellington flavor, of course, but another group may also come up with an equally authentic version of their own. The virtue of a good jazz composition is this durability and adaptability which keeps it alive in a variety of styles and �41 interpretations, often far from what the composer had in mind. The point is that he's got no complaint coming. If he doesn't like the way someone else plays his tune, that's tough. True democracy: all interpreters, no executants. Along the frontiers of jazz, some musicians are working on more formal set compositions, but invariably they leave room for improvising somewhere. It's far from ..clear that the element of improvisation will inevitably die out, as it apparently did in European music during the nineteenth century; it may or it may not. If it doesn't, we may look at the decline of improvisation in European music as a temporary aberration which may have been related to a grand metaphysical desire to wipe out chance and accident from human enterprises, a desire that may have come about by pushing the conscious-will-organizing-and-informing-matter theory to a dead end. To bring things into a good perspective, I think we should remember that people making music is just as much a natural phenomenon, just as mysterious, wonderful and unaccountable as the song of birds or the breeze in the leaves. "We are not to suppose that when certain rhetoricians pour ridicule upon that which they are quite incapable of refuting, without any attempt at argument, their words are really thereby constituted rhetoric.'· For rhetoric proceeds by persuasive reasoning; words without reasoning are buffoonery rather than rhetoric." Galen, On the Natural Faculties, I, 16 "As for the argument that speech ought not to be the exponent of action, the man who uses it must be either senseless or interested; senseless if he believes it possible to treat of the uncertain future through any other medium; interested if, wishing to carry a disgraceful measure and doubting his ability to speak ~ell in a bad cause, he thinks to frighten opponents and hearers by well-aimed calumny." Thucydides, Peloponnesian War, Bk. III, par. 42 1~<~·;: ~,------------------------1 II Jr 11, "A rhetorician of times past said, that to make little things appear great was his profession. They would in Sparta have sent such a fellow to be whipped for making profession of a tricky and deceitful art ; and I fancy that Archidamus, who was king of that country, was a little surpris~d at the answer of Thucydides, when inquiring of him, which was the better wrestler, Pericles or he, he replied, that it was hard to affirm; for when I have thrown him, said he, he always persuades the spectators that he had no fall and carries away the prize." Montaigne, Essays, I, 51 �Contributors Jacob Klein Douglas Allanbrook Student, St. John's College Charles G. Bell Tutor, St. John's College Eyvind Ronquist Student, St. John's College Theodore Barnes Stinchecum Student, St. John's College Robert Koff Member, Juilliard String Quartet, 1946-1958; Lecturer and Performer, St. John's College (J uilliard String Quartet); Faculty Member: Juilliard School of Music; Tanglewood Music School; Aspen · Music School;' Adjunct Associate Professor and Director of Performing Activities in Music, Brandeis University, 1958- The Reverend Charles Edward Berger Member, Board of Visitors and Governors, St. John's College; Rector, All Saints Church, Chevy Chase, Maryland Paul Priest Tutor, St. John's College James Taylor I Tutor, St. John's College James Forrester .. Tutor, St. John's College Alumnus, St. John's College; A.B. , 1955 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 42 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 January 1961-Vol XIII No.1-Rhetoric Title A name given to the resource Bulletin, St. John's College, January 1961 Description An account of the resource Volume XIII, No. 1 of the Bulletin, St. John's College, Rhetoric. Published in January 1961. Date A point or period of time associated with an event in the lifecycle of the resource 1961-01 Creator An entity primarily responsible for making the resource Sheppard, Harrison J. (Editor-in-Chief) 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/d0ded2b8a2415634c8a9e6469a51e4b5.pdf bd9dcc25f4b72bb9bd835cc345a27ce0 PDF Text Text ·St. John's College Politics · and the Liberal Arts �Bulletin St. 1ohn's College Vol. XII No. I A Letter from the Editor to the Reader There can be no discussion without contradiction. MONTAIGNE This issue of the Bulletin is a trial issue of a ST. JOHN'S REVIEW, a periodical intended primarily for the friends of the College and those members of the community no longer in residence. Conversation, as the core of education, is the primary activity of the College. The written word, however, has at least one advantage over the spoken word: it overcomes time and distance. By means of a periodical the absent members of the St. John's Community and those who wish to learn more about the College would be able to eng~ge regularly in its primary activity. They could participate both as speakers and as listeners: as interlocutors in a dialogue or seminar, reply. ing to the views expressed in each issue. The review would afford members of the faculty, as well as the students, an I opportunity for fuller and more carefully considered expressions of opinion than the exchanges of classroom discussion allow. It would also make possible the presentation by a student of a finished example of the kind of exercise with which he is concerned: translation, demonstration, interpretation of a text. The reasons for choosing Politics. and the Liberal Arts as the subject for this ' issue will perhaps become clear to the reader as he reads the review it~elf. In part, I this issue is an inquiry into the relationship between a community such as St. John's and the larger body politic from which it comes and in which it is bred. We J are now planning a second issue which will be titled Words and Music. Eventually we hope to produce a regular publication, in' which case a subscription fee to cover the cost of the periodical will be necessary. The content of this issue may be considered the opening remarks of the first speakers of a dialogue. Our interlocutors must reply if the dialogue is to continue. "There can be no discussion without contradiction"; for contradiction is the stimulus to self-examination and learning. H.J. S. EDITORIAL STAFF HARRISON J. SHEPPARD Managing Editor and Editor-in-Chief THEODORE BARNES STINCi-IECUM Associate_ Editor ROBERTA IRWIN Secretary to the Editor ]AMES W. FORRESTER Copy Editor EDWARD L. MATTISON Research Editor OSCAR MOLINARI-HERRERA Assistant to the Editor CHARLEN FOSBERG Recording Secretary PALI BIJL DAVID BRUTZ N ICOLAS H. EKSTROM JOHN KOHL, JR. AMANDA MAYER PETER N ABO KOFF \iVILLIAM RANDALL SALISBURY DAVID R. SCHILLER RICHARDS. FREIS o~ August 24, 1912. Table of Contents The Reverend J. Winfree Smith FACULTY ADVISORY BOARD EVA BRANN COVER DESIGN AND LAYOUT THEODORE BARNES STINCHECUM Our American Republic 2 On The Merits 7 Imago Tyranni 10 12 Oratio Tyranni 15 Marcellus and Archimedes 19 The Problem of Freedom PALI BIJL J. J . BODINE SUSAN CLIVER Suzy MILLER MARY STORM SPECIAL ADVISOR Annapolis, Maryland ST. JOHN'S COLLEGE Number 1 Volume XII January, 1960 . Published Quarterly · Entered as Second-class matter, February 18, 1949 at the Post Office, at Annapolis, Maryland, under the Act Politics and the Liberal Arts The Appearance of Athens TYPISTS RICHARD SCOFIELD, Chairman CLARENCE J. KRAMER L. HARVEY POE J . WINFREE SMITH COPYRIGHT 1960, ST. JOHN'S COLLEGE January 1960 21 Book Review: Power Without Property 26 Richard F. Cleveland Theodore Barnes Stinchecum Eva Brann Elton Ray Davis Harrison J . Sheppard Jacob Klein William H. Brubeck �The l{everend J. Winfree Smith Our American Republic Any investigation of political matters, like any investigation of any matters, has to start with facts, opinions, and questions that are before us and are apparent to an attentive man. The present political fact, which, more than all others, occupies the attention of men is the division of human kind into two parts. We describe this division as that between the communist world and the free world. We think of the communist world as living under tyranny and of ourselves as free and democratic. The communists recognize the same fact but describe it differently. Nikita Khrushchev, in his television address just before leaving the United States, said, "Everyone in Soviet society really enjoys freedom," and went on to imply that not everyone in the United States does. He also said, "The constitution of our state is in reality the most democratic," implying that the constitution of the United States is less democratic. Mr. Khrushchev may have been engaging in a certain amount of deliberate deceit or propaganda designed for the American public, but in speaking also to Russians he speaks of Soviet society as free and democratic. Propaganda too, perhaps. Nonetheless, it is significant that, although we seem to mean different things by freedom and democracy, we use these same words. The situation here described is typical of the human situation. There are facts about which there is some general agreement. There are words that are common. But there are different and, to a large extent, conflicting opinions. The conflict of opinions necessitates the questioning and criticizing of opinions. We must ask: who has the right opinions? We may find that our disagreement arises because we are talking about different things. We in the United States, seeking to define freedom, might refer to the Bill of Rights and say that what we mean by freedom is freedom of religion, of speech, of the press, of assembly, of the person under habeas corpus, of business enterprise, etc. We might say that what we mean by democracy is the right of the people to rule themselves through their freely elected representatives. The communists, on the other hand, might say that free- dom is freedom from the restraints imposed by bourgeois law, morality, and religion, which are only the instrument of the oppression of the people. They might say that what they mean by democracy is the rule of the Communist party, which alone represents the true interests of the people. Such defining and such clarification have only exposed the need for further defining and clarification. What common concept of human freedom lies back of the freedoms enumerated in the Bill of Rights? What conception of freedom lies back of the notion that bourgeois law, morality, and religion must be swept aside if freedom is to be achieved? Answers to these questions might disclose deeper disagreements. Moreover, the distinctions that have been made do not show what good either kind of freedom or either kind of democracy is. One might say that it is an obvious good that men not be forced to believe, or to act as if they believed, certain things; or that they not be forced to say, or refrain from saying, certain things; or that they not be forcibly deprived of what their own labor has produced. Or, if one is more radical and does not go that far, one might say that it is obviously better that a man of his own will believe what he ought to believe, say what he ought to say, and not say what he ought not to say, than that he be forced to any of these things; or that it is better that he sacrifice willingly the product of his own labor for the good of others, than that he be forcibly deprived of it. In any case, the opinion that it is good that man be free from certain restraints or oppressions is not separable from the question of what man is good for, of what it is good for him to be and do. In other words, thought about political matters must inevitably raise the comprehensive question of what the human good is, of what is good for men as men. And if it be said that it has to do only with the common good rather than the private good, one would still have the problem of distinguishing what is common from what is private and of evaluating this distinction. Political thought must 3 then concern itself with the whole of human life. But it must do more. It matters to the understanding of the human good, public or private, whether human life is derivative from or dependent on that which is higher than man or that which is lower than man. Therefore, political thought cannot divorce itself from a consideration of that which is other than man, that which is called nature. Or, to put it another way, the humanities and the natural sciences cannot be separated. Or, to put it a still better way, political philosophy cannot be separated from philosophy in general, from the inquiry into the whole of things. This is where the liberal arts enter. The liberal artstraditionally understood as grammar, rhetoric, dialectic, arithmetic, geometry, astronomy, and harmonics-are the tools of philosophy. They are arts because, like all arts, they presuppose knowledge and proceed according to rules. They are liberal because, unlike other arts, their purpose is not utilitarian. Rather, their purpose is to raise the mind above the level of mere fact and to free it from the tyranny of mere opinion and prejudice, that it may seek its proper excellence in the intellectual virtues, in knowledge for its own sake, or in that kind of knowledge which is necessary for the common or private human good at all levels. Of the liberal arts, the tools of philosophy, the first three are more immediately relevant to political philosophy. But the mathematical arts are also relevant, and not only in the obvious sense that they are essential for the science of nature. Political philosophy has always to have its eyes open to political life as we know it, as it exists on this earth at this time. But also and inevitably, perhaps unfortunately, it must turn its eyes to certain books. This does not mean that it becomes a literary study except insofar as it is necessary, if one is to grasp the thought of men about the perennial political problems, to understand the several modes in which, for various reasons, they express, or express: while concealing, their thought. There are books that not only illuminate but form and produce, political fact. It may be difficult to measure the exact effect of Locke's treatises on civil government upon the formation of the American republic. That they had such effect cannot be doubted. \i\Thatever qualifications or modifications of Marx's theory may be represented by the Soviet Union now existing, it is clear that Marx's Capital has had a formative effect on the Soviet Union. In the following pages an attempt will be made to show the role of political thought in forming the American republic and to suggest the role that it has in under- standing and in judging the American republic. The men who founded our republic, who wrote the Declaration of Independence and the Constitution, were men of political experience who had read widely and thought hard about political matters. In their view there are "laws of nature and of nature's God" which transcend positive law and to which they could therefore appeal against positive law. Only thus could they justify the separation of the colonies from British rule. Since, however, natural law may mean different things, we must ask what they took natural law to be. If we should follow the Declaration of Independence, we would conclude that natural law means natural rights. The colonies were entitled to a "separate and equal station among the powers of the earth" because the rights the colonists had by nature had been infringed by the British monarch. Natural law is obligatory in the sense that it obliges men to respect the rights of one another. Alexander Hamilton, maintaining that there is an eternal and immutable natural law originating in God, sees this law as that on which natural rights depend, the rights to life, liberty, and property. He says, "In a state of nature, no man had any moral power to deprive another of his life, limb, property or liberty: nor the least authority to command or exact obedience from him, except that which arose from the ties of consanguinity." Thomas Jefferson, arguing that men may change their laws and institutions as it suits them, says, "Nothing then is unchangeable but the inherent and unalienable rights of man." His principal abjection to the Constitution as originally adopted was that it contained no bill of rights. One might understand the inclusion of the Bill of Rights as a spelling out of what was meant in the preamble by establishing justice. Political justice consists in the guarantee of rights. Since the establishment of civil government necessarily means the surrender of certain rights, and since no man can surrender the rights of another man, civil government derives its authority from a voluntary compact on the part of the people. They allow their rights to be limited in order that their rights be secured. The sovereignty resides ultimately in the people. It is they who "ordain and establish" the Constitution. They no longer retain the natural rights to life, liberty, and property as unqualified rights. In accordance with the Fifth Amendment, they may be deprived of any of these by "due process of law." "Due process of law," the form of legality, sanctioned by the will of the people, became the standard of justice. The very existence of the Constitution is indicative of the importance that was attached to formal �~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ - - . _ , , , , - ~ , ~ , _ _ _ ~ ~ ................................................_____________________________..______ 5 4 institutions with strict definition of their several powers of making, administering, and interpreting law. As is well known, a certain disagreement arose among the founders of the republic as to what institutions would best protect life by ensuring domestic tranquillity and providing for the common defense, best secure the blessings of liberty, and best promote the general welfare in the expanding acquisition of property. Hamilton in the Constitutional Convention advocated that an executive and a Senate be elected for life, because he thought these necessary to check the imprudence, "the turbulent and uncontrolling disposition" of the popular assembly. "The people are turbulent and changing; they seldom judge or determine aright." Once the Convention had adopted the Constitution, Hamilton supported it vigorously and labored for its ratification. Jefferson feared monarchy, as Hamilton did not; and he had more confidence in the people. But one should not overemphasize his disagreement with Hamilton. Like Hamilton, he saw as the principal evil of even representative democracy "the turbulence to which it is subject." "The executive in our government," he says, "is not the sole, it is scarcely the principal object of my jealousy. The tyranny of the legislature is the most formidable dread at present, and may be for many years." Like Washington and Adams, these men were not doctrinaire democrats, whom they called "speculative thinkers" and "theorists." They were not J acobins ; they hated that name. If the founders of the American republic thought the people to be turbulent, they also thought that rule by enlightened statesmen with disinterested motives was not a practical possibility, or if a possibility, could not be of any long duration. "Enlightened statesmen," said Madison in the Federalist, "will not always be at the helm." It was their aim, therefore, to secure both good and stable government by means of "rational" institutions designed for the protection of natural rights. "Men," says Hamilton, "are rather reasoning than reasonable animals, for the most part governed by the impulse of passions." Madison, starting with this premise, argued that both religious and moral motives lack efficacy to control the passions and hence to remove the causes of faction. The institutions established by the Constitution would, however, be the best means of controlling the effects of faction, provided the country be sufficiently large, factions sufficiently numerous, and no one faction dominant. The various interests or passions of sections of the population would be represented in the national legislature, in the Senate and in the House of Representatives. Debates in the legislative bodies would never be carried on in pure philosophic detachment; the Senator or Representative would, in all probability, share the interests and passions of his constituents. The debates would, however, lead to some sort of reasonable compromise in which the various particular interests would be adjusted within the general overriding interest of all in security and liberty. The system of "checks and balances" would operate in a similar way among the legislative, executive, and judicial branches of the government. No one was so sanguine as to suppose that this system of government would work like a perfect machine or that any institutions can prevent the evil effects of passion in the complete absence of virtue. Those should rule who are best qualified to rule. The qualifications are virtue and talent. According to Jefferson, who was perhaps the most "democratic" of the founding fathers, there exists among men a natural aristocracy based on virtue and talent as distinguished from the pseudoaristocracy based on wealth and birth; and "that form of government is best, which provides most effectively for a pure selection of the natural aristoi into the offices of government." What Jefferson understood by virtue is not virtue in the highest sense, since "the test of virtue is utility." But even virtue as he understood it cannot be produced without training, i.e., without education. Jefferson therefore proposed for the State of Virginia a scheme of free public education which would educate the body of the people to a certain degree and select for higher education the gifted few. He imagined that the body of the people, educated to a certain degree, would then elect "the really good and wise" to the offices of government. For the country as a whole he recommended an amendment to the Constitution in aid of public education. We must now ask: what is the meaning of the presuppositions which guided the founders of our republic? What is the meaning of the statement that governments are instituted among men to secure natural rights? Whence the idea of natural rights? There are those who maintain that this idea originates in Christianity, in the Christian conception of the dignity and liberty of the individual. But then it does not take much reading of the New Testament (and presumably the New Testament is a reliable guide to Christianity), to see that this cannot be true. It would seem that there is very little dignity or liberty in him who is a slave of sin. But even if there be a dignity or liberty in a man as created by God, even if this dignity and this liberty be not obliterated by sin, it does not follow that this man possesses rights. Even if he has a duty to love every other man as Christ loves men, he may not claim the love of another as his right any more than he may claim the love of Christ as his right. Indeed one may say that the attitude of the man who claims his rights, the attitude of self-assertion, is antithetical to the Christian attitude of self-denial, of submission, or of grateful acceptance. A statement of Hamilton's may be useful as a guide: "The science of politics, like most other sciences, has received great improvement. The efficacy of various principles is now well understood, which were either not known at all, or imperfectly known to the ancients." Hamilton believed in the superiority of modern to ancient political science. That Jefferson shared this belief is sufficiently attested by his very low opinion of Plato's Republic and his very high opinion of Locke's writings on civil government. This suggests that we must look not to the Biblical tradition or to the tradition of ancient political science, but to the tradition of modern political science. Hamilton and Jefferson apparently were not fully aware of all the points of conflict among these traditions. They seem to have taken on face value those statements of Locke in which he appears to be in agreement with the pre-modern or pre-Hobbesian teaching about natural law : that there is a natural law ordained by God, knowable to man through reason and prescriptive of duties. Hamilton says that God endowed man "with faculties by the help of which to discern and pursue such things as were consistent with his duty and interest; and invested him with an inviolable right to personal liberty and personal safety." Jefferson says, "The practice of morality being necessary for the wellbeing of society, he [the creator] has taken care to impress its precepts indelibly on our hearts." They do not seem to have recognized Locke's dependence upon Hobbes. They mention Hobbes but rarely, and when they do, it is to express disagreement. Nevertheless, at certain decisive points they share with Locke and with Hobbes views which make the essential difference between modern and ancient political science. According to Hamilton, the former is superior to the latter in that the efficacy of various principles is now understood. One may say that modern political science seeks to determine what is politically best and desirable on the basis of what is politically efficacious, whereas ancient political science seeks first to determine what is politically best and desirable and then to consider what compromises must be made for the sake of efficacy. The appeal to natural rights is more efficacious than the appeal to natural duties, because natural rights are rooted in the desires and passions, which in most men are stronger than reason or virtue. The right to life is rooted in the desire for self-preservation or the fear of death. This desire and this passion lead men to form and to maintain civil society. The right to liberty is rooted in the desire to be free to pursue one's desires. The right to property is rooted in the desire for "commodious living." Instead of a criticism of the desires and passions, certain desires and passions are endowed with the sanction of right, because they are politically efficacious. The truth of the proposition that natural rights are rooted in the passions was brought home to this author while attending a political rally during a recent presidential campaign. One of the presidential candidates was the principal speaker. He spoke about the rights of this group and that, groups represented in the audience. He was warmly applauded. He would probably have been less warmly applauded, or applauded not at all, had he sternly reminded the audience of their duties, had he spoken in the manner of Amos, or had he said with Jes us of Nazareth, "Blessed are you when men revile you and persecute you ... for your reward is great in heaven." Furthermore, it is the doubt of the political efficacy of disinterested right reason that makes the problem of sovereignty as important for the founders of our republic as it was for Hobbes and Locke. The answer to this problem could not be that those men should rule who have the political wisdom to rule. Hence the founders of the American republic sought to substitute for rule by political wisdom "rational institutions," which derive their authority from the consent of the people, the people being motivated by a concern for their rights. As we remember our past and our fathers, we may be proud of their political perception; we may be proud that the American republic has for so long been able to combine stability of government with liberty, a thing unknown to the democracies of ancient times. Security and liberty are still dominant considerations. Our concern for security governs our foreign policy. For reasons of security we have military bases around the world, we give military and economic aid to foreign nations, and we are anxious about our rate of economic growth as compared with that of the Soviet Union. Security is a necessary object of government. But an exaggerated concern for security may endanger liberty. The Supreme Court, in its recent decisions in favor of liberty, has been essentially conservative, since liberty is written into the basic positive law of our land. One might suggest, however, that an exaggerated con- �R._icliard F. Cleveland 6 cern for security and liberty may endanger human goodness. The appeal to natural rights, to life and liberty, may always be necessary in order to enlist the desires and passions for the popular support that government needs. But an appeal to duties may possibly find a listening ear in a telling number of politically responsible, decent men. These decent men may see the following truths : that we should not think of liberty as the freeclorn to do what we please regardless, or even as the freedom to do \vhat we please as long as it does not interfere with the same freedom in others ; that freedom of speech or of the press is meaningless apart frorn the obligation to the truth; that freedom to acquire wealth is meaningless apart from the obligation to use that wealth for the common good; that freedom to elect one's representatives is meaningless apart from the obligation to elect good representatives rather than those who are merely the slaves of the desires of their constituents. Of course, homes and schools play a major part in producing or in failing to produce decent men. \A/ e need rnuch better homes and much better schools than we now have if our citizens are to use well the leisure that modern technology has made available, i.e., if they are going to be educated for the hurnan goodness of which they are capable according to their several capacities. The proper hierarchy of political objects is not security, liberty, and virtue in that order; but virtue, liberty, and security. Any American patriot must hope that if Mr. Khrushchev, or his grandson, bury us, it will not be because we deserve to be buried. 7 On the Merits 1\ lawyer relates his profession to the liberal arts with better reason than the Irish student whose familiar essay on the elephant was entitled "The Elephant and the Irish Question." \:Vithout comparisons with other callings, many of which can claim that their provinces share in some sense the broad territory of the liberal arts, it is a fact that the major occupation of lawyers is to man the machinery of justice. Justice rests on truth, and parenthetically it may be noted that justice rests on both abstract truth and specific truths-a statement calculated to embroil a St. John's seminar. \Vith a witness on the stand, sworn to tell the truth, we cannot adjourn court to pursue the meaning of truth; we want only (and how hard it is to get that) to know what A told Band when, whether a shipment of seeds was spoiled, whether a driver gave a proper turn signal. Such truths, which lawyers boldly call facts, are bricks and mortar of justice. Before getting into the role of the profession of lavv in abstract truth and justice, it is good to clear the air by pointing out that it is rarely the function of a lawyer, serving his clients in or out of court, toquestion the applicable rules and standards. His sworn duty is to get the best (another seminar word) for his client under the rules. The best may or may not correlate with moral and ethical goodness. The late Justice Holmes said that legal rules had been washed in a cynical acid. There are, of course, rare legal contests where the applicable rule of law is vulnerable or uncertain, which invite argument as to what the rule should be, but even then any court below the highest would be rash and imprudent indeed to announce a new rule in any specific case. A possibly superfluous footnote should, in the interest of perspective, recognize that in at least nine-tenths of all litigated cases the result turns on application of the admitted law to the facts. For this reason, while all contests in court arc exciting to the participants, few of them are significant in the evolution of the law. Uniform adherence to precedent in the administra- tion of the machinery of justice means that legal rules often lag behind current economic and social thinking, even unofficial legal thinking. This is not only inevitable, it is good more often than bad. Basically, the balance of governmental powers, rooted in the Federal Constitution, and made explicit in early policy decisions of the Supreme Court, contributes to the deliberate and measured pace of the evolution of the administration of justice. This part of the Constitution was the wise product of streams of divergent beliefs on the relative roles of the legislature and the courts. Nor did the advocates of greater legislative freedom die with their defeat in the Constitutional debates. Within the last two years (1958-9) unwelcome decisions of the Supreme Court have roused renewed efforts to limit the judicial power. In 1935, some of Franklin Roosevelt's bold schemes, supported by substantial public desperation, \Vere frustrated by a Supreme Court variously described as Nine Old Men still groping in the horse and buggy age, or as steadfast saviors of the American \Vay of Life. Less dramatic conflicts have arisen throughout the Court's history. Perhaps the best proof of the wisdom of the Constitutional arrangement is that the Supreme Court has been charged at different times with reaction and revolution. Laymen may better understand the function of courts in the vwrds of young and new J ustice Potter Stewart: when asked if he was a conservative or a liberal, he said he wanted only to be considered a good lawyer. Judges apply the law to specific sets of facts between two contestants. If "new" law is made by judges, it is by extension and analogy to fit the case. Any lawyer who reads this will sense the oversimplification, but must agree that in all but the rarest cases, and those in the highest courts of last resort, judges are but the current bearers of lights reflected from hundreds of thousands of judicial sparks over hundreds of years. It is not their function to legislate bright new ideas.Judges, too, are conditioned by their training to think within the living fabric. �w , I l 8 They are also bound to follow what higher courts have done. No lawyer can advise a client, or draw papers for him, without at least subconsciously relating the transaction to what a hypothetical court would decide if the matter unhappily came into dispute. Virtually all legal advice is prospective; and whatever the question involves, which could be any facet of human needs and desires, what the client wants is certainty. Without assurance that the act or venture would in the future meet the test of binding legality, every man's life would be chaos. Law is the answer to the basic need for predicted order. There could be no fabric of society if every prospective commitment were at the mercy of the subjective views of a judge. Law could not, in the nature of things, be anything but conservative. These are platitudes but are not always understood. What has this heavy prelude to do with the liberal arts? Simply that the law is the distillation of human experience, human needs, aspirations and desires, boiling away in constant turmoil over the centuries. Law evolves out of the orderly settlement of actual struggles and clashes of living people. To the extent that lawyers and judges are liberal artists-that is, informed in universal terms and skilled in judgmentthe distillation will truly reflect present ingredients and will insure wise extensions into the changing future. This parallels the proper role of education in the liberal arts: to prepare young people to cope with the existing fabric, to be sure, but also to contribute to its adaptation to unmet needs. The purpose here is certainly not to assign greater importance to lawyers than to philosophers, or any other calling, but simply to point out, first, that lawyers are by definition the actors at the very heart of the distillation, and second, because of that responsibility, they must or should be ideally universal in the breadth of their understanding. Indeed one of the attractions of the legal calling is the opportunity, as well as the necessity, of learning much about many things. The "much" is usually less than expertise but must be enough to know the intellectual and practical coin of brewing, shipbuilding, psychiatry, and a hundred other pursuits. Perhaps the degree of necessary knowledge in these varied fields is roughly comparable to the understanding acquired by St. John's students in language tutorials. So much, however disfigured by abbreviation, for tlie,work of lawyers and judges as journeymen crafts- men. Without more, the tempo in meeting new and changing needs could well lag dangerously. But many lawyers are not only workers who contest for favorable action before judges. They are persistent criticsin cases unrelated to theirs, to be sure-of the art of the judges. Informally in conversation, more formally in speeches, law review articles, and text-books, they hammer away at the premises, reasoning, and conclusions of courts. This is more productive than protests over a baseball umpire's blindness. It focuses attention on significant decisions, it informs and enlightens the bar and bench, even professors of law and editorial writers. Important as lawyers are in the process of deciding specific conflicts on their merits, the backlash of detached, almost philosophical criticism probably contributes more to the progress of the law. "On the merits" is a great concept, equivalent to justice. Where does the law find justice? Precisely in the processes already described. Finite minds are helped by picturing a law of nature as the ideal, hovering in the sky, waiting to be pulled down and mortalized piece by piece into human law; but no such excursion into metaphysics can be launched here, and it is wholly immaterial whether judges discover or invent, for they must be equally wise for either task. It will be clear by now that the merits, or' justice, in the practical administration of justice, are a combination of pragmatic experience and abstraction. The law must provide certainty simply because daily living demands it, and it must keep pace with new and changing needs for the same reason. From time to time, however, the course of the evolution of law in specific areas is reoriented by statutes. Legislatures have the power, within constitutional limits, simply to say that the evolution of centuries of decisions by courts is no longer applicable. This happens rarely in important areas, but good examples are the workmen's compensation statutes and statutes regulating labor conditions. In the former area, the evolved law, following the basic principle that there is no liability without fault, denied compensatory damages to a workman injured in an occupational accident unless his employer was negligent or otherwise at fault. Against this intellectually respectable doctrine loomed the social consequences of unavoidable accidents. Statutes, in the early years of the twentieth century, attempted to put the burden of such injuries on industry by creating insurance funds from which 9 workmen could be compensated regardless of fault. In the earlier court conflicts between the familiar doctrine and social needs, the old doctrine won, but it crumbled in later decisions. Statutes regulating hours and conditions of labor, designed to protect the health of men and women in industry, ran up against the basic doctrine of freedom of contract; i.e., if a woman agreed to work longer hours than were good for her, that was her sacred privilege. Again the social interest prevailed. These are important examples of a relatively modern trend against treating any legal contest as a purely private fight. In the trade, the trend reflects what is aptly called the sociological school of law, as contrasted with the analytical and historical schools. It is fashionable now to say that in every lawsuit there are three parties: plaintiff, defendant, and the social interest. It would be imprudent, however, to underrate the tenacity of the evolved common law. Many a statute, laid on the Procrustean bed of the common law, has been stretched or cut to size by court interpretation. The built-in evolutionary conservatism of lawyers is tough and resourceful-and this is as it should and must be. If it could be effectively decreed that all existing law be wiped off the books today, the law would be continued without serious interruption in the minds and instincts of lawyers. A large segment of the mechanics of justice is now committed to administrative bodies, semi-judicial agencies of government regulating specialized activities. Space does not permit adequate discussion except to point out the underlying impasse of providing prompt and efficient administration while safeguarding the fundamental rights of persons whose interests are at stake. The dual capacity of administrator and judge calls for angels, and there are not enough to go around. In this field, the pressure to mold a government of laws into a government of men is ever present. The effrontery of a mere journeyman lawyer in undertaking a primer to an introduction of the legal processes is magnified by an epochal event of June, 1959: the publication of the very great Roscoe Pound's Jurisprudence 1 a few months before his ninetieth birthday. In his five tough volumes is the history of man's struggle for justice, for the ordering of human life on the merits. It is a rare and wonderful thing that the ablest living scholar is able to pass on his life work in one available prodigious record. If what I have so inadequately said here leads a few readers to Dean Pound's store of treasure, the reward will be great indeed. 1 Jurisprudence, (c) 1959 by Roscoe Pound. West Publishing Co. -Ed. note ��--------------------------------------------....,·--------------------13 Eva Brann 12 The Appearance of Athens ... this land, shaped to be intimate with excellence and appropriate to thought . . . Plato, Critias 109c With respect to the Greeks it is of a certain consequence that they actually existed. This is neither immediately obvious nor always true. The Greeks are most articulately before us in the Texts-these are the alpha and omega of our acquaintance with them. Examine then one of these texts for its closeness to "actual existence," defined as palpable daily living, productive of palpable semi-permanent paraphernalia such as cooking pots or city plans: '' AvBpa /Wt ~1'VE7rE, Moilcrn, 7roA.vrpo7rOV . . . Tell me the tale, 0 my Muse, of the versatile man ... And the Muse conveys this recitation to some anonymous person who tells it from our printed page. But this page was copied from a manuscript which was in turn copied from another, and so back through a paper-andparchment genealogy to a voice which came by it in whatever manner men come by poetry. Where in this transmission chain could "actual existence" insinuate itself? Would it be of the slightest consequence that the fairy-tale Phaeacians were actually visited by an Ithacan prince or that a goddess in whose veins flowed real ichor reported this to a person whose name was actually Homer? Probably not. But there are other texts of a different sort ; for instance, histories : 'Hpo86rov 'AA.tKapV'f}<J'<Jlo> iuropt'f)> 1h68E~t> ~BE . . . 1 So begins one of these texts ; someone, somewhere, in his own person, invokes the aid of the Muse in reciting a poem. The person himself gives a certain sober summary such as one might compose without divine inspiration: the versatile man sacked Troy, saw cities and knew the mind of men, suffered in soul while at sea, and so forth. But without the Muse he knows neither how to tell the man's telling name nor the pattern of his wanderings. The Muse has been invited to "begin where she will," and she begins "there where all the others who had fled sheer destruction, fled war and sea, were home,'' and Odysseus alone was still at sea. She unfolds the story, and Odysseus arrives in the land of the Phaeacians where he himself takes up the tale; for the versatile man is also, perhaps first of all, a poet. Here let us add up the removes from some "actual existence" through the poem to us. A man Odysseus tells a tale of himself; he introduces himself in this way: I am Odysseus, the son of Laertes, whose numerous wiles made his fame among men ... 2 and having thus established his credit he tells his fairytale travels at one of the stations of his fairy-tale route. Herodotus of Halicarnassus publishes this inquiry . . . so that the great and wonderful works accomplished both by the Greeks and by the Barbarians may not go without fame ...3 Here the author's identity and credentials are of greatest interest. The first person singular, that spurious personal presence which turns the page into a libretto, is therefore given up. Herodotus identifies himself in the third person and so turns himself into a fact like any other in his history. He adds that he comes from Halicarnassus, because that city straddles the boundary between Greeks and Barbarians. He says clearly what it is that follows, namely "the publication of an inquiry,'' and in appropriate places he makes clear the manner of his inquiry. For example, in Book II, 29 he says "I myself went as far as Elephantine and am an eyewitness ; of the parts beyond, my inquiry depends on hearsay." The reason that the author and his method are so much more explicit here is that the subject is so much 1 Homer, Odyssey, I, 1. 2 Odyssey, IX, 19. 3 Herodotus, History, I, 1. more palpable. Homeric epic tells the "fame of men," 4 Herodotean inquiry purposes that the "works accomplished by Greeks and Barbarians shall not go without fame." That is to say, Homer deals with what men are and Herodotus with what they did and made; so the former tells true lies, but the latter verifiable fact. Nor is it enough for Herodotus to treat one particular state or strand of events, but to ascribe fame fairly he must take the past into account : I shall describe in turn greater and lesser cities, since many of those that were formerly great are now small, while many which are great in my time were small before. 5 One last text must be cited: ®ovKvUB'f}> 'ABYJvafo> ~viypaif!E rov 7r6A£p,ov ... Thucydides the Athenian wrote up the war between the Peloponnesians and the Athenians ... 6 No more anonymous applications to the Muse, no inquiries published in the interests of fame, but simply a bald statement that one Athenian wrote up the warnota bene, not a history of the war, or a tale of the war, but simply "wrote up the war" between Sparta and Athens, because he thought that it was the greatest war that ever happened. He is here directly up against sheer fact and must work with strictest exactitude ( aKpt{3Eia) since any deviation from actual happening has the effect of a mere lie. To sum up: Homer's theme is a man, his means poetry, his geography the vast world of the soul; Herodotus tells of nations, his manner is full and fair account, his geography includes the known earth, its continents and rivers; Thucydides records a war between cities, intending to preserve the strictest correspondence to fact, and his scene is set by the significant details of local geography. One would expect him to deal with the city plans of his protagonist cities. In the introduction to his history, the so-called Archaeology, he observes as follows: If the city of the Lacedaemonians were to be deserted and only her temples and the foundations of her constructions were to be left, I think that after a long lapse of time there would be a good deal of scepticism among later generations about her claim to fame ... but if the same thing happened to Athens, they would, judging from her appearance, reckon her power at double its real strength. 7 Thucydides has predicted well ; to many investigators of their deserted cities the Spartans have seemed half and the Athenians twice as real as the true power status of each warranted. Greek cities are crystals of "actual existence,'' little growths in whose physical structures the life of their citizens is at once expressed and carried on. If Sparta possessed no such structures, if she had no appearance adequate to her power, perhaps this indicates some essential unreality in her polity of the sort also indicated by the unstable behavior of her citizens when abroad. However that may be, Sparta is hardly worth looking at, but in Athens, Thucydides implies, there is much to see. Archaeologists have investigated her, in part with the painstaking care of people who find little to cherish at home. Sometimes History has been indulgent and the finds have illustrated or corroborated the Texts. For instance, Diogenes Laertius in his Lives of Eminent Philosophers, Book II, 122 tells of one Simon, a cobbler, who used to take notes when Socrates came to converse with him. Lo and behold, a few years ago there came to light at the edge of the ancient market-place of Athens, which is being excavated by the Americans, the foundations of a little house in which were found a number of hobnails and a drinking cup marked -;i,[p,ovo>, "of Simon" who is thus proved to have actually existed. Or again, Thucydides reports in Book IV, 12 that Brasidas, the Spartan general, lost his shield in a battle at Pylos ; Aristophanes also mentions captured Spartan shields in the Knights. Such a shield was found in the Athenian market-place, in the position of its last use as the cover of a cistern. It bore the following legend : 'ABYJvafoi a7ro AaKEilaip,ov[wv eK ITvA.ov The Athenians [took it] from the Lacedaemonians from Pylos Vv ell, these are pretty coincidences which may make a text vivid or prove it correct. But we are looking, not for random items to make single textual points concrete, but for the grand artifact on which the sequence of historical accounts (for Homeric epic was also history to the Greeks) and thus, as it were, history converges, namely the plan of the city of Athens; and we might expect it to express both what a city should always and everywhere be and also what only Athens was. 4 Odyssey, VIII, 73. 5 History; I, 5. 6 Thucydides, Peloponnesian War, I, I. 7 Peloponnesian War, I, 10. �Elton J{ay Davis* The land of Attica, then, wherein the city is set is "shaped to be intimate with excellence and appropriate to thought." The beauty of this landscape is so elusively definite that whole anthologies of attempted descriptions have been published. It is acknowledged even by scholars. Let three platitudes suffice here: it has praeternaturally rational arrangement, utterly clear lines, and subtle coloring different for each time of day. The city lies in a plain ringed by mountains of long, low lines. The sea is in sight, but the city is not a harbor. The city's harbor, the Piraeus, is a few hours' walk away from the city; it was laid out by Hippodamus the cityplanner according to a very functional grid-system such as modern American cities display. The Piraeus was connected with the "upper city," the city proper, by the so-called Long Walls, which made one of the two. The city itself was circular-the Delphic Oracle as quoted by Herodotus, Book VII, 140 calls her the "wheel-shaped city" ( 7ToAi> Tpoxon8~>). Her shape exP.ressed nicely the essential self-sufficiency of which Pericles speaks in the Funeral Oration (Thucydides, Book II, 35 ff: "We have provided the city with everything for War and peace, SO that she is avmpK€aT<fr'f}V-aS self-sufficient as possible."). This self-completeness which her round plan expressed was, however, of a peculiar kind, and this peculiarity was again expressed in her physical connection with the functional Piraeus through which the goods gathered from her dominions were funnelled in. She was a double city, at once complete in herself and dependent on the outside, which, however, was largely hers. Within the wheel of her walls there were public places and private houses. The latter have gone the way of Sparta's whole city-they were built largely of mudbrick, a lowly and ephemeral building material expressive of the minimal importance the Athenians attached - to this side of life. The center of the circle (and most of the public life of the city took place about its physic;1J center) is, on the other hand, still or again (through excavation) open to view. It consists of two parts: a high place, the Acropolis or simply "the City," and a low area, the Agora or market-place. The Acropolis is a long flat rock with the appearance of an altar. On it stand the offerings of the Athenians to their city's goddess Athena, the Doric Parthenon and the Ionic Erechtheum. The Parthenon is a marvelously subtle monolith-alr10st in the literal sense; for the marble from the nearby Mount Pentelikon has been fitted together with such precise mortarless joints that it has in some places actually grown together-while the Erechtheum with its elaborate graces is irreconcilably tripartite. It has not escaped travellers that these two buildings somehow sum up between them the Athenian character. One descended from this natural altar into the valley of the market-place via the Sacred Way. The marketsquare itself was literally a rough square. Along the western side the public buildings from which the Athenians governed themselves were ranged. Toward the north of this side, not far from the place where the Sacred Way enters the market-place on its course toward the Acropolis, stood the Stoa of the King, where Socrates' conversation with Euthyphro concerning piety took place. Just at the point where the Sacred Way entered the market-place there was an altar of the Twelve Gods and this spot was considered the center of the city for purposes of distance measurement. The geometry of this topography is rather pretty : the square of civic life is crossed diagonally by the road of religion and the point of crossing is the true center of the city. (By way of explanation it should be mentioned that the Sacred Way connected the Hall of Mysteries at Eleusis to its smaller branch on the Acropolis.) The other sides of the square were bounded largely by stoas. Stoas are long buildings with these essential features : a back-wall, a colonnade out front, and a roof. In Athens they were the citizen's building par excellence, for their plan expressed perfectly that passing into one-another of Inside and Outside which is the modus vivendi of a member of a community. The center of the square, on the other hand, was empty-this was the free field of congregation, a space to be filled only by men. The Romans, who held Athens after 86 B.C., paid no attention to the natural expressiveness of the city plan. In the center of the market-square the Roman Agrippa, son-in-law of Augustus, placed a disproportionately large auditorium designed in a tritely modernistic style. Later on they even covered the area with a sprawling gymnasium. By then the Athenians themselves had lost the sense of their city, and if they had been asked why they accepted such inappropriate gifts, they would probably have answered "that they had been offered them." Why look at Athens? To learn that a real city has a site appropriate to itself, that a real community shapes for itself a plant "intimate with excellence and appropriate to thought." In other words, in order to learn how to anchor goods in appearances proper to them. Oratio T yranni In the sixteenth year of the Peloponnesian War (431404 B.C.), the Athenians dispatched an expedition of thirty-eight ships against the island of Melos, a colony from Sparta. Melos had refused to submit to the Athenians and wished to remain neutral in the struggle. But after Athens began to plunder the island, the Melians became openly hostile. Upon the arrival of the ships the Athenian generals sent envoys to the Melians. What fallows is a new translation of Thucydides' account of the diplomatic talks. As the dialogue begins, the Athenian envoys, having been refused permission to speak publicly, are addressing ·the Melian council. W.R.S. ATHENIAN AMBASSADORS: Your intention in bringing us before a select few is perfectly clear to us. It is so that we might not dupe the populace, who would hear continuous and designedly forceful speeches at one sitting. Since you have decided that the arguments are not to take place in public, why don't you· who are sitting here make your position even safer? Do not speak point by point in one speech, but take up and answer immediately any point which does not seem conclusively made by us. First tell us if what we have said is agreeable to you. MELIAN COUNCILLORS: To instruct one another at leisure is fair enough and not at all objectionable. But your preparations for war are a present and not a future matter, for we see that you have come with your minds made up. And it seems that if we win this argument on the count of justice and so do not give in, the outcome brings us war; and if we lose, it brings us slavery. kind, rather than planning about the safety of your city from present circumstances and from what is before your eyes, we may as well stop talking. If you decide on the second course, we may have something to talk about. MEL: It is natural and allowable.that men in such a position as ours turn to many possibilities in their speeches and considerations. But you are right; this assembly is concerned with our safety. If this is the order of the day, let the argument be in the manner you dictate. ATH: Then, we will not applaud ourselves with fine phrases, saying that because we destroyed the Mede 1 it is just that we rule, or that we now attack you because we are treated unfairly. We want to avoid suspiciously long arguments. Neither do we expect you to contend that you have not joined forces with the Lacedaemonians, whose colonists you are, nor to undertake the argument that you have not treated us unfairly. We each think, and rightly so, to gain our ends from the means available for use. For both of us know full well that justice has a voice in men's deliberation when contending forces are equal. Otherwise, strong men wield their power and the weak give way. MEL: Our belief in the matter is that it would be useful for you not to destroy what is a common good (notice that we speak as you advise, putting the profitable *Translator. ATH: If you are considering the matter on the basis of suppositions about the future, or something of the 1 "Fighting as champions of Greece at Marathon [490 B.C.] the Athenians/Brought down the Persian power, forced low the gold-burdened Mede." Quoted by Lycurgus in his speech against Leocrates, 109-Ed. note �alongside the just): namely, standards of right and justice, as well as weighty arguments on a technicality, for the help of one who finds himself in danger. And this is no less your concern than ours. For if you were defeated, you would take the heaviest punishment and become an example to others. ATH: Even if our rule were to end, we would not be completely in despair. In the first place this particular struggle of ours is not with the Lacedaemonians. But anyway, the leaders of the other enemies, such as the Lacedaemonians, are not so terrible to the defeated as the colonists would be if they ever were to attack and overpower their leaders. But let us take the risks involved in these affairs. Since we are here to speak about the advantage of our rule and are now investigating arguments about the safety of your city, we will clarify these two things: that we wish to rule you without trouble and to save you in a way profitable to us both. MEL: And how might enslavement be as profitable to us as supremacy is to you? ATH: As far as the justice of the matter goes, they will not be able to distinguish your case from ours. They believe that they are trying to survive as best they can and that if we do not attack, it is because of fear. So that, since we are striving to rule more empire and to safeguard against our being overthrown, it is crucial that you, who are islanders and even weaker than the others, should not overcome us, the masters of the sea. MEL: So you would not welcome us should we behave peaceably, be your friends instead of your enemies, and be allies of neither side? ATH: Your enmity does not distress us so much as your friendship. The latter shows plainly to our subjects an example of our weakness, while the former merely shows your hatred of our strength. MEL: Is this what your subjects think is fair: to place in the same group with your many colonists (some of whom are conquered rebels) those who in no way belong to you? MEL: But we know full well that on the battlefield it is more common for the weaker to have success than a difference in numbers would suggest. Yielding brings us despair immediately; activity leaves us hope that things may yet come out aright. MEL: ATH: Don't you believe your safety lies in our suggestion? We have abandoned our arguments of justice; you have persuaded us to attend to your arguments of expediency. Even so, if what we have learned to be useful to us should equally suit you, we must then attempt to persuade you of this common profit. How will you avoid making yourselves enemies to those who are not now allies of either side? Because they have seen these events, they will think that you may sometime come against them. And what else results from this but that you strengthen what enemies already exist and convince other men, who do not now intend it, to become your enemies against their will? ATH: It will be useful for you to submit rather than to suffer to the extreme. For our part, we might stand to profit if we do not destroy you. be if the sides were equal. Nor will you incur shame. Rather, your planning concerns survival and hence should not include opposing those who are so much stronger. ATH: We don't believe that these are such a great menace to us. How many mainland colonies, here and there, procrastinate in guarding against us, simply because they have freedom! But the islanders not under empire, such as you, and those driven to extremes by our rule are more of a menace. For those who are completely beyond reason may precipitate themselves and us into predictable danger. MEL: Well then, if you take such risk not to lose your empire and if those enslaved take such risk to be free of it, then if we did not try everything to hold out against enslavement, it would show the greatest weakness and cowardice. ATH: No! You will not have to risk everything if you plan sensibly. Your bravery is not in question, as it would Hope, the comfort of those in danger, is not the downfall of those who enjoy it because of their abundant resources, though it may hinder even them. The understanding of this comes simultaneously with their defeat to those who have risked everythinghope is, by nature, extravagant. Whereas, when there is yet time for safeguards, it seems more than adequate. Now, as you are weak and at a crucial point in your affairs, do not deliberately subject yourselves to such experiences. Do not imitate the many men who ignore those ways of being saved which lie within human power. When obvious hopes desert them in their extremity, they turn to less obvious ones: divinations and oracles and such things, which entail hopes and thereby cause destruction. MEL: You may be certain that we know that it is difficult to contend against your power and good fortune unless there are factors of equality. Nevertheless, with regard to fortune, we feel we will not be weakened by lack of divine assistance, for we take our stand as reverent against impious men. With regard to our lack of power, the alliance of the Lacedaemonians will be a factor in our favor. We believe they will be moved by a sense of shame and will be bound to aid us, if for no other reason than that of our kinship. So we do have some small cause for confidence. ATH: But neither do we feel that we will be deserted by the grace of divine assistance. For we are not unlike other men; their attitude toward divine power and their own intentions accord with what we plan to do. Both gods and men rule where they are able; we know it of the former by general opm10n, of the latter by a necessity of their nature evident in all they do. Neither did we institute the law nor were we the first to follow it when fixed. But we do follow it now as we inherited it and shall leave it thus to eternity. For we know that both you and others would do the same should you come to have the same power as we have. Apparently, then, we need not fear being weak for lack of divine assistance. As for your opinion of the Lacedaemonians, which leads you to believe that a sense of shame will move them to help you-bless your innocence! We do not envy your folly. The Lacedaemonians, by themselves and in their local laws, appear most virtuous. As for how they behave toward others, that is a long story, no matter who tells it. In short, one might show that they are the most notorious of all we know for believing pleasant things good and advantageous things just. Such a line of reasoning does not suit your senseless feeling of safety. MEL: We acknowledge this very thing that is said of them. But because it is to their advantage, they will not wish to betray the Melians, who are their colonists. For if they did so, they would establish themselves as faithless among those of the Greeks who are welldisposed towards them, and they would be helpful to their enemies. ATH: Don't you agree with the belief that the useful is found with what is secure and that justice and good are accompanied by those very dangerous deeds which the Lacedaemonians usually undertake most feebly? MEL: But our belief is that for us they are more likely to take risks on themselves and to consider it safer than in other cases. For we lie close by the Peloponnese, which fact is significant with regard to the actions possible to them; and in reference to their opinion, it is a factor that we will be more faithful than others by reason of our kinship. ATH: Friendliness does not offer much security. Potential allies in battle look for a decisive superiority in action �''"J' m those who summon them. The Lacedaemonians look to this even more than others do. Because of misgivings about their country's resources, they attack even their neighbors in the company of many allies, so that it is not likely that they will cross to an island while we command the sea. to give way to a very powerful city when it makes such moderate demands: namely, that you become allies and keep the fruits of your land. When you have been given the choice between war and survival, you need not choose the won;t part from obstinacy. ATH: You may yet live through some such action, and the only result will be that even you will learn that we Athenians have never yet abandoned a siege operation from fear of intervention. We are greatly concerned that, though you have said you would plan for your safety, you have as yet mentioned in all these arguments nothing in which men might trust, and trusting, hope to be saved. Your strength lies in future expectations. Your resources are too scanty for you to survive the force marshalled against you. And your thinking is unreasonable if you do not come up with something more sensible than these other things after you have given us leave to go. Don't get caught in notions of dishonor. They prove for the most part destructive to men who come into debasing and predictable dangers. For many men, though trying to look to the future, have found that once disgrace is mentioned, it lures them on by the potency of its seducing name. And by their bondage to this word they are willingly betrayed into real and irreparable damage. The dishonor that they then must bear because of their own extravagance is more shameful than that which true misfortune might have brought. If you plan well in your own behalf, you will guard against this. You should not think it unsuitable Marcellus and Archimedes Unyielding to their equals, well-mannered to the strong, fair-minded to the weaker - such men cannot go wrong. MEL: They might have others to send. The Cretan Sea is vast. Those who rule it find it more difficult to seize ships than those on ships who wish to escape notice do to gain their safety. If they should be overcome in that attempted crossing, they would turn upon not only your land but as many of your remaining allies as Brasidas 2 has not attacked. You will not then need to struggle for a territory which does not belong to you; the struggle will be closer to home-for your allies and for your own land. Harrison ]. Sheppard Therefore, when we have left you, observe carefully and consider often that you are deliberating about your country, the only one you have, and that on this one decision depends success or failure. The Athenians then withdrew from the debate. The Melians, left to themselves, saw things the same way as they had at first. They answered as follows: Things appear to us no differently from the way they did at first, Athenians. We will not rob ourselves overnight of our 700-year-old city's freedom. Until now we have trusted that we might save i.t by the assistance of divine power. By such power and by the aid of men, namely the Lacedaemonians, we will try to save ourselves. However, we call on you to consider us as friends, enemies to. neither side, and to withdraw from our land after you have made treaties suitable to both of us. As the Athenians withdrew from the debate they said: In making these decisions you certainly appear unique. You choose things in the future as more distinct than what you see; by the strength of your desires you view unseen things as though they were actualities. As completely as you have trusted in the Lacedaemonians, in good fortune, and in your hopes, just as completely will you be destroyed. • • • All the male youths the Athenians seized, they slew; the women and children they threw into slavery. 2 A succeesful Lacedaemonian general.-Ed. note. Give me a rod long enough, and a point at which to stand, and I shall move the earth. Archimedes The ancient geometer was concerned primarily with ideal figure. Proceeding from a set of definitions, postulates, and common notions, he derived the propositions which demonstrate the properties of diverse figures, as well as the relationships among the figures. Once we accept the premises on which geometry is based we cannot deny the validity of the propositions; for the proofs follow from these premises directly and irrefutably, and hold inviolably so long as we adhere to our acceptance of the axioms. Therefore this mathematical science is ultimately not dependent upon observations of the physical world. A mathematical system is the result of the intellect's drawing the proper inferences from certain premises. Hence the development of mathematics (and this seems to be the case with all pure sciences) does not depend in any direct way upon knowledge of the activities of other human beings. The mathematician needs only a place to work and time to apply his own intellect to the given premises or prior propositions ; then he can proceed to produce indefinitely those beautiful and elegant propositions that delight his spirit and compel his soul. Archimedes (287-212 B.C.) was one of the foremost mathematicians of antiquity. He was so engrossed in the pleasures of geometry that when he was occasionally carried by absolute violence to bathe or have his body anointed, he used to trace geometrical figures in the ashes of the fire, and diagrams in the oil on his body, being in a state of entire and unending preoccupation, and, in the truest sense, divine possession with his love and de. light in science. 1 This sort of preoccupation with study is a familiar one. Archimedes' behavior is much the same as that of the person who neglects to put his shoes on in the morning because he has been absorbed in some perplexing problem all night. In fact, Archimedes is the classic example of those venerated and comic figures we now term "absent-minded professors." And since Archimedes is a great man, his passionate preoccupation is doubly comic. Archimedes' friends compensate for his utter ignorance of the external world by tending him as they would a child. And we can forgive this eccentricity just as his friends did, for it only holds the trivial in contempt: that a body be oiled is not so important as that a great mind continue to develop mathematical truths. But the comedy of Archimedes' preoccupation continues: In accordance with a request by King Hiero of Syracuse [Archimedes' city], Archimedes transferred some of his geometrical constructions into actual machines ; not as matters of any real importance, but rather as geometrical amusements. Hiero, however, considered them to be very important indeed, for they were amazingly effective in their use, being capable of hurtling immense masses of stone and all sorts of missiles. Thus when the Romans, under the general Marcellus, attempted to seize Syracuse, they were repulsed time and time again by Archimedes' machines. After many attempts, the Romans finally gained access to the city and turned the battle into a rout. While the defeated city was being overrun by the Romans, Archimedes was, as fate would have it so intent upon some diagram, that he never noticed' the incursion of the Romans, or the sack of the city. In this transport of study and contemplation a soldier approached him and commanded Archimedes to follow him to Marcellus ; for Marcellus had the greatest admiration for Archimedes and wished to see and speak with this amazing man so that he might learn from him. Archimedes ignored the soldier at first, and then repeatedly declined to go along with him until he had fully worked out his demonstration. The soldier, enraged by Archimedes' contempt, drew his sword and ran him through. 1 Plutarch's Lives (Marcellus) �, '?' 20 The death of Archimedes greatly affected Marcellus. He wept when he learned of it, and always regarded the soldier who killed Archimedes as a murderer. 2 Obviously the character of the comedy has been transformed, and there are some serious questions which present themselves as a result of that transformation. It is clear that Archimedes' activity is, in some ways, more important than any of the details of mundane existence, and that it demands the kind of attention which he devotes to it. But it is not so clear that Archimedes' ignorance is simply of details. Vv e must ask: 1) At what point is Archimedes no longer comical; at what point is the disproportion of his preoccupation no longer desirable? 2) Is Archimedes' inability to deal with the situation, inevitably thrust upon him, as much an example of stupidity as the soldier's passionate act? Study, thought, and contemplation are private, apolitical activities. It is necesary that the liberal artist pursue his studies with the help of some political entity, such as Syracuse. From these two facts arise the difficulties that make Archimedes' situation so problematical and paradoxical. And perhaps the first question we must ask of Archimedes' position is : Can the earth be moved from a theoretical point? 2 Cf. Ibid. Jacob Klein The Problem of Freedom* I have been assigned as subject for this lecture Men, Machines, and Slaves. This is the first lecture in a series of lectures on the general theme "Human Freedom." I hope you will grant me the freedom not to speak of machines tonight. I shall speak of Freedom and Slavery, deeply conscious of the vastness of this theme and its immense complexity. The lecture will probably degenerate into a sermon. Grant me the freedom not to apologize for that. The theme of Freedom has immediate political connotations. And this is as it should be. For Freedom-let me state this at the very outset-is essentially and foremost a political and social problem. It is not surprising, therefore, that right now, for example, in international politics and in the wrangling on domestic issues a great deal of talking is devoted to "Freedom." We hear accusations, protestations, claims and counterclaims on this subject. But let us not forget that all these claims and counterclaims are merely echoes of more universal conflicts. Since I am in the fortunate-or unfortunateposition of delivering the first lecture on the Subject of Freedom, I propose to discuss this subject in its universality. I am not trying to brush aside the very concrete and burning questions that confront all of us today. I am trying to win the right perspective in which to see them. When am I free? When nothing compels me to act in a certain manner, when nothing compels me to do certain things, when nothing compels me to think in a certain way. That is to say, we cannot consider Freedom without considering its opposite : Compulsion. Nate please: all the symbolism about Freedom is about its opposite. In any account of Freedom the great symbols are chains and fetters. There is no universal and immediately transparent symbol of Freedom as such. The torch of the Statue of Liberty, the Phrygian cap, the gesture of open and uplifted arms-these all symbolize freedom at best indirectly, by way of some historic or sentimental connotations. But chains-that's different. They mean directly; always and under all circumstances, compulsion. Why is this so? I think, because, in the most concrete way, we are never free. We are inescapably bound to the necessities of life, we cannot escape death ; we depend intrinsically on everything around us, in the present as well as in the past. We are chained by Necessity with a capital N. We are at best Prometheuslike. In what sense then is it still possible to say that we can be free of compulsion? Let me answer tentatively : we can be free-or unfree-1) as thinking beings, 2) as beings having a will, 3) as beings living with other beings, i.e. as social and political beings. In what sense are we free or unfree as thinking beings? We are always immersed in our daily routine, our eyes are closed to many aspects of things, we cannot detach ourselves from our immediate tasks, worries and fears. We do not think about the world we live in, it has been thought through for us by others. We do not think, others think for us: customs, current opinions, lawgivers behind some screen, determine what we think and how we think. Moreover, passions obscure any clear vision. They are as much the masters as customs and current opinions are. The world rules tyrannically over our thinking. We are its slaves. This is, in fact, the great theme of ancient philosophy, which has never been abandoned completely in the vicissitudes of the succeeding ages. Here is the classical picture: we are prisoners in a cave; we are chained to our passions and prejudices; we listen to echoes; our speaking is babbling; if we think at all, it is in a shadowy way and about nothing but shadows. To free ourselves from the rule and the chains of the cave, we have to be led out of the cave into sunlight*Text of lecture presented at The Aspen Institute for Humanistic St1tdies. (1952). �23 22 an arduous task. We become free in our thinking by detaching ourselves from the familiar, the self-evident, by turning away from the easy pillows of our waking sleep. This can only be done by educating ourselves. The very idea of education is the consequence of our striving for freedom in our thinking. This idea conceived in antiquity has ever since dominated the western world. It has suffered modifications, has been made subservient to ends of a very different nature, has even been perverted completely, and yet it is still a decisive factor in our lives. At worst, we pay lip service to it. As long as lip service is felt to be necessary, the idea is still a force. But once this freedom of our thinking is secured, a grave difficulty seems to arise: Must we not think in the right way, that is, avoid error? Must not our thinking, in which the truth of things is supposed to be revealed to us, be guided by truth? Is not our thinking under the authority and rule of truth? To accept its authority, one might say, is to accept a new tyrant. That is what has bothered the "free thinkers," the "free minds" of all ages. It does not seem enough to shake off the chains of the cave. No other authority can be tolerated, if we want to be really free. Free means then-free to err; or free to withhold judgement. There is no freedom in thinking but at the fork of truth and error. At any other point we are not really free in our thinking, so the argument goes. And yet the authority of truth has to be accepted. It hardly matters how we understand "truth" ; compliance with some criteria of right thinking seems unavoidable. May we conclude then that freedom in thinking is the freedom to accept this authority of truth? But this again seems to depend on an act of will. Is then this freedom based on another one? Let us examine the next point. In what sense are we free, or unfree, as beings having a will ? We seldom follow our will. We yield to external impulses, we follow trends, we consider ourselves, even while acting, victims of circumstance. Necessity, the origin of which is not to be found in ourselves, _seems to dictate our actions. Not merely whims guide us, not merely spontaneous and irresistible desires, but also the trepidation of our hearts, the generosity of our feelings or the cowardice of our flesh-but not the will. The will is not the undisputed master. To make the will free, i.e. to make our own will the very origin of our action or inaction, of our thinking and not thinking, amounts to winning mastery over all necessities, amounts to finding in ourselves something that nothing and nobody can challenge or suppress. This is the great teaching of the Stoics. I am free when I follow nothing but my own will. It is within my power to do so. My bodily existence can be crushed but not my free will. I might appear a slave but I am not a slave. I enjoy sovereign independence. It is within my power not to be touched by feelings of misfortune, by anger, envy or jealousy. It is within my power, my sovereign power, to be like God. Needless to say, the freedom of the will is also one of the great themes of the Judaeo-Christian tradition. There is, of course, a profound and unbridgeable difference in the understanding of the very nature of the will in the Stoic and the Christian traditions. But what is common to both traditions (and I may add to the Epicurean also) is precisely the emphasis on the freedom of the will. According to the Christian tradition, the will is the only freedom that man has. Man has been created in the image of God, and the similitude is confined to the will. Man himself decides what he wills. But here again a new sense of unfreedom emerges. This freedom of the will-for Stoics and Christians alike, in spite of their profound and unbridgeable difference-is related to the divine will. Our will is free, paradoxically enough, when it wills what it ought to will-in conformity with what is right and good according to the divine decree. We are free to accept or to reject the Good, but this freedom itself is mad, or corrupt, or guided by Satan, if we reject it. The authority of the Good determines whether the will is really free or unfree. The will is thus bound by golden chains, but golden chains are still chains. May we conclude then that freedom of the will is the freedom to accept the authority of the Good? This would be the freedom that makes us 1110ral beings. And this would still be the case, if the Good loses its divine connection, and becomes the expression or summary of a "code of ethics," as we are fond of saying. And are we not then enslaved again? Let us turn to the third point. In what sense are we free or unfree as social and political beings? There is an everlasting experience of mankind-and this is oppression. It has many guises and disguises : the rule of a despot, the reign of an "ideology," the discrimination against groups of people, the "insolence of office," the bullying of a master sergeant. All these and many more are the forms of Tyranny. The paradigm of all tyrannical relationships is the relation of Master and Slave. It is perennial. Perennial also is the rebellion against it. The relation of Master and Slave is one of the three possible relationships between men, in which or by means of which things that are wanted by men can be accomplished. The other two are Friendship and Con- tract. I may do things or be prevented from doing them out of friendship. I may do things or be prevented from doing them by agreement, by contract. All three, MasterSlave, Friendship, and Contract, are society-building and state-building relationships. If what we do and what we do not do depend on the arbitrary decree of one man or a group of men who have the power of life and death over us, we are slaves under tyrannical rule. The political wisdom of all ages has tried to establish forms of political life which would eliminate, to some extent at least, such arbitrariness of political rule and would make perpetual rebellions unnecessary. It has tried, in other words, to secure a minimum of freedom. For to be free as beings living with other beings means to be free from arbitrary, i.e. tyrannical rule. How can this state of affairs be brought about? How can things be done or left undone if we are not ordered to do or not to do them? Either in virtue of a commonness of purpose based on friendship. Or by contract. The first possibility, that of friendship, although often enough actualized on a small scale, does not seem to be operative on a larger one. It still remains the dream of anarchists, for example. The second one, that of contract, is more powerful. Social freedom, that is, freedom from arbitrary rule, can be achieved, if the acceptance of social ties is based on agreements among the persons involved. But an agreement among people needs something that will make it valid, that will set a penalty if a breach occurs. It needs a higher sanction. And this is the sanction of the Law, the sanctity of the Law. To escape arbitrary rule means to accept the rule of the Law. This insight is as old as mankind, as old as Tyranny and Slavery. But here again the question arises: is not the Law a new kind of tyrant? Cannot laws rule as tyrannically over us as despots do? Was not even slavery a lawful institution? That is, construed as the result of a contract or as the application of the laws of war? Is there a way to make the law or the laws, be they written or unwritten, the safeguard of freedom without any tyrannical ambiguity? This is the real political problem of all ages. It has been actually solved in modern times, in the 17th and 18th centuries. And this solution is one of the great achievements of the modern age, rivalling the only other one: the conception of a mathematical science of Nature. In what does this solution consist? The danger of laws becoming tyrannical has its root in the fact that laws can be imposed upon people, be they bad or even good laws. In other words, the lawgiving is the problem. To avoid the danger, the law- giving itself has to proceed in terms of a contract. The very notion of a contract has to be generalized. Two men entering a contract do so out of their own free will, and the procedure of contracting is prescribed and protected by the Law. Roman Law had set the precedent. The political philosophy of the 17th and 18th centuries generalized the contractual procedure in applying it to the Law itself. The law itself has to be understood in terms of a contract in which the two partners happen to be one and the same. The people as a whole makes a contract with itself to observe certain rules. By this very act Law is generated. It cannot henceforth be understood as imposed upon men-it is self-imposed. I obey the law because I participated in the lawgiving, I gave it to myself. In recognizing the authority of the Law I remain free because it is my own authority that I recognize. This primordial political act of lawgiving, in constituting the social and political body, establishes once and for all political freedom. Nothing compels me in this act but myself. The political body, the state and all its manifestations, are a free creation of man. The state and its laws, far from endangering the social freedom of man, is the very embodiment of this freedom. Such is the grandiose conception of the thinkers of the 17th and 18th centuries. The primordial act of lawgiving is perpetuated in all succeeding lawgiving operations. It is important to understand that what this theory of lawgiving is primarily interested in, is not the giving of good laws but the securing of the lawfulness of the law itself. The emphasis is altogether on the procedure by means of which laws come into being, the procedure of self-imposition. The emphasis is on the way in which a law is being enacted, the way in which its constitutionality can be tested and secured in terms of the primordial lawgiving act, and on the machinery of representative government. The content of the law, its goodness or badness in terms of human welfare, in terms of the common good, is not the ultimate concern. Here in the United States, this fact is somewhat obscured by the maintenance of the spirit as well as of the letter of the Anglo-Saxon common law. But at the very root of the modern understanding of political life is the desire to be free from arbitrary, tyrannical rule. That is the idea of Freedom. Let me pause here for a moment. There is something admirable in this solution of our problem. Freedom appears as a free creation of men. Oppression and Tyranny appear crushed forever. The indignation of man facing the perennial phenomenon of enslavement seems to have had its way. The lawfulness of the law is not only �the safeguard of freedom but also of justice. There is something not only admirable in this solution, but also something deeply fascinating. And to this fascination let us now turn our attention. The fascination exerted on human minds by the problem of freedom and especially by this solution of the problem accounts, I think, for the fact that the problem of the content of the laws has been seriously neglected. The content of the laws was supposed to emerge as a result of the fights between the contending interests of men. The lawfulness of the lawgiving once secured, the laws themselves had to come out by way of trial and error, by way of compromise among those contending interests. The idea of a political art, of Politics, based on practical wisdom seemed to transform itself into the idea of tactical maneuvering for votes, for parliamentary advantage, for bargaining positions. Witness the strange modification in the meaning of the term "politics." But what is perhaps more important is the influence that the political solution of the problem of political freedom has had on our understanding of our freedom as thinking beings and as beings having a will. Let me retrace my steps. When I spoke of these two freedoms, I constantly used, and had to use, terms derived from the political domain. I spoke of the authority of the truth and the rule of truth, of tyranny and slavery in the relation of the Good to the will, of truth to thinking. Freedom in our thinking, I had to conclude, was freedom to accept the authority of truth. Freedom of the will-the freedom to accept the authority of the Good. I could not help using these terms because our terminology, our thinking itself, is deeply influenced by considerations derived from our experience as political beings. This is nothing new or exceptional, of course. The problem of Freedom is, as I said in the beginning, a predominantly political one. More generally, almost the entire body of traditional philosophical terminology is derived from the language of political life, and especially from the language of the courts. This shows the general preponderance of political interest in all our thinking. It was primarily the questioning of political patterns and habits which gave rise to an inquiry into the nature of things, gave impulse to philosophical questioning, led to the idea of a contemplative life. Classical philosophy arose out of the preoccupation with political problems and tried to give guidance to political thought. Its dependence on politics is of a genealogical, not a logical, nature. Kings always needed wise counsellors, and the wise counsellors could not live without the kingly purse, but the wisdom of those counsellors was quite independent of the kings and their purses. It was meant to guide them and not to be guided by them. The fascination with the problem of freedom and the solution I have spoken of seems to have changed this relation of wisdom to political action profoundly. Moreover it changed our understanding of our freedom as moral and as thinking beings. As far as our free will is concerned, the political solution showed the way to a re-interpretation of the relation of the will to the Good. The Law, to safeguard our political freedom, was understood as self-imposed. Why cannot that which the will ought to will be also determined by the will itself? If the Good is not given to the will from the outside, as it were, but set by the will itself, man as a willing being, as a moral being can dispense with those golden chains, can be completely free, completely autonomous. This is possible, if the willing itself is identified with the self-imposition of what ought to be willed, if the character of the categorical demand is identified with the very freedom of the will. This is Immanuel Kant's solution, the influence of which on all of us is greater than many seem to realize. And there can be no doubt here that Kant transposed deliberately and consciously the political solution of the problem of freedom, especially in the form given to it by Rousseau, into the moral sphere. There can be no doubt that here the fascination with the problem of freedom has done its work. The lack of content in Kant's understanding of the Good is apparent. But far beyond the Kantian teaching goes the understanding of the will as setting its own goals and determining as good whatever it wills. It does not make much difference whether the will is understood as the will of an individual or as the collective will of a people or a culture. This teaching is current in the schools the world over, in the form of historical sociology or sociological history or history of cultures. Here again the fascination of freedom is at work. This teaching makes us morally free indeed, but rather empty. As far as our freedom as thinking beings is concerned, it seemed to be endangered by the compelling nature of Truth. But what if truth itself is of our own making? Could not truth be the product of our thinking? a "construction of our mind" ? Could not the fullness of our thinking be identical with truthfulness? This possibility has not merely been envisaged. You will have no difficulty in recognizing the prevailing philosophical opinion of today. I said these consequences of the fascination exerted by the problem of freedom are more important than the impoverishment of our political life. In fact, it is these consequences that contribute the most to it. How can the art of politics flourish, if it is not guided by political wisdom? But the availability of this wisdom depends, in turn, on our ways of thinking and our ways of willing. The three freedoms I spoke of in the beginning cannot be neatly separated from each other. That is what makes the problem of Freedom so immensely complex. Let me raise a strong objection to what I am saying. The art of politics, as I understand it, namely guided by political wisdom, has never existed. There were some writers who propounded it and some pupils and apprentices in this art who failed miserably. It might be proper to recall the saying of that old Swedish chancellor to the effect that one can hardly imagine with how little wisdom this world is actually governed. Will that not always be the case? Should we not be satisfied with the practice of political freedom that we have inherited and defend it as best we can? But the point is that what we have inherited is indeed our own creation of freedom, a most precious thing which it is in our power to preserve or to lose. The state of affairs we live in is itself a product of art, a manifestation of freedom and perhaps one of the greatest manifestations of that freedom. We have gone far beyond the realm of natural life lived by our ancestors. Once again, it seems to me, we should examine our assumptions, try to discover at what point our thinking and willing enter the mechanism and automatism of our political practices or are subjugated by them. Once again, we have to face the immense task of education which such an exploration entails. Once again, we have to picture ourselves in a cave, perhaps a deeper and vaster one than our forefathers ever imagined. The freedom we enjoy has perhaps created more chains and chains of a novel nature that hold us down. Once again we have to try to disentangle ourselves. We might fail in this enterprise, of course. But in failing we would still be exerting our freedom. �Book Review William H. Brubeck_ concerned, a stock certificate is just a case of mistaken identity. Power Without Property' In a hearing of the Senate Antitrust Subcommittee a couple of years ago, the president of one of the country's largest steel companies gave two good reasons \'l:hy his firm would not cut prices, even if it could afford to do so. For one thing, he said, if one company cuts prices, the others follow suit, and the vvhole industry is competitively hack where it started from-but with lower profits. Besides, cutting prices would probably force the least efficient companies out of business, which would be very sad. This remarkable gloss on Adam Smith went unchallenged. So do many others. :Modern decentralization of industry in the Cnited States owes more to the Supreme Court decision outlawing the basing-point price system1 than to any economic force. Expansion of the steel industry in the 1950's came not as a response to demand but, primarily, as a reaction to President Truman's threat to put the government into the steel business. A successful Broadway comedy of recent years was built around the hilarious notion of stockholders' actually choosing a corporation's management. These random examples of free enterprise at work in the United States have one thing in common: they illustrate how varied and unsystematic and how remote frorn the traditional rhetoric of free enterprise our econornic practice really is. At the center of this varied and confusing reality is the modern corporation, the dominating fact of American society in the middle of the tvventieth century. \Vith its ancestry going hack at least to Rome and with its future apparently unlirnited, the corporation is a conceptual labyrinth in which philosophers and economists, social scientists and lawyers wander endlessly without ever getting to the heart of the matter. Only businessmen fail to get lost in it. Perhaps that is because, for the most part, they try only to operate it, not to understand it. Fully half of us live out our lives in the comfortable and intensely-managed employ of the corporation without ever knovving much about our employer. But our employer knows a lot about us. The five hundred largest Arnerican corporations (neatly catalogued each year by Fortune) own twothirds of American industry. They accumulate most of the new capital generated for industrial growth, produce most of our goods, and, by their advertising, play a major part in deciding what we will want and-if we can manage the down payment-what we will buy. They are immortal and soulless, yet, in our impoverished legal logic, they are treated (under the Fifth and Fourteenth Amendments to the Constitution) as persons. \Ve are at a loss to accommodate their power and status or to justify their effects in any theory of liberal democracy. Thanks to our inability to ignore the obvious indefinitely and to Berle and Means' 1vlodern Corporation and Private Property (written nearly thirty years ago) , we are beginning to realize that the power of corporate management is largely autonomous and that corporate ownership is a vestigial irrelevance. This truth is becoming well known at just about the time it is ceasing to be true-or, at least, when it is becoming seriously misleading. It is true that ownership, as we used to understand it, has been attenuated to the point of invisibility. The shareholder has only a beneficial interest. "Ownership" means quarterly dividends and, with luck, capital gains; a shareholder in AT&T has no further claim, not even to a telephone pole. He has nothing to do with management decisions, production, sales, employee relations, or with any other function of the body corporate. Among 3,000 corporations, in 1957, there were only twelve proxy fights. So far as Locke's concept of property 2 is *Power Without Pr.operty, (c) 1959 by A. A. Berle, Harcourt, Brace and Company, Inc. 1 Jr. Federal Trade Commission vs. Cement Institute 333 C S. 683; 1948-Ecl. note. 2 See Locke's Second Treatise on Ch1il Gouernment, v (Of Property) .-Ed. note. But the economy evolves faster than our comprehension of it. Abont the time we are realizing that management is independent of ownership, the corporation is acquiring a potential new master. Specialists in economic specialization, Americans have developed a new specialty-the management of ownership. And these nevv specialists-managers of mutual funds and pension trusts, and other institutional investors-may have much to say about the conduct of the corporation. Institutional investors-the funds, insurance companies, venturesome colleges, and the like-are becoming increasingly important in the investment picture. They control great blocks of stock and are by far the most important "outside" source of new capital for the corporation. ·while the suffrage of the individual investor has become weak and ineffective, the concentrated power of the institutional investor is growing. At the rate they are growing, these institutional investors have, or soon will have, a voting voice loud enough to take a serious part in choosing and firing managements and in setting corporate policy. So far, they have shown little disposition to do so. Instead, they vote by buying or selling and thus affecting the price of stock. This in itself is a potent persuader; managements are becoming increasingly solicitous of the good opinion of institutional investors. 'fhese managers of ownership are also a new power in the capital markets. Traditionally, the thrifty individual, investing his savings as risk capital, was supposed to exercise an important leverage in the economy. But in fact, four-fifths of all new equity capital now comes from "internal" corporate sources : depreciation allowances, retained earnings, and bank credit. Of the other one-fifth, the great bulk comes from the institutional investors. The venerable and revered Thrifty Individual is alrnost invisible. Among the institutional investors in com1non stocks, the largest arc mutual and pension funds-the managers of ownership-and they are growing at a great rate. Tims to corporate management is being added another notable partner in the control of corporate enterprise. Economic power is increasingly in the hands of this curious duumvirate. The new power holders have no personal stake in their holdings. Their function is to conserve and enlarge their trust against the demands of its claimants, the "ovvncrs . ., Yet these owners do not own the stock itself but only an ultimate claim on the collective fund. \Vho owns the stock? More important what is the effect of such change on our society? To the comparatively compact and homogellcous group that manages our large corporations is added another, even more close-knit group-the few hundred financiers, mostly in Kew York and Boston, who rnanage the mutual and pension funds. The two groups arc much alike, already partly interwoven by the ramifications of finance into industry. In Sears, Roebuck, an employee-"owned" stock fund is controlled by management trustees, and the circle is cornpletc. Corporate autonomy is perfected; the corporation owns itself. This is a rare case. For the most part, fund management and corporate management are formally distinct. Yet, though the duumvirate complicates the picture, power remains in the hands of self-perpetuating, nonowning, salaried managers, while the questions of social control and social responsibility remain unanswered. II All of this is the subject and the problem of A. A Berle's Power without Property, his latest foray into the labyrinthine mysteries of the corporation. ;vr r. Berle has been conducting and reporting on his explorations for more than thirty years, beginning with The .il/I odern Corporation and Private Property. He has been a pioneer and an illuminating guide in the study of the corporation, and his latest report is one of his best. Power, Berle observes, has been divorced from property. It is in the hands of the managers and the trustees. vVhat are the consequences of this climactic amendment of liberal economics? Unfortunately, we tend to approach such questions as exercises in "problern solving" and to define our problems in narrowly constitutional terms. \V c seek "gimmicks" to furnish the universal solvent of democratic sanction for power phenomena. So, to replace the disappearing O\vner, Berle invokes "public consensus" as the constitutional censor of corporate power. l\ ow this is a point of some importance. The fund managers and corporation managers have escaped some of the formal disciplines of the economic process itself, but public opinion and the threat of political intervention are chastening forces (witness the television quiz-show scandals). There is evidence that businessmen arc seriously and sensitively concerned with the attitudes of public and politicians, and convinced that the cor- �poration's well-beii1g depends on these attitudes. The growth in size and importance of the public relations staff in the corporate hierarchy is a measure of the corporation's concern with "the public consensus." As it has become less bound by traditional economic controls, the corporation has become more amenable to political controls. It is changing more and more into a public institution, socialized and "politicized." But Mr. Berle's observations tend to end just at the point where they are becoming most interesting. He begins by observing that the corporation is far more than an economic phenomenon and is a proper subject for all the social sciences. But most of his own analysis is economic, and his conclusions barely escape the dismal science. If the environment and motivating forces of our economy have so changed, what are the likely consequences? We get only hints. Mr. Berle r ecognizes, for example, that both public consensus and the predilection of the corporation powerfully push a socialized economy in the direction of social planning. He even sees our pluralized economy and the Russian totalitarian economy moving along convergent lines of development. Yet our likely course toward social planning appears to be an evolution of isolated sectors of incr eased rationalization, in a persisting pluralism. For example, the automobile industry may be forced toward a more rational planning of production, an ironed-out production cycle, in place of the present irrational boom-and-bust of the annual model. Then what transforms the essential irrationality of the sum of these plural centers of rationality into a unity of social planning? I have a suspicion that such a theory only replaces the old animism of " natural economic harmony" with a new one, in which groups r eplace individuals and "social planning" replaces profit as fuel for the machine. Isn't it more likely that the forces pushing us toward economic rationalism will seek and find channels for truly integrated planning that simply do the least violence to our liking for the appearance of pluralism, while they achieve the r eality of integration ? For example, a great variety of institutional means for integration ar e emerging : contraction of the power elite to a comparatively small group of managers who are, in fact, in close communication, as Berle observes; the increasing efficiency of trade associations in concentrated industries; the activities of congressional committees, Presidential factfinders, the r egulatory agencies, the Council of Economic Advisers. A ll these are subtle but nonethe- less real agencies through which integrated planning is furthered. With all the exploration of the corporation that is now going on, too much emphasis is still placed on the narrow project of problem solving and too little emphasis on just understanding. If, for instance, we are headed toward g reater and greater social rationalization in terms of economic goals, (then regardless of whether our "solutions" to the formal problems are correct), what are the meaning and the consequences of this evolution for the business of living-which is still, presumably, our most important preoccupation? Max Weber once observed, in this same context of the development of the corporation, that a completely rational life would be unendurable for human beings. Here is at least as important a matter as Berle's concern with fo rmal accountability. The fact is that the corporation is the most important subject of social philosophy-the biggest social fact since the emergence of the nation-state. Yet far too often we approach it as social-science technicians rather than as liberal artists. We seize on its sympto1ps, and we solve its mechanical problems, but we make little progress toward mastery through understanding. It is as t hough Aristotle had limited his study of the polis to a statistical report on election by lottery or to a history of ostracism. In our study of the past, we tend to be determinists. In our approach to the present, we ar e volitionists. We assume that our society is a machine whose effect on our lives is largely subj ect to our decision. So long as the corporation is subj ect to "public consensus," we are its masters, and our problem is solved. But in fact, we control our environment far more by understanding it and, consequently, by r eacting intelligently, than we do by manipulating it. So we need to know where the corporation is headed on its own, not just where we are steering it, and to understand what its own demands and effects are. We are making little progress toward such knowledge. We learn a little about the "organization man" and "countervailing power" and the "lonely crowd," but we lack imagination and perspective on a scale grand enough to capture the total dimensions of corporation society. The philosophers of the Fund for the Republic (A. A. Berle among them) , in the quiet precincts of Santa Barbara, are engaged in a notable attempt at speculation on such a scale. From their lyceum, or some other, the social theory of the corporation will perhaps be p:·o- duced. If so, the theory will be much more of an Aristotelian inquiry into nature than a Lockean rationalization of power. III Karl Polanyi, in that remarkable book The Great T ransformation,3 argued that liberalism was both utopian and revolutionary in its polarization of state and individual, its denial and attempted destruction of society. Perhaps our difficulty in political thinking now ·lies in the handicaps of a theory that has no place for society. T he corporation is neither private nor, in the usual sense, political-neither an individual nor an aspect of the state. In a political theory that gives .society no place, how do we understand a political institution that is neither individual nor statist but social? Perhaps, indeed, our immersion in such categories as "individual" and "state" is too parochial. When organization has become so pervasive and omnipotent a fact of life, maybe the old categories lose meaning. Corporation is only the archetypal form of the great fact of twentieth-century life-organization. How much individual meaning and freedom have we really rescued by subjecting corporate power to public consensus, if the consensus itself is .part and parcel of the same organized system as the corporation? What happens to the relations of individual and state when both are captured by organization itself? It is true that, in theory, Athens and medieval Christendom were as thoroughly organized, made as many demands, and claimed to comprehend the individual as totally as does modern society. The polis claimed to embrace all that was worth while in life (except the ~ltimate individuality of contemplation) , and public opinion was tyrannical. Medieval Christian theory allotted every man his station and duties, circumscribed all values within its eschatological goals, and tried vainly to subdue the disorganization of the lords temporal to the organization of a papal lordship. Perhaps all of history is simply a struggle of men against organization. W hy get so concerned about its incidence in our -lives? Partly, I think, because its demands are so total. It is doubtful whether we have any operable escape into freedom as valid even as the Greek ideal of the contemplative life or as the medieval realm of man's ultimate relation to God. I~ practice, if not in profession, we have few claims against the combined demands of state and commerce. But even more clearly, we are up against somethiqg never faced by men before. Only in the twentieth century have the technical resources of organization become adequate to its aspirations. If Pope Gregory V II had been able to c.;ommand the IB M machine, the telephone ( and . the "bug"), the management engineer, and the tranquilizer, what might the medieval church have accomplished ? The Apology might have been very different if the techniques of brainwashing had been available to the Athenian democracy. Organization doesn't even have to be so sinister. Television is warm and glowing and banal. Teamwork is steeped in. piety. But the fact remains that organization generates imperatives, and modern technology provides it with the instruments to enforce them. Maybe public consensus conditions corporate behavior. But both of them exist within a degree of institutional organization more marvelous, complete, and dynamic than we have ever dreamed in our philosophy. W e badly need to dream a philosophy adequate to this gigantic reaHty. 3 ( c) 1944 Beacon Press. �Contributors The Reverend J. Winfree Smith Tutor, St. John's College Richard ·F. Cleveland Chairman, Board of Visitors and 1 Governors, St. John's College; A.B., 1920, M.A., 1921 Princeton, L.L.B ., I Harvard 1929; Member of the law 1 firm of Semmes, Bowen, & Semmes, Baltimore. Theodore Barnes Stinchecum Student, St. John's College Eva·Brann Tutor, St. John's College Elton Ray Davis Student, St. John's College Harrison J. Sheppard Student, St. John's College Jacob Klein Tutor, St. John's College William H. Brubeck Alumnus, St. John's College A.B., 1948; Ph.D., Harvard; Assistant Professor of Political Science, Williams College, Lecturer, Columbia 1 University; Congressional Staff member. Private Consultant on Politics and Public Affairs, Newmyer Associates, Inc. I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 30 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 January 1960 Vol XII No. 1 Politics and the Liberal Arts Title A name given to the resource Bulletin, St. John's College, January 1960 Description An account of the resource Volume XII, No. 1 of the Bulletin, St. John's College, Politics and the Liberal Arts. Published in January 1960. Date A point or period of time associated with an event in the lifecycle of the resource 1960-01 Creator An entity primarily responsible for making the resource Sheppard, Harrison J. (Editor-in-Chief) 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/e046411be918588888ab07db6b55bdeb.pdf 0789942d7dd6020c0eb9c399768adeed PDF Text Text No. 1 VOLUME VIII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS ANNAPOLIS, MARYLAND JANUARY, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �IMPRESSIONS OF INDIAN UNIVERSITIES President Weigle spent twelve weeks in India last summer on a lectureship for the Department of State. The following excerpts are taken from his report dealing with higher education in India. CARROLL-DA VIS HOUSE The Carroll-Davis House, colonial birthplace ot Charles Carroll the barrister, arrived at its new location on the St. John 's campus in the early fall. Historic Annapolis Inc. , an organization for the preservation of historic landmarks in Annapolis, gave the house to the College and raised the $20,000 necessary for moving it. The move was accomplished in two sections, and the house sustained no damage in the six-block trip from the business section of Annapolis where it had stood for over two hundred years at the corner of Conduit and Main Streets. Workmen are now busy digging a cellar and building a new foundation under the house. No decision has been reached on its ultimate use. One suggestion has been to turn it into a faculty club with offices for faculty members on the second and third floors. Volume VIII JANUARY, 1956 Number 1 Published quarterly Entered as Second-class matter, February 18, 1949, at th e Post Office, at Annapolis, Maryland under th e A ct of Auo-ust 24, 1912. ' b Indian higher education appears to be severely hampered by the strait jacket of university affiliation: T.here are a not inconsiderable number of able college prmc1pals who find their hands almost completely tied by the necessity of conforming to university requirements. These determine the eligibility of their graduates for a university degree. This in turn decides the eligibility of the graduate for a government position. The inertia of the system seems to stifle or dull individual initiative on the part of the able principal or faculty member, who finds that it is simpler to go on teaching in the established pattern. I can see no real vitality for the future unless some way can be discovered to breach the affiliation system and to encourage a degree of educational experimentation and cross-fertilization. In Madras, for example, a university official was complaining about the volume of work in his office. "You know," he said, "we now have 120 colleges and departments as constituent parts of or affiliated with Madras University, and over 50,000 students!" With perhaps a pardonable touch of malice, I countered with a query, "How soon are you going to give some of those colleges their independence?" His horror at the suggestion was indicative of the thinking of many university educators who fear for the loss of "standards." They fail to recognize that standards are now set for the entire university at a level consonant with the achievements of the poorest of the constituent colleges. The bureaucratic machinery of university regimentation seems to be turning out a product which leaves much to be desired. Students are mass produced, rote trained, and often immature in their thinking. As one Indian editor expressed it to me, Indian education has failed to turn out a non-conformist and an original thinker. • 1 • �Th.e r~ot of the trm~ble would appear to be the lectureexammat10n system, still a problem in many parts of th Un~ted Stat~s: I atten.ded several B.A. and M.A. lecture~ durm? my v~s1ts to Indian colleges and universities. On one occ~,s10n I hs~ened to an excellent presentation of Machiavelli s Th.e Prmce. O~ another I heard the most painstaking and d~ta1led explanat10n as to how to count up individual c~ses m the preparation of a statistical curve. One lecturer d1ct~ted to his students. As if feeling the need for self- justification, he confided to me afterward, "You know I never per.mit any inter~~ptions during class, for they di~turb my tram of thought. Students and their notebooks are inseparable, a.nd apparently these notes are then "mugged up" in preparation for the hurdles of the examinations. Daily assignments are evidently quite rare, most of the student's real ~or~ being crowded into the month preceding the exammahon. Universally. Indian educa~ors recited their complaint of numbers. W1~h few. except1?ns, Indian colleges are overcrowde~, thus ~ncreasmg the size of lecture classes and making almo~t impossible the more intimate discussion type of class exercise. It was truly astounding to hear educator after educator state. a~ a self-evident fact that his college could not deny adm1ss10n to prospective students! As one of them said to me, "They have to go somewhere and we must make rooi:i for .them." Perhaps part of the' problem is the close relationship between the university degree and subsequent employment. Perhaps part of it is attributable to the paucity of technical education and training schools which would otherwise attract large numbers of students. :But part of the difficulty in which the educators find themselves must be ~scribed .to. their own lack of fortitude in adhering to a policy of limited enrollment which will assure a higher standard of instruction. '!'he lecture sche?ule of both teacher and student is heavy, as J~dged by Amencan practice. Most students undergo five or six hours of lectures each day, thus covering as many as • 2 • ight subjects simultaneously. If it were possible to reduce ~he frequency of lectures, as well as the number of subjects studied, the student might well be expected to do outside reparation in some areas which would thus not necessarily equire lecture coverage. This would also result in relieving overworked college teachers. It might even create some time which could be used for smaller discussion classes, at least on an occasional basis. f The Language Question There is no question but that Indian students work under a severe handicap, particularly in oral work, since colleges use a foreign language as a medium of instruction. I must say, however, that with few exceptions I experienced no difficulty in making myself understood, or in understanding questioners. There was a wide range in linguistic ability on the part of the students, a considerable advantage accruing to those who had had the opportunity of studying English under a foreign teacher to whom the language was native. I was interested to learn that interest in English has begun to reassert itself after a period of temporary eclipse following Independence. Students have apparently come to realize the usefulness of English for some time to come. Student Indiscipline Upon two occasions I was able to observe at first-hand developments in major cases of student indiscipline. It is a real problem which causes considerable concern to Indian educators. The roots of the problem go back to the days of British dominion when student agitation and non-compliance were encouraged by the Congress Party as part of its drive to gain independence. Now, of course, this weapon has come back against the Congress Party as the party in power. But tnere are other roots as well. Many teachers have told me of the lack of interest of parents in their children. Most parents, they say, seem primarily interested in getting their children away from home and into a school just as soon as possible. They apparently find it difficult to discipline • 3 • �children at home and leave the task up to the school authorities. Another clue I found in a conversation with a young Sikh student. He complained that his teachers were dull and that they had no contact with the · students. He said that there wa~ ?o cha~ce to ask questions in class so that political activity prov~ded a welcome outlet. Without formal assignments, he said, students have nothing to do outside of class hours but "drift about." It was his assertion that if students got to ~now the~r ~eacher~ ?~tter, they would respect them and stnkes and similar activities would become distasteful to t~em. In support of this young student's opinion, I must cite the case of the students at the Indian Institute of Techi:ology at Kharagpur. This institution, almost purely residential, has one of the highest esprit de corps of any institution that I visited in India. Enrollment is limited and classes smal~. Te~chers and students seem to have developed a fine relat10nsh1p. When most college students all over India went on. strik.e in protest against the killing of Sathyagrahis at Goa m mid-August, the I. I. T. students met discussed the issue, decided to continue classes, fasted for the day, and gave the money they saved to the Goa relief fund. Question~ were put to me many times by student and faculty audience~ .as to. whet?~r American undergraduates were free to partic~pate m political activity. M y answer was t~at they were 9mte free t~ but as a matter of fact rarely did, except a.t times o~ nat10nal elections. I usually stated that we considered society to have given students this fouryear period of leisure to enable them to develop their minds and selves to the point of becoming useful citizens. Premature indulgence in the political sphere would add to the p~evail~ng confusion in t,he ~orld and would misuse the prec1~us _time at the student s ~1spos~l. Many responsible college pnnc1pals are concerned with this problem and see that it is relate? to the role of the college in character building and that it depends to a great extent upon developing closer relations between students and teachers. The St. John's Program of liberal education usually seemed to capture the imagination of both professor and student alike, as I visited the various college campuses. The discussion method of instruction appealed to the students in particular. Mention of deemphasis of examinations even brought applause in one or two audiences. There was, of course, skepticism as to whether the graduate was prepared to do anything constructive in life, a skepticism no different from that which the College faces in the United States. M any principals and professors who had the task of presiding at my lectures took pains to point out how such a program could not be applicable to India from the standpoint of numbers. They were nonetheless glad to have it presented to their students a:nd spoke of it as a challenging example of educational experimentation. Many expressed the hope that certain features of the program might be adapted for use in Indian institutions. Certain student questions following my talks had to do with matters common to most American colleges. There was confusion about the distinction between a college and a university in the United States. It usually surprised both faculty and students that American boys and girls normally entered college at age 18 and completed their B.A. or B.S. work at age 22. This is in sharp contrast to the Indian practice of hastening education so that many individuals hold their master's degree by age 21. Other subjects which called forth questions were co-education, scholarship and student employment opportunities, extracurricular activities, entrance requirements for college, counselling services for students, and graduate placement bureaus. The color question was inevitably raised. Students were usually satisfied to learn that St. John's, a so1,1them institution, had accepted Negro students on its own initiative some years ago. In a number of cases there were excellent discussions of liberal and general education and of the St. John's program. • 'f • • 5 • Reactions to St. fohn' s College �Both faculty and students asked about "results" at St. John's, and I fom:id myself in the pleasant position of defending the educat10n of the whole man and the development of his mind and spirit, as over against a concern with the more material side of job opportunities and training, as expressed by many of my questioners. As one student put it, "Has gen.era! education a material aspect which appears to be the mam problem of human life in the modern age?" Or, "Do the students of your college not learn less of many things, whereas nowadays much of a particular thing is essential?" The issue of when to begin specialization prompted sharp de~ate, and I found many strong advocates for the St. John's philosophy of training a mind rather than imparting subject matters. Other questions indicated a concern for broadening the St. John's program to include Eastern books as well as the Western tradition. This I accepted as a valid criticism. O~e. student suggested that "the basic ideas of the great religions of the world should be included in the curriculum during the four years of college in order to improve international understanding." In general it appears to me that modification of the existing pattern of higher education in India is a formidable and almost Herculean task. The concept of decentralization and local control of education seems alien to Indian thought. As one educator expressed it, such decentralization "would make for greater confusion." Since curriculum change must run the gauntlet of ministry and university officials, it will be slow in coming. Vested interests are indeed powerful in university circles. General Summary By way of summary, it seems to me that India must approach the vast problem of education at three levels. First ~f any success is to be achieved among the masses, particularly m rural areas, the undertaking initially must be modest in its scope. It would appear best to attempt basic education, perhaps along the Gandhi pattern, for only two or three • 6 • years. After this minimum has been achieved, elementary education for everyone might be extended a year at a time until the desired standard for all had been reached. India rnust be satisfied with less than quality education in the rural areas for some time to come, simply because of the appalling numbers to be educatecl. The second front should be the provision of technical training for infinitely greater numbers than at present. The creation of mechanical and technical schools pointed directly toward openings in various industries will provide opportunities for a great many young people who now think only in terms of B.A. or B.Sc. college courses leading to government jobs. Many of these individuals do not belong in colleges and universities at all, but they now feel that they have no alternative. Moreover, the. country desperately needs more trained personnel as it embarks upon the industrialization phases of its second FiveYear Plan. Finally, the third phase of the educational problem must be the provision of the finest possible college and university education and training for the best minds among young people. Here the leaders of the new generation will be prepared. The universities must be more selective than they have been. They must modify the lecture-examination system to produce original thinkers instead of memory experts. It is at this point, I believe, that some of the ideas inherent in the St. John's Program have validity for Indian education. I tried specifically on a number of occasions to suggest a plan for even occasional seminars through one or more years of the college course, which would concentrate not upon subject matter but rather upon developing the liberal arts or skills of thinking, reasoning, imagining, analyzing, judging, evaluating, deciding, and communicating. In one or two instances I indicated the willingness of St. John's College to enter into some sort of exchange relationship with any college seriously interested in trying to introduce this type of classroom exercise. • 7 • �I \'·'Il -. . r' ~~ .1 ·~ \.') I I )\-·-~ / j ~ -"I ' ••••••• ~•RIT ~Loo• ~~ PLA• 0 ·, Neutra and A lexander, A r chitects �Some people have a vague notion that scholars are strange persons who muse through life oblivious to the probl~ms which beset most men and blinded to the world by a fanatical dedication to a very limited field. The notion is substantially wrong; but it does contain a germ of truth. Scholarship, most generally speak~ng, invol~es attention to detail. It implies an intimate acquamtance with particulars; it is concerned with the many ramifications a given subject might have. When one dedicates himself to such a task he ceases, for a time, to relate the immediate subject of his study to whatever else he knows. He must temporarily suspend judgment of his subject in order to be better able to discover all that it is and all that it involves. It is this necessary limiting which is the germ of truth co~tai.ned ~n the popular notion. The good scholar, however, limits himself knowingly, not forgetting that he may have certain reservations about the meaning of his subject, but siqiply suspending them until his understanding of his subject is thorough enough to permit him to make a judgment. This popular notion about scholars also contains a very dangerous implication-namely, that the scholar is not concerned with "reality," and that, therefore, what he does is of no importance. That inference is dangerous and unwarranted because, in fact there can be no continued learning without the rigor from which scholarship is inseparable. Certainly it is true that thought is finally concerned with principles or generalities; but it is also true that those principles can be learned only through the particulars they are manifested in. Thus, a politician may make generalizations about the mood of "the voters" or the temper of his "constituency." But all such general remarks must derive their validity from the politician's contact with particular voters-individuals. It is clear that one cannot successfully consider the problems of language in general without having carefully studied some particular language. The only way to begin learning about mathematics-the importance of it in relation to other bodies of knowledge, its place in our lives-is to perform its various operations, to study the mathematical systems that have been developed. Once one has mastered the particulars, one is able to generalize. Thus it is that a student must first deal with the subject itself, must learn what its assumptions are and how they are developed. Then, taking the larger view, he may ask what he has learned; he is ready to judge and generalize. This interplay between the particular and the general is essential to all of human thought and activity and learning and to the study of the liberal arts; and it underlies the changes in the seminar program that were recently instituted at St. John's. Since its initiation in 1937, the program has undergone constant re-examination and frequent revision. There have been, for example, certain major changes in the language tutorials. Until two years ago three languages were studied: Greek, German and French. Latin was included prior to that. Then, two years ago, the sophomore year was revised to give more time to the study of English grammar. The aim of the language tutorial is to make one aware of the problems of language in general and of one's own language in particular; a knowledge of grammar is prerequisite. This elementary knowledge of the structure of one's language can and should be acquired at a pre-college level, but too often it is not. Rather than allow students to proceed with the study of language without a reasonable knowledge of its elementary structure-which would be self-defeating-the program had to be altered. This situation, requiring that current defects in secondary education be remedied at the college level, is an external reason for changes in the program: there are other, internal, reasons more directly pertinent to the aims and means of the progam itself. The list of great books is subject to occasional revision. At times one book is replaced by another, not because the • IO • • II • THE CHANGING SENIOR SEMINAR �In each of the tutorials, one student presents a written summary of the particular work being studied by his· tutorial. This summary is a brief condensation of the work, using paraphrase where necessary. It should explain important terms and outline the steps of the main argum~nts. The students of the tutorial read the summary and then discuss it closely, attempti?g to r~late the new material to the work done in the precedmg semmar. The way this works can be m~de cl~ar by an exampl~. The assignment for the first semm~r this year was ~egel s introduction of his Philosophy of His~ory. Because this b_ook is particularly difficult, when the semmar ended many thmgs remained unclear: Enough h~d been understood, h?wever, to indicate certam areas of ignorance. It was decided to explore three other works; the pref~ce to Hegel'. s Pheno:nenology of Spirit, which elaborates his understandm~ of ex~st­ ence; parts of the same author's Science of Log1c . w~ic? discuss the thinking processes-how they ,oper~t~, theIT limitations and scope; and a section of Kant s Cntique of P~re Reason which deals with the nature of thought and which is reinterpreted by Hegel. On the f?llo~ing Mon?ay the entire seminar was assigned more readmg m The Philosophy of History and the members came prepared to s~pplement ~he discussion with the results of their several particular studies. In still later tutorials, two other authors were read who use many of Hegel's fundamental assumptions but apply them in very different ways. This system clearly places more responsibility _on the individual student than formerly. Those responsible for the summary in the tutorial must come prepared to discuss particularly difficult passages. They should be abl~, w~en possible, to give simple examples of what the aut?or is_ saymg, and generally to indicate the direction of the discussion and the structure of the argument. The other students are,_ of course free to read the assignment as carefully as they like. But that each student is, in turn, made formally responsible for grasping and relating the essentials of a book is at the heart of the experiment. By means of this system, it is expected that the student will further develop his abilities in scholarship. He has learned the importance of regular and systematic application to work in his three years of tutorials; he has become somewhat proficient in logical thought and exposition; he has had a • 12 • • ' 13 • first is less important or less "great," but because the second promises some greater advantage in use. It may serve some better purpose in the context of current readings. Obviously, not every treatment of every problem that concerns man can be considered in four years. It is necessary that the program accept the limitations of time and of students' capacities and avoid a scattering of energies; if the program sought to deal with everything, students might grasp nothing clearly. Thus the point of the college endeavor is to supply a well-disciplined beginning. The seminar program, briefly, is this: Seminars meet twice a week, on Mondays and Thursdays, for a scheduled two hours (though this often stretches into two and a half or three hours) . Fifteen to twenty-five students participate, and two or three tutors are present. Assigned texts are discussed; or as sometimes happens, the texts simply provide a take-off point for discussion. Opinions which are advanced must be reasonably supported. This is the most general outline of the seminar as it has been and as it remains for freshmen, sophomores and juniors. But this year brought a change in the senior seminars. On Monday evening the entire seminar meets as usual and discusses the assigned text. On Thursday, however, the seminar divides into two or three separate tutorials. These tutorials make close analyses of texts which are related to, and which clarify, the book being read by the seminar as a whole. Each tutorial is assigned a differen~ reading and, when the students next meet as a seminar, it is expected that they will have a better understanding of the original seminar reading because of the greater measure of scholarship possible in the tutorials. J I i �glimpse of the wealth of thought and experience and genius ~f three year~ of seminar readings: in the fourth year his liber~l education continues and, in addition, he is exposed to the ngors of scholarship, rigors which are essential to learning. B.S., 1956 REPORT ON ADULT EDUCATION Last summer Mr. Kieffer and Mr. McGrath conducted the Se~i~ar-in-Europe. Thirty persons made up the party in addition to the leaders and Mrs. Kieffer. They came from many parts of t?e c~untry: New York, Washington, Florida, Tennessee, Cahforma and Vancouver. They ranged in age from 17 to 7~. There were ten men, a higher proportion than the I?rev1ous two years. The party sailed June 23rd on t~e Cnstoforo Colombo and landed in Naples July 1st. Semmars we~e ~~Id at se~ on the Odyssey and the Euthyphro. In Rome Virgil s Aeneid and St. Augustine's Confessions were. discusse?; in, Florence, Dante's Divine Comedy; in Vemce Machiavelli s The Prince; in Salzburg and Innsbruck the Gospel of St. Mark; in Paris, Rosseau' s Social Contract and Racine's Phedre; in England Chaucer's Canterbury Tales and two plays of Shakespeare's. Beside the seminars there was constant sight-seeing in all the six countries visited. Good weather blessed the tour for the whole eight weeks. The party sailed for home from Southampton for the States on the Castel Felice. Meanwhile, back in McDowell Hall, Mr. Kramer and Mr. Da~k~y were conducting a seminar reading books on Modern Political events and theories. The enrollment was large and every meeting well attended. This fall our program opened with a seminar that included reading again on political subjects. The unusual feature was that many books of the Bible were on the list and were read for their political significance. The seminar was led by Mr. Kieffer and Mr. Darkey. • 14 • The Philosophy of War seminar, conducted by Professors Wheeler and Fredland of the U. S. Naval Academy, continues. This year it is devoted to the study of the Civil War. The Short-Story writing class was given again this term after a hiatus of several years and was led by Mr. Tolbert. Several programs for teachers were offered, but not given because of insufficient enrollment. It is hoped that with more publicity, teachers may be brought into contact with St. John's through Adult Education. Mr. Brown conducted his seminar in Baltimore for the ninth year. The other out-of-Annapolis seminars were not given, except for one in San Francisco. St. John's is finding the competition with the Great Books Foundation and the Ford FoundaJoHN S. KIEFFER, tion increasingly active. Director of Adult Education FOUNDATION EXTENDS MATCHING OFFER President Weigle announces that the Old Dominion Foundation of New York City has agreed to extend for a further five-year period its generous offer to match any sums contributed to St. John's College for endowment purposes. The trustees at the Foundation have also increased the total amount which they are willing to match to $2,300,000. RECENT GRANTS TO COLLEGE St. John's College will receive a grant of approximately $135,000 from the Ford Foundation according to the announcement made the week before Christmas by M r. William McPeak, Vice-President of the Foundation. Half of this sum will be paid by June 30, 1956 and the balance a year later. It is planned that these funds will be used to endow more adequate faculty salaries at the College. Mr. Weigle also reports that the College has been successful in raising the necessary funds to match the conditional grant . 15 . �of $250,000 from the State of Maryland toward the new science bui~ding. In all probability an additional $500,000 must be raised to complete the structure. Meanwhile full working .draw~ngs and specifications are being prepar;d by the architect m the hope that construction can commence this summer. TEACHING INTERNSHIPS New teaching interns appointed for 1955-56 are Seth G. Benardete, a graduate of the University of Chicago, and Thomas K. Simpson, who is a St. John's graduate of the Class of 1950. Mr. Benardete obtained his bachelors' s, master's and doctor's degree from the University of Chicago during the 1949-5 5 p~riod: As the. winner of the Ryerson Fellowship of the Umversity of Chicago, he spent 1952-53 in Greece. There he worked on his doctoral thesis, translated two plays of Aeschylus, and went to Mount Athas where he made a collation of one of the Aeschylus manuscripts. ~s. the h?lder of a Ford Fellowship in 1953-54, he lived prmc1pally m Florence where he continued to work on his thesis and make a collation of another Aeschylus manuscript. In both Greece and Italy he traveled widely. He has also visited Turkey. Mr. Simpson was graduated magna cum Iaude from St. John's College in 1950. He obtained his master's degree from Wesleyan University in Connecticut in 1955. From 1950 to 1953 he taught at the American University at Cairo, Egypt. The teaching internship program at St. John's College is subsidized by the Fund for the Advancement of Education established by the Ford Foundation. Under the program young men and women who are preparing themselves for a teaching career or who desire to enlarge their teaching experience have an opportunity to teach and to learn within the St. J?hn'.s curriculum. 1'.'-ppointments are for a single year. Apphcat10ns are now bemg received for 1956-57. • 16 • 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 . T he 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 . . dollars. " sum of . . . 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 mav mean a cost to the donor of only a fraction of the value of the gift to the College. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 January 1956-Vol. VIII No. 1 Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1956 Description An account of the resource Volume VIII, No. 1 of the Bulletin of St. John's College in Annapolis. Published in January 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-01 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/1b47afc6b5e975c82b95e3b0247140a1.pdf 40b96514c3b3ef091558524dc5802d3c PDF Text Text No.1 VOLUME VII Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS Mathematics Tutorial ANNAPOLIS, MARYLAND JANUARY, 1955 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �SUBIACO Remarks by President Weigle at the Fall Convocation on September 26, 1954 This is the fast issue of the new volume of the Bulletin of St. John's College. The April issue will be devoted to the Report of the College's Self Study conducted under a grant from the Fund for the Advancement of Education, and the July issue will be the College Catalogue for 1955-56. Future issues of the Bulletin will be designed for both the alumni and friends of the College. Material formerly included in the Alumni Bulletin will henceforth be incorporated as an insert in .copies of the Bulletin of St. John's College sent to alumni of the College. Volume VII JANUARY, 1955 Number 1 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. This summer the St. John's Seminar-in-Europe travelled fifty miles west from Rome into the mountain fastnesses of the Appenines to visit Subiaco. Here, high above the gorge of the cascading Anio River, is the monastery founded by St. Benedict in the early part of the sixth century. Pope Gregory the Great writes that Benedictus was a son of the patrician house of Ancius in Rome. When only fourteen years of age he resolved to renounce the world and live the life of a hermit. His refuge for three years was the cave at Subiaco. Each day he received a loaf of bread from the monk, Romanus, who lowered this meal to him on the end of a cord. Temptations beset Benedict as memories crowded in upon him in his solitude. Soon, however, he began attracting other men of God who sought his leadership for a nearby monastery at Vico Varo. This experiment failed because of Benedict's extreme austerity, but soon thereafter a group of small monasteries grew up around his grotto retreat at Subiaco and he found himself the abbot or superior of a considerable community of cenobites. Here at Subiaco and later at Monte Cassino, Benedict founded the order and the rule that were to bear his name. From the beginning the Benedictines had a reputation for concerning themselves with education. Many Roman parents entrusted their children to the monks in the hope that they would grow up in the service of God. Once in the monastery, all marks of rank or wealth were erased. All shared equally in the life and discipline of the community. As we walked through the cloisters and library of the convents of St. Benedict and St. Scholastica at Subiaco, where Western monasticism was born, I was impressed by a sense of community which seemed to animate the monks. It . I �We at St. John's College have similarly a great tradition, one the like of which few other colleges in the United States can boast. St. John's dates back to the days of Colonial Maryland when King William's School was chartered by the Crown in 1696. This, our oldest building, was originally designed as a royal governor's mansion around 1740. In its time it afforded hospitality to Washington and Lafayette. Four signers of the Declaration of Independence were among the original incorporators of the College, and Francis Scott Key was an early graduate and the founder of the St. John's Alumni Association. In truth, graduates of this College have, in the words of the Charter, discharged "the various offices and duties of life, both civil and religious, with usefulness and reputation." This is part of the St. John's tradition, but there is another and even more important tradition of which you are the inheritors. It is a tradition which you share with the monks of Subiaco. It is the tradition of Western thought dating back to the Greeks, the Hebrews, and the Romans. As you read some of the greatest books in that tradition throughout your four years at St. John's, you will in some measure capture for yourselves a sense of belonging to this tradition. The going may be rough at times, but I promise you that your lives will be more significant and meaningful for having made the effort. A second characteristic which impresses a visitor at Subiaco is the singleness of purpose of these monks. Benedict himself sought to reform a monasticism which had been corrupted in the East and gave evidence of decay in the West. It was a time of disruption and invasion in the Empire and of disorder and irregularity in the Church. The Rule which he laid down stressed action or labor and obedience. Benedict considered it only "a little beginning, a modest introduction to Christian perfection." But the sense of mission has continued among the monks to the present day. We at St. John's are likewise animated by a sense of mission. Ours is an educational mission, whereas Benedict's was religious. But, like Benedict, we are in the forefront of a struggle for reform and restoration of principle. We believe that education in this country has deserted too much the liberal arts which all men should cultivate before they undertake the particular arts or skills of their future callings. We believe that the vast structure of administration, departments, course requirements, and extra-curricular life have obscured the real purposes and functions of our colleges and universities. We believe that the development of the student's intellectual powers is more important than overtaxing his memory with facts, however impressive. We believe that the St. John's Program is peculiarly effective at this task of • 2 • • 3 • occurred to me that this religious community bore many similarities to the community of learning which is St. John's College. This is the thought I should like to pursue with you this afternoon. At the outset let me assure all wondering neophytes of the Class of 1958 that they should have no illusions about St. John's being a monastery. True, you may discover an occasional fellow student whose coarse homespun may seem to border on the ascetic. You may find other individualists who seek vainly to emulate the burgeoning facial adornment of the razorless hermit. On the other hand, the abundance of food upon the Randall board, the pleasant companionship of the opposite sex, and the relative absence of common property should convince you that our life here together is hardly a monastic one. First of all, at Subiaco one was conscious of tradition-in this case the tradition of the Benedictine Order which Benedict founded over thirteen hundred years ago. Men trained in these monasteries have gone out over the centuries, not only as monks and missionaries of the Gospel, but also as doctors, lawyers, teachers, historians, and poets of the Western world. One senses that the monks at Subiaco find strength and inspiration from the tradition in which they stand. �training the student's mind, though, like St. Benedict, we would claim it to be "only a beginning." We are all learners together-faculty and students alike. Ours is a singleness of purpose. The very force of our conviction provides almost a missionary zeal as we confront the educational world around us. We believe that we have already contributed, albeit modestly, to reform long overdue. There is another point of similarity in the separation from the world of the two communities that are St. Benedict's and St. John's. The monks at Subiaco live behind their monastery walls, following the strict regimen of their rule and maintaining relatively little contact with the world outside of their rocky valley. The aim of a monk has always been to withdraw as much as possible from temporal things so that he would not be distracted in his approach to God. Wrote Benedict in the preamble to his rule: When a man has walked for some time in obedience and faith, his heart will expand, and he will run with the unspeakable sweetness of love in the way of God's commandments. May he grant that, never straying from the instruction of the Master, and persevering in his doctrine in the monastery until death, we may share by patience in the sufferings of Christ, and be worthy to share together his kingdom. At St. John's College there is by design a measure of insulation of the student from the contemporary world around him. We are not afraid of being called an ivory tower, for the student is here passing through a four-year chrysalis period when his mind is growing and developing and maturing. To confront that mind prematurely with problems of the United Nations or slum housing or gubernatorial politics is to distract it from its fundamental task of learning. Obviously, complete insularity is neither possible nor desirable. Time, however, is short and the four years ahead will never again be duplicated in the leisure which you will have for learning. You are encouraged, therefore, to make optimum use of this period of withdrawal from the world, though I must caution you now your education at St. John's will avail nothing if it • 4 • does not impel you after graduation to enter into the affairs of the market place and to take your rightful place among your fellow citizens. Finally, the visitor to Subiaco receives the impression that every member of the community is working together for the general welfare of the group. Benedict required seven hours of work a day, as compared with two hours of reading. One observes monks sweeping the floors, tending the gardens, repairing the buildings, and p~rforming ~ultifariou.s duties. The schedule of the day is meticulously delmeated with seven services of prayer when the whole community chants together their psalms. The convents at Subiaco are, in a real sense of the word, communities. St. John's College is a community, not a religious community, but a community of learners. Faculty me?1bers and students alike are learners, though the tutors bnng to the common effort more highly trained minds, greater experience and maturity, and, I hope, more than a modicum of wisdom. Competition does not characterize our community, for there can be no competition where learning is concerned. Rather, each member of this community, like the Benedictine monks, stands ready to help his or her colleagues toward understanding. We are a little red school house where the teacher and all the pupils have certain responsibilities to those above or below them in the learning process. Learning at St. John's is truly a cooperative enterprise, and that is the way it should be. Moreover, learning at St. John's is the central point of focus for all phases of the life of the community. To~ether we engage in sports and a wide range of other extracurncular activities. Yet each of these is consciously related to the single purpose of learning which binds all members of the community together. Members of the Class of 1958, on behalf of your fellow students, aged from sixteen to sixty, I extend a warm welcome to this our community of learning. I bid you Godspeed for the four years which lie ahead. May they become a promising commencement of your education! • 5 • �CAMPUS DEVELOPMENT In planning for the future development of the St. John's campus the Board of Visitors and Governors and the Faculty have alike been concerned that the design of new buildings and their configuration on the campus should insofar as possible be adapted to the concepts and needs of the College's liberal arts program. This means, for example, the development of classroom-laboratories which will be equally useful for seminar and tutorial use as well as the sciences, provision for outside and inside areas conducive to conversation and discussion, design of an auditorium to preserve the spirit of the Friday night lectures, yet expandable for larger audiences, planning of a question period room suitable also for intimate music and theater-in-the-round, and finally some plan to provide a degree of separation from the town and at the same time a tying together of the various buildings into the community that is St. John's. The first problem which confronted the Board was the choice of an architect. To survey the field and make a recommendation, the Chairman of the Board appointed a Campus Development Committee under the chairmanship of Arthur A. Houghton, Jr., of New York City. In embarking upon its task the Committee laid down two principles: that the planning of the campus should be undertaken with the ultimate long-term requirements of the College in mind and that the problem was large and challenging enough to demand the services of an architect of national reputation. An enrollment figure of 300 was accepted for planning purposes, this having been arrived at by separate studies in several periods of the College's history. Style of Architecture advocated contemporary design, with the single proviso that th~ b.uilding materials of brick and white trim provide the umfymg element between old and new. The Committee had in hand preliminary plans and elevations for several new structures ably done in the traditional design by the Offi~e of James R. Edmunds, Jr., of Baltimore, Maryland, architects for the Heating Plant and Shop Building ( 19 51) and Campbell Hall (1955). It therefore determined, for comparative purposes, to commission a contemporary architect to study the campus and to prepare a proposal for its development. The firm of Richard J. Neutra and Robert E. Alexander, of Los Angeles, California, was retained for this purpose. There followed a number of visits and consultations in Annapolis, Baltimore, and New York extending over a nine-mont~ period. The Faculty and the Student Polity each appomted campus development committees to enter into the general discussion of the problem. At its February meeting the Board of Visitors and Governors voted, upon recommendation of the Faculty and of the Campus Development Committee, to retain the firm of Neutra and Alexander and to authorize them to proceed with preliminary drawings of the new laboratory building and auditorium. This decision was based upon a general consensus of opinion that the contemporary style was best adapted to the future building needs of the St. John's Program and that Neutra and Alexander seemed best to understand how these needs and concepts might be translated into reality. ~he tentati.ve proposal for campus development, upon which the action of the Board was based, is reproduced in this. Bulleti~ with a view to stimulating comment and suggestion for its further change and refinement. There is no irrevocable commitment on the part of either the Board or the Faculty to any particular feature of this plan. The Campus Development Committee faced an immediate question as to the general architectural style to be employed in any future construction. There was some sentiment favoring the traditional while other members of the Committee One characteristic of the existing campus deprecated by some Faculty members was a feeling of exposure or a lack . 6 . . 7 . Quadrangle Concept �0 6 . z . .:--r-------_.;-------1··, I: > I l» . I'·· FIElDHOCKEY .. FOOTBALL c " !Id - St JOl-IN'S COUEGE;. CAMPUS R.J. NE-UTRA ARCMITE-CT!>. DE-VE-LOPME-NT ~ flE ...IEXANOE:R. Rl>RllARV 1t~S �of privacy fr?m the public view. This might not be apparent ~o a non-resident who looks at the campus from outside. It 1s felt acutely,. h~wever, by many, though not all, of those who spei:d the1: lives on the campus. One proposal to counteract this feelmg was the erection of low buildings along College Avenue, partially to enclose the front or upper campus. Prev~ous suggestions that a wall along College Avenue ~ould improve the serenity of the campus had been opposed m part on the theory that any apparent physical separation ~ould tend to separate the College from the town. The view was expressed and generally acknowledged by committee members that town and gown relationships actually depend.not on such considerations but rather on the policies and act10ns of the administration, faculty, and students. Several proposals as to specific functions to be placed along C~lleg~ Aven.ue were discussed and discarded as inappropnat~ m locat10n ~nd bulk. One proposal, however, met with unammous acclaim. F~culty offices, now conspicuously ab~ent on the campus, might be placed in the forty-foot-wide stnp betwe~n the two rows of trees along College Avenue. Broad op~mngs at each end and at the center would reveal pleasant vistas from the street, enhanced by their concentrah~n. Between these strategic points a simple ivy-covered bnck wall would f?rm the street side of a row of faculty study and counsellmg rooms, which would open onto the b:oad expan.se of lawn inside. Only twelve feet wide and eight feet high, the. bul~ of such a simple structure could add a ~ew u:-io?trus1ve dimension without competing in any way with ex1stmg buildings. The roof would be low well b~lo:v the lev~l of ~he lawn outside McDowell Hall. 'From w1thm, the d1sturbmg sight of moving traffic would give way to a serene, acade~ic environment, sheltered yet not cut o~ from the world outside. The architects are confident that ~h~s .conc~pt can be carried out successfully and convincingly 1f 1t 1s decided upon. The same motives, coupled with the desire for protection • 10 • from the wintry blasts off College Creek, led the Committee to discuss the partial enclosure of the .lower .can_ipus. Former discussions along this line had met with ob1e~bons based on a desire to leave the great vista and broad qmet lawn to the north unobstructed. The view was expressed, however, that the Academy steam plant and smoke stack as well as a possible future Academy stadium might be at the end of such a vista. The main objective expressed, however, was the development of a court or quadrangle on the upper part of the back campus in the area between Iglehart H~ll and the present tennis courts. It was ~ointed o~t that this could be accomplished without obstructmg the view of Col~ege Creek from the terrace outside McDowell Hall or the view of the Hall from the new access highway into Annapolis. Several other considerations entered into the development of the proposal submitted for t~e ~ower campu~. !he best locations for the laboratory bmldmg, the aud1tonum, the music and fine art facilities, the gymnasium, and the expa~ded needs for dining hall and coffee shop were considered simultaneously to arrive at the current proposal. Auditorium Location The site formerly proposed for the auditorium on King George Street northwest of ~gl~hart Hall is a c~e~r, unobstructed setting for such a bmldmg. It wo~l~ ad1om a l~rge automobile parking lot serving both the ex1stmg ?ymnasmm and the auditorium. On the other hand, the location appears to the Faculty Campus Development Co~mittee. to ?e too remote considering its daily use for 1!1us1c, and m vie~ of the intrinsic importance to the curnculum of . the Fnday night lecture and qu~stion peri~d. '!'~e Comm1tte~ aweed that it would be demable to bnng 1t mto a more mbmate relationship with the academic campus. A location south of Iglehart Hall was considered, even at the expense of removing Chase-Stone House, if necessary. This space appeared crowded and would be apt to :esult m a sort of "back door" relationship. Furthermore, 1t would • 11 • �not solve another objection to the first site, that of noise and disturbance along Route 50. Traffic has diminished since the opening of the new access road to Annapolis, but King George is still a busy street. The sound of tires on brick paving is quite noticeable. The suggestion that the auditorium should be planned on th~ west side of the campus met with unanimous approval. It is proposed that the major parking area remain on the east side, connected to the auditorium by a broad covered shelter, the roof of which would be below the level of the terrace in back of McDowell Hall. This covered walk would also interconnect the laboratory building, the music and art rooms, the women's dormitories, the dining hall, the book store, the coffee shop, and the classrooms in McDowell Hall. Covered connection to McDowell Hall would be effected by an underground passage and a new inside stair from basement to first floor. The stage-house, even though not including a full grid, would be high enough to obstruct a view of the gas tanks to the west. This was not considered an objection. This structure could make a splendid termination for the west end of the lower quadrangle without competing with the central buildings on the upper campus. as an open covered bridge extending to a little planetarium, reflected in a shallow pool of still water. Space for future academic building needs would remain to the northeast of the laboratory building. Iglehart Hall presented a problem to the Committee. It is not ideally placed for use as a gymnasium, and it hardly seems appropriate in the development of the lower quadrangle. The suggestion that at some future date, perhaps distant, a new gymnasium should be developed near the track and future tennis courts met with enthusiastic response. A covered swimming pool which could be opened to the outdoors and a new boat house were discussed. It was suggested that either the north or west corner of the campus would seem to be a suitable location. The gymnasium, pool and squash and handball courts might be on higher ground adjoining the playing fields, the boat house on the lower level with the track. Dining Facilities A decision on the auditorium location suggested the development of the laboratory building as an arm running to the east, partly enclosing and forming the lower quadrangle. Preliminary studies indicate that the requirements for a science building may be met by confining a two-story portion to the western half of the building, obscuring a view of the gas tanks across St. John's Street and of the College heating plant, but not protruding into the quadrangle itself. A onestory wing would not extend beyond the line of the northeast ~nd of Campbell ~fall. The south side of this one-story wing is currently conceived as a very low structure, residential in scale, ho~sing the corridor and a series of individual project laboratones and offices. The corridor might then be projected Iglehart Hall was next examined for other uses. It would appear to be suitable for conversion into a dining hall when the student body increase makes Randall Hall too small. An additional wing to the north may be required to expand kitchen space, but the main room appears to be sufficient in size to accommodate 300 students. Meantime it may have to serve considerable time as a gymnasium and may require temporary remodeling to provide women's locker and shower rooms, and perhaps a few squash courts. Remodeling for dual use as a gymnasium-music hall was discussed, but is fraught with great difficulties, to say the least. Conversion of Iglehart Hall into a dining hall, however, appears feasible and would make the development of a new gymnasium instead of a new dining hall seem reasonable. The coffee shop, which is the hub of St. John's social life and even an intrinsic, important part of the learning process, can hardly be housed in present quarters when enrollment reaches 300. The use of the Randall Hall dining room was considered, but this high-ceilinged room would not lend itself • 12 • • 13 • Laboratory Building �to the informality essential to the coffee shop. This room, however, should make a splendid commons, or student lounge containing a small collection of books and peri?~i~als. If further investigation confirms the apparent feas1b1hty, the coffee shop could be developed successfully in the space below, now occupied by the kitchen. This space might also include the mail center and be connected by underground passage with the basement of McDowell Hall which would then become an expanded book store and faculty social center. An inside stair would lead to the seminars in the upper floors of McDowell. An analysis of space requirements seems to indicate that all tutorials and seminars for a college of 300 could be accommodated in McDowell Hall and the music and laboratory wings of a new building. This might require the eventual use of at least a part of the first floor of McDowell Hall. In that case, administration offices and expanded quarters for the Student Polity, clubs, and publications might eventually take over Woodward Hall when and if the State of Maryland could be persuaded to give the Hall of Records to the College to be its new library building. Dormitory Requirements Provision of a new laboratory building would release Humphreys Hall for renovation and restoration to its original function as a dormitory. This would entail almost complete gutting of the building and rebuilding of t~e interior. to provide modern facilities for 50 men. In this connection it has also been suggested that the temporary two-story appendages on the rear of Paca-Carroll and Chase-Stone should be removed. Even without these rooms, residential requirements would be satisfied by existing space. A location for additional dormitory space, if needed, has been suggested to the northeast of Randall Hall or north and west of Iglehart Hall. As to the balance of the campus, a president's residence has been proposed for the north or west corner of the campus • 14 • overlooking College Creek. Should the north location be selected, the garden of the residence might embrace the French memorial above the present boat house. As to athletic fields, a hardball diamond, also usable for softball, and a separate softball diamond are projected near the gymnasium. Games such as lacrosse, soccer, field hockey, or touch football may be played on the extensive field to the southwest, or in the center of the track where a football field is indicated. Tennis courts are shown near the gymnasium and other court games near the dining hall, for relaxation after lunch. Much further study must be undertaken on the athletic facilities before the final building requirements can be determined. The College recognizes that it is setting for itself an ambitious program which may require years for completion. The Board of Visitors and Governors and the Faculty are desirous of the fullest discussion of the entire architectural problem before detailed plans for any specific building are undertaken. To this end alumni and friends of the College are invited to examine the plans and submit comments. Of first priority in point of construction will be the laboratory building, toward which the General Assembly of the State of Maryland has voted to make available a quarter of a million dollars, providing a matching sum is raised by the College prior to January 1, 1956. • 15 • �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts 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. All planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. To provide an adequate physical plant for this student body, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, its building program, and its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. . 16 . �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 36 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 January 1955-Vol VII #1 Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1955 Description An account of the resource Volume VII, No. 1 of the Bulletin of St. John's College in Annapolis. Published in January 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-01 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/8bd5e05bf22b51985c0a665f58fc0bef.pdf 18c22b6a38af6a1f4f0dd8f01a6acda9 PDF Text Text No. 4 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CHARTER OF THE COLLEGE ANNAPOLIS, MARYLAND DECEMBER, 1951 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �History St. John's College was founded in 1696 as King William's School in accordance with a Petitionary Act for free-schools of the General Assembly of the Colony of Maryland. Following the Revolutionary War, the General Assembly of the new State of Maryland granted a Charter to St. John's College pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784. This Charter was subsequently amended by the General Assembly through Resolution No. 41 of 1832. The Visitors and Governors of St. John's College deemed it desirable in 1950 to eliminate from the Charter certain extraneous and obsolete matter and to make certain other amendments consistent with present requirements and conditions. It was the opinion of the Attorney General of Maryland that the original Charter of the College was subject to the general Corporation Laws of Maryland and might accordingly be amended by the Visitors and Governors, pursuant to these Laws, without legislative action by the General Assembly. The Chairman of the. Board of Visitors and Governors therefore appointed a Charter Committee on September 16, 1950, and instructed them to pr·epare the necessary amendments, while retaining as much of the original Charter as was practicable. This Committee reported at the regular quarterly meeting of the Board of Visitors and Governors on December 9, 1950, submitting copies of the proposed amendments to the Charter. The specific changes recommended were: Volume III DECEMBER, 1951 Number 4 Entered as Secondi=lass matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. 1. To increase the limitation of the membership on the Board from 24 to 30, including the Governor of the State of Maryland, President of the Senate of the State of Maryland and the Speaker of the House of Delegates of the State of Maryland as ex-officio members during the respective terms in office of each. 2. To remove the geographical restriction as to residence of members of the Board. �3. To eliminate the requirement that the Board examine the candidates for degrees. 4. To provide for shortening the corporate name of the College from the Visitors and Governors of St. John's College in the State of Maryland, to St. John's College. 5. To eliminate the requirement that the Judges of the Court of Appeals should be members of the Board. 6. To eliminate obsolete and irrelevant provisions of the old Charter. In compliance with the Laws of the State of Maryland and the opinion of the Attorney General of Maryland, the Board then passed a Resolution declaring it advisable to amend the Charter of St. John's College by adopting the document recommended by the Charter Committee, and setting February 17, 1951, as the date for a meeting of the members of the Board of Visitors and Governors of St. John's College to take final action in the matter. The list of amendments, duly verified, was then filed with the State Tax Commission of Maryland, thus completing the necessary preliminaries. On February 17, 1951, the regular quarterly meeting of the Board of Visitors and Governors was adjourned and a meeting of the members called. The members thereupon unanimously approved the amendments to the Charter which had been recommended by the Board of Visitors and Governors. The amended Charter, which retains the original numbering of paragraphs, follows. Charter of St. ] ohn' s College WHEREAS, the Charter of St. John's College was duly granted pursuant to and as a part of Chapter 37 of the Laws of Maryland of 1784 by the General Assembly of Maryland, and was amended by the said General Assembly by Resolution No. 41 of 1832; and WHEREAS, said Charter as so amended contains certain extraneous and obsolete provisions; and WHEREAS, the Visitors and Governors of St. John's College have been advised by the Attorney General of Maryland that the said Charter is subject to the general Corporation Laws of Maryland and accordingly may be amended by the Visitors and Governors pursuant to said Laws; and WHEREAS, the Visitors and Governors of St. John's College deem it desirable to eliminate from said Charter so amended the extraneous and obsolete matter contained therein, and to make certain other amendments thereto consistent with present requirements and conditions, while retaining so much of the Original Charter as is practicable: Now, THEREFORE, Be It Resolved: That the Charter of St. John's College be amended to read as follows: WHEREAS, institutions for the liberal education of youth in the principles of virtue, knowledge and useful literatme are of the highest benefit to society,' in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States; And whereas, it appears to this General Assembly that many public spirited individuals, from an earnest desire to promote the founding a college or seminary of learning on the Western Shore of this �State have subscribed and procured subscriptions to a considerable amount, and there is reason to believe that very large additions will be obtained to the same throughout the different counties of the said Shore if they were made capable in law to receive and apply the same towards founding and carrying on a college or general seminary of learning with such salutary plan and with such legislative assistance and direction as the General Assembly might think fit, and this General Assembly, highly approving those generous exertions of individuals, are desirous to em brace the present favorable occasion of peace and prosperity for making lasting provision for the encouragement and advancement of all useful knowledge and literature through every part of this State; BE IT ENACTED: II. That a college or general seminary of learning by the name of "St. John's College" be established on the said Western Shore upon the following fundamental and inviolable principles; namely, first, the said college shall be founded and maintained forever upon a most liberal plan for the benefit of youth of every religious denomination, who shall be freely admitted to equal privileges and advantages of education and to all the literary honors of the college, according to their merit without requiring or enforcing any religious or civil test, or urging their attendance upon any particular religious worship or service other than what they have been educated in or have the consent and approbation of their parents or guardians to attend; nor shall any preference be given in the choice of a Principal, Vice-Principal or other Professor, Master or Tutor in said college on account of his particular religious profession, having regard solely to his moral character and literary abilities and other necessary qualifications to fill the place for which he shall be chosen. IV. That the governing body or board of said College shall consist of not more than thirty nor less than thirteen Visitors and Governors, to be chosen and to hold office in such manner as the said Visitors and Governors may determine and prescribe by their fundamental ordinances; provided, however, that the Governor of the State of Maryland, the President of the Senate of Maryland, and the Speaker of the House of Delegates of Maryland, shall act ex officio as three of the total number of Visitors and Governors of said College during their respective terms in said offices; and that the said Visitors and Governors and their successors duly chosen shall be and are hereby declared to be one community, corporation and body politic to have continuance forever by the name of ST. JOHN'S COLLEGE and by the same name they shall have perpetual succession. VII. That if the City of Annapolis should be fixed upon as a proper place for establishing the said intended college, this General Assembly give and grant, and upon that condition do hereby give and grant to the Visitors and Governors of the said College by the name of "The Visitors and Governors of Saint John's College in the State of Maryland," and their successors all that four acres within the City of Annapolis purchased for the use of the public and conveyed on the 2nd day of October, 1744, by Stephen Bordley, Esq., to Thos. Bladen, Esq., then Governor, to have and to hold the said four acres of land with the appurtenances to the sa~d Visitors and Governors and their successors for the only use, benefit and behoof of the said college and seminary of universal learning forever. VIII. That the said Visitors and Governors and their successors by the same name shall be able and capable in law to purchase, have and enjoy to them and their successors in fee, or for any other less estate or estates, any lands, tenements, rents, annuities, pensions or other hereditaments by the gift, grant, bargain, sale, alienation, enfeoffment, release, confirmation, or devise of any person or persons, bodies politic or corporate capable to make the same, and such lands, tenements, rents, annuities, pensions or other hereditaments or any less estates, rights or interests of or in the same at their pleasure to grant, alien, sell and transfer in such manner and form as they shall think meet and convenient for the furtherance of the said college; And also that they may take and receive any sum or sums of money, and any kind, manner or portion of goods and chattels that shall be given, sold or bequeathed to them by any person or persons, bodies politic or corporate capable to make a gift, sale or bequest thereof and employ the same towards erecting, setting up and maintaining the said college in such manner as they shall judge most necessary and convenient for the instruction, improvement and education of youth in the vernacular and learned languages, and generally in any kind of literature, arts and sciences, which they shall think proper to be taught for training up good, �useful and accomplished men for the service of their country, in church and state. IX. That the said Visitors and Governors and their successors by the name aforesaid shall be able in law to sue and be sued plead and be impleadable in any court or courts, before any judge' judges, or justices within this State and elsewhere in all and all manner of suits, complaints, pleas, causes, matters and demands of whatsoever kind, nature or form they be and all and every other matter and thing therein to do in as full and effectual a manner as any other person or persons, bodies politic or corporate within this State or any of the United States of America in like cases may or can do. X. That the said Visitors and Governors and their successors shall have full power and authority to have, make and use one common and public seal and likewise one privy seal with such devices and inscriptions as they shall think proper, and to ascertain, fix and regulate the uses of both seals, by their own laws and the same seals or either of them to change, break, alter and renew at their pleasure. XI. That the said Visitors and Governors and their successors from time to time and at all times hereafter, forever, shall have full power and authority to constitute and appoint in such manner as they shall think best and most convenient, a principal, a viceprincipal of the said college and professors with proper tutors and assistants for instructing the students and scholars of the said seminary in all the liberal arts and sciences, and in the ancient and modern tongues and languages; and the said principal, vice-principal and professors so constituted and appointed from time to time shall be known and distinguished forever as one learned body or faculty by the name of "The Principal, Vice-Principal and Professors of St. John's College 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 and of all the students, scholars, ministers and servants belonging to the same. XIV. That a majority of the said Visitors and Governors for the time being and duly assembled at any meeting upon due notice given to the whole body of Visitors and Governors shall have full power and authority to make fundamental ordinances for the government of the said college and the instruction of youth as aforesaid, and by these ordinances to appoint such a number of their own body not less than seven, as they may think proper for transacting all general and necessary business of the said seminary and makjng temporary rules for the government of the same; and also by the said fundamental ordinances to delegate to the principal, viceprincipal and professors such powers and authorities as they may think best for the standing government of the said seminary and of the execution of the ordinances and rules of the same; provided always that they be not repugnant to the form of government or any law of this State. XV. And for animating and encouraging the students of said college to a laudable diligence, industry and progress in useful literature and science, be it enacted that the said Visitors and Governors and their successors shall by a written mandate, under their privy seal and the hand of someone of the Visitors and Governors to be chosen annually as their President, according to the ordinance to be made for that purpose, have full power and authority to direct the principal, vice-principal and professors to hold public commencements either on stated annual days, or occasionally as the future ordinances of the said seminary may direct and at such commencements to admit any of the students in the said college or any other persons meriting the same (whose names shall be severally inserted in the same mandate) to any degree or degr·ees in any of the faculties, arts and sciences and liberal professions to which persons are usually admitted in other colleges or universities in America or Europe; And it is hereby enacted that the principal, or in the case of his death or absence, the vice-principal, and in case of the death or absence of both, the senior professor who may be present, shall make out and sign with his name diplomas or certificates of the admission to such degree or degrees, which shall be sealed with the public or greater seal of the said corporation or college and delivered to the graduates as honorable and perpetual testimonials of such admission; which diplomas, if thought necessary for doing greater honor to such graduates, shall also be signed with the names of the different professors or as many of them as can conveniently sign the same; provided always that no student or students �I within the said college shall ever be admitted to any such degree or degrees, or have their name inserted in any mandate for a degree until such student or students have been first duly examined, and thought worthy of the same. XVI. That the ordinances which shall be from tjme to time made by the Visitors and Governors of the said college and their successors with an account of their other proceedings and of the management of the estate and moneys committed to their trust, shall when required be laid before the General Assembly for their inspection and examination, but in case at any time hereafter through oversight, or otherwise through misapprehension and mistaken constructions of the powers, liberties and franchises in this Charter or Act of Incorporation granted, or intended to be granted, any ordinance should be made by the said corporation of Visitors and Governors or any matters done and transacted by the corporation contrary to the tenor hereof, it is enacted that although such ordinances, acts and doings shall in themselves be null and void, yet they shall not, however, in any courts of law, or by the General Assembly, be deemed, taken, interpreted or adjudged into an avoidance or forfeiture of this Charter and Act of Incorporation, but the same shall be and remain unhurt, inviolate and entire unto the said corporation of Visitors and Governors in perpetual succession; and all their acts conformable to the powers, true intent and meaning hereof shall be and remain in full force and validity, the nullity and avoidance of such illegal acts to the contrary in any wise notwithstanding. i II 11 I f XVII. That this Charter and Act of Incorporation and every part thereof shall be good and available in all things in the law according to the true intent and meaning thereof, and shall be construed, reputed and adjudged in all cases most favorably on the behalf and for the best benefit and behoof of the said Visitors and Governors and their successors, so as most effectually to answer the valuable end of this Act of Incorporation towards the general advancement and promotion of useful knowledge, science and virtue. XVIII. That no person shall act as Visitor and Governor, or as principal or vice-principal or as professor in the said college before he shall take the oath of fidelity and support to this State required by the Constitution and by laws of this State. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. 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 December 1951-Vol III No 4-Charter of the College Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1951 Description An account of the resource Volume III, No. 4 of the Bulletin of St. John's College in Annapolis, Charter of the College. Published in December 1951. Date A point or period of time associated with an event in the lifecycle of the resource 1951-12 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 Charter and Polity https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/0c833bb48c07fc126271db888a5fd033.pdf fe805614d241495241b7c6b9b46843ae PDF Text Text No. 4 VOLUME II BULLETIN ST~ OF JOHN'S COLLEGE IN ANNAPOLIS INAUGURAL PROCEEDINGS ANNAPOLIS~ MARYLAND DECEMBER, 1950 Fou!llded as King William'§ School, 1696. Chartered as St. John's College, 1785 �THE INAUGURATION OF RICHARD DANIEL WEIGLE AS EIGHTEENTH PRESIDENT OF ST. JOHN'S COLLEGE THE INAUGURATION CEREMONY UNDER THE LIBERTY TREE, IN ANNAPOLIS, ON SATURDAY, OCTOBER THE TWENTY-EIGHTH NINETEEN HUNDRED AND FIFTY �THE INAUGURATION PROGRAM THE CHORUS "Nature's Praise of God" Elgar THE PROCESSIONAL "Pomp and Circumstance" . Beethoven The Heavens sing praises to God in His glory, And all earth echoes with His name; The universe tells the wonderful story And to the spheres His might proclaim! Annapolis High School Band THE ACADEMIC PROCESSION Who Who That Then The Marshal The Delegates from Universities and Colleges The Delegates from Learned Societies The Former Presidents of St. John's College Edward Julius Clarke, Class of 1881 Robert Otis Jones, Class of 1916 ' set the numberless stars in their places? from its tent does draw the sun? like a hero smiles brightly upon us, goeth forth his race to run. Then, Mortal, praise thou the Lord in His glory, All Nature doth proclaim His might. It tells of wisdom, of law and of order, And of His mercy infinite! The stars that glitter afar in the heavens 0 Mortal, canst thou count them all? To Him be glory who thee hath created; Now on thy knees before Him fall! President of St. John's College Alumni Association The Members of the Faculty The Members of the Board of Visitors and Governors David Spergin Jenkins, Class of 1930 German Text hy Christian F. Gellert Superintendent of Schools of Anne Arundel County Roscoe Conkling Rowe THE ADDRESS Mayor of Annapolis Jobn Whitefield Owens Editor Emeritus of the Baltimore Sunpapers William Francis Stromeyer, Class of 1916 State Senator from Anne Arundel County Thomas G. Pullen, Jr. THE NATIONAL ANTHEM State Superintendent of Schools Lansdale G. Sasscer Oh say l can you see, by the dawn's early light, What so proudly we hailed at the twilight's last gleaming? United States Representative Herbert Romulus O"Conor Whose broad stripes and bright stars, through the perilous fight O'er the ramparts we watched were so gallantly streaming! United States Senator The Right Reverend Noble Cilley Powell And the rocket's red glare, the bombs bursting in air Gave proof through the night that our :Bag was still there. Bishop of Maryland The Right Reverend Monsignor Frederick G. Hochwalt Secretary General, Natiomil Catholic Educational Association Oh say, does that Star-Spangled Banner yet wave O'er the land of the free and the home of the brave? Richard Daniel Weigle President of the College Fr1tn~i.J John White.field Owens Scott Key, Clim of 1796 Editor Emeritus of the Baltimore Sunpapers Richard Folsom Oeveland THE BENEDICTION Chairman 0£ the Board of Visitors and Governoxs William Preston Lane, The Right Reverend Monsignor Frederick G. Hochwalt Secretary General, National Catholic Educational Association Jr. Governor of Maryland THE RECESSIONAL "Soldiers' Chorus"' THE INVOCATION The Right Reverend Noble Cilley Powell Gounod Annapolis High School Band Bishop of Maryland INTRODUCTION OF THE CHAIRMAN OF THE BOARD OF VISITORS AND GOVERNORS William Preston Lane, Jr. Governor of Maryland THE ADMINISTRATION OF THE OATH OF OFFICE Richard Folsom Cleveland Chairman of the Board THE INAUGURAL ADDRESS . Richard Daniel Weigle President of the College $ * * * �INAUGURAL ADDRESS RICHARD D. WEIGLE PRESIDENT OF ST. JOHN'S COLLEGE It is with a sense of deep humility that I accept the charge you have placed upon me today-that of guiding the destinies of St. John's College in the years ahead. No man could ask for a more challenging an~ inspiring task at a time when education is so vital for the very existence of our Republic. No man could desire a finer heritage than that of this respected Maryland institution which boasts its historical b~ginni~gs under the Crown in 1696. No man could hope for a more st1mulatmg and important idea than that which undergirds the whole educational program of this College. I am glad that this is happening to me today under this venerable Liberty Tree, rather than on the platform or in the stadium of some other college or university. To the entire College community-students, faculty, Visitors and Governors, and alumni-and to the many devoted friends of the College both within and outside of this great State of Maryland both Mrs. Weigle and I pledge our energies and our talents that St. John's College may prosper and that it may continue to exert a salutary influence upon the education of this nation. Sensitive as I am to the honor you all have paid me, I would urge that a college and not a man receive recognition today. Few institutions have endured more crises and vicissitudes than St. John's College throughout the 254 years of its history. Twice during the first half of this very century the basic character of the institution was changed-once at the time of the abandonment of the military course in Major Garey's regime, and again with the advent of Stringfellow Barr and Scott Buchanan when the present curriculum was adopted. Such transitions are not easy. Even since 193 7 the College has been beset with obstadesthe gradual evaporation of a student body during World War II, the bout with our neighbor across the wall over the question of real estate, and then the departure of the two men who had conceived and brought mto bemg the new program. Suffice it to say that the College did survive, and that very fact is a tribute to the efficacy of the idea and the soundness of the program. It now appears to be a clearly established fact that the College is greater than any individual or even any group on its faculty. Thirteen years have elapsed since books and balances began their appointed tasks on this campus. In that period of time ten classes have graduated two hundred men. Some two hundred others have matriculated but fallen victims to military service, financial necessity, unaccustomed freedom or the gods of practicality and vocation" Perhaps it is not too of the for the success of any to educate. men it has should be dialectic in the best St. success. Are men to be judged by financial or their inclusion in Who's Vv ho? Is the criterion to~ Is the to be the number or cars one drives Of the dubs one are there answer to be found in man's service to his fellow man? other criteria? as to I am going to suggest that a college has attained its objectives if its graduates meet three conditions: first, that they have developed their intellectual faculties to the point where they can reason well, make free decisions, and speak clearly and persuasively; second, that they understand and appreciate the great cultural heritage in the forward movement of which they stand; and, third, that they have thought out for themselves a philosophy of life which is personally satisfying, which shows true appreciation of religious and moral values and which stimulates participation with their fellows in meeting the common responsibilities of the Republic that is ours. It is my contention that this College in some real degree has achieved just this over the last thirteen years" A questionnaire was recently mailed by an alumni committee to all men who matriculated since September of 1937. Replies from approximately one-third of the graduates and one-quarter of the non-graduates have already been received and permit interesting, if tentative, conclusions. One criticism always aimed at St John's by its detractors is that the student is trained for no particular job. Less than half of the graduates believed that their St John's education had helped them to choose a vocation, but several claimed it enabled them to derive satisfaction from whatever they did. Queried as to what part of their education they now found most important to them, the young alumni replied: "Training in analytical thinking," a "philosophy of living," "intellectual self-confidence," the to make independent judgments," "perspective," "a critical active to problems," and the "habit of careful evaluation." It was the general consensus that the meaning of a St John's education outweighed the utilitarian, one man expressed it, the program "develops the whole person," Or in the words of another, "I consider the values of the human spirit which I began to realize at St. John's the highest in my own life." More than three-quarters of the group stated that it had brought an ability to fulfill better the responsibilities of a citizen, although a minority claimed a tendency to neglect "the practical life in favor of the pursuit of speculative truth." On the other hand, another wrote that St. John's gave him a "keener sense of political responsibility" than he had had before. �As to the program itself, there was overwhelming approval of the non-elective aspect of the curriculum. Only a handful found the course too serious, although half of those answering felt that academic discipline had not been sufficient. Of all phases of the program, the laboratory received most criticism, a situation which we have tried to alleviate, I trust with some success. Other constructive criticisms had to do with strengthening the faculty and with stimulating contacts with other colleges to prevent too much insularity. All of these suggestions and many others will receive the careful scrutiny of the Instruction Committee of the Faculty as it continues the process of solidifying, improving and, when necessary, modifying the curriculum. With respect to graduate work, the questionnaires indicated that threefifths of those answering had gone on to graduate and professional schools. Most found difficulty in a lack of basic subject matter and of an historical sense during the first year. They adjusted themselves only gradually to the strange pedagogy of incessant lectures. After the first year or so, however, the broad view of things and the ability to think critically more than compensated for the initial disadvantages. Almost without exception the entire group reported that the benefits outweighed the difficulties arising from a St. John's education, Probably the best gauge of the program was the response to the question as to whether the individual would again choose St. John's if he were commencing his college course anew. Only three of the sixty graduates qualified their affirmative answer in the slightest degree. Of the fifty non-graduates, three-quarters answered "yes," and only five replied in the negative. This then is the verdict of the alumni of the present curriculum at St. John's-lawyers, doctors; business men, government officials, teachers, farmers, social workers, artists, ministers. Few have achieved distinction as yet in their chosen fields of endeavor, yet almost all may be said to be masters of themselves and their talents, free men with free minds. To this extent the College has succeeded and the curriculum proven itself sound. But no remarks on this occasion would be complete without some expression from the new President of his educational philosophy and his plans for the future. It must be apparent to all that I stand firmly committed to the St. John's program. I can think of no better vehicle to fulfill the purpose stated in the Charter of the College, that is, "the liberal education of youth ... in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious." That does not preclude changes and modifications as experience shows them to be necessary. I am particularly concerned that the very quality of uniqueness in the St. John's program not result in its being looked upon as some sort of sacred shibboleth. There must be no cult, no unreasoning adherence to any set of principles simply for the sake of preserving non-conformity. On the other hand, there will be no compromise of the fundamental principles upon which the program is based. The introduction of the required music tutorial in the Freshman year seems a promising innovation. The College has been reproached for failing to provide historical perspective. On the contrary, it is our contention that a better illumination of the past is gained through the St. John's curriculum. We have perhaps reached the point, however, where certain lectures may be devoted to the great periods and movements of history. We plan too to introduce in limited degree lectures on the culture and traditions of the East, so that the student will acquire some conception of the background and hopes of the peoples of Asia, who will impinge upon us in the years ahead to an ever increasing degree. A strong and inspiring faculty will remain our chief concern. Even though the books continue to be the great teachers, the St. John's program will never be stronger than the men who lead the seminars and instruct in the tutorials and laboratories. The new College Polity already adopted indicates our intention to grant early tenure to those tutors who have demonstrated their abilities to work within the program. The College must also have constant infusions of new talent, as men of broad scholarship and intellectual vigor are attracted to Annapolis. Of no less importance is the student body itself. The present ratio of geographical distribution commends itself with roughly half of the men coming from Maryland and the other half from the other states of the Union. The immediate need is to stimulate the imaginations of an everwidening circle of able and well prepared young men so that the College may best fulfill its function as a community of learning. The road ahead is not easy. St. John's College persists as one of the strongest challenges to conventional higher education in this country. It is a source of satisfaction to read that other institutions are now trying to remedy the same situation that St John's College has been concerned with for over a decade. As President Douglas McGregor of Antioch College has said: "The inertia of past ways of thinking and acting, the inevitable suspicion attending any break with habitual patterns, the unforeseen practical obstacles which must be overcome-these are the constant nightmares of a college with the courage to undertake real pioneering in our tradition-bound educational system." I am convinced in my own mind that our times are sorely in need of the liberal arts education which this College provides and I would gladly share �the patents and copyrights with any dozen other colleges in this country tomorrow. The parlous state of education in this country is well described by Bernard Iddings Bell in LIFE'S recent special issue on U S. Schools. He argues well for a "Know Why" in what we are doing while accusing our schools of suffering from "complacent orthodoxy, from deadening devotion to a theory of man and a theory of knowledge that can only lead to disaster tomorrow.". As so fully discussed in the Harvard Report on General Educatzon m a Free Society, which incidentally appeared some years after the St. John's program was established, the phenomenal growth of kn~wledge and society has produced a veritable eruption of our whole educational system, and vocational specialism has tended "to take from the college what theoretical unity it had." There must be some unifying force, some purpose and direction to education that will. prevent men from moving farther and farther apart as they fly off on the tangents of their specialized tasks. These are truly times to try men's souls. Democracy is being tested in the crucible of ideological conflict and even of open warfare. Fundamental concepts and beliefs are being challenged. It is no longer enough to assume rather naively that democracy is the best of all possible worlds. The onus is on us in these United States to prove our contention. As never before we must demonstrate that democracy can and does work. As never before education must contribute to this end. First and foremost our colleges must provide men who can think. There is too much doing in this country without enough thinking. The ~hole tempo of American life contributes to this end. Perhaps it results m part fron: our competitiveness as a people. Perhaps it is sheer intellectual lazmess. Too many men are afflicted with "in and out boxitis" they are happy as long as they are passing papers from their in-boxes to their out-boxes. The avalanche of paper successfully forestalls the need for thinking through basic problems. Even more tragic, there is ultimately a numbing of the intellect which precludes constructive thought should the flow of paper miraculously stop. Unfortunately most college graduates have never learned to think. They have been too busy taking notes and boning for examinations. They have lost themselves in veritable haystacks of facts. A true liberal arts education must free the mind. It must teach how to approach a problem, how to define the alternatives, how to make decisions, and how to communicate to others the logic and reasonableness of the decision or idea. Democracy must have such men to survive-both as the philosopher guardians of the Republic and as the citizens vigilant who elect them to office. Moreover, the colleges must inculcate a consciousness of heritage. No man can hope to understand the present intelligently without some genuine awareness of the currents of thought which flow down to us from the Greeks, _the Jews, and the Romans, through the great minds of Western ovil1zation. The educate~ man must know the struggles of his predecessor~ to .resolve the dichotomy of faith and reason, of authority and p:agmatJsm If he IS to reach an intelligent and satisfying conclusion for himself. How can he appreciate freedom else he read and discuss it in the writings. of Mill, Locke,. Rousseau, and the founding fathers. Only then can he mterpret that hentage and make it meaningful and compelling on the ideological battlefront. The great da?ger that we face is the loss of that heritage of freedomnot to commumsm ~ut to those who in misguided zeal against the enemy would sacrifice certam of the very bas!c principles of freedom which they fi~ht to defend. .As President Momll of the University of Minnesota said at Chapel Hill this month, "The last citadel of all freedom is intellectual freedo~." Teachers oaths are dangerous and stultifying things. They are a defimte step along the road to regimentation and statism which we must at all costs avoid. The man who knows his heritage appreciates the a~e-long struggle to achieve this freedom we would now so blindly curtail. I for one believe that the answer to the threat of communism is not in oaths and suppressive laws but rather in the fullest revelation of communisms' shortcomings and false promises. I have enough faith in democracy to believe that communism must always come out second best in the market place of ideas. . ~inally, to meet the present crisis the college must impart that which 1s nght. As the Harvard r.eport so correctly stated, "Never in the history of_ the world have vulganty and debilitation beat so insistently on the mmd as they now do from screen, radio, and newsstand." Wars and their aftermath are destroying the moral fibre of our people, and callous and mesp_ons1ble_ defamation of character is sapping our political life and effectively d1scouragmg able men from seeking public office. Our concern that ~t~te and. church ren:ain separate has now brought a Supreme Court declSlon which would m effect completely proscribe religion in our schools. Men's regard for their mutual religious sensibilities has had the effect of promoting thoughtless secularism. It is the duty_ of the college to provide the means whereby each student may arnve at his own understanding of how he shall live his life. Many a supposedly educated. college graduate. has. refused to face the simple questions of what he is and where he 1s gomg. When confronted with them his answer is a superior or indifferent shrug of the shoulder or a bewildered c~nfession of his intellectual impotency. How can a man discover the mner resources to carry him through a rich and satisfying life else he have struggled to some solution of the great questions of �God and man and nature. How can he make right and happy judgments else he have arrived at some appreciation of what is right and good. I believe that there must be an acceptance of the dignity of the individual man, a concept so basic to democracy, Christianity and our whole Western tradition. I should hope also that there would come the discovery of a motivating and inspiring Power higher than man and beyond his comprehension. Then man can attain to the deep reservoirs of inner strength and the dynamic impulses to recognize his duty to his fellows. Then man will not be content to live unto himself but he will be impelled into the market place. He will return to Plato's Cave and thus his destiny as an educated man will have been fulfilled. To this end we af St. John's College will continue to devote our energies. ADDRESS JOHN W. OWENS EDITOR EMERITUS OF THE BALTIMORE SuNPAPERS At the outset, I shall make the way easier for myself by confessing that I speak in platitude. As some of you may know, most of my life has been spent in an environment in which platitude is an ever-present help in time of trouble. But today I use the platitude not because of indolence; rather, I hope that it may be of some value" After all, a platitude is supposed to be a truism. There are times when the air is filled with a babel of voices and a man's integrity of thought may be served by holding fast to some long-tested truism and saying within himself: "This I believe .I" In this particular setting, I venture to recall a truism of thought and of conduct which is some 2,000 years old. It is recorded in one of the great books-Matthew xxii chapter, xxi verse: "Render therefore unto Caesar the things which are Caesar's; and unto God the things that are God's." President Weigle has given you a sensitive review and appraisal of the idea which rules St. John's College. That idea stands, of course, against the background of our times. Taken together, the idea and the times make the truism laid down in Matthew centuries ago a primary rule in our society. As all of you know, we live in an age of autpority-an age of expanding authority in government. Wherever you turn your eyes in social organization you see expansion of authority. In the East of Europe and farther East, you see nation after nation which has passed under iron authority. This authority professes a philosophy which resembles the tender teaching of Christ. But its rule is iron. In the West of Europe, you see efforts under the democratic process to expand authority without the use of iron. In Britain, which taught us much of what we know about constitutional rights of the individual, one of the most fascinating of all experiments in social authority is pressed without ceasing. It is pressed by men who remain at heart libertarians. In differing measures, the movement runs throughout the old civilizations in the West of Europe. Here in the United States you have seen in less than 20 years a social revolution which has profoundly altered much of our economy and much of our thought. Again under the democratic process, the authority of government has been exprnded as never before in our history. Almost nowhere is there sign of substantial retrogression in this movement to expand the authority of government. In Britain, where debate probably has been better than anywhere else, the issue is not on whether to travel backward, but on whether to slow down. In large parts of the British economy, the choice is between Socialists who say, "We �will," and Tories who say, "We must." In our vast land, the movement toward authority is not so far advanced as in Britain, but again the debate is, in actuality, not on whether to travel backward, but on whether to slow down. I have not the time or the competence to trace the threads which have led from cause to effect in this movement toward authority. All of you read daily some section of the debate on cause and effect. All of you have read a thousand times discussion of the influence of modern industrialism on the social order. All of you have heard a thousand times discussion of the effects on the social order of the two deadliest of wars. All of you have heard theories on the interplay of industrialism and wars in forcing social change. letting such discussion take its course, we find ourselves living before the towering fact that expansion of authority in government proceeds stubbornly throughout the world-almost as though it were ordained evolution. Arising under the general phenomena and spreading its effects throughout the world is another towering fact. That is the division between East and West which affects the terms of government in all lands. In few nations are the effects more pronounced than in this country. Division compels us to prodigious measures of defense on a scale that may be called global. These measures of defense ratify and confirm the movement toward expansion of authority in government. Over and over again, additional authority must be delegated to the Chief Executive who also is the Commander-in-Chief. Often the new authority which is delegated must be exercised in a degree of secrecy which is without precedent and gives further concentration to authority. No other course is feasible or possible. All of this sums up into a condition which may be stated simply. In this gathering there is not one young man who can imagine, for himself, the freedom from regulation by government which older men, in their youth, took for granted as they took for granted the air they breathed. Regulation in this country is usually self-critical. For the most part, it is in the hands of men whose inner attitudes were formed in a day of freer individualism. Moreover, they are aware of public opinion and of the ballot. We retain the right to turn out one party and put in another. Nevertheless-with one party in power or anotherspreading regulation by government is the rule. Authority to decide whether young men shall be free to build civilian careers or shall be dedicated to the military arts is a more imminent power than this nation ever has known save in actual war. Many thousands of young men-and many thousands of those who can see the first hints of middle age-cannot be sure how much of their lives and careers shall be at the order of government. But this is only the more intimate phase. As you know, regulation by government reaches into civilian life-into industry, into finance, into agriculture, into labor. Unless the fates favor us, regula- tion will reach deeper and deeper into civilian life-sometimes indirectly sometimes directly. ' There is no occasion for me to speak of the dangers which inhere in expansion and centralization of authority in government. You hear warnings each day and none is needed from me. But I should like to says a few words about protection against these known dangers. I believe that the foundation of protection will be found in the work of such schools of liberal education as St. John's College. For, in asking protection, we can no longer comfortably assume that our fathers did for us all that is necessary when they surrounded authority with signs which read: "Thou. shah not!" We _cannot rely upon negations which long ago were wntten mto constitutions and statutes. We have seen limitation afrer limitation give way under necessity or appearance of necessity. In this age of authority, protection must once again be found in the affirmative will of the peQple themselves to preserve the essence of libe:ty-.not alw~ys the old forms of liberty, but the essence. Our generation, m the orcumstances of our generation, must themselves preserve liberty as our. fathers in their generation found a way to do. We may find strength m our day by remembering that the will of our fathers to pr_eserve _liberty taught ~hem in their day the way to forge instruments with which to serve thelt ends. Their will made the difference between success and_ failure. Their will caused them to plant the Bill of Rights m the wntten statement of our constitutional principles. But, had ~hey not d~ne. so, their . will would have planted the Bill of Rights m our constituttonal practices. . I? thi~ country, the protection which must be sought is against failures m mtelhgence, rather than failures in character. As I have said, we retain the power to ~rn out one party and put in another. But, apart from the ballot, we live m no danger that authority will produce the man on horseback. Ours is not the climate in which Napoleons are produced. The muscular humor of the bleachers pervades our politics. The first of the actual dangers against which we need protection is the danger that we_ s?all not find and_ gather the i.ntelligence which will be required m admm1stratlon of the gigantic machme of authority. We may blunder into acts of oppression. Broadly speaking, administration of the gigantic machine of government which has been erected calls for two types of men. One is the technician who can keep the particulars in movement. The supply is fairly abundant. The other is-for want of a better word -the statesman who can keep the particulars in proportion and build them into a firm and yet flexible unit. That supply is not abundant. The next of the great dangers against which we must find protection is failure of the people to think. Already, the machine of governmental authority is so gig<1ntic that there is no hope that the people can know more than �fragments ot the particulars with which technicians deal. The machine is so gigantic that many of the people also lose sight of the general movements with which those we have called statesmen must deal. The bur~en of understanding is so heavy that the people could drift into habits of complacent obedience to authority, relieved only by more or less aimless outbursts of temper at the polls. The broad base of protection against these twin dangers of failure in i?telligence-failure in the vast authority and failure in the people who live. uncle~ authority--can be stated in simple terms. The base of protect10n will be in enrichment of the quality of citizenship. The base of protection will be in spotting the life of our country with men who are bigger than their daily tasks. The base of protection will be in spotting the life of our country with good lawyers who are more than good lawyers; with good engineers who are more than good engineers; with good doctors who are more than good doctors; with good financiers who are more than good fin2nciers; with good farmers who are more than good farmers. The base of protection against the dangers of this age of authority will be in spotting our country with lawyers and engineers and doctors and financiers and farmers who are citizens of the world of thought which lives above and beyond tasks of the day. Out of such material we may breed the quality of men who will be big enough to administer the gigantic machine of authority and out of such material we may . breed the quality of men who will lead the people in perception and m reason as they exercise their sovereign authority over the authority of government. You may say that already we have spotted the life of our country with men of the quality that is required. The point can be argued. Certainly, we have spotted the life of our country with good men in the professions and in all the lines of material production. But a case can be made that we have compressed their minds. Nearly two centuries have passed since Adam Smith dropped into the melting pot of ideas his elucidation of the principle of division of labor. In our country, we have divided with a vengeance. Professions have been divided into subprofessions. We take the most promising material that comes out of the law schools and in a little while this material is divided into tax lawyers, insurance lawyers, admiralty lawyers, labor lawyers~all of them experts in narrow fields. The course is followed in other professions. One can hear a throat doctor tell a patient that he does not touch heart cases. For anything that I know to the contrary, there may be bankers who are equivalents of throat men and heart men. We have made this division and subdivision of labor pay material dividends of which Adam Smith could not dream. But in our American way of doing things, we have brought into society able, brilliant, distinguished specialists who often know practically all there is to know in their own specialized fields and are dull mediocrity itself beyond their fields. So far as social and political institutions are concerned, there are distinguished specialists in the professions who seem to know no more than could be learned in a highschool course in civics. Some have had little time to learn more. And that is not all. In this greatest of democratic experiments, brilliant minds which are set apart for specialization are often taught that their priestly robes must not be contaminated by contact with the practicalities of government or politics-save in special circumstances which will set them apart from pollution. Few things deserve more of satire than the condescension toward government and politics of fortunate men who themselves do little more than the casting of an angry ballot or the sending of an angry check to the tax-collector. Now, nothing could be more foolish than to deal lightly wi~h. ~he abundant fruits of division and subdivision of labor even when division is carried into the refinemrnts of specialization which we know. The special training which makes a great throat doctor or a great heart doctor is one of the blessings of the human race. But, equally, we cannot be so foolish as to take much of our best brains and set it apart from the central issues of society-from vital things in the COf!lmon life. ~ e cannot afford to take much of our best brains in this age of expandmg authority in government and so narrow the life .and w~r~ of . those brains that they yield but scant material either for wise admm1strat10n of vast authority in government or for wise criticism which will keep authority in its place. Our task is to keep the goo_d mmds and the brilliant minds as good and brilliant as ever in their own fields and yet to enlarge them for full performance of the duties of democrat_ic citizenship in a period in which these duties call for all that we have m intelligence. If you will allow me to speak somewhat dogmatically in a fi~ld in which I should speak with extreme hmid_ity, I will say that product10n of big citizenship in this democracy is today one of the first thmgs that must be rendered unto God. After all has been rendered unto Caesar that must be rendered in this age of authority, there remains to be rendered unto God the production and development of those qualities in men which keep them erect on their feet as men and as i:nembers of a free society. Nowhere can that work be done so well as m the sch~ols of liberal education. You do not, of course, have a monopoly. Sooety always has hidden assets. In some unknown hamlet, an unknown Lincoln may in this hour save coins with which to buy one or two great books, to be read after the day's toil and to be treasured as pearls of great price. He may appear. And he may voice. the .dreams of men m words so pregnant and so poetic that they will smg m the ears of pos- �But we cannot afford to wait for genius. A democracy must use its good material.. And nowhere is there such opportunity as in the schools to take the good material that lies all around and to treat and develop and fashion it into fine materiaL Nowhere else is there such to men who are destined to be competent or dis.fields and to make them into active members of which must be the foundation of democratic Nowhere is there such opportunity to teach the final lesson that the search for wider communion of thought stops at no milestone and marches with man to the grave. When I speak in these terms before a gathering at St. John's College, I realize that I do no more than reaffirm as best I can the doctrine by which you live and in which you have reared an exalted example. Perhaps, I should excuse myself for trying to say things which you have shown so well. that you are able to say for yourselves and to do for yourselves. If an excuse is necessary, it is to be found in my conviction that St. John's College-in training men to think and to think of many things, in training them to be bigger within their own minds than the daily tasks which await them-is meeting the first requirement of our democracy in this day. And, since our American democracy does not exist solely for its own glory, St. John's is doing the work of which mankind is most in need. You are about to move into a new stage 0f your work. You are about to do so in a time when history races at top speed. And you will go into this stage under new leadership. I shall not occupy your time with conventional recital of the record in other places which shaped Richard Weigle for leadership of St. John's. You know the record. Instead, I shall embarrass President Weigle. Some of you have learned to read the stories which are written on the faces of men by their inner thoughts. You will know that President Weigle is, inside of himself, the scholar whose life is dedicated to pursuit of truth. No more need be said of his coming to St But I should like to say one word to the young scholars of St Were 1 of your age, facing the world that lies ahead of us, I that I would be wise enough to offer humble thanks been given me, here in these quiet and gracious that a little time halls, to follow Richard Weigle in meditation with the great minds and the great souls who lighted lanterns in the darkness of the past. Delegates From Universities And Colleges HARVARD UNNERSITY (1636) Captain S. E. Dickinson, U. S. Navy, Retired, A.B. COLLEGE OF WILLIAM AND MARY (1693) John Tyler, A.B., A.M. YALE UNNERSITY (1701) Robert Lowry Calhoun, B.A., B.D., M.A., Ph.D. PRlNCETON UNNERSIIT (1746) Thomas Guthrie Speers, A.B., D.D. BROWN UNIVERSIIY (1764) John C. Reed, A.B., B.Litt. DARTMOUTH COLLEGE (1769) Alden R. Hefler, A.B., M.A., Ph.D. UNNERSITY OF VIRGINIA (1819) Captain J. Beverly Pollard, U. S. Navy, Medical Corps, Retired, M.D. INDIANA UNNERSITY (1820) John Royston Smithson, M.S. AMHERST COLLEGE (1821) Warren Randolph Church, A.B., A.M., Ph.D. THE GEORGE WASHINGTON UNIVERSITY (1821) Vivian Simpson, A.B., LL.B. TRINITY COLLEGE (1823) Amos Francis Hutchins, Jr., B.S. LAFAYETTE COLLEGE (1826) Captain James T. Reside, U. S. Navy, C.E., Doctor of Science DICKINSON COLLEGE (1773) J. Luther Neff, A.B., S.T.B., D.D. RANDOLPH-MACON COLLEGE (1830) HAMPDEN·SYDNEY COLLEGE (1776) George A. Lyle, B.S., M.S. UNNERSITY OF RICHMOND (1830) J. Earl Moreland, A.B., M.A., LL.D., L.H.D. George M. Modlin, Ph.D., LL.D. WASHINGTON AND }EFFERSON COLLEGE (1780) David W. Weaver, Th.B. WASHINGTON COLLEGE (1782) Charles B. Oark, A.B., M.A., Ph.D. FRANKLIN AND MARSHALL COLLEGE (1787) Melvin F. Reynolds, B.S., M.S., Ph.D. UNIVERSITY OF NORTH CAROLINA (1789) James B. Scarborough, A.B., M.A. WILLIAMS COLLEGE (1793) Wendell M. Coates BOWDOIN COLLEGE ( 1 794) Winston Bryant Stephens, A.B., A.M. UNIVERSITY OF TENNESSEE (1794) Charles Lee Lewis, A.B., B.S., A.M. UNION COLLEGE (1795) Charles V. 0. Terwilliger, B.E., M.S. in E.E., Dr. Eng. UNIVERSITY OF DELAWARE (1833) Francis H. Squire, A.B., Ph.D. HAVERFORD COLLEGE (1833) Felix Morley, Ph.D. LL.D., D.Litt. KALAMAZOO COLLEGE (1833) Louis Graff, A.B. OBERLIN COLLEGE (1833) Donald C. Gilley, B.Mus., M.Mus. TULANE UNNERSITY (1834) Frederick C. Oechsner, A.B., LL.B. WHEATON COLLEGE (1834) Mrs. Sam B. Warner ALBION COLLEGE (1835) Ebon E. Betz, A.B., A.M., Ph.D. EMORY UNNERSITY (1836) Dillard B. Lasseter, A.B., M.A. MIDDLEBURY COLLEGE (1800) Daniel Marsh Shewbrooks, A.B., M.D. EMORY AND HENRY COLLEGE (1836) MOUNT ST. MARY S COLLEGE (1808) John L. Sheridan, A.M., LL.D. UNION THEOLOGICAL SEMINARY (1836) HAMILTON COLLEGE (1812) KNOX COLLEGE (1837) Sam Thomas Galovich, A.B. 0 Robert M. Langdon, M.A. Mrs. Edgar G. Pruet Burrett E. McBee, B.A., B.D. COLBY COLLEGE (1813) Albert Hills Haynes, A.B., A.M. MOUNT HOLYOKE COLLEGE (1837) ALLEGHENY COLLEGE (1815) DUKE UNNERSITY (1838) Floyd M. Riddick, A.B., M.A., Ph.D. Joseph S. Baldwin, B.S. UNNERSITY OF MlCHIGAN (1817) Theodore Maxwell Collier, A.B., A.M., LL.B. COLGATE UNNERSIIY (1819) Herman Arno Brautigam, LLB., B.D., Ph.D. Mts. Harold D. Krafft, A.B. BOSTON UNNERSITY (1839) Charles Henry lley, A.B., A.M., S.T.B. UNIVERSITY OF Mlssouru (1839) Paola E. Coletta, B.S. in Ed., A.M., Ph.D. �CORNELL COLLEGE (1853) Elwyn A. Mauck, A.B., A.M., Ph.D. WELLS COLLEGE (1868) Mrs. W. C. Ferris, B.A. THE CATHOLIC UNIVERSITY OF AMERICA (1887) FORDHAM UNNERSITY (1841) Captain Alphonse R. Miele, U. S. Air Force, B.A. WASHINGTON UNIVERSITY (1853) R. S. Glasgow, Ph.D. PENNSYLVANIA COLLEGE FOR WOMEN (1869) OCCIDENTAL COLLEGE (1887) MAfly BALDWIN COLLEGE (1841) Mrs. G. Douglas Wise, B.S., B.A. HAMLINE UNIVERSITY (1854) Robert H. Kells WILSON COLLEGE (1869) Irene Bullen lechthaler, A.B. THE OTADEL (1842) Thomas D. Sherer, B.S., M.A. BEREA COLLEGE (1855) Francis S. Hutchins, LLD. HUNTER COLLEGE OF THE HOLLINS COLLEGE (1842) Mrs. Ernest I. Cornbrooks, Jr., B.A. PENNSYLVANIA STATE COLLEGE (1855) OHIO STATE UNNERSITY VNNERSITY OF NOTRE DAME (1842) THE UNIVERSITY OF THE SOUTH (1857) H. H. Lumpkin, B.A., M.A. VIRGINIA MILITARY INSTITUTE (1839) E. T. Morris, Jr., B.S., M.S. Howard Kenna, M.S. Omo WESLEYAN UNNERSITY (1842) William F. Quillian, Jr., B.A., B.D., Ph.D. Robert McCain Johnston, B.S., M.S. BARD COLLEGE (1860) Edward Slater Dunlap, B.A., M.A. Paul R. Anderson, B.A., Ph.D., LL.D. (1870) William W. Hammerschmidt, B.A., M.A., Ph.D. UNIVERSITY OF CHICAGO (1891) John A. Morrison, S.B., S.M., Ph.D. DREXEL INSTITUTE OF TECHNOLOGY (1891) WELLESLEY COLLEGE (1870) WEST VIRGINIA WESLEYAN COLLEGE (1891) Mrs. Cecil I. Cullom, B.A. Hoon COLLEGE (1893) Andrew G. Truxal, Ph.D., LL.D. BOSTON COLLEGE (1863) William L. Keleher, M.S., S.T.L. UNIVERSITY OF COLORADO (1876) Orval H. Polk, B.S., M.S. UNITED STATES NAVAL ACADEMY (1845) Captain Robert H. Rice, U. S. Navy BATES COLLEGE (1864) John R. Fredland, A.B. THE JOHNS HOPKINS UNIVERSITY (1876) Thomas B. Turner, B.S., M.D. WITTENBERG COLLEGE (1845) Paul J. Kiefer, A.B., B.S. in M.E., M.E. SwAETHMORE CoLLEGE (1864) T. Rowe Price, Jr., B.A. THE CREIGHTON UNIVERSITY BELOIT COLLEGE (1846) Carroll S. Alden, B.A., M.A., Ph.D. CORNELL UNIVERSITY (1865) Duane W. Oark, B.S. BUCKNELL UNIVERSITY (1846) Alvin S. Wagner, A.B. STATE TEACHERS COLLEGE, TOWSON (1865) Earle T. Hawkins, A.B., M.A., Ph.D., LL.D. UNNERSITY OF BUFFALO (1846) Harold Lyons, B.A. CARLETON COLLEGE (1866) John P. C. McCarthy, A.B., A.M. ' COLLEGE OF WOOSTER (1866) Benjamin H. Willier, Ph.D., Sc.D. ROCKFORD COLLEGE (1847) Mrs. J. W. Hamburg, B.A. DREW UNIVERSITY (1867) J. Turnbull Spicknall, A.B., B.D., D.D. STATE UNNERSITY OF IOWA (1847) Captain Fred K. Elder, U. S. Navy, Retired, B.S., M.A., Ph.D. HOWARD UNIVERSITY (1867) Edward S. Hope, B.S., M.S., Ed.D. MUHLENBERG COLLEGE (1848) P. S. Baringer, D.D. UNIVERSITY OF ILLINOIS (1867) Commander Walter M. Enger, (C.E.C.), U. S. Navy, B.S. DEFIANCE COLLEGE (1850) Alfred Hurst, M.A., D.B., D.D. MOREHOUSE COLLEGE (1867) Edward S. Hope, B.S., M.S., Ed.D. HIRAM COLLEGE (1850) Harold E. Davis, B.A., M.A., Ph.D. MORGAN STATE COLLEGE (1867) George C. Grant, A.B., M.A. UNNERSITY OF ROCHESTER (1850) VIRGINIA UNION UNIVERSITY (1867) John M. Ellison, A.M., Ph.D. LL.D. Jacques Redway Hammond, A.B., A.M. CoE COLLEGE (1851) John B. Logan, B.A., M.A. WEST VIRGINIA UNIVERSITY (1867) NORTHWESTERN UNNERSITY (1851) WESTERN MARYLAND COLLEGE (1867) Lowell S. Ensor, A.B., B.D., D.D., L.H.D. Ernest F. Burchard, B.S., M.S., Sc.D. Nancy Baxter Bond, A.B. Thomas W. Haught, A.B., M.A. WHITTIER COLLEGE (1891) Homer Halvorson, A.B., A.M., Ph.D. COLORADO COLLEGE (1876) W. W. Cort, A.B., A.M., Ph.D. GRINNELL COLLEGE (1846) Rodney R. Gleysteen Ernest J. Hall, M.A., Ph.D. SMITH COLLEGE (1871) Mrs. Thomas A. Rymer, B.A., M.A. VASSAE COLLEGE (1861) Mrs. S. J. Zeigler, A.B., A.M. James Mitchell Magruder, B.S., D.D. Paul F. Douglass, Ph.D. SYRACUSE UNIVERSITY (1870) Louis H. Bolander, A.B. COLLEGE OF THE HOLY CROSS (1843) UNNERSITY OF MISSISSIPPI (1844) Edward A. Daehler, Ph.D. THE AMERICAN UNIVERSITY (1891) :MASSACHUSETTS INSTITUTE OF TECHNOLOGY (1861) Joseph F. Thorning, Ph.D., S.T.D., Litt.D. Charles W. Seekins, B.A., Ph.D. MOUNT SA1NT AGNES COLLEGE ( 1890) CITY OF NEW YORK (1870) Mrs'. Charles R. Speaker, B.A., M.A. ROANOKE COLLEGE (1842) George P. Grove, LLB. Emerson K. Patten, S.B., S.M. Maurice S. Sheehy, Ph.D. RANDOLPH-MACON WOMAN'S COLLEGE (1893) Mrs. Earl W. Thomson UPSALA COLLEGE (1893) Lloyd Holt COLLEGE OF NOTRE DAME OF MARYLAND (1895) (1878) Brig. Gen. Wallace H. Graham, (M.C.), U. S. Ai.r Force Reserve, A.B., B.S., M.D. Virginia Fardwell Otto, Ph.D. NORTHEASTERN UNIVERSITY (1898) Herman Christian Stotz, B.C.E., A.M. DRAKE UNIVERSITY (1881) Roger M. Herriott, A.B., A.M., Ph.D. YALE-IN-CHINA (1906) Edward H. Hume, B.A., M.A., M.D. YANKTON COLLEGE (1881) Joseph Ward, 2nd, B.A., M.A., B.D., B.Mus. MAD!SON COLLEGE (1908) Walter John Gifford, A.B., A.M., Ph.D. JAMESTOWN COLLEGE (1883) James Curtis Fahl, A.B., B.D. UNITED STATES NAVAL POSTGRADUATE SCHOOL (1909) SETON HILL COLLEGE (1883) lvirs. E. T. Hankamer, Ph.D., Habil.D. UNNERSITY OF REDLANDS (1909) GOUCHER COLLEGE (1885) Otto F. Kraushaar, Ph.D., LL.D. REED INSTITUTE (1911) James Donald Watson, B.A., M.B.A., C.L.U., Ph.D. MACALESTER COLLEGE (1885) HIGH POINT COLLEGE (1924) Mrs. Dorothea Andrews Jordan, A.B. Eugenio M. Fonbuena, A.B., M.A., Ph.D., LL.B. Rear Adm. Ernest E. Herrmann, U. S. NaV"/, B.S. Robert 0. Bonnell ROLLINS COLLEGE (1885) Robert Anton Spurr, A.B., B.S., Ph.D. SAEAH LAWRENCE COLLEGE (1926) Mrs. Robert T. Bower, B.A. COLLEGE OF Sr. THOMAS (1885) John Courtney, LL.B. SCRIPPS COLLEGE (1926) Rene Sanford, A.B., M.A. �Delegates From Learned Societies AMERICAN HISTORICAL AssocIATION (1884) Charles S. Campbell, NATIONAL Jr., B.A., M.A., Ph.D. CATHOLIC EDUCATIONAL AssOCIATION (1904) Frederick G. Hochwalt, M.A., Ph.D., -LLD. AMERICAN AssoclATJON OF UNIVERSITY PROFESSORS (1915) Leo Maynard Bellerose, A.B., M.A., Ph.D: ASSOCIATION OF AMERICAN COLLEGES (1915) Paul F. Douglass, Ph.D. AMERICAN COUNCIL ON EDUCATION (1918) Roy Tasco Davis, A.B., Ph.D. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 24 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin December 1950-Vol II #4a-Inaugural Procedings Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1950 Description An account of the resource Volume II, No. 4 of the Bulletin of St. John's College in Annapolis, Inaugural Proceedings. Published in December 1950. Date A point or period of time associated with an event in the lifecycle of the resource 1950-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Weigle, Richard Daniel, 1912- Inauguration Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9b66942268c0cfd5fa00bcdb199e3f6e.pdf d5d50b4bec2ecf2025663029e82d8a5f PDF Text Text �"In a way this tradition of ours is not in the books, it is rather the heritage by which we live, the spirit which permeates our thinking and speaking, our attitudes and concerns. This heritage, however, can wither away. It is necessary, then, and on more than one occasion to go back to its sources and to reflect on what they have to say." St. John's Catalogue ST. JOHN'S COLLEGE Bulletin Published Quarterly Annapolis, Maryland Volume XIII Number 2 April, 1961 Entered as Second-class matter, February 18, 1949 at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912 �Founding St. John's College is a small liberal arts college, founded originally as King William's School in 1696 in Annapolis, Maryland. It is the third oldest college in the United States, is non-denominational and maintains no graduate or professional schools. Since 1951 it has been coeducational. Recognizing that current and future enrollment demands on higher education make it the plain duty of every college to prepare for the greatest number of applicants it can accept without altering the quality of its educational program, the President and the Board of Visitors of St. John's College are expanding in a unique way. Maintaining its highly desirable small enrollment on its Annapolis campus, St. John's is establishing a second college of limited enrollment in Santa Fe, New Mexico. �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, and understanding of the great issues faced by men, and the moral foundations on which the conduct of men's lives can be based. �For more than two thousand years, up to the beginning of the 19th century, the liberal arts were the backbone of all formal education. The interpretation and the content of these arts, their number and mutual relationship, changed with the ages. But whatever guises they assumed, they were always meant, and are still meant, to have one primary function: with them and through them men can learn how to go about the business of understanding. The liberal arts enable men to win knowledge of the world around them and knowledge of themselves in this world. A genuinely concerned liberal arts curriculum cannot avoid aiming at this most far-reaching of all human goals. But the attempt to recover the true meaning of the liberal arts also involves a new approach to the vast tradition of Western thought as embodied in the great documents, the great books, of that tradition. For this tradition is built on the practice of the liberal arts. To scrutinize the sources of these goals and this tradition means to revitalize the liberal arts themselves. The St. John's Program has selected a number of books, the signposts on the various roads of our tradition, and has organized a comprehensive curriculum around them. It considers the authors of these great books the real teachers in the curriculum. Through direct contact with the great minds of Western civilization and through rigorous exercises in language, mathematics and the sciences, St. John's College seeks to develop free and rational men. The books that serve as the core of the curriculum were chosen first at Columbia University, the University of Chicago and the University of Virginia. Since 1937, St. John's College has worked with a gradually evolving list, each book criticized and tested in actual teaching and learning. This process continues under the direction of the Instruction Committee of the Faculty. The four-year course of study seeks to attain its educational goal by a variety of instructional devices interesting the student and appealing to his mind through discussion, translation, demonstration and experimentation. �Goal The establishment of St. John's College in Santa Fe is an exciting undertaking educationally. It is also a tremendous one financially. It will be necessary to enlist wide support in order to insure the success of this pioneering venture in higher education. Dr. Richard D. Weigle, President of St. John's College, has cited "active interest on the part of the community" as one of the "most significant factors" in the choice of Santa Fe for an affiliate college of the highly respected eastern institution. We must now give tangible proof of this "active interest." 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. Your good judgment will determine the amount of your gift. We enclose a pledge card for your convenience. �"Our education effort has not yet been raised to the plateau of the age we live in. We have learned that we are quite rich enough to defend ourselves whatever the cost. We must now learn that we are quite rich enough to educate ourselves as we need to be educated." Walter Lippmann ST. JOHN'S COLLEGE IN SANTA FE, P. 0. BOX 999, SANTA FE, NEW MEXICO ��ST. JOHN'S COLLEGE IN SANTA FE FUND ST. JOHN'S COLLEGE IN SANTA FE FUND Date _ _ _ _ _ _ _ _ _ __ Name _ _ _ __ _ _ _ _ __ Address _ _ _ _ _ _ _ _ __ Subscribed $ _ _ _ Paid $._ __ Balance$ To provide funds for the establishment of St. John's College, Santa Fe, New Mexico, and in consideration of the gifts of others, I /we subscribe: THE SUM OF_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ DOLLARS Name _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Balance Payable: For the Santa Fe Fund:. _ _ _ __ Address -----------------------------~ Date _ __ _ _ _ _ _ Paid Herewith: Cash _ _ _ _ _ _ _ Check _ _ _ _ __ Balance Payable as follows _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ All contributions are tax deductible in accord with State and Federal laws. YOUR RECEIPT Please make checks payable to: ST. JOHN'S COLLEGE IN SANTA FE, P.O. BOX 999, SANTA FE, NEW MEXICO � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 9 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin April 1961-Vol.XIII No 2-SJC in Santa Fe Title A name given to the resource Bulletin of St. John's College in Santa Fe, April 1961 Description An account of the resource Volume XIII, Number 2 of the St. John's College Bulletin. Published in April 1961. Date A point or period of time associated with an event in the lifecycle of the resource 1961-04 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 Santa Fe, NM 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