1 20 91 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/535adc18f64e15eb4d644ec2740124b5.pdf 0953e9f4acd80a261a0713a3c81ca6cb PDF Text Text BULLETIN OF ST. JOHN'S COLLEGE, ANNAPOLIS, MARYLAND ~~n ~lj\lft.- ~II l\1• -=~11111~ - :'··~-g: - ~ill!l.I" ~~ 1't1l'i'! I I II IllE .. �Ferry P~ Biemans Pt Old Fo•t. Bie"'"" ~ N N A p PL 0 < -/' -& Fort. orn. Pt- �CAMPUS PLAN REPORT Prepared for ST. JOHN' S COLLEGE, ANNAPOLIS, MARYLAND by I. M. PEI & ASSOCIATES, ARCHITECTS and PLANNERS September 1962 �St. John's College, Annapolis, Maryland Volume XIV September 1962 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. �FOREWORD 1 The St. John's College campus is composed of buildings ranging in age from four to almost two hundred years. Many of the older buildings are now in need of repair. Several are inefficiently used in terms of the present curriculum and enrollment. Moreover, certain pressing needs cannot be met in any of the existing buildings and hence require construction of new facilities. In considering possible modifications and additions to the physical plant of the College, our approach has been essentially conservative. We have sought to preserve and to strengthen the presently-established character of the campus, which seems, in scale and organization, altogether harmonious with the curriculum. Thus, while we suggest extensive interior remodelling to some of the existing buildings, no demolition is proposed. Where new wings or new buildings are recommended, they have been sited so as to complement and enhance the traditional quadrangular grouping, with its focus in McDowell Hall. Upon completion of the work outlined in this report, the College could accommodate an enrollment of about 350 students. As shown on the accompanying Campus Plan, this can be accomplished without the acquisition of new land. Further growth beyond this number would we believe, require expansion of the campus into the area west of St. John's Street. �CAMPUS PLAN �USE OF BUILDING FOR ST. JOHN'S COLLEGE 3 BUILDING McDowell Hall Present Use Proposed Use Administration Administration Class rooms Class rooms Student center Move Administration Coffee shop into basement Key Memorial Lecture Same Mellon Hall Class rooms Same Laboratory Planetarium Planetarium Same Woodward Hall Library Library 50,000 volumes 100,000 volumes add wing Iglehart Hall Gymnasium Dining hall Add kitchen wing The Paca-Carroll Dormitory men Dormitory women House 8 doubles, 2 triples 10 doubles Humphreys Hall Dormitory women 16 singles, 14 doubles Book store Pinkney Hall Dormitory men 4 singles, 20 doubles Book store Dormitory men Dormitory men 60 singles on 3 floors 60 singles on 4 floors Administration Chase-Stone House Dormitory men 12 singles, 6 doubles Student laundry Randall Hall Dormitory men 5 singles, 12 doubles Remove wings Dormitory women Dormitory men 20 doubles 20 doubles Dining hall Student center Coffee shop Campbell Hall Dormitory women Dormitory women 19 singles, 27 doubles 19 singles, 27 doubles Social hall Social hall �4 The Charles Carroll Alumni hall Barrister House Healing Plant Heating Same Faculty offices Same Adequate for future plans Boathouse Boats Same The Pinkney House Infirmary Faculty residence 9 St. John's St. Dormitory men Demolish The Chancellor Johnson Dormitory men Move-faculty residence House New Dormitory I Dormitory men 72 singles, 12 living rooms New Dormitory II Dormitory women 24 singles, 4 living rooms New Infirmary 2 wards, 2 singles Nurses' residence New Athletic Center Gymnasium Pool Squash Badminton �--------------DORMITORY DISTRIBUTION Present 5 BUILDING Men The Paca-Carroll House 21 Humphreys Hall . Proposed 44 Women Men Women 20 44 Campbell Hall 73 Randall Hall . 40 73 40 Pinkney Hall . 60 60 Chase-Stone House 29 24 9 St. John's Street 17 The Pinkney House . 2 The Chancellor Johnson House 5 New Dormitory I . 72 New Dormitory II 24 Total 178 113 196 113 Grand Total 161 291 357 161 �PRIORITY SCHEDULE OF IMPROVEMENT AND NEW CONSTRUCTION 6 BUILDING Estimated Cost 1. Building new dormitory I . $ 300,000 180,000 2. Infirmary 3. Remodel Woodward Hall, add wing 150,000 4. Build new Athletic Center 600,000 . 5. Remodel Iglehart Hall as dining hall 100,000 6. Remodel Chase Stone Hall . 50,000 7. Remodel Randall Hall, lower two floors as Student Center 50,000 8. Remodel McDowell for administration and renovate heating system 100,000 9. Modify Pinkney and Humphrey Halls and Paca-Carroll House . 10. Modify Mellon Hall . 11. Site Work and Athletic Fields 12. Demolish No. 5 St. John's Street 50,000 25,000 250,000 5,000 13. Move Chancellor Johnson House and renovate Pinkney House . 35,000 14. Build New Dormitory II . 100,000 $1,995,000 �McDowell Hall �REVIEW OF INDIVIDUAL BUILDINGS 8 McDOWELL HALL Built: 1774 Condition: Good Present Use: Administration and classrooms, student center and coffee shop Proposed Use: Centralize administration on ground and first floors. Keep present classrooms on second and third floors. Recommendations: Move coffee shop into Randall Hall. Install access stair betwe.en ground and first floors. Adjust ground floor partitions tor offices and renovate heating system. Floodlight tower. Estimated Cost: $100,000 �KEY MEMORIAL, MELLON HALL, PLANETARIUM 9 Built: 1958 Condition: Excellent Present Use: Proposed Use: Recommendations: Estimated Cost: Lecture, classrooms, laboratories, planetarium No change Correct noise in ventilation system; install folding partitions for better use of classrooms. $25,000 �Woodward Hall �WOODWARD HALL 11 Built: 1904 Condition: Fair Present Use: Library Proposed Use: Same-Although the library is not centrally located, because of the size of the college and outside use of these facilities it seems best to enlarge this building. Recommendations: Remodel (A) and extend facilities (B & C) A 1. Rebuild stairs and fireproof. 2. Remove toilets on second floor and make into smoking room. 3. Strengthen floors and level ceiling. 4. Rebuild wall stacks and limit height; total volumes-basement-35,000; 1st and 2nd floor-30,000. 5. Redesign study alcoves. 6. Waterproof and insulate basement. 7. Renovate heating and electric systems and add air conditioning. 8. Add book elevator. B 1. Stacks-35,000 volumes 2. Work level consisting of a. offices b. toilets and lavatories c. work counter with sink 3. Access stairs 4. Fireproof doors with fuseable links. c 1. Develop outside reading area Estimated Cost: $150,000 �D D D 12 0 -- 8-11 WOODWARD HAU. 0 0 0 ·- r====-----------=i Selle O' 5' 10' 20' �THE PACA CARROLL HOUSE 13 Built: 1857 Condition: Fair Present Use: Dormitory, men Proposed Use: Dormitory, women Recommendations: Remodel building by renovating heating and electrical system. Estimated Cost: $20,000 ��CHASE-STONE HOUSE 15 Built: 1857 Condition: Fair Present Use: Dormitory, men Proposed Use: Dormitory. This building has sufficient architectural features to justify the cost of repairs. Remarks: Condition of brick-a report has been submitted for repair and maintenance of brick and ivy. Recommendations: Remove wings in rear. Remodel building with 12 single and 6 double rooms grouped into 6 suites. Repair exterior brick and silicone walls. Estimated Cost: $50,000 ~ LI QJ ~ [D D:::i 0 DU UD DD OD cO 0 ~~ 00 [J DJ O:::i o cO CP [] cD Typical Floor Plan CHASE-STONE HOUSE DJ Scale O' DJ c[J 5' 10' �IGLEHART HALL 16 Built: 1910 Condition: Fair Present Use: Gymnasium Proposed Use: Dining Hall-Totally inadequate for gym and not large enough to renovate. Recommendations: Build kitchen wing using existing equipment. Adjust wall partitions. Refinish floor. Renovate heating and electric system. Install special screen partitions. Repair brick and roof. Estimated Cost: $150,000 °lo 0 lo 0 0010 0 0 0010 0 0 0 0 0 0 0 0 o0 1o 0 0 0 0 0 0 0 0 ol 0 ol 0 o 0 lo E3 -·El �HUMPHREY HALL , PINKNEY HALL , PINKNEY HOUSE 17 Built: 1835(Remodeled1959) Condition: Excellent Present Use: Dormitory and book store Proposed Use: Dormitory, women Recommendations: Enlarge book store in basement. Convert 2 doubles into 4 singles. Estimated Cost: $10,000 Built: 1857 Condition: Fair Present Use: Dormitory and administration Proposed Use: Dormitory, men Recommendations: Move administration into ground floor of McDowell. Convert 2 singles on each wing of 2nd, 3rd, and 4th floors into a common living room for 8 singles. Remodel 1st floor into 2 suites; 6 singles and 1 tutor's apartment. Sound-proof corridors. Estimated Cost: $20,000 Built: c. 1780 Condition: Fair Present Use: Infirmary and nurse's residence. Proposed Use: Faculty housing. Recommendations: Remove infirmary and frame wings in rear. Renovate interior-heating and electrical. Estimated Cost: $20,000 �RANDALL HALL 18 Built: 1904 Condition: Good Present Use: Dining hall and dormitory, women Proposed Use: Student center and dormitory, men Recommendations: Move dining hall and kitchen to Iglehart. Remodel lower two floors into student center with coffee shop, browsing rooms and social rooms; add connecting stair. Replace exterior with interior fire stair. Improve common living rooms on 2 dormitory floors. Estimated Cost: $50,000 �NEW DORMITORY 1 MEN 19 Recommendations: 1. Build 6 typical house units connected together. 2. Each house unit to consist of two living floors above open ground floor and each house floor to have six single rooms with a common living room and bath. 3. Design to follow individual scale and program of college. Estimated Cost: $300,000 ,-, ~--1 ~)i_ _ _ _ lI I I ~------! CHARLES CARROLL BARRISTER HOUSE j !lli ~i< ~ -~* w~ .. I r-,~) . ~---1 I iI I!_ _ _ _, i ,-1 : I L_ ______ I i I _ - I I li ·------,-------T~----~ ~ I --------- LL.J!Ililil-1 I - - -, [__ j@ ~ fi~~I'----~~; �NEW DORMITORY 1, MEN 20 D D DJ ITJ D bdJ [bJ II Typical Floor Plan NEW DORMITORY Scale O' 11 5' 10' 20' �NEW ATHLETIC CENTER 21 Recommended Facilities: 1. Basketball court-for conversion into 4 badminton courts 2. 6 squash courts 3. Bowling alley 4. Swimming pool 5. Gym rooms 6. Lockers and showers Estimated Cost: $600,000 �NEW DORMITORY 1, MEN 20 l/210 • l-=-=-=-= '=~-~ ~ . ._____ LJ l~ID " 'I " II II ] 0 -·- ~ 0 N [lqj 11 ,, 11 I '1 II I II " " " ~ [D cfl ~n ,, " -- 1: ,, n~o n:J a r'l I ~ IA I DJ D bdJ []d 11 Typical Floor Plan NEW DORMITORY D D Scale O' 11 5' 10' 20' �SITE WORK 1. Modify brick walks as shown on site plan. 22 2. Develop brick terraces and over-look north of McDowell Hall. 3. Trim ivy on buildings. 4. Trim existing trees and plant new trees. 5. Put electric and telephone Jines underground. 6. Build brick and wrought iron fence to enclose campus. 7. Drain athletic fields. 8. Lay out new athletic fields and tennis courts. 9. Repair bulkhead along College Creek. Estimated Cost: $250,000 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 22 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College, September 1962 Description An account of the resource Volume XIV, Number 3 of the Bulletin. Published in September 1962. Campus Plan Report prepared for St. John's College, Annapolis, Maryland by I. M. Pei & Associates, Architects and Planners. Creator An entity primarily responsible for making the resource I. M. Pei & Associates, Architects and Planners Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1962-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin September 1962-Vol.XIV No. 3-Campus Plan Report Bulletin Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House Hodson Boathouse Humphreys Hall Iglehart Hall McDowell Hall Mellon Hall Paca-Carroll House Pinkney Hall Randall Hall Woodward Hall Library 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/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/. 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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/500ead541773fa70333390bfbb848a2e.pdf 7bbdffc3af6675712a640cb4f8207a46 PDF Text Text ._ '· ·.: . ·~ . ' ·~·-' BULLETIN OF CATALOGUE NUMBER FOR 1930-1931 ANNAPOLIS, MARYLAND MARCH, 1931 a �VoLu'~E I MARCH, 1931 NUMBER 1 BULLETIN OF ST. JOHN'S COLLEGE ." IN ANNA PO LIS CATALOGUE NUMBER FOR 1930-1931 Founded as King William's School, 1696 Chartered as St. John's College, 1784 Published four times a year by St. John's College, Annapolis, Maryland. Application for entry as second-class matter at the post office in Annapolis is pending. �1930 1931 JULY S 1932 JANUARY JANUARY JULY 2 3 4 9 10 11 1617 18 23 24 25 30 31 .. .. 5 . . .. 12 4 5 6 7 19 1112 1314 26 18 19 20 21 25 26 27 28 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 .... 5 12 19 26 6 lS 20 27 •. 7 14 21 28 1 2 8 9 15 16 22 23 29 30 .. 3 4 -·· .... 10 11 3 4 5 6 17 18 10 11 1213 24 25 17 18 19 20 31 24 25 26 27 . . . 31 . .... .. .. .. .. .. . . .. .. .. .. .. .. .. .. .. . ... .... .. . AUGUST . . .. .. .. 4 5 1112 18 19 25 26 6 13 20 27 .. 7 14 21 28 FEBRUARY 1 2 8 9 1516 22 23 29 30 1 B 15 :32 2 9 16 23 3 10 17 24 4 5 1112 18 19 25 26 6 13 20 27 .. .. .... . . . .1 7 14 2 s 4 5 6 7 8 21 9 10 1112 13 14 15 28 1617 18 19 20 21 22 23 24 25 26 27 28 29 30 31 .• .. 1 7 8 1415 21 22 28 29 2 9 16 23 30 3 10 17 24 .. 4 5 6 1112 13 18 19 20 25 26 27 . •. . .. . . .. .. .. . . .. 2 3 4 II 10 11 16 17 18 23 24 25 30 31 .. . . . . . . .. OCTOBER . . .. 6 13 20 27 .. 1 7 8 1415 21 22 28 29 2 3 9 10 1617 23 24 30 31 5 12 19 26 .. . . .. .. .. .. 5 6 7 1 2 8 9 12 1314 1516 19 20 21 22 23 26 27 28 29 30 7 8 1415 21 22 28 29 SEPTEMBER 7 14 21 28 .. . . 6 13 20 27 3 10 17 24 .. .... 1 2 6 7 8 9 lS 14 15 16 20 21 22 2S 27 28 29 30 6 9 10 1112 13 16 17 18 19 20 2S 24 25 26 27 .. . 4 5 1112 18 19 25 26 MARCH .... 1 2 6 7 8 9 lS 14 15 16 20 21 22 23 27 28 29 30 3 4 5 10 11 12 17 18 19 24 25 26 31 .. . ... .. .. . . .... . ... .. .. .. .. .. .... .. .. . . APRIL 4 11 18 25 .. .. FEBRUARY 1 2 s 4 5 .... ... .. .. .... .... .. .. .... .. MARCH 1 8 15 22 29 .. 1 2 7 8 9 1415 16 21 22 23 28 29 30 .... ... . ... AUGUST . . . . . . . . .... .. . . .. .. . . .. . . . ... .. .. .. .. .. SEPTEMBER 5 12 19 26 1930-31 1930 September IS, Monday ............ Examinations for admission l11i'L' lwl Tl Fi S sl11iTlwlTIFls siMjTjwjTIFls slMIT\wlTiFls .... 1 6 7 8 lS 14 15 20 21 22 27 28 29 3 10 17 24 31 COLLEGE CALENDAR OCTOBER 3 10 17 24 APRIL .. .. .. 4 ·-· 1 2 3 11 4 5 6 7 8 11 10 .. 1 2 s 4 5 6 7 8 9 18 1112 1314 15 16 17 10 1112 13 14 1516 25 18 19 20 21 22 23 24 17 18 19 20 21 22 28 25 26 27 28 29 30 Sl 24 25 26 27 28 29 30 . . .. . . .. . . . . 2 11 16 23 30 8 4 5 6 7 10 1112 1814 17 18 19 20 21 24 25 26 27 28 .. . .. .. . .. MAY 1 8 15 22 29 .. .. . . .... .. 3 4 10 11 17 18 24 25 31 . ! I I 1 2 3 8 9 10 1516 17 22 2S 24 29 30 Sl .. .. .. 4 11 18 25 5 12 19 26 6 13 20 27 .. 1 2 3 4 5 8 11 10 11 12 15 1617 1819 22 28 24 25 26 29 so .. . . 6 18 20 27 .. 7 14 21 28 JUNE 2 s 4 DECEMBER .... 1 2 s 4 1 5 6 8 9 10 11 12 13 6 1516 17 18 19 20 13 22 23 24 25 26 27 20 29 30 . .. . . 27 7 14 21 28 8 9 10 1516 17 22 23 24 29 30 Sl 11 18 25 .. 7 14 21 28 1 2 3 4 5 8 11 10 1112 15 16 17 18 19 22 23 24 25 26 29 30 SJ. .. (> " L..: f· (, ( ~ ' Formal opening of College. September I8, Thursday .........•• Oasses begin. November 8, Saturday . ........... November hour-examina- tions end. November 26, Wednesday 7 14 21 28 JUNE 5 12 19 26 .. .... 5 6 12 13 19 20 26 27 •• 7 14 21 28 (I2 m.) .. Thanksgiving recess begins. November 30, Sunday (6 p. m.) ... Thanksgiving recess ends. December 20, Saturday (I2 m.) .... Christmas recess begins. 1931 January 4, Sunday (op. m.) ..... . Christmas recess ends . January 24, Saturday ............. Mid-year examinations end . January 26, Monday ............. . Second half-year begins. February 23, Monday ............. Washington's Birthday: a holiday. 6 lS 20 27 1 2 3 4 8 9 10 11 1516 17 18 22 2S 24 25 29 30 .... .. .. . .. .. .. . . .. . . . ... .. . . . . .. .. .. . . .. .. . . . . .. .. .. .... .. .. t.-11 September I7, Wednesday (II a.m.). First half-year begins. MAY .. .. .. . . .. .. . .. .. .. .. . . .. .. . ... .. .. . . .. . . .. . . . ... .. DECEMBER .. 7 14 21 28 5 6 1218 19 20 26 27 1 2 7 8 II 1415 16 21 22 23 28 29 30 NOVEMBER September I6, Tuesday .... .... , ... Registration of all students. January I9, Monday . ............. Mid-year examinations begin. .. .. .... .... .. .. .. .. .. .. . . . . .. . . . . . . .. . . .. .. .. .. .. . . .. .. .. .. .. . . .. . . NOVEMBER and make-up examinations. March 2I, Saturday .............. . March hour-examinations end. April I, Wednesday ( I2 m.) ....... Easter recess begins. April 8, Wednesday ( 6 p. m.) . .... Easter recess ends. May 22, Friday .................• Final examinations begin. May 28, Thursday . .............. Final examinations end. May 30, S aturaay, to June 3, Wednesday . ........... Commencement. �CATAlOGUE OF ST. JOHN'S COLLEGE 4 CATALOGUE OF ST. JOHN'S COLLEGE 5 SUMMER VACATION. June 4 to September 20, inclusive BOARD OF VISITORS AND GOVERNORS * His Excellency, ALBERT C. RITCHIE ...••••••••. Annapolis, Md. 1931-32 I93I September September 2I, 22, Monday .......... .. Examinations for a~i~sion and make-up examinations. HERBERT NoBLE ..•........•.. II5 Broadway, New York, N. Y. Tuesday .......... .. Registration o.f all students. WALTER H. Bucx ..... 009 Union Trust Building, Baltimore, Md. September 23, Wednesday September 24, (I I a.m.). First half-year. begins. Formal opening of College. Thursday ......... .. Oasses begin. November I 4, S(J,turday . ........... N overpber hour-examinations end. November 25, Wednesday (I2 m.) .. Thanksgiving recess begins. November 29, Sunday (6 p. m.) .... Thanksgiving recess ends. December 22, Tuesday (I2 m.) ... .. Christmas recess begins. I932 January 3, Sund(J,y ( 6 p. m,) ....... Christmas recess ends. January 2I, Thursday ............ . Mid-year examinations begin. January 30, Saturday . ............ Mid-year examinations end. February I, February 22, Monday . ............. Second half-year begins. Monday ............ . Washington's Birthday: a holiday. March I9, S(J,turday ............. March hour-examinations end. March 23, Governor of Maryland. President Ex-Officio. Wednesday (I2 m.) ... .. Easter recess begins. March 30, Wednesday (6 p. m.) ... . Easter recess ends. May 26, Thursday .............. .. Final examinations begin. June 4, Saturday ............... . Final examinations end. June 8, Wednesday . ...........••• Commencement Day. Noble, Morgan, and Scam11Je11, Attorneys-at-Law. Chairman. Lemmon and Buck, Lawyers. Vice-Chairman. DOUGLAS H. GORDON, 800 Baltimore Life Building, Baltimore, Md. Lawyer. Secretary. }AMES A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. WILLIAM WoonwAIID ......... . 70 Broadway, New York, N. Y. Chairman of the Board of the Central Hanover Bank and Trust Company. JunGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge;Supreme Bench of Baltimore City. *The President of the Senate and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex-officio members of the Board. WALTER J. MITCHELL, President of the Senate ............... . La Plata, Md. FRANCIS A. MICHEL, Speaker of the House of Delegates ..... . Baltimore, Md. Judges of the Court of Appeals · CARROLL T. BoND, Chief Judge ........................... . Baltimore, JoHN R. PATTISON, Associate Judge ....•.............•.. . Cambridge, HAMMOND URNER, Associate Judge ........•.....•..•..•••• . Frederick, WILLIAM H. ADKINS, Associate Judge ...•....... , ...••....•• . Easton, T. ScOTT OFFUTT, Associate Judge .•.••..••.....•..... , ...... Towson, W. MITCHELL DIGGES, Associate Judge .•... ,., •... , •••.•• , .. . LaPlata, FRANCIS NEAL PARKE, Associate Judge ...••...........• Westminster, D. LINDLEY SLOAN, Associate Judge .•.................•• . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �CATALOGUE OF ST. JOHN'S COLLEGE CA"rALOGUE OF ST. JOHN'S COLLEGE 1'. WEST CLAGGETT ... 1908 First Natl. Bank Bldg, Baltimore, Md. COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS 6 Manager, Philadelphia and Reading Coal and Iron Company. RIDGELY P. MELVIN ..••................••••.. Annapolis, Md. Attorney-at-Law. JOHN H. LATANE .•••.••.....•.•.•.......•.... Baltimore, Md. Professor of American History, Johns Hopkins University. FRANK R. KENT ..•.•...••.•.....•... The Sun, Baltimore, Md. Vice-President, A. s, Abell Publishing Company; member of sta.iJ, the Baltimore Sun. J. VINCENT JAMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY 1615 16th St. N. W., Washington, D. C. Physician. JOHN HAYS HAMMOND .. 2221 Kalorama Rd., Washington, D. C. Mining Engineer. LEWIS W. BALDWIN .... II03 Railway Ex. Bldg., St. Louis, Mo. President, Missouri Pacific Railroad. SYLVESTER W. LABROT •...••••........... ; .. Annapolis, Md. Labrot & Company, Bankers. DR. AMos F. HUTCHINS .. 1010 N. Charles Street, Baltimore, Md. Surgeon. ELMER G. P ARSLY ......... 1500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. 7 Executive Co'ln!mittee MR. BucK, Chairman DR. HALSEY MR. WALTON MR. NOBLE DR. PEARL Buildings and Grounds MR. LABROT, Chairman DR. BORDLEY DR. HALSEY MR. HAMMOND DR. HUTCHINS MR. WOODWARD Elections to the Board MR. CLAGGETT, Chairman JUDGE DAWKINS MR. w ARFIELD MR. JAMISON MR. MELVIN Faculty, Instruction, and Degrees DR. LATANE, Chairman DR. MARBURY MR. KENT Finance MR. WALTON, Chairman MR. GILLET MR. PARSLY DR. JAMES BORDLEY, JR ..... 330 N. Charles Street, Baltimore, Md. Physician. DR. RAYMOND PEARL .. 1901 East Madison Street, Baltimore, Md. Director, Institute for Biological Research, Johns Hopkins University. CHARLES B. GILLET .. Light and Redwood Streets, Baltimore, Md. Gillet & Company, Bankers. EDWIN w ARFIELD, JR.... rs East Saratoga Street, Baltimore, Md. Editor. R. T. H. HALSEY ...•....••.... Randall Court, Annapolis, Md. Trustee, Metropolitan Museum of Art, New York City. RrcHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. WILLIAM H. STAYTON .......................... Smyrna, Del. Captain U.S. N. (Retired). PRESIDENTS EMERITI THOMAS FELL .............................. ~· .. Carvel .Hall President Emeritus Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889; University of Pittsburgh, 1912; William and Mary College, 1921 ; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. ENOCH BARTON GAREY ......... r Englewood Road, Roland Park President Emeritus B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 9 OFFICERS OF ADMINISTRATION ROBERT EARLE BACON, A. M ................ II McDowell Hali Dean EDWIN HUNTER. CROUCH .............•..... 13 McDowell Hall Comptroller FACULTY ROBERT EARLE BACON .•..•••...••....•.. 16 Maryland Avenue Dean and Associate Professor of English MIRIAM STRANGE, A. B. .................... 11 McDowell Hall Registrar and Secretary to the Dean Ph. B., Lafayette College, 2917; A. M., Harvard University, 2918. Instructor in English, Trinity College, Jan. 291g-June 2919, 2919-20; Assistant in English, Harvard College, 2920-28; Assistant in English, Radcliffe College, 2920-23 and 2927-28; Assistant Dean, Harvard College, 1923-28; Dean and Associate Professor of English, St. John's College, 2928-. LULU VIOLA EBAUGH .•....•..•.....•......•. Woodward Hall Librarian JACOB BERNARD SEGALL ••••.••••••.•• 206 Prince George Street Professor of French MARJORIE SMITH LAYNG ...•............... 11 McDowell Hall Secretary ""' B. L. and B.Sc., Lycee of Jassy, Roumania, 2884; Ph.D., Columbia University, 2893. Fellow in Romance Languages, Columbia University, 2892-93; Instructor in French, Cornell University, 2893-96; Sorbonne, Paris, 1896-97 ; Instructor in French, Cornell University, 2897-1900; Instructor in French, College of the City of New York, 2901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 2920-28; Visiting Professor of French, Summer Session, Northwestern University, 2928; Professor of Romance Languages, St. John's College, 2928-29; Professor of French, St. John's College, 1929-· ARTHUR CHEW MEADE, C. P.A .•........... 13 McDowell Hall Auditor JAMES JOSEPH MURPHY, M. D .................. -.... Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .................... Gymnasium Dire.ctor of Athletics CLARENCE WILSON STRYKER •••••••••.•••••• St. John's College Professor of llistory EVERETT WELCOME SMITH ................. 53 College Avenue Superintendent B. A., Union College, 2885; A. M., Columbia University, 2914. Acting Professor of Economics, Kenyon College, 2912-13; Professor of History and Economics, St. John's College, 2904-12, 2916-23; Professor of History, 2923-. R. T. H. HALSEY ..............._ .............. Randall Court Professor of Colonial Art B. A., Princeton University, 2886; Honorary A. M., Columbia University, 2914; D. Litt., St. John's College, 2928. Chairman of the Library Committee of the New York Stock Exchange, 2912-24; Trustee of the Metropolitan Museum of Art, 2912-; Trustee in charge of the American Wing of the Metropolitan Museum of Art, 1924-; Professor of Colonial Art, St. John's College, 2928--. �11 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REGINALD HEBER RIDGELY ....•••••••••••. 2 Cumberland Court Professor of Biology HERMANN BERNHARD ............... I76 Prince George Street Professor of Chemistry B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. Ph.D., University of Berlin, 1913. Student, Univer.sities of Pe~rograd, Wuerzburg, and Leipzig; Assistant in Chemistry, Institute o_f Agncu~ture, Berlin, 1913-14; Chemical Resea~ch, 1914-23; Instructor. m Chem1strr, Swarthmore College, 1923-25 i Assistant Professor ofi Chem.tstry, St. Johns College, 1925-26; Associate Professor of Chemistry, St. J ()h~'s College, 1926-30; Professor of Chemistry, St. John's College, 1930-. 10 JAMES J osEPH MURPHY ............... I39 King George Street Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's College, 1919-; Lecturer in Hygiene, St. John's College, 1929-. MARION ALONZO EASON ••.•......•••.••••••• 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric Company, 190g-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 1911-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy ~reparatory School, 1925-27; Assistant Professor of Physics, St. Johns College, 1927-. GEORGE ALTHOFF BINGLEY ••••••.•... 248 Prince George Street Associate Professor of Mathematics B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; Graduate Student, University of Goettini;en, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-. THOMAS AUSTIN FITZGERALD ............ 91 Southgate Avenue Assistant Professor of Spanish Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921. Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-20~ Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-23; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-. GEORGE CLARENCE VEnovA ..•.....•....•.... 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia Unive_rsity, 1925. Instructor in Mathematics, International College, 19~4-19; Ass1st~nt in Mathematics, Columbia University, 1925-27; Instructor m Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN ....••..•........•.. Linthicum Heights, Md. Assistant Professor of Psychology A. B., University of Michigan, 1914; LL. B., University of Michigan, 191?· Associate Professor of Law, University of Alabama, 1922-23 ; Instructor m English, College of the City of Detroit, 1923-26; Assistant Professor of Psychology, St. John's College, 1929-· JosEPH BusH KINGSBURY .•...•.•........ 3 Cumberland Court Associate Professor of Government B. A., George Washington University, 1915; Ph.D., University of Chicago, 1923. Fellow in Political Science, University of Chicago, 1916-17; Assistant in Political Science, University of Chicago, 1919-21; Assistant Professor of Political Science, Washington University, 191g-25; Bureau of Public Personnel Administration, Washington, D. C., National Civil Service Reform League, 1926-27; Associate Professor of Political Science, St. John's College, 1928-29; Associate Professor of Government, St. John's College, 1929-. ADAM ALLES ............................... 95 Charles Street Assistant Professor of PAflosophy .B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. Student at the University of Berlin, 1922-23; Student at the University of Paris, 1923-24; Holder of Sterling Fellowship and Assistant in Ethics, Yale University, 1924-25; Holder of University Fellowship, Yale University, 1925-26; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-. �T 13 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE NATHAN COMFORT STA.RR .............. 254 King George Street Associate Professor of English *THOMAS p ARMELEE BROCKWAY Dartmouth College, Hanover, N. H. Associate Professor of History 12 A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M., Harvard University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College, 1924-28; Tutor in E~lish'. Radcliffe College, 1926-28; Associate Professor of English, Colgate Umversity, l92g-30; Associate Professor of English, St. John's College, 1930--. PAUL ALLEN, J:R .................. ·'· ...... 24 Murray Avenue Assistant Professor of Chemistrv A. B., 1919, A. M., 1922, Ph. D., 1924, Harvard Univ~rsity. Instructor in Ch~istry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929-. RICHARD SCOFIELD .• ~ ........•................. 40 East Street Associate Professor of Art and English B. A., 1919, M. A., 1920, University of California; B. A., Oxford Unive.rs~ty, 1924 Assist~nt in English, University of California, 1919-20; Com~mssion for the Rehef of Belgium Exchange Fellow, Universite libre de Brux~lles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. FoRD KEELER BROWN ....••.•....•... 250 Prince George Street Professor of English A: B., U~versity of Washington, 1920; D. Phil., Oxford University, 1926. As~ista~t m Englis.h, 191g-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. Louis CLAIR HUNTER ............•....... 83 Shipwright Street Assistant Professor of History. A. B., Knox College, 1920; A. M., 1923, Ph. D., 1928, Harvard University. Instructor in American Economics and Social History, Carnegie Institute of Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; Assistant Professor of History, St. John's College, 1930--. VERTREES JunsoN WYCKOFF .•••...•••••• I3 Thompson Street Associate Professor of Economics B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics St. John's College, 1926-. ' B. A., Reed College, 1921; B. Litt. (Modern History), Oxford University, 1925. Instructor in English, Oregon Agricultural College, 1921-22; Summer Course, University of Grenoble, 1924; Instructor in History, St. John's College, 1925-26; Acting Dean, St.)ohn's College, January to September, 1928; Assistant Professor of History, St. John's College, 1926-29; Associate Professor of History, St. John's College, 1929-. LEONARD ELusoN ARNAUD .•.•••••••. 204 Prince George Street Assistant Professor of French B. es L., University of Paris, 1922. Faculte de Droit, and FacultE des Lettres, University of Paris, 1922-23; Columbia University Law School, 1925-2(); Instructor in Romance Languages, St. John's College, 1927-29; Assistant Professor of French, St. John's College, 192g--. RICHARD KuEHNEMUND ........•................ Brice House Assodate Professor of German Ph.D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modem Languages, St. John's College, 1924-26; Assistant Professor of Modem Languages, St. 'John's College, 1926-29; Associate Professor of German, St. John's College, 1929-. EDMUND ERSKINE MILLER .................•..... Brice House Instructor in German B. A., Washington Missionary College, 1922; M. A., University of Maryland, 1929· Graduate Assistant in Spanish, University of Maryland, 1928-29; Instructor in German, Johns Hopkins College for Teachers, 1gzg-30; Instructor in German, St. John's College, 1930-. FREDERICK WHIPPLE APPEL ..•.•••.•...••••• 165 Green Street Associate Professor of Biology Ph. B., 1924, Ph. D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 192g--. WILLIAM HENRY BAYLIFF •••••...••••••..•.. I65 Green Street Assistant Professor of Biology B. A., 1924; M.A., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in ZoOlogy, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930--. *on· leave of absence, 1930-31. - �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 15 GEORGE HAROLD McFARLIN ................•••.. Pinkney Hall Instructor in Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; Graduate Student University of Chicago, 1927-29; Instructor in Chemistry, St. John's u;llege, 192g-. JoHN SPANGLER KIEFFER ...•......... 248 Prince George Street Instructor in Classical Languages A. B., 1927, as of 1926, A. M., 1929, Harvard University. Master in French and English, Litchfield School (Connecticut), 1927-28; Instructor in Oassical Languages, St. John's College, 192g-. PHYSICAL TRAINING STAFF MAURICE TALBOTT RIGGS ••...•••.....••••••• 450 West Street Dirt1ctor of Athletics; Head Coach of Football B. S., University of Maryland, 1920. WILLIAM FRANK STROMEYER ......••..••••... I66 West Street Graduate Manager of Athletics; Coach of Freshman Football B. S., St. John's College, 1916. WILLIAM HANSON MooRE, JR .. 9II Falls Road Terrace, Baltimore Head Coach of Lacra,sse B. A., Johns Hopkins University, 1923. CLOVIS DELADRIER .................••....... 90 Charles Street Coach of Fencing JOSEPH NOVAK .•...........•.•....•........••.. Brice House Instructor in Physical Training; Director of Intramural Athletics; Coach of Cross Country and Track B. S., University of Illinois, 1929. VALENTINE LENTZ ................... The Pines, Arnold, Md. Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. JOHN JosEPH DOUGHERTY ....... 178 First Street, Eastport, Md. Coach of Boxing and Wrestling; Assistant Coach of Football I I I. I �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 Committee on Public Information MR. WYCKOFF, COMMITTEES OF THE FACULTY Advisory Council Chairman MR. McLAREN Faculty Members of Athletic Council Chairman THE DEAN, THE DEAN MR. BROWN MR. RIDGELY MR. ARNAUD MR. SEGALL MR. RIDGELY . MR. STRYKER Committee on Admission and Advanced Standing Chairma.n MR. ALLES, MR. BACON MR. FITZGERALD Committee on Curriculum Chairman THE DEAN, MR. ALLEN MR. KINGSBURY MR. APPEL MR. SCOFIELD . MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOVA, Chairman THE DEAN MR. BAYLIFF MR. KIEFFER Committee on the Library MR. BROWN, Chairma.n THE DEAN MR. BERNHARD Committee on Lectures and Concerts MR. BINGLEY, Chairman THE DEAN MR. APPEL C01nmittee on Student Activities MR. ARNAUD, Chairman THE DEAN MR. KUEHNEMUND MR. McFAR~IN Committee to Confer with the E.~ecutive Committee of the Board of Visitors and Governors MR. APPEL· MR. STRYKER MR. BROWN MB- WYCKOFF �18 CATALOGUE OF ST. JOHN'S COLLEGE HISTORICAL SKETCH The story of St. John's College begins in 16g6 with the establishment at Annapolis of King William's School. In that year the following act was passed : At a SESSION of ASSEMBLY, begun and held at Port of ANNAPOLIS, on the Ist day of July, in the 8th year of the reign of our Sovereign Lord William the third, by the Grace of God, of England, Scotland, France and Ireland, King, Defender of the Faith, &c. annoque domini 1696, and ended the 9th day of the same month. FRANCIS NICHOLSON, ESQUIRE, Governor. CHAP. XVII A Petitionary ac.t for free-schools. Lib. LL. No. 2. fol. n5. II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said freeschool, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school ; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. -Extract from Laws of Maryland. King William's School, established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the masters, students, and funds of King William's School to St. John's. The college has, therefore, a tradition reaching back to the earliest colonial times. CATALOGUE OF ST. JOHN'S COLLEGE 19 The General Assembly wrote into the charter of the college the principles of freedom which, from her first beginnings, have earned for Maryland the name of the Land of Sanctuary. WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such. institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States : II. Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning, by the name of Saint John's, be established on the 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 the 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. President Washington visited the college in 1791. After his visit he addressed this letter to the faculty of the college: To the Faculty of St. John's College: GENTLEMEN :-The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes· for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me) with the hope of an early and at the same time a mature manhood. You will do justice to the sentiments which your kind regard toward myself inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. GEORGE WASHINGTON. April 17, 1791. �20 CATALOGUE OF ST. JOHN'S COLLEGE Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served as trustees in the early days of St. John's, as did also John Eager Howard. A fourth signer, William Paca, was among the petitioners for the college charter. Francis Scott Key was graduated from St. John's in 1796 and Reverdy Johnson, Ambassador to Great Britain, in 1812. Founded at a time when politics were uppermost in men's minds, the college was, until the Civil War, a training school for many who were prominent in state and national affairs. During the Civil War, St. John's was used as a Union Army hospital. At the close of the war Dr. Henry Barnard, later United States Commissioner of Education, accepted the presidency. During his brief administration he reorganized the college to meet changed conditions. The years since his presidency are chiefly marked by the long and successful administration of Dr. Thomas Fell, inaugurated in 1886. Dr. Fell, now President Emeritus, retired in 1923, after thirty-seven years of service to the college. His successor, President Enoch Barton Garey, a St. John's man of the class of 1903, served until June, 1929. The presidents of the college, with the dates of their services, follow: John McDowell, 1789-1807. Bethel Judd, 1807-1820. Henry Lyon Davis, 1820-1824. William Rafferty, 1824-1831. Hector Humphreys, 1831-1857. Cleland Kinlcich Nelson, 1857-1861. (The college was closed for five years during the Civil War.) Henry Barnard, 1866-1867. James Clark Welling, 1867-1870. James Mercer Garnett, 1870-1880. John McDowell Leavitt, 1880-1884. William Hersey Hopkins, 1884-1886. Thomas Fell, 1886-1923. Enoch Barton Garey, 1923-1929. CATALOGUE OF ST. JOHN'S COLLEGE 21 THE PURPOSE OF THE COLLEGE St. John's is a non-sectarian ~allege for men. The enrollment is limited. The purpose of St. John's is the purpose expressed in the charter of King William's School-education of youth in "good letters and manners." To this end attention is directed upon liberal arts and sciences leading to the degree of Bachelor of Arts. Realizing that professional schools are demanding well-grounded men, St. John's prepares for further study such students as intend to continue their special training after graduation. LOCATION St. John's College is situated on a campus of thirty acres in the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique in America for the way in which it has preserved the flavor of American Colonial culture. Built at the mouth of the Severn River, a mile from Chesapeake Bay, the capital of Maryland and the site of the United States Naval Academy, it is within an hour's ride of Washington or Baltimore. Both of these cities offer many educational resources to the student at St. John's. The departments of the National Government, the museums, the libraries and the art galleries of the one, the musical and intellectual advantages of the other are easily available and of the greatest service. Annapolis is in close touch with the Eastern Shore of Maryland. Ferry and bus connect the city with points across the bay and with Southern Maryland on the mainland. THE COLLEGE GREEN On the St. John's College Green are many reminders of the early history of Maryland. The most ancient of the old trees is the Liberty Tulip-poplar,* under which in 1652 the colonists concluded *This tree has been preserved through the generosity of James T. Woodward, Esquire, and has been marked by an appropriate tablet through the efforts of the Peggy Stewart Tea Party (Annapolis) Chapter of the Daughters of the American Revolution. �22 23 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE a treaty of peace with the Susquehannock Indians. During the troubled days before the Revolution, the patriots gathered there to discuss their wrongs. The Annapolitans assembled there to greet General Lafayette in 1824. A dinner and ball in his honor were later given in the present Great Hall of the college. In 1781 French forces under Rochambeau camped in Annapolis on their way to Yorktown. A memorial was erected in l9II to perpetuate the memory of the French soldiers and sailors who were buried on the campus. The Biology Hall, on the corner of College Avenue and King George Street, houses the laboratories and lecture rooms of the Biology Department. This building was acquired by the college in 1929 and is pmvided with new equipment.. Here also are the offices of the Biology staff. Woodward Hall, the college library, erected in 1899, houses approximately twenty-three thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the gift made by William the Third in 1696 to the Maryland clergy. They were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1785. The library has received for the last five years an annual grant from the Carnegie Corporation. The Matthias Hammond House (also known as the Harwood House) was built during the years 1770 to 1774 and was bought by the college in 1926. It is an unsurpassed example of southern Georgian architecture. The college is refurnishing the house much as it was in 1774· As the foremost museum of colonial art in Maryland, it is now open to the general public and to students of American history and the fine arts. The Brice House (1740), the Pinkney House (1750), and the Bordley-Randall House (1727) are also recent additions to the college property. The Infirmary is housed in a separate building just across from the college green on St. John's Street. Here the college physician holds daily office hours and there are three hospital wards and two private rooms, in addition to an isolation ward. The Infirmary attendants. live in the Infirmary and at least one attendant is always on duty. The Gymnasium; built in 1910, is equipped with a maximum size basketball floor, handball and squash tennis courts, running track, boxing and wrestling rooms, and apparatus. For intramural and varsity sports the college has football, soccer, and lacrosse fields and tennis courts. There are two halls of residence on the College Green, Pinkney Hall (1855) and Randall Hall (1903), in addition to the five fraternity houses which are owned by the college. Randall Hall contains the college dining hall. COLLEGE BUILDINGS McDowell Hall, the central building on the College Green, was begun in 1744 by Thomas Bladen as the Governor's Palace. Taken over by the college in 1784, it now houses the offices of the administration, class rooms, and the Student Union. The center portion of the first floor is occupied by the Great Hall, in which Lafayette was entertained by the people of Annapolis. Flanking the Great Hall on either side are the offices of the Dean and Registrar, and the offices of the Comptroller. The upper floors include class rooms and the Carnegie Art Room. The latter contains a fine collection of books, prints, photographs, and textiles, given to the college by the Carnegie Foundation in 1926. The ground floor is given over entirely to the Student Union. Here are to be found rooms for the recreation of students-pool and game room ; card room; lounge, in which the daily papers and selected magazines are provided ; the quiet room, in which quiet must be maintained at all times ; and rest rooms. Here, also, in the Student Union are situated the college post office and the college book store. Humphreys Hall, built in 1835, was used as a hall of residence until June 1929, when it was completely renovated. It now 'houses the Departments of Chemistry and Physics. On the ground floor are the Physics lecture room and laboratory ; on the second and third floors are the Chemistry laboratories ; and on the fourth floor a large lecture room equipped with Chemistry lecture table, and at the same time a stage, which-is fully provided with the necessities for dramatic presentations. Each of the instructors in the Chemistry Department has his individual private laboratory and office in this building. iI I �24 CATALOGUE OF ST. JOHN'S COLLEGE THE DEGREE The college offers the degree of Bachelor of Arts. This degree includes the work formerly covered by the degree of Bachelor of Science and is accepted by institutions of advanced learning wherever the latter degree was formerly required. PROFESSIONAL PREPARATION Though primarily a college of the Liberal Arts, St. John's prepares its graduates to enter professional schools. Its degree is accepted by these institutions and in many cases is approved for advanced standing. For those who are interested in professional preparation the following information is offered : Medicine. Students wishing to study medicine are given special attention at St. John's. Although a two-year pre-medical course is offered which will fit the student for admission to some schools of medicine, the student is strongly advised to spend at least three and preferably four years in preparation. The best medical schools require a bachelor's degree for admission. Under the supervision of a faculty adviser, the pre-medical student pursues courses in Chemistry, Biology, Physics, Mathematics, and Modern Languages. Based upon the success of his pre-medical work, an application is made in his senior year for admission to the medical school of his choice. The degree from St. John's is recognized by the best medical schools of the country, and the graduate who has maintained the necessary scholastic standard may expect to be admitted to any of these schools. Any student completing satisfactorily the special two-year premedical course may, if he prefers, take the two additional years and receive his degree. The two-year course is identical with the first two years of the four-year course except that Physics in the former course is taken in the second year instead of the third. Schedules for pre-medical students are arranged to satisfy the requirements stipulated b) the various medical schools for admission. Engineering. Three years of Mathematics covering the subjects of Advanced Algebra, Trigonometry, Analytics, Calculus, Differential Equations CATALOGUE OF ST. JOHN'S COLLEGE 25 and Mechanics, a fourth year of Mathematical Analysis, General Chemistry, Organic Chemistry (introductory and advanced) and Quantitative Analysis, General Physics, General Economics, Corporation Finance, Government, History and English are recommended. Advanced standing is offered St. John's graduates who plan to take engineering degrees. At Johns Hopkins University three scholarships are offered in engineering to graduates of St. John's College. Law. Students who are planning to study law are advised to take their major either in Social Science or in History, Government, or Economics. Additional courses will be suggested to supplement these major requirements. Business Administration. Students who anticipate either going into business after graduation, or continuing in graduate studies in this field are advised to major in Economics. Schedules of study will be arranged to include courses in Psychology, Statistics, and Government. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION 26 27 ELECTIVE SUBJECTS Application for admission should be filed by every candidate before May first. A complete tra;nscript of the subjects offered for adndssion should be submitted before September first by the principal of the last school attended. At the same time every candidate must present the names of two persons who are able· ta submit testimonials of good character. The school principal or headmaster is also asked to submit lll recommendation concerning the character and personality of the candidate. Methods of Admission. Students may enter by certificate, by examination, by a combination of both when the units offered are insufficient, or as special students. General Requirements. The general requirement for admission is a high school education, including the standard fifteen units of college entrance requirements. Students who have pursued technical, commercial, or agricultural subjects which are not acceptable as entrance units may take examinations in subjects in which they are unable to present the required credits. Courses acceptable as entrance units are listed under "Table of Requirements for Admission." Credit Units. A unit of entrance credit signifies credit received for a full year of high school work in one subject with not less than four periods a week. In the case of English, four years of high school study receive three units of credit. Table of Requirements for Admission. For admission in good standing candidates for admission must present fifteen units, of which five and one-half units may be elective. Nine and one-half units are required of all candidates as follows: English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 units Algebra and Plane Geometry. . . . . . . . . . . . . . . . . . 2! units History . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 unit Foreign Languages ......... , . . . . . . . . . . . . . . . . 2 units * Laboratory Science . . .. . . .. . . .. . .. . . . .. . . . . . I unit 9! units in his school work at least one full year of science in which he has himself performed the laboratory work, he will be required to elect one full course in science in colle,ge. * Unless the student has passed (At least s! units must be offered in elective subjects) History ....... I to 5 units (in addition to prescribed unit) Foreign Languages I to 8 units (in addition to prescribed units) Solid Geometry . . . . . . . . . . . . • . . . . . . . . . . . . . . • • . . Plane Trigonometry . .. .. .. . .. . . . .. . . .. .. . . .. . Plane and Spherical Trigonometry. . . . . . . . . . . . . . Physical Geography .. .. . .. .. . .. . .. .. . . .. . . . .. Biology , , . , , , .. , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Botany , . , , , , . , , ......... , . , .... , , ..... , .. , , , , Zoology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics , , . , , , , , .. , , , , , , , , , .. , , , ..... , . , , , ... , Chemistry .. .. . .. . .. . .. .. . .. .. .. .. .. . .. .. . .. .. General Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Mechanical Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . Free Hand Drawing ..................... ~ .. .. • Civics .................................... · · • · Problems of American Democracy. . . . . . . . . . . . . . Economics . .. . . .. . .. . . . .. . . . . . . . . . . .. .. . . . .. .. 1 unit 1 unit unit unit I unit I unit I unit I unit I unit I unit I unit I unit 1 unit I unit I unit I I In order that the candidate. may learn promptly what action is to be taken on his application for admission, blank fom1s on which grades and subjects are to be recorded are sent directly to the principal of his school. The candidate should send the name and address of the principal to the Dean early in the spring of the year in which the candidate hopes to enter. Admission by Certificate. ·Graduates of accredited high schools giving a four-year course, and graduates of accredited private schools, academies, and preparatory schools are admitted without examination provided their certificates of graduation fully cover the fifteen units required for admission. Adi;p.ission by Examination. Candidates who are not able to present the fifteen units of entrance credits in the regular manner will be permitted to take entrance examinations. Detailed information as to the work required in any subject will be supplied by the Dean upon application. Entrance examinations will be given at the college in September as indicated on the College Calendar. �~ ii 28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In place of the examinations at St. John's, the candidate may take the regular examinations of the College Entrance Examination Board in June. The place nearest Annapolis where these examinations are held is the Johns Hopkins University, Baltimore, Md. Candidates desiring further information about these examinations should communicate with the Dean. Every application for examination which reaches the Secretary of the Board on ,or before the scheduled date should be accompanied by an examination fee of $10.00, which may be remitted by postal order, express order, or draft on New York to the order of the College Entrance Examination Board. An application which reaches the Secretary later than the scheduled date will be accepted only upon payment of $5.oo in addition to the regular examination fee. When a candidate has failed to obtain the required blank form of application the regular examination fee will be accepted if the fee arrive not later than the date specified above and if it be accompanied by a memorandum with the name, and address of the candidate, the exact examination center selected, and a list of the subjects in which the candidate is to take the Board examinations. Candidates who have failed to file applications for examination may be admitted by the supervisor to all examinations except the Scholastic Aptitude Test upon payment of a fee of $s.oo in addition to the regular examination fee. Such candidates should present themselves at the beginning of the period of registration. They will receive from the supervisor blank forms of application which must be filled out and transmitted to the Secretary of the College Entrance Examination Board. In order to exhibit their tickets of admission, to learn their examination numbers, and to obtain seats in the examination room, candidates should report for a morning examination at 8: 45 and for an afternoon examination at l: 45. An examination will close for candidates admitted late at the same time as for other candidates. The examinations will be held in accordance with the time, Standard Time or Daylight Saving Time, observed in the local schools. No candidate will be admitted to the Scholastic Aptitude Test late, that is, after 9 : oo a. m. The Scholastic Aptitude Test, which will be held on the morning of Saturday, June 20, 1931, may be taken upon the completion of the school course or at the end of the third year of secondary school work. Each candidate desiring to take this test, even though he is to take no other examination, must file with the Secretary of the College Entrance Examination Board the usual application for COLLEGE ENTRANCE EXAMINATION BOARD EXAMINATIONS OF JUNE. 15-20, 1931 The College Entrance Examination Board will hold examinations in June 1931 at nearly 400 points in the United States and abroad. A list of places at which examinations will be held will be published about March l, l93I. Requests that the examinations be held at particular points should be transmitted to the Secretary of the College Entrance Examination Board not later than February l, l93I. Detailed definitions of the requirements in all examination subjects are given in a circular of information published annually about December I. Upon request to the Secretary of the College Entrance Examination Board a single copy of this document will be sent to any teacher without charge. In general, there will be a charge of twenty-five cents, which may be remitted in postage. All candidates wishing to take these examinations must make application by mail to the Secretary of the College Entrance Examination Board, 431 West n7th Street, New York City. Blank forms for this purpose will be mailed by the Secretary of the College Entrance Examination Board to any teacher or candidate upon request by mail. The applications and fees of all candidates who wish to take the examinations in June 1931 should reach the Secretary of the Board not later than the dates specified in the following schedule : For examination centersIn the Uni.te~ ~ta~es east of the Mississippi River or on the M1ss1ss1pp1 ................................... May 25, 193 1 In the United States west of the Mississippi River or in Canada .......................................... May 18 1931 Outside of the United States and Canada, except in Asia .. May 4: 193 1 In China or elsewhere in the Orient. ................... April 20, l93l 29 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE examination. Application blanks will be sent to any teacher or candidate upon request by mail to the Board. If the Scholastic Aptitude Test is taken in connection with other examinations no additional fee is required; if taken alone the fee is $ro.oo. A week or more in advance of the Scholastic Aptitude Test each candidate who is to take the test will receive a booklet containing, with explanations and instructions, a specimen test, the blank spaces of which are to be filled in by the candidate. In order to secure admission to the test the candidate must present not only his ticket of admission but also this booklet with the spaces filled in as requested. The supervisor will admit no candidate to the examination room without this booklet. _ Students who have graduated from an approved college may also be admitted as special students, but in no case are they admitted as candidates for a graduate degree. 30 Admission on Trial. Certain students who, although they are unable to present certificates covering the required fifteen units, give sufficient evidence of their ability and their will to do satisfactory college work are admitted on trial. Students who are admitted on trial are, at the time of admission, told exactly what prescription must be fulfilled to atone for their deficiencies. As soon as these prescriptions are fulfilled and the student has presented a satisfactory record in his college work, he is relieved from trial. Admission as Special Students. Mature students presenting evidence of exceptional intellectual ability, who lack the requisite entrance units, may be admitted as special students. If, at the end of the second year, such students have attained a general average of C and have completed the requirements for promotion to the Junior Class, they will be given full Junior rating and will be allowed to continue in college. Candidates for admission whose previous schooling has been interrupted or irregular, who desire credit for information gained vocationally or by private study, or who graduated from high school a number of years before seeking admission, will be required to take examinations whenever a question of preparation arises. It is also advised that all those who expect to take examinations communicate with the Dean in regard to their credit by June 1st. 31 Admission to Advanced Standing. All students coming to St. John's from other institutions and desiring advanced standing, must first submit official statements from such institutions showing a list of courses pursued after entrance at those institutions, grades attained, and an honorable dismissal. Examinations may be required by the Committee on Admission. EXPENSES For students entering St. John's College in September, 1929 and thereafter the fixed charges are as follows : Tuition . . . . . . . . . . . • . . . . . . . . . . . . . Room rent • . . . . . . . . . . . . . . . . . . . . • Board . . . . . . • . • . . . . . . . . . . . • . . . . . . Medical fee . . • . • . . . . . . . . . . . . . . . . Athletic fee . . . . • . . . . . . . . . . . . . . . . Student activities fee. . . . . . . . . . . . . per per per per IO per m per $300 I 50 300 IO year year year year year year Total ........... ~ . . . . • . . . . • . $78o per year This total of $78o for the year will be payable as follows : $240 on September 25th, $225 on November 30th, $165 on February 13th, and $150 on April 30th. No fees or charges will be refunded. The following table indicates the distribution of these charges: Payable Sept. 25 Payable Nov. 30 Payable Feb. 13 Payable April 30 $60 30 60 $300 ISO 300 IO IO IO $ISO $780 $90 Tuition Room rent ············· 45 90 Board Medical fee .•........... 5 Athletic fee ············ 5 Student activities fee .... 5 ················ ················· $90 45 90 $60 30 60 5 5 5 Total .............. $240 $:a25 $I65 Total For each new student there is also a matriculation fee of $15 payable when the application for admission is filed. With the exception of traveling expenses, laundry, laboratory fees, and incidentals, $800 will cover actual college expenses for the year. �CATALOGUE OF ST. JOHN'S ,COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE State appropriations and endowment funds enable St. John's to maintain its faculty, its living conditions, and its physical plant at these reasonable charges. Except for the first payment, bills are issued fifteen days before the date on which they are due. Delinquent accounts are reported to the Dean, fifteen days after the date on which installments are payable. For students who have been registered at any time prior to September, 1929, the tuition fee is $250 so that the total expenses for the year for these students is $730. These charges are payable as follows: $225 on September 25th, $210 on November 30th, $155 on February 13th, ·and $140 on April 30th. The distribution of these charges is the same as in the table above except for the tuition which is divided as follows: $75 for each of the first two payments and $so for each of the latter payments. In the case of all Seniors, Juniors, and those Sophomores who took five courses in their Freshman year, the regular tuition fee provides for four courses only. Courses in excess of four for these men will involve an extra charge of $6o.oo for a full course and $30.00 for a half-course in the case of Sophomores and $45.00 for a full course and $25.00 for a half-course in the case of Juniors. Sophomores who took only four courses (including English 1) in their Freshman year are allowed to take five courses without involving extra course fees. In the case of students under the year-hour system, the maximum of work provided for by the regular tuition fee must not exceed three year-hours more than the number required for promotion. year-hours in excess of this maximum will involve an extra charge of $15.00 per year-hour. Additional course fees are not payable until April 30th. 32 Special Fees. Special fees are charged in scientific courses to cover the expenses for material, specimens, etc. The laboratory fee is specified under the description of the individual courses in Biology, Chemistry, and Physics. Laboratory fees for half courses in the first half-year are payable September 25th; for half courses in the second half-year on February 13th. Fees in full courses are payable half on September 25th and half on February 13th except where the fee for the full year is $25 when the payments are $15 on September 25th and $10 on February 13th. Students are also charged for breakage for which they may be responsible in the laboratories. For all graduates there is a diploma fee of $10.00 payable before Commencement Day. Additional ·Course Fees. The regular tuition fee provides for a limited number of courses. No freshman may carry a program of less than four courses or more than five courses, except with approval of the Dean. Courses in excess of five will involve payment of a $60.00 fee for a full course and $30.oo for a half course. Students who are successful in anticipating English 1 by examination are charged the additional course fee for all courses in excess of four both in the Freshman and Sophomore years. . 33 Students in Residence. All students not living at home with their parents are required to live in college buildings (all fraternities are housed in college buildings) and to eat in the college dining hall. Room Assignments. / Any student previously registered in college may, if he wishes, retain the room to which he has already been assigned. Each student must indicate his desire concerning rooming arrangement for next year before May first. Application blanks will be distributed by the Comptroller's office. Men wishing to room together must file their applications together. Assignments will be announced before May fifteenth. Freshmen are assigned to rooms in the order of their acceptance by the Committee on Admission. Whenever practicable, the assignment is announced before college begins. No room assignment can be made and no reservation held until the candidate has paid his matriculation fee of $15 to the Comptroller. Rooms. Rooms in the halls of residence may not be occupied before noon of the Saturday preceding the opening of college except in the 2 �34 CATALOGUE OF ST. JOHN'S COLLEGE case of men who are returning to coUege early with the permission of the Dean. R.ooms in the halls of residence may not be occupied during Christmas or Easter recess except by permission of the Comptroller with the approval of the Dean. Each room is provided with the necessary articles of furniture: bed, ~attress, and. pillow ; chiffonier; study table ; chairs. Rugs and wmdow draperies are not provided. Bed linen and blankets are to be supplied by the student. Dining Hall. The dining hall will be closed at any time when college is not in session, except for a holiday of only one day. Only breakfast and luncheon will be served on Wednesday before the. Thanksgiving ~ecess and only supper on Sunday, the day precedmg the r~sumpt10n of classes after Thanksgiving. Only _breakfast will be served on the morning of the first day of the Chnstmas and Easter recesses, and only supper will be served on the dav preceding the resumption of classes. CATALOGUE OF ST. J6HN'S COLLEGE 35 SENIOR FELLOWSHIP The Senior Fellowship was created by the Board of Visitors and Governors in November 1928. The resolution of the Board as amended at the meeting in May 1930 follows: For the purpose of improving the scholarship and elevating the intellectual outlook of the student body of St. John's College, and for the further purpose of making clear the difference between academic freedom as a reality · and academic freedom as a mere form of words, it is Resol'Ued: 1. That there are hereby established the Senior Fellowships of St. John's College. 2. That annually there shall be elected at the last quarterly meeting of the Board, before Commencement of each year, not more than: three members of the Junior Class of that year, to be Senior Fellows of St. John's College during the following year. 3. That election to the Senior Fellowship, shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommendation of the President and Faculty. In making nominations and recommendations for the Senior Fellowships the President and Faculty shall take into consideration, and be guided by, not merely the academic grades attained by the students during the first three years of their course, though due weight shall be given to these grades ; but also, and chiefly, by the interest in, devotion to, and promise of notable achievement in the intellectual life, as evidenced by the work and attitudes of the students during the first three years of their course. 4. That the sole requirement which shall be made of a Senior Fellow after his election shall be that he must be in residence at St. John's College during the academic year following his election. During the year of tenure of his Fellowship the Fellow shall not be required to attend classes, or to take examinations, or to pay any fees whatever to the college. At the end of the year of the Fellowship the Fellow shall be given his degree in course. During the tenure of his Fellowship the Fellow shall be given complete and absolute freedom to pursue the intellectual life in residence at St. John's College in whatever manner and direction he himself chooses, as the guest of the college. 5. That a Senior Fellowship can be terminated during the year of its tenure only because of the commission of a crime, as defined by the laws of the State of Maryland, by the Fellow; Qr because the Fellow becomes insane, as defined by the laws of the State of Maryland. 6. That this resolution shall become operative and go into effect immediately upon its passage, and that announcement of the existence of the Senior Fellowships of St. John's College, and the conditions of their award and tenure shall be made in all future catalogues of the college. HOLDERS OF SENIOR FELLOWSHIPS 1929-30. Robert John Klingenburg, '30. 1930-31. , Philip Irvin Bowman, '3r. Samuel Peaco Chew, Jr., '31. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE STUDENT AID Foreign Scholarships. To foreigii students a limited number of scholarships providing free tuition and room rent. Holders of such scholarships may be required to do five hours' work weekly, if the college so requests, assisting language departments, tutoring, etc. The scholar is expected to pay the regular charge for board ($300), the matriculation fee ($15), and the medical, athletic, and student activities fees ($10 each). Students are aided somewhat in meeting the expenses of a college education at St. John's by certain scholarships paid from the income of funds in the hands of the Treasurer or in return for the aid appropriated each year by the State of Maryland. Student waiters, who are employed in the dining hall, are ordinarily upperclassmen, men who have proved themselves worthy of this aid by their records in scholastic work and in activities. A few upperclassmen are employed each year as technical assistants in laboratories. By the generosity of friends and alumni of the college, there is also a Student Aid Fund, the income of which is used in loans to students who unaided could not meet the necessary expenses. These loans are executed under the same conditions as bank loans, but they bear interest at the low rate of I per cent per annum, and are not payable until two years from the date on which the student graduates or leaves the college. Upon some payment on the principal, they may at that time be renewed at the legal rate of interest, 6 per cent. Recipients of these student aid loans are required to maintain an average of C in their college work to retain the aid. Applications from students now in college who have not maintained , a C average can not be approved by the Committee on Financial Aid. Aid awarded for one year does not commit the college for any future award. All of these aids (except the scholarships awarded by the State of Maryland) are to be applied for formally on a blank provided by the Comptroller. Students in St. John's College must apply before June 1st. Prospective students must file their applications before September rnth. SCHOLARSHIPS Merit Scholarships. Two scholarships providing free tuition will be awarded by the Faculty on recommendation of the Dean, one to a member of the freshman class, and one to a member of the sophomore class, who by their character and their attainments in scholarship and undergraduate life have demonstrated their capacity for leadership. These scholarships are tenable for one year. 37 Reverdy Johnson Scholarship. To a student planning to go into the graduate study of international relations, a scholarship providing free tuition. Awarded in memory of Reverdy Johnson, of the Class of 1812, Minister to Great Britain in 1868. The Jusserand Scholarship. To a French student, a scholarship providing free tuition, board, and room rent. Awarded annually in honor of Former Ambassador Jusserand. The schofar is expected to pay the matriculation fee ($15), and the medical, athletic, and student activities fees ($IO each). The Matthew Fontaine Maury Scholarship. Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Scholarship of the Southern Maryland Society. Awarded by the Southern Maryland Society to a student who enters St. John's College from that section of Maryland represented by the Southern Maryland Society. This scholarship covers tuition, board, and room rent and is renewable, provided the appointee makes a creditable record in his college work. Scholarship of the Colonial Dames of America. Awarded by the Colonial Dames of America to a student of unusual ability and integrity. The applicant is expected to submit evidence that he is of colonial descent and that he himself reveres the ideals and standards of his forbears. This scholarship covers �38 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 39 tuition, board, and room rent and is awarded for four years unless the appointee fails to maintain the required standard in his academic record. The Clifton ·C. Roehle Scholarship. The income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, awarded annually in memory of her son, Clifton C. Roehle. State Scholarships. To one student from each county of Maryland, and one student from each of the legislative districts of Baltimore City, a "Senatorial schc;larship," providing free tuition, board, and room rent. Candidates for these scholarships should consult their County Board of Education for information regarding the competitive examination. To one student from each county of Maryland and one from each of the legislative districts of Baltimore city, a " tuition scholarship " providing free tuition. Candidates for these scholarships should .consult their County Board of Education for information regarding the competitive examination. Retention of Scholarships. In case any student holding a scholarship fails to pass all his courses at the end of the college year with a general average of C, the faculty will recommend that his scholarship be forfeited. If a student holding one of these scholarships leaves college for any reason before the end of the year, the scholarship held by him shall be declared vacant and cannot be re-awarded before the beginning of the next academic year. COURSES OF INSTRUCTION Freshman courses are numbered from 1 to 10 and I 1 to 20, Sophomore courses from 21 to 30, Junior courses from 31 to 40, Senior courses from 41 to 50. A course offered to any specific class is ordinarily open to any member of a higher class. A student may register for any course offered to a higher class provided he obtains the permission of the instructor concerned and the approval of the Dean. Courses not given in the current academic year are bracketed. All courses are full courses running throughout the year except where designated by 1 hf or 2 hf. I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), ARNAUD, BACON, FITZGERALD, HALSEY, KUEHNEMUND, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND MILLER. ART Art 21. Survey of the History of Art. A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. PROFESSOR SCOFIELD. Student Aid Loan Fund. Awards from the Student Aid Loan Fund are made in different amounts varying according to the need and merits of the candidate. In order that the greatest number of worthy men may be aided, loans are ordinarily made to cover tuition or room rent or board, rarely two of these. The regulations governing the fund provide that repayments are immediately available for additional loans. The amount of money for use each year varies, therefore, considerably. Art 31. The History of Painting in Western Europe. From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives and to the great painters of the Renaissance in Italy; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art M-W-F at 8. 21. PROFESSOR SCOFIELD. �'.,] I '1 40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Art 32. The Art of Classical Antiquity.] A study of the Greeks and Romans as we know them through their fine and applied arts. M-W-Fat8. Omitted in r930-3r; to be given in 1931-32. PROFESSOR SCOFIELD. Art 41. The Background of American Life. A study of Colonial America, its architecture, its furniture, its silver, glass, and pottery. Lectures, discussion, and. conferences .. Frequent opportunity will be given the student to examme the materials of the course at first hand. W-F at rr. 41 English 23. Contemporary Literature. A study of American and European art and social thought in poetry, prose fiction, and the drama. M-W-F at 2. PROFESSOR BROWN. English 24 2hf. The Modern Drama. A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. T-Th-S at 9. Second half-year. PROFESSOR SCOFIELD. PROFESSOR HALSEY. [English 26 1 hf. The Bible as Literature: The Old Testament.] ENGLISH English r. Grammar, Composition, and Prose Forms. The course is intended to supply students with the elements of English Grammar and the English Language as a useful tool. Frequent papers ; conferences; collateral reading. Required of all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. Section A; T-Th-S at IO. PROFESSOR SCOFIELD. Section B ; T-Th-S at 9. PROFESSOR STARR. Section C; M-W-F at 9. PROFESSOR BROWN. English IO. General Literature. An introduction to the study of literature, with class discussions, independent readings, and written reports. This course is offered· as an elective for students who are excused from the prescribed course in English Composition. T-Th-S at 8. PROFESSOR BROWN. A reading course in the literature of the King James Versio111 of the Bible. T-Th-S at 8. First half-year. Omitted in r930-3r. [English 27 2 hf. The Bible as Literature: The New Testament.] T-Th-S at 8. Second half-year. Omitted in 1930-31. English 28 1hf. The Legend of King Arthur. The historical Arthur of the sixth century will be discussed in relation to the romantic figure of the Middle Ages, especially in Geoffrey of Monmouth and in Malory. The later stories of Arthur down to Tennyson and Edwin Arlington Robinson will be included. M-W-F at 9. First half-year. PROFESSOR STARR. English 2r. Survey of English Literature. A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Required of all Sophomores who propose to major in English. M-W-F at IO. PROFESSOR BACON. English 29 2 hf. English Nautical Literature. The course will discuss particularly sea-stories in English from Beowulf to John Masefield. Especial emphasis will be placed on the sea-novel. Defoe, Smollett, Marryat, Cooper, Melville, and Conrad will be studied carefully. M-W-F at 9. Second half-year. PROFESSOR STARR. �I I 42 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE English 37 2hf. Romantic Poetry of the Nineteenth Century. [English 30 2 hf. Advanced Composition.] Practice in the writing of prose, chiefly narrative. Admission by the consent of the instructor. Hours to be arranged. Second half-year. Omitted in 1930-31. [English 31. Types of Literature.] Browning, Tennyson, and Swinburne PROFESSOR STARR. Omitted in 1930-31. PROFESSOR BACON. . Particular attention will be paid to J oho Donne and his School, Ben Jonson, Milton, Dryden, and the Restoration Dramatists. Hours to be arranged. Omitted in 1930-31; to be given in I931-32. PROFESSOR STARR. English 34 hf. The Drama from I588 to I8oo. 1 A study of the English Drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite : English 21. T-Th-S at 9. First half-year. PROFESSOR SCOFIELD. [English 35. The Eighteenth Century.] English Literature from 1688 to the death of Shelley. The important writers of the Restoration, the Eighteenth Century, and the French Revolution will be studied with their political, social, and intellectual backgrounds. Admission by consent of the instructor. Pre-requisite: English 21. M-W-F at II. Omitted in I930-31. English 36 1 hf. Romantic Poetry of the Eighteenth Century. A survey of English romantic poetry from Anne of Winchelsea to Wordsworth. Important poets studied will include Thomson, Gray, Cowper, Coleridge, and Wordsworth. Tuesday at IO. First half-year. Byron, Shelley, Keats, Arnold, will be studied in detail. Tuesday at IO. Second half-year. A study of the various types of poetry in the first half-year, of pr?se in the second half-year. Intended primarily for students whose ma3or subject lies without the field of literature. [English 33. The Seventeenth Century.] [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and 'Whitman; the Frontier and the South. When possible this literature will be studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. M-W-F at IO. Omitted in 1930-31; to be given in 1931-32. PROFESSOR BROWN. English 39. American Literature from I870. M-W-F at 1. PROFESSOR BROWN. English 41. Chaucer. The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-W-F at II. Required of English Majors. PROFESSOR STARR. [English 43. Medi::eval Literature.] A Study of the most important writings in English from the twelfth to the fifteenth Centuries. Pre-requisite: English 21. M-W-F at 8. Omitted in 1930-31; to be given in I93I-32. PROFESSOR STARR. [English 45. Shakespeare]. The plays and poems. Intensive study of four plays. PROFESSOR STARR. 43 M-W-F at 9. Omitted in 1930-31; to be given in 1931-32. ! �CATALOGUE OF ST. JOHN'S COLLEGE 44 [English 47. Prose of the Nineteenth Century.] Detailed study of Lamb, Hunt, and Hazlitt in the first half-year; of Carlyle and Ruskin in the second half-year. Attention will be given to biography and character of the authors as well as to their works. The course, however, is chiefly concerned with matters of content and style. Omitted in 1930-31; to be given in 1931-32. PROFESSOR BACON. [English 49. The Novel.] A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-F at 3. Omitted in I930-3I; to be given in l93I-32. PROFESSOR BROWN. FRENCH French I. Beginning French. Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at II. PROFESSOR ARNAUD. French 2. Intermediate French. Review of basic principles : grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French l, or two years of high school French. Section A, M-W-F at 9. PROFESSOR ARNAUD. Section B, T-Th-S ·at II. PROFESSOR ARNAUD. French 11. Introduction to French Literature. A summary view of French literature illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: French 2, or three years of high school French. M-W-F at II. PROFESSOR SEGALL. CATALOGUE OF ST. JOHN'S COLLEGE 45 French I3. French Composition and Conversation. Required of French Majors. Pre-requisite: French I, or two years of high school French. M-W-F at I. PROFESSOR SEGALL. French 15 1 hf. French Literature and Civilization. From the origins to the French Revolution. In English translations. M-W-F at IO. First half-year. PROFESSOR SEGALL. French I6 2hf. French Literature and Civilization from the French Revolution. M-W-F at IO. Second half-year. PROFESSOR SEGALL. [French 21. Voltaire.) A study of his life and works. Aspects of Voltaire as a poet conteur dramatist, historian, wit, correspondent, etc. His debt to forei~n litera~ ture; his influence. Lectures and collateral reading in French and English. T-Th-S at 9. Omitted in 1930-31. PROFESSOR ARNAUD. French 25. Sixteenth Century French Literature. Hours to be arranged. PROFESSOR ARNAUD. French 31. Eighteenth Century French Literature. The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. A good reading knowledge of French is required. Pre-requisite: French 11. M-W-F at 2. PROFESSOR SEGALL. �11 CATALOGUE OF ST. JOHN'S COLLEGE 47 CATALOGUE OF ST. JOHN'S COLLEGE 46 [French 4I. Nineteenth Literature.] Century and Contemporary French A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and nee-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11. M-W-F at 2. Omitted in I930-3I; to be given in I93I-32. PROFESSOR SEGALL. GERMAN German I. Beginning German. Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. MR. MILLER. Section B; M-W-F at II. MR. MILLER. German IO. Intermediate German. Review of basic principles : grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Pre-requisite: German I, or two years of high school German. Section A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B ; T-Th-S at 8. MR. MILLER. German 20. Modern Literature. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German IO, or three years of high school German. M-W-F at 2. PROFESSOR KuEHNEMUND. German 2I. Scientific German. Intended for students specializing in sciences. Pre-requisite: German IO, or three years of high school German. M -W at I ; S at 9. MR. MILLER. [German 25. Introduction to the History of German Civilization.] A lecture course in English, with outside reading and written reports. To give any student an opportunity to become acquainted with German life, thought, and art in the past and present time. M-W-F at r. Omitted in I930-3I; to be given in I93I-32. PROFESSOR KuEHNEMUND. German 26. History of German Civilization during the Nineteenth and Twentieth Centuries. A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art in the past and present time. Some account of the Germans in America will be included. Pre-requisite: German 25, or History 21 with consent of the instructor. M-W-F at r. PROFESSOR KuEHNEMUND. [German 30. Survey of German Literature.] Representative examples of German prose, poetry, and drama from the seventeenth century to the present. Discussion; reports. Pre-requisite : German 20. Hours to be arranged. Omitted in 1930-31; to be given in I931-32. PROFESSOR KUEHNEMUND. German 40. Problems of Current German Life and Thought. Open only to men majoring in German. Tuesday at 7: 30 p. m. PROFESSOR KUEHNEMUND. GREEK Greek r. Beginning Greek. Elements of grammar and composition; readings from simple texts. M-W-F at II. MR. KIEFFER. �48 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Greek 21 1 Greek 34 2hf. History of Greek Tragedy. hf. Xenophon. Reading of the first four books of the ANABAsrs. Pre-requisite : Greek at IO. First half-year. I. A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. M-W-F at I. Second half-year. M-W-F MR. KIEFFER. Greek 22 2hf. Homer. MR. KIEFFER. Greek 36 2hf. Greek Cults and Religious Practice. Readings from the ILIAD ; study of the epic. Pre-requisite: Greek M-W-F at IO. Second half-year. A study of the origins and development of the forms, rites, and beliefs of Greek religion from the earliest times to the establishment of Christianity. 2I. Open only to Juniors and Seniors with the consent of the instructor. T-Th-S at I. Second half-year. MR. KIEFFER. Greek 23 1 hf. History of Classical Mythology. This course is designed to give students knowledge of the principal material of Greek and Latin Literature and of one of the chief features of English literature. Mythology will be studied from the historical, anthropological, sociological, and religious points of view as well as from the literary aspect. No knowledge of Greek or Latin is required. M-W-F MR. KIEFFER. Greek 4I hf. Greek Prose Composition. Study of the structure of the language by means of composition in Greek. Both set exercises for translation and original composition will be used. Half-course running throughout the year. at 8. Hours to be arranged. MR. KIEFFER. MR. KIEFFER. < [Greek 31. 49 Plato; Greek Tragedy.] Readings from Plato. Study of two representative plays of the tragic poets, together with the historical development of the Greek theatre. Pre-requisite : Greek 21 or 22. M-W-F at 9. Omitted in 1930-3I; to be given in LATIN Latin I. Beginning Latin. Elements 0f grammar and composition; first four books of Cresar's Gallic Wars. T,..Th-S at IO. I931-32. MR. KIEFFER. MR. KIEFFER. Greek 33. Herodotus ; Greek Comedy ; Greek Lyric Poets. In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochtts, Sappho, and Anacreon. Pre.,.requisite: Greek T-Th-S at 11. 21 or 22. MR. KIEFFER. Latin ll 2hf. Readings from Nepos and Sallust. Readings principally from Cornelius N epos, together with advanced study of Latin prose composition. General introduction to Roman civilization. Pre-requisite: Latin Latin. T-Th-S at II. Second half-year. I, or two or three years of high school MR. KIEFFER. �50 CATALOGUE OF ST. JOHN'S COLLEGE Latin 12 1 hf. Virgil, lEneid. Reading of the first six books of the Aeneid. Study of the literary and historical value of Virgil and the epic as a poetic form. Collateral study of the literature and history of the Augustan Age. Pre-requisite: Latin Latin. T-Th-S at II. First half-year. I, or two or three years of high school 51 [Latin 24 2 hf. Plautus and Terence.] Reading of a representative play of each; Study of the antecedents, development, and historical influence of the Roman theatre. at 2. Second half-year. Omitted in 1930-31; to be given in 1931-32. M-W-F MR. KIEFFER. MR. KIEFFER. Latin 21 1 hf. Lyric Poetry of the Golden Age. Careful survey of Latin poetry from Ennius to Juvenal, completed with intensive study of the works of Horace and Catullus in their literary and historical backgrounds. Pre-requisite: Latin Latin. M-W-F at 2. First half-year. CATALOGUE OF ST. JOHN'S COLLEGE II Latin 31 hf. Latin Prose Composition. Study of the structure of the language by means of Composition in Latin. Both set exercises for translation and original composition will be used. Half-course running throughout the year. Thursday at 2. MR. KIEFFER. and 12, or four years of high school SPANISH Spanish 1. Elementary Spanish. MR. KIEFFER. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 8. Latin 22 2 hf. Silver Latin: Tacitus, Martial, Juvenal. M-W-Fat2. Second half-year. MR. KIEFFER. [Latin 23 1 hf. Letters of Cicero and Pliny.] Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. Pre-requisite: Latin I I and 12, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in 1930-31; to be given in 193I-32. MR. KIEFFER. PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. Review of basic principles : grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite: Spanish 1, or two years of high school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature. A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: Spanish 2, or three years of high school Spanish. M-W-F at II. PROFESSOR FITZGERALD. �! 11 '';I 52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 53 [Spanish 13. Spanish Composition and Conversation.] A study of Spanish syntax; original compositions; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish 2, or three years.of high school Spanish. Omitted in 1930-31. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, STRYKER, AND WYCKOFF [Spanish 25. Spanish Life and Culture.] A study of the cultural background of Spanish civilization as seen ir the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, readings, discussions, reports. Not open to Freshmen. Hours to be arranged. Omitted in 1930-31 ; to be given in 1931-32. PROFESSOR FrnzGER.ALD. [Spanish 31. Modern Spanish Novel.] A study of the development of the Spanish novel from the nineteenth centu~y on .. Readi.ng .o~ novels from the more important authors; reports and d1scuss1ons; md1;1dual collateral reading and reports. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. Omitted in I930-3I; to be given in 1931-32. PROFESSOR FITZGERALD. Spanish 41. Spanish Drama. Lectures o? the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. ECONOMICS Economics 2r. General Principles. A study of the economics of living and an analysis of economic laws. M-W-F at IO. PROFESSOR WYCKOFF. Economics 3r. Industrial Problems. This course will consider problems of industrial relations and the significance of tendencies in the forms of business organization. . Pre-requisite: Economics T-Th-S at 9. 21. PROFESSOR WYCKOFF. Economics 32. Financial Problems. The subject of money, credit, and banking will be studied in its relation to investment and corporation finance. A survey rather than specialization will be the purpose of this course. Pre-requisite : Economics T-Th-S at IO. 2 I. PROFESSOR WYCKOFF. Economics 4r. History of Economic Thought. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. PROFESSOR FITZGERALD. A conference and reading course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in Economics. M-W-F at i:I. PROFESSOR WYCKOFF. �55 CATALOGUE OF ST. JOHN'S COLLEGE 54 CATALOGUE OF ST. JOHN'S COLLEGE GOVERNMENT Government 11. American Government. The introductory course required of all students majoring in Government. Origins and development of the American form of government: federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. M-W-'F at 9. PROFESSOR KINGSBURY. [Government 21. Governments of Europe.] An analysis of the structure and functioning principal European states, and a comparison and practices. The shift from monarchical rise of autocracies in Italy and Russia, and will be studied. of the governments of the with American institutions to democratic forms; the other recent developments Pre-requisite : Government I I. T-Th-S at 9. Omitted in I930-3I; to be given in I93I-32. PROFESSOR KINGSBURY. [Government 23. State and Local Government.] A. more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into publie life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite : Government I I. M-W-F at II. Omitted in I930-31; to be given in 193I-32. PROFESSOR KINGSBURY. Government 3i. History of Political Ideas. A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only with the consent of the instructor to students whose interests and training fit them for the course. M-W-F at IO. PROFESSOR KINGSBURY. Government 41 1hf. International Relations. / · 1 relations : A survey of the present-day factors affecting internat~ona . · 1· ·mperi"alism exploitation of backward nations, racial minat10na tsm, 1 ' . norities, militarism and armaments, tanff wars, etc. Pre-requisite: (I) Government II; (2) Government 2I, or Government 3I, or History 31. M-W-F at II. First half-year. PROFESSOR KINGSBURY. Government 42 2hf. International Organization. The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to t~e work of the League of Nations and the World Court, and the evolution of a law of pations. Pre-requisite: (I) Government II ; ( 2) Government 2I, or Government 3I, or History 3I; (3) Government 41. M-W-F at 11. Second half-year. PROFESSOR KINGSBURY. Government 43 1hf. Political Parties. .. . The history, organization, functions, and m~thod~ ~f political ~art.1es particularly in the United States. Topics studied w1l~ mclude nommat~ng and election methods, the boss, the machine, the s~01ls ~:;:stem, campaign methods, and the problems of government by public opm10n. Pre-requisite: (I) Government II ; ( 2) Government 23, or Government 3 I. T-Th-S at 9. First half-year. PROFESSOR KINGSBURY. Government 44 2hf. Constitutional Law. A study of the leading cases in American constituti?nal law i.llu~t1:"ating. the evolution of governmental powers and the rights of md1v1duals under the constitution. Pre-requisite : (I) Government I I ; ( 2) Government 23, or Government 31. T-Th-S at 9. Second half-year. PROFESSOR KINGSBURY. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE HISTORY History I. Historical Survey. An outline of human development, political, economic, religious, intel- , lectual. Intended for students taking but one course in history and as a · pre-requisite for men majoring in history. . Section A; T-Th-S at 9. Section B ; T-Th-S at 8. PROFESSOR STRYKER. History 2r. Medi~val European History. A course in the foundations of modern Europe and America from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at i 57 fiistory 34. American Economic History. The study of the development of American economic life from the colonial beginnings to the present. Conducted as a seminar. Pre-requisite: History Monday at 8 p. m. I. PROFESSOR HUNTER. fiistory 41. The History of the United States. The social history of the United States from Colonial times to the present. Conducted as a seminar. Pre-requisite: History M-W-F at 2. 2r and History 3r. PROFESSOR STRYKER. History 42. History of American Life. II. PROFESSOR STRYKER. History 23. English History. A survey of English history. The study of the economic, religious, intellectual, and cultural aspects of American life as experienced by the individual American during the period since the War for Independence. Conducted as a seminar. Thursday at 7 : 30 p. m. PROFESSOR HUNTER. Tuesday at 7 : 30 p. m. Quiz Section: Monday at 3. PHILOSOPHY PROFESSOR HUNTER. History 3r. Modern European History. An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. Section A; M-W-F at 8. Section B ; T-Th-S at 8. PROFESSOR HUNTER. Philosophy l l 1hf. Logic. The course is c}-_;efly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified freshmen after consultation with the instructor. T-Th-S at II. First half-year. PROFESSOR ALLES. [History 32. Constitutional History.] A study of constitutional development in England and the United States. A lecture course with required readings and semester reports. Pre-requisite: History I or History 23 or Government r r. T-Th-S at IO. Omitted in I930-3r. PROFESSOR HUNTER. [History 33. England in the Eighteenth Century.] Hours to be arranged. Omitted in 1930-31. Philosophy r2 2 hf. Introduction to Philosophy. The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. Open to qualified freshmen after consultation with the instructor. T-Th-S at II. Second half-year. PROFESSOR ALLES. �CATALOGUE OF ST. JOHN'S COLLEGE 58 Philosophy 15. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. . Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Philosophy 3r. History of Philosophy. A study of philosophic speculation from the early Greeks to modern . times.. T-Th-S at IO. ST~ JOHN'S COLLEGE 59 Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 2. Second half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. Philosophy 41 1hf. Plato. An interpretation of Plato's philosophy based on the reading of his dialogues includfog the REPUBLIC. Pre-requisite: Philosophy 3r. M-W-F at 3. First half-year. PROFESSOR ALLES. PROFESSOR ALLES. [Philosophy 34 hf. Locke; Berkeley; Hume.] 2 An interpretation of their philosophy based on the reading of their works. Pre-requisite: Philosophy 12 or 31, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion.] A study of the development of religion including primitive religion· (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 2. First half-year. Omitted in 1930-31; to be given in 1931-32. PROFESSOR ALLES. [Philosophy 36 2hf. Psychology and Philosophy of Religion.] The course falls into two parts : The Psychology of Religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The Philosophy of Religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. I. CATALOGUE OF Philosophy 42 2hf. Schopenhauer. An interpretation of Schopenhauer's philoi;ophy based on the reading of THE WoRLD AS WILL AND lnEA. Pre-requisite: Philosophy 3r. M-W-F at 3. Second half-year. PROFESSOR ALLES. PSYCHOLOGY Psychology 2r. General Introduction to Psychology. This course will aim to give the student a general knowledge of human nature and development. It should give a good survey view of dynamic, applied psychology. It will serve as a basis for any future study in the field. Section A; T-Th-S at Section B ; T-Th-S at IO. 1 r. PROFESSOR McLAREN. Psychology 31 1hf. Social Psychology. A course in social behavior, and the contributions of psychology to the solutions of its problems, rather than a course strictly _in the psychology of social behavior. It will stress the individual's social relations, social adjustments, and social control. Pre-requisite: Psychology 21, or the equivalent. T-Th-S at 8. First half-year. PROFESSOR McLAREN. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 60 Psychology 32 2hf. The Nature of Human Nature. In this course an attempt will be made to discover and explain how , ' habit patterns are built into the human organism. Pre-requisite: First half of Psychology T-T-S at 8. Second half-year. 21, PROFESSOR RIDGELY. . [Psychology 34 2 hf. Mental Hygiene and Abnormal Psychology.] • This course will present the common deviations from the normal, but . with the main purpose of pointing out the ways and means of achieving, · preserving, or restoring the normal. It will lay minimum stress on the morbid, and maximum on those principles which have constructive value : for healthful living. 1 21, or the equivalent. PROFESSOR BAYLIFF. Biology 19 2hf. History of the Germ Cells. A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. ,, Psychology 4r. Modern Educational Practices. This course should be taken by prospective teachers as fundamental : background for future study. The course will aim to set up a sound concept of the purpose of education in the broadest sense, and then to disco~er the best means of achieving the ends of such education. Particular emphasis will be given to organization, administration, : teaching methods,. curriculum contents, and student activities in high : · school and college. 1 21, Section B ; (Pre-medical students). Recitation, W-F at 2. Laboratory, T-Th from r to 4. Pre-requisite: One year of college biology. Laboratory fee, $ro.oo. Recitation, W-F at 8. Laboratory, T-Th from r to 4. Second half-year. PROFESSOR McLAREN. Pre-requisite: Psychology T-Th from 2 to 3.30. Laboratory fee, $20.00. Section A ; Recitation, M -F at r r. Laboratory, W-F from r to 4. or the equivalent. PROFESSOR McLAREN. Pre-requisite: Psychology T-Th-S at 8. Second half-year. Omitted in r930-3r. 61 or the equivalent. PROFESSOR APPEL. Biology 20 1 hf. Readings in Biology. This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover bioJogical literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Two hours of recitation. T-Th at r. First half-year. PROFESSOR McLAREN. PROFESSOR RIDGELY. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BrNGLEY,. EASON, RIDGELY, AND VEDovA, AND MR. McFARLIN. BIOLOGY Biology 11. Beginning Zoology. General principles of animal life, with an introduction to Histology, ' Embryology, and Genetics; and a survey of the common groups of animals, with laboratory work on the anatomy and physiology of type forms. · Two hours of recitation and six hours of laboratory. Biology 21 1 h£. Comparative Anatomy of Vertebrates. A history of the highest type of animal structure as r~veale9 throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite : One year of college· biology. Laboratory fee, $ro.oo. Recitation, W-F at ro. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR APPEL. �CATALOGUE OF ST. JOHN'S COLLEGE 62 Biology 22 2 hf. Embryology of the Vertebrates. A history of the highest type of animal structure as seen in the develop~ ment of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.OO. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. Biology 30 1 hf. Histology. Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. Pre-requisites: Biology 21 and 22. Laboratory fee, $IO.OO. Recitation, M-W-F at 8.20. Laboratory, M-W from 1 to 4. First half-year. PROFESSOR APPEL. Biology 33 2hf. Microscopical Technique. Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 30. Laboratory fee, $IO.oo. Recitation, T -Th at 8. Laboratory, M-W from 1 to 4. Second half-year. PROFESSOR APPEL. Biology 34 2 hf. Genetics. A study of the principles of heredity and variation. Laboratory work will consist of experiments in breeding and problems for calculation. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, T -Th at IO. Laboratory, W-F from 9 to 12. Second half-year. PROFESSOR BAYLIFF. CATALOGUE OF ST. JOHN'S COLLEGE 63 Biology 37 1 hf. Parasitology. A .study of parasitic organisms as related to medicine and daily life. This course alternates in successive years with Biology 38 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. First half-year. PROFESSOR BAYLIFF. [Biology 38 1 hf. Invertebrate Zoology.] A survey of the invertebrate animals, their morphology, physiology, and embryology. Special attention to forms transitional among the phyla. This course alternates in successive years with Biology 37 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to I2. First half-year. Omitted in I930-31; to be given in 1931-32. PROFESSOR BAYLIFF. CHEMISTRY Chemistry 1. General Chemistry. An introductory course in which phenomena of chemistry and the underlying principles are studied. Experimental lectures on the elements and their compounds are given. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B; Recitation, M-W-F at IO. Laboratory, T -Th from 2 to 4. Make-up for both sections, M at 1. PROFESSOR ALLEN AND MR. McFARLIN. �CATALOGUE QF ST. JOHN'S COLLEGE 64 Chemistry General Chemistry for Science Students. 2. A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of a11 students h~ving difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry I must take the one hour lecture given in Chemistry :.;;i on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS BERNHARD AND ALLEN AND MR. McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. The aim of this course· is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns " and to the separation and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisite : Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, W-F at 8. Laboratory, W-F from 1 to 4. First half-year. MR. MCFARLIN. Chemistry 22 CATALOGUE OF ST. JOHN'S COLLEGE 2 hf. Quantitative Analysis, Part I. The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple ;, compounds. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 21. Laboratory fee, $15.00 and breakage. Recitation, Mat I. Laboratory, M from 2 to 4. W-F from Second half-year. Chemistry 31 1 hf. Quantitative Analysis, Part II. Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. 1 Pre-requisite : Chemistry 22. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from First half-year. PROFESSOR ALLEN AND MR. MCFARLIN. to 4. Chemistry 32 2hf. Physical Chemistry, Part I. Substances in the gaseous, liquid, and solid states ; the structure of matter; energy changes; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. Pre-requisite: Chemistry 21 and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 21. . PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours of laboratory. Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1 to 4. PROFESSOR BERNHARD. A seminar course. Two hours a week. to 4. 1 PROFESSOR ALLEN AND MR. MCFARLIN. Chemistry 41 1hf. History of Chemistry. 1 65 Pre-requisite: Chemistry M-Wat IO. First half-year. 21 and 33. PROFESSOR BERNHARD. 3 �66 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 42. Advanced Organic Chemistry. Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to I2. PROFESSOR BERNHARD. Chemistry 43 2hf. Physical Chemistry, Part II. The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. Pre-requisite : Chemistry 32 ; ability to read French and German. M-W-F at II. Second half-year. PROFESSOR ALLEN. MATHEMATICS Mathematics I 1 hf. Section A; M-W-F at 9· Section B ; T-Th-S at 9. Section C; T-Th-S at I I. Mathematics 21. PROFESSOR V EDOVA. PROFESSOR BINGLEY. PROFESSOR BINGLEY. Analytic Geometry and the Calculus. Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Pre-requisite: Mathematics M-W-F at 10. I I. PROFESSOR BINGLEY. Mathematics 25 1 hf. The Mathematics of Finance. Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at II. First half-year. · Mathematics 26 2hf. Statistical Methods. A study of the classical and recent statistical methods. M-W-F at II. Second half-year. PROFESSOR BINGLEY. PROFESSOR 2 This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. PROFESSOR BINGLEY. M-W-F at 8. First half-year. Mathematics Mathematics 11. Introduction to Mathematical Analysis. Algebra. This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly ' reviewed. No credit toward the degree. 2 67 V EDOVA. hf. Plane Geometry. This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. Mathematics 3i. Mathematical Analysis, Part I. An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics T-Th-S at 9. 21. PROFESSOR V EDOVA. PROFESSOR VEDOVA. �68 CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 33. Higher Algebra. In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at II. PROFESSOR V EDOVA. Mathematics 35. The Elements of Mechanics. The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at IO. PROFESSOR BINGLEY. Mathematics 4I. Mathematical Analysis, Part IL A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 3I. T-Th-S at 8. PROFESSOR V EDOVA. [Mathematics 43. Introduction to Modern Geometry.] Pre-requisite: Mathematics 33. Omitted in I930-3I; to be offered in I93I-32. PROFESSOR V EDOVA. PHYSICS Physics 2r. Elements of Physics. This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is designed to give the student an ~c­ quaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite : Mathematics I I. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B ; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. CATALOGUE OF ST. JOHN'S COLLEGE 69 [Physics 3r. Electricity and Magnetism.] Beginning with the fundamental ideas underlying Electrical Science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 2I and Mathematics 2I and 22. Mathematics 21 and 22 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from IO to I2. Omitted in I930-31, to be given in I93I-32. PROFESSOR EASON. Physics 4I. Physical Optics. This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and requires thorough preparation in Mathematics and Chemistry. He will be expected to read much from the available literature and to ·do considerable laboratory work. Pre-requisite: Physics 2I; Mathematics 3I; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. Physics 42. Theory of Heat. An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 21; Mathematics 31; Chemistry 2. Laboratory fee $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. �CATALOGUE OF ST. JOHN'S COLLEGE 70 {Physics 43. Electricity.] Physical Training This is an advanced course in Electricity. The treatment is largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 31; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at I I. Laboratory, W-F from 2 to 4. Omitted in 1930-31; to be given in 1931-32. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology ; the supply of oxygen and the elimination of carbon dioxide ; food and the digestion of foods ; heat regulation of the body ; removal of waste material from the body; physical exercise; the nervous system; mental hygiene; diseases general ; particular diseases. One lecture each week from October 6 to December 8. Required of all freshmen. M at4. DR. Physical Training CATALOGUE OF ST. JOHN'S COLLEGE MURPHY. 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. NOVAK. 71 2. Advanced course in Physical Training. Two years of Physical Training are required of all students. Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training I. T-Th from 3 to 4.30. MR. NovAK. �TABLE OF EQUIVALENTS SHOWING CREDIT IN YEAR-HOUR. New Number Old Number Year liours Art 2I .......... Art 2I-22 ..........• 3 Art 3I .......... New ............... 3 Art 4I .......... Art 41-42 ........... 3 Biology 11 ....•• Biology 11-I2 or I3-I4. 5 Biology I9 2 hf .... New . . .. .. .. . . . . . . . 2t Biology 20 1hf. ... Biology 41 .......... lt Biology 2l1hf .... Biology 2I .......... 2! Biology 22 2hf.. .. Biology 22 . . .. . .. . . . 2! Biology 30 lhf .... Biology 43-44 . . . . . . . 2! Biology 33 "hf ..... Biology 33 . .. . .. .. . . 2! Biology 34 2hf .... Biology 32 . . .. .. .. .. 2! Biology 37 lhf .... New . .. . . . . . .. . .. .. 2! Chemistry I •••••• Chemistry 11-I2 . . . . . 5 Chemistry 2 •••••• Chemistry 11-I2 ..... 5 Chemistry 21 lhf •• Chemistry 2I . . . . . . . . 2! Chemistry 22 2hf .. Chemistry 22 . . . . . . . . 2! Chemistry 3I lhf .• Chemistry 3I . . . . . . . 2! Chemistry 32 2hf .. 01emistcy 32 . . . . . . . . 2! Chemistry 33 .•••• Chemistry 33-34 . . . . . 5 Chemistry 41 lhf .• Chemistry 4I-42 ..... I Chemistry 42 .•••• Chemistry 43-44 . . . . . 5 Chemistry 43 2hf •• Chemistry 45-46 ..... It Economics 21 •••• Economics 21-22 .... 3 Economics 31 ..•• Economics 3I, 32 . . . . 3 Economics 32 ..•• Economics 33, 34 . . . . 3 Economics 41 •••• Economics 4I-42 .... 3 English 1 ........ New ................ 3 English 10 ....... New ............... 3 English 2I ....... English 23-24 . .. . . . . 3 English 23 ....... New ............... 3 English 24 2hf.. .. New ............... It English 28lhf .... New ............... It English 292hf .... New ............... 1! English 341hf .... New.; .............. lt English 361hf .... New ............... lt English 37 2hf.. .. English 25-26 . .. . . .. 1! English 39 ....... New ............... 3 English 4I ....... English 4I-42 3 French 1 ........ French 11-I2 3 French 2 .......• French I3-I4 3 French 11 ......• French I5-I6 3 French 13 •.....• French 2I-22 3 French I5 lhf. .... New ............... It French I6 2hf ..... New .. .. . .. . . . .. .. . H French 25 ....... New ............... 3 French 3I •.....• New ............... 3 German 1 ....... German 11-I2 ....... 3 German 10 ...•... German I3-I4 ....... 3 German 20 ....... German I5-I6 ....... 3 German 21 .•...•• German I7-I8 · .. "' ... 3 German 26 ....... New ................ 3 German 40 ••••••• German 3I-32 ...... : ·.3 Government 11 ••• Political Science 2I-22. 3 New Number Old Number Government. 3I ••• New •.•...... .' Government4I 1hf.New ........•. · Government 42 2hf. Political Science: Government 43 lhf. Political Scien<:el Government 44 2hf. Political Scienc~ Greek I ......... Greek 11-I2 .. . Greek 2I lhf .....• Greek I3 ..... . Greek 22 2hf ...... Greek 14 ...... . Greek 23lhf ...... New ........ .. Greek 33 ........ New ........ .. Greek 34 2hf ...... New ......... . Greek 36 "hf ...... New ......... . Greek 4I hf ......• New ......... . History I •.••...• History 23-24 . , 1 History 2I ••..•.• History 25-26 .. : History 23 ......• History 2I-22 .. · History 3I ......• History 3I-32 .. • History 34 ....... New ........ .. : History 4I ......• History 35-36 .. ~ History 42 ....... New ......... / Hygiene I ....... New .......... : Latin 1 .......... Latin 11-I2 .... • Latin ll2hf....... Latin 13 ......• Latin 12 1hf ....... Latin 13-I4 ...• Latin 21 lhf....... New · Latin 22 2hf....... New ........ .. Latin 3I hf........ New ......... . Mathematics l lhf.. New ......... . Mathematics 2 2hf.. New Mathematics 11 .• Mathematics 11Mathematics 2I .. Mathematics 2( Mathematics 25 lhf.Mathematics 25 , Mathematics 26 2hf,Mathematics 26 Mathematics 31 •. Mathematics 3I Mathematics 33 •• Mathematics 33 Mathematics 35 •• Mathematics 35 Mathematics 4I •. Mathematics 4IPhilosophy I I 1hf .• Philosophy 22 .. · Philosophy 12 2hf •• Philosophy 2I ... Philosophy I5 ...• Philosophy 23-24 Philosophy 3I •••• Philosophy 3I-32 Philosophy 4 Phf .. Philosophy 4 I .. Philosophy 42 2hf .. Philosophy 42 .. Physics 2I ••••••• Physics 2I-22 .. Physics 4I ....••• Physics 41-42 .. ' Physics 42 .....•• Physics 43-44 .. ' Psychology 2I ... Psychology 2I-2 Psychology 3I lhf. Psychology 31-3 Psychology 32 2hf. New .......... · Psychology 41 ••• Psychology 41-4 Spanish 1 • ,·, .•.•• Spanish 11-12 .• Spanish 2 •••••••• Spanish 13-14 .. · Spanish 11 ..••••• Spanish 15-16 .. Spanish 41 ..••..• Spanish 25-26 .. Room Assignments, 1930-31 Ro.01111 .................... McDowell 24 .................... McDowell 24 .................... BordleyRandall { . House .:· 11 Section A ..... · ' Section B .... . : l9 1hf ............ . 20 'hf · · " " " · · · .. Biology . 21 'hf · · · · · · · · · · · · · Building ·22 'hf ............ . 30 1hf............. . ·'33'hf ............ . '•34!'hf ............ . '37'hf ............ . ' 1, Sect!on A .... I Sect10n B ... . 2, Sect~on A ... . Sect10n B ... . 21'hf " .... · .. · Chemistry 22 :11f " " " " .. ~ Lecture 31 ,hf · · · · · · · · · · I Room and 32 hf .. " ...... Laboratories 33 ........... .. 41'hf ........ .. j 42 ........... .. 43•hf ........ .. · s 21 ............... McDowell 33 s ~1 ............... McDowell 33 ' s 32 ............... McDowell 33 · a 41 •.............. Instructor's '; Office 'J, Section A ........ McDowell 36 · Section B ........ McDowell 36 Section C ........ McDowell 22 ·· 10 .................. McDowell 23 ,2I .................. McDowell 23 . 23 .................. McDowell 32 :24!'hf ............... McDowell 24 :28 'hf ••............. McDowell 23 129 'hf ............... McDowell 31 ·•34- 1hf ............... McDowell 24 ~36 'hf ............... Instructor's Study . 37 "hf ........•...... McDowell 24 :39 .................. McDowell 23 41 .................. McDowell 24 ,J ................... McDowell 22 ~. Section A ......... McDowell 35 :~ Section B ......... McDowell 35 '::11 ••••••••••• : •••••. McDowell 35 iJ3 .................. McDowell 24 .~15 'hf ...•............ McDowell 35 ·M "hf ............... McDowell 35 · l .................. McDowell 24 '; · 1, Section A ....... McDowell 31 i.;. Sect!on B. . ...... McDowell 33 . 10, Section A · ....... McDowell 21 .i: Section B ....... McDowell 32 . 20 .................. McDowell 23 ''.'21 .................. McDowell 31 !. and 32 :. 26 .................. McDowell 22 ::·40 •••.••••.•••.•..•. Instructor's Study t Course Room Government 11 .............. Chemistry Lecture Room Government 31 .............. McDowe11 32 Government 41 'hf ........... McDowell 23 Government 42 2hf ........... McDowell 23 Government 43 'hf ........... McDowell 21 Government 44 'hf ........... McDowe11 23 Greek 1 .................... McDowell 21 Greek 2I 1hf ................ McDowell 2I Greek 22 'hf ................. McDowell 2I Greek 23 1hf ................. McDowell 21 Greek 33 .................... McDowell 21 Greek 34'hf ................. McDowell 32 Greek 36 "hf ................. McDowell 23 History 1, Section A ........ McDowell 34 Section B ........ McDowell 34 History 21 .................. McDowell 34 History 23 .........•........ McDowell 23 History 31, Section A ....... McDowell 23 Section B ....... McDowell 24 History 34 .................. McDowell 23 History 41 ................. ,McDowell 34 History 42 .................. McDowell 23 Hygiene 1 ................... Chemistry Lecture Room Latin 1 ..................... McDowell 21 Latin 12 'hf ................. McDowell 21 Latin 21 'hf ................. McDowell 21 Latin 22 'hf •................ McDowell 21 Latin 31 hf ................. McDowell 21 Mathematics 1 'hf ........... McDowell 22 Mathematics 2 'hf ........... McDowell 22 Mathematics 11, Section A ... McDowell 33 Section B ... McDowell 22 Section C ... McDowell 22 Mathematics 21 ............. McDowell 22 Mathematics 25 'hf .......... McDowell 31 Mathematics 26 'hf .......... McDowell 31 Mathematics 31 .............. McDowell 35 Mathematics 33 .............. McDowell 22 Mathematics 35 .............. McDowell 22 Mathematics 4I .............. McDowell 22 Philosophy 11 'hf ............ McDowell 31 Philosophy 12 'hf ............ McDowell 31 Philosophy 15 ........... ; ... McDowe11 31 Philosophy 31 ............... McDowe11 31 Philosophy 41 'hf ............ McDowell 24 Philosophy 42 'hf ............ McDowell 24 Physics 21, Section A ..... }Physics LecSection B . . . . . ture Room Physics 41 . . .. .. . .. .. .. .. . and LaboPhysics 4:3 . . . . . . . . . . . . . . . • ratories Psychology 21, Section A .... McDowell 35 Section B .... McDowell 36 Psychology 3I 1hf ............ McDowell 35 . Psychology 32 'hf ........... McDowell 35 Psychology 41 •............. McDowell 31 Spanish 1 ................... McDowell 32 Spanish 2 ................... McDowell 32 Spanish 11 .................. McDowell 32 Spanish 41 .................. McDowe11 32 �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS St. John's College aims to develop in its students a sense of respon9ibility to the community as well as high standards of scholarship. To this end student self-government is encouraged, and the Student Council deals with many questions of student control. Any undergraduate who is unable to cooperate in maintaining these .· standards may be required to withdraw from college. Honor Regulations Each student is expected to conduct himself as a gentleman. The Student Council cooperates with the Dean in enforcing this ; regulation. Any student who is guilty of any-aishonesty may be required to ' withdraw from college. Amount of Work Required. No student may carry a program of less than four courses in any . year, except in the senior year in case he is a candidate for honors. If the number of courses needed for promotion to the next higher · class exceeds four, the student will be required to carry the requisite number for promotion, except by special permission of the Dean. Amount of Work Permitted. No student will be permitted to carry more than five courses in ' any one year except by special permission of the Dean. In no case · may more than six courses be carried. The Dean may at any time require that a student's program be lightened, even if special per- . mission for additional courses has previously been granted. Examinations. Informal hour-examinations are held in all courses in both the first and second half-years, in November and in March, covering the work of approximately the first seven weeks of the half-year. Mid-year examinations are held at the end of the first half-year, and final examinations are held at the end of the year in each full year course. In half courses the final examination is held at the end of the course. ' , . · 75 / Reports. Reports are sent to each student, to his parents, and to his , adviser after each grade period, that is, after the November hour, examinations, after the Mid-year examinations, after the March ' hour-examinations, and at the end of the year. Grades. Students are graded by letter grades as follows : A, Excellent; ':.B, Very good; C, Satisfactory; D, Passing, but unsatisfactory; •. F, Failure ; I, Incomplete. An incomplete grade is automatically changed to F in case the . work is not completed within the following prescribed periods : : at midyears, within four weeks ; at finals, within the first six weeks ··of the following academic year. : Repeating Courses. A student may not repeat a course which he has passed in order to raise a grade. If a student has received the grade of F in any .· course, he may atone for the failure by repeating the course or by · substituting another course. If the course failed is one required for : the degree or for fulfillment of the major requirement, it must be . repeated. In order to remain in good standing, a student must maintain at all times a record which, if it were final, would entitle him to promotion to the next higher class (to the degree, in case of a , senior). : Requirements for the Degree.* . A student must have passed seventeen ( 17) full courses, or their ' equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, have attained grades of C or ·higher in at least nine (9) of these seventeen courses, and must have : secured credit for satisfactory work in the course in Hygiene and . in Physical Training during the first two years. ( ______ *Requirements for the degree of all students who entered St. John's College 1928, will be found in the Catalogue for 1928-29, page 62. i before September, �• 76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Requirements for Promotion.* The requirements for promotion are as follows : ' Relief from Probation. A student who has been placed on probation is relieved from probation promptly when he has demonstrated that he no longer needs restraint. Probation because of unsatisfactory record will ordinarily be lifted at once, if the next grade period shows a satisfactory record. To the Sophomore Class: Four Courses (in addition to Physical Training). To the Junior Oass: Nine Courses (in addition to two years of Physical Training). To the Senior Class: Thirteen Courses. Probation. A student who fails to make at Mid-years a record which, if it were final, would entitle him to promotion, may be placed on probation and warned by the Dean that unless his record improves, his probation may be closed. A student whose record is unsatisfactory as a result of the November hour-examinations is ordinarily warned by the Dean. :· He may, however, if the record is exceedingly low, be placed on.·.~ probation in November. A student who at the end of the year fails to make a record which entitles him to promotion to the next higher class, is dropped to the lower class and placed on probation. Men on Probation. Men placed on probation are expected to exert every effort to regain good standing at the earliest possible moment. Men on probation will be required to maintain a perfect record in attendance ; they are not allowed to participate in any athletic contest with varsity teams. If the student is reported for any matter of discipline while on probation, his probation will, in most cases, be closed without further warning. Probation as Discipline. For failure to maintain an attendance record satisfactory to the Dean, a student may be placed on probation. Unsatisfactory conduct or neglect of any summons from a college officer may also bring the penalty of probation. 77 .: ' ' :· ; ·. . ' . : *Requirements for promotion of all students who entered St. John's Col- . lege before September, 1928, will be found in the Catalogue for 1928-29, · page 62. Attendance at College Exercises. Attendance at all classes and other college exercises· is required. The Dean will exercise his discretion in summoning men who may ; ignore this rule, in warning men against further absences, and in placing men on probation who fail to cooperate. Unexcused absences before or after holidays or recesses will at all times be subject to discipline. Change of Program. Students may drop or add courses with the permission of the Dean, during the first two weeks in either half-year. A charge of $z is involved by any change after this two week period. Filing of Study Cards. Each student is required to file his study card for the first halfyear before 4 P. M. on Registration Day. Each student is required to file his study card for the second ~. half-year before 4 P. M. on the first Friday in January. Each student is required to file at the Dean's Office before May 15 a list of the courses which he proposes to take during the ~ . . next college year. This list of courses must_ have been discussed with his adviser and must be signed as approved by the adviser. For failure to file any study card on time, without valid excuse, the student is liable for a charge of $z. 1 Advisers. Freshmen are assigned to members of the Faculty who will act as their advisers during the Freshman year. These assignments are made with great care to insure sympathetic guidance for each individual. Each prospective Freshman is asked to fill out the Admission Blank fully so that the Dean may make this assignment wisely. Near the end of the first year (before May first), the student chooses one subject in which h~ will do his major work. Before he �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Dean's List. The Dean's List contains the names of all students who have attained places in Groups I or II of the Rank List. The list is ' published twice a year, after the Mid-year examinations and after the Final examinations. Men whose names are included remain on the list until the next list appears. Men on the Dean's List are trusted by the Dean with greater responsibility and discretion in the ordering of their college work ; they are allowed to observe the rules regarding attendance as they may wish and are not subject to discipline because of absences. Abuse of the privileges of the Dean's List over an extended time may bring about the withdrawal of any men from the list. chooses the work of the Sophomore year, the student is assigned to an adviser in the department of his major who will continue in the capacity of adviser throughout the remaining three years. Registration. All students, both new and old, are required to register on Registration Day. With the permission of the Dean, a student may for a legitimate reason register after this day. Late registration involves the payment of a fee of $5. Excused Absences. If, by reason of illness or other unavoidable cause, absence from classes is necessary, the Dean may excuse the absence. Absence because of illness is excused by the Dean only on recommendation of the college physician. Students must report all illness promptly to the Infirmary. The College Physician maintains daily office hours at the Infirmary, at which his services are available without charge other than the Medical Fee required of all students. Students suffering from contagious or infectious diseases must reside in the Infirmary until released by the College Physician. 79 . Courses Required for the Degree.* During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses: 1. English Composition (one course). 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 3. Any courses in languages. prescribed by the major department. 4. Three courses in distribution. (See Courses for Distribution.) 5. Elective courses sufficient to make a total of seventeen courses. 1 The Rank List. After the Mid-year Examinations and after the Final Examinations each student whose record is not unsatisfactory is assigned to one of the four groups of the rank list on the basis of the work he has accomplished in the preceding half-year. Each student is ranked according to the grades attained in his best four courses except for those men whose requirements for the sophomore year are five courses. Grades required for standing in each of the groups follow : Group I. Excellence. A minimum of three grades of A and one of B (with no failures in entire record). Group II. Distinction. A minimum of three grades of B and one of C (with no grades of D in , best four courses). Group III. Satisfactory. A minimum of three grades of C and one of D. Group IV. Passing. A minimum which will satisfy promotion requirements but not high , enough to fulfill the requirements of a higher group. Prescribed English Composition. Each Freshman will be required in his first year to include among • his four courses the prescribed course in English Composition, unless he has satisfied the Department of English by examination that the prescription is not necessary in his case. An examination for exemption from this requirement will be taken by all new , students on the first day of the college year. Students who are successful in gaining exemption will be allowed to substitute an elective course for it. Credit for one full course will be entered on the records of exempted Freshmen at the end of the year. Language Requirements. For students entering in 1928-29 or thereafter, language requirements (if any) will be prescribed by the individual major depart;· *Courses required for the Degree of all students who entered St. John's College before September, 1928, will be found in the Catalogue for 1928-29, page 65. �80 CATALOGUE OF ST. JOHN'S COLLEGE . CATALOGUE OF ST. JOHN'S COLLEGE 81 I ment selected by the student. Since the student does not announce . ' the choice of his major until the end of the year, Freshmen are·· ad~sed to consider the matter of languages very carefully before finally submitting their programs. REQUIREMENTS FOR MAJORS Four full courses or their equivalent in Biology, including Biology II (Beginning Zoology), Biology 2I 1 hf (Comparative Anatomy of Vertebrates) and Biology 22 2 hf (Embryology of Vertebrates) ; Two courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) ; The language requirements are two years of college French .and two years of college German or their equivalent. Courses for Distribution. All courses offered are grouped in three Divisions : ( I) The . Division of Languages, Literature, and Art, ( 2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three divisions. In each of the two divisions other than the major division, the student must pass at least one elementary course, and must, in addition, pass at least one advanced course . , depending on either of the elementary courses previously chosen. : Unless the student has passed in his preparatory school a course in 1 a laboratory science approved by the college, he must pass at least . one college course in a laboratory science. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1 hf (Qualitative Analysis); Chemistry 22 2hf (Quantitative Analysis, Part I); Chemistry 31 1 hf (Quantitative Analysis, Part II) ; Chemistry 32 2hf (Physical Chemistry, Part I); Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics) ; The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. Required Freshman Courses. Four courses are required of all Freshmen, of which one must be the course in prescribed English Composition, unless the student is exempted from this requirement. The other three courses may be elected from any of the courses regularly open to Freshmen. Specific prescriptions are no longer made. Major Courses. At the end of his Freshman year each student will designate 1 his major subject, and will be assigned an instructor in that subject ( as his adviser for the rest of his college course. At this time he ·; l • • should plan with his adviser the Sophomore, Jumor, and Senior years so as to include in his three years the courses required for the major in the subject he has chosen. It is advisable for him to schedule for the Sophomore year any elementary courses required. , NOTE.-Mathematics II (Introduction to Mathematical Analysis) is a ·,. pre-requisite for Chemistry 21. Mathematics 21 (Analytic Geometry and . the Calculus) is a pre-requisite for Chemistry 32. ~ i Classics. Greek 21 1hf (Xenophon); Greek 31 (Plato; Greek Tragedy) or Greek 33 (Herodotus; Greek Comedy; Greek Lyric Poets) ; 'Latin 21 (Lyric Poetry of the Golden Age); Latin' 23 1 hf (Letters of Cicero and Pliny) ; Two courses chosen from the following: Art 32 (The Art of Oassical Antiquity); Philosophy 3I (History of Philosophy); Any full course in Ancient History. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 82 Economics. Economics 21 (General Principles of Economics); Economics 31 (Industrial Problems); Economics 32 (Financial Problems) ; Economics 41 (History of Economic Thought) ; Mathematics 26 2 hf (Statistics) ; Psychology 21 (General Psychology) ; Government 11 (American Government). English. English 21 (Survey of English Literature)·; English 41 (Chaucer); History 23 (English History); Three other full courses in the department of English, exclusive of English 1. By their Junior year, students who major in English must have a reading knowledge of two foreign languages one of which shall be either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the History of English Literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French and German. ' . • · ' French. See Romance Languages. German. Four full courses 'in German beyond· German 10 (Intermediate ' German), including German 40 (.Problems of Current German Life and Thought). History 21 (Mediaeval European History) and History 31 (Modern European History) or its equivalent. quired. . NoTE.-German 21 (Scientific German) does not count toward the major. 83 Government. Government 11 (American Government) ; Government 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy); Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; Government 41 1 hf (International Relations) and Government 42 2 hf (International Organization) or Government 43 1 hf. Political Parties) and Government 44 2hf. (Constitutional Law); Economics 21 (General Principles of Economics) or History 23 (English History) or History 21 (Mediaeval European History): Psychology 21 (General Psychology) or Biology 11 (Beginning Zoology). History. History 1 (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History) ; History 41 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) orPsychology21 (General Psychology); English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 31 (History of Philospphy). Mathematics. , Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 31 (Mathematical Analysis, Part I); Mathematics 35 (The Elements of Mechanics); Mathematics 41 (Mathematical Analysis, Part II); Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analy~is) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics) ; �l ~-~ 84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. Philosophy. Philosophy I I 1 hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy); Philosophy 34 2 hf (Locke, Berkeley, Hume); Philosophy 35 1 hf (History of Religion) ; Philosophy 36 2hf (Psychology and Philosophy of Religion) ; Philosophy 41 1 hf (Plato); Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in Psychology or in History. Physics. Physics 21 (Elements of Physics) ; Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics) ; Physics 42 (Theory of Heat) or Physics 43 (Electricity); Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 31 (Mathematical Analysis, Part l); Chemistry 2 (Comprehensive General Chemistry). Pre-Medical Sciences. Two full courses in Biology : Biology I I (Beginning Zoology), Biology 21 1hf (Comparative Anatomy of Vertebrates), Biology 22 2hf (Embryology of Vertebrates); Two full courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry), Chemistry 33 (Organic Chemistry) ; One full course in Physics: Physics 21 (Elements of Physics). NOTE.-Mathematics II (Introduction to Mathematical Analysis) is requisite to Physics 21. pre- One full course in English, which must be actually taken. in college. In addition to the six courses of the major two full courses or their equivalent in college .German and two full courses in . ·. college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I) ; · 85 (Note pre-requisites.) Biology 30 (Histology) ; Enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading knowledge " of scientific material. Psychology. Three full courses or the equivalent in Psychology; Philosophy l l 1 hf (Logic) ; Philosophy 12 2hf (Introduction to Philosophy); A full course in Philosophy in addition to the two half-courses mentioned above ; Biology l l (Beginning Zoology) . Romance Languages. Four full courses in one Romance Language above French 2 or Spanish 2 (Intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance Language. Social Sciences. One course in each Departt;nent. The courses prescribed are : Economics 21 (General Principles) ; Government l l (American Government) ; History l (Historical Survey); Philosophy 31 (History of Philosophy); Psychology 21 (General Introduction to Psychology). Three additional courses in the Social Sciences. These three courses must be distributed ove~ three Departments and must have the approval of the Departments concerned. Spanish. See Romance Languages. �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES WITH HONOR AND DISTINCTION . In order to encourage high scholarship and serious interest in learning, the college in 1927 established degrees "with honor" and ' "with distinction." Degrees with Honor. Highest honor will be awarded to those students who have , pursued during their last two years a course of study in some . measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete and fixed mastery of one sub- · ject than has ordinarily been done under the course system. In· some departments there will be opportunity for original research ' and the writing of a thesis. The examination may be conducted not only by the major department and other members of the Faculty, but also by competent persons outside the college. ' The requirements for the degree " with honor " or " cum honore " are as follows ~ a. The candidate shall, at some time before the end of the Junior ; year, make application to the Dean for acceptance as a candidate for honors, and must have therefor the approval of his adviser • and of the department of his major. , b. He shall obtain a general average of at least So for the four years, and an average in his major subject of at least 85. c. He shall, either during his Junior and Senior years, or during one of them, accomplish special work in his major subject, the type and amount of which shall be decided in con£ erence between him and the instructors in his major department. He will be relieved of a maximum of two courses during his last two years. d. He shall, towards the end of his Senior year, pass a compre- ' hensive oral and written examination in his major subject before a ' board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. 1 Degrees with Distinction. A degree " with distinction " or " cum laude " will be granted to any student who has done especially good work in all the courses . 87 · , which he has taken. A student to win this degree must, during a · · regularly required residence in the college, obtain an average of 8S or above. Degrees " with great distinction,'' ?r " magna cum laude," will be granted by vote of the Faculty m rare cases to altogether exceptional students. A student may win a degree both " with distinction " in general studies and "with honor " in his major subject. GENERAL INFORMATION CHURCH ATTENDANCE The college encourages, but does not compel, attendance at church. There are six churches and a synagogue in Annapolis, all of which invite attendance by students. The churches and their respective pastors are as follows: St. Anne's Protestant Episcopal. the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. Dr. R. W. H. Weech; College Avenue Baptist, the Rev. M. W. Royall; First Presbyterian, the Rev. Dr. Silas E. Persons; ' St. Martin's Evangelical Lutheran, the Rev. Walter W. Vogelmann; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Oair; Kenesth Israel Synagogue, the Rev. Mr. Cohen. ALUMNI ASSOCIATION Officers: Dr. Amos F. Hutchins, President; T. West Claggett, Secretary-Treasurer. Headquarters of the association are at 19o8 ' First National Bank Building, Baltimore, Md. Local associations are organized throughout the country. STUDENT ACTIVITIES The college encourages students to take part in activities outside the curriculum. New student organizations must receive the ap': proval of the Student Council and the approval of the Committee · on Student Activities. Student .Council. . In matters not related to the curriculum the college grants the students a large measure of self-government. All questions arising under this arrangement are referred to the Student Council. Par- �88 CATALOGUE OF ST. JOHN'S COLLEGE ticularly this council has supervision over questions of student con- i duct. It meets weekly. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers for the year 1930-31 are: Lawrence Luther Monnett, Jr., '31, President· William Bernard Athey, '32, Secretary. Athletics. The Athletic Council consists of five alumni, two faculty members, one student, and the Director of Athletics, the Dean, and the Comptroller. It has general supervision over all sports. Alumni Members: T. West Claggett, '91; Amos F. Hutchins, 'o6; Evelyn A. Harrison, ex. 'o6; Elmer G. Parsly, '06; John N. Wilson, '12. Faculty Members : Reginald H. Ridgely and Leonard E. Arnaud. Student Member: Robert MacCartee, '31. ·Varsity and Freshman schedules are played in football, basketball, and lacrosse ; informal games in baseball and tennis. The students also engage in cross-country running, track, boxing, fencing, and wrestling although no intercollegiate schedule is maintained. Two athletic fields provide facilities for outdoor athletics. Indoor sports are held in a new and well-equipped gymnasium. All college students in good standing are permitted to engage in varsity and freshman sports. CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectures and concerts are arranged throughout the year. These entertainments, while they are intended primarily for students, are open to the ·friends of the college. Among the lecturers for 1929-30 were Felix Morley on "The League of Nations"; John Rathbone Oliver on "Psychiatry in Crime " ; Gilbert Chinard, professor of French literat~re at the Johns Hopkins University, on "Jefferson in France." The principles of communism, socialism, and capitalism were presented in a series of three lectures by Scott Nearing, Harry W. Laidler, and Jacob H. Hollander, professor of Economics at the Johns Hopkins • University. The prohibition problem was presented in two lectures 1 by Captain W. H. Stayton, chairman of the Association against Prohibition, and the Rev. Dr. H. Wilson Burgan, superintendent of the Baltimore District of the Methodist Episcopal Church. Musical concerts were given during the same period by Austin Conradi, pianist ; Isolde von Bernhard, soprano ; and the Peabod}• i String Quartet. Library Teas. The Librarian and her assistants arrange a series of teas in the reading room of the Library on alternate Thursdays. Various faculty members talk briefly on topics of general interest. {, Honorary Societies. , An honorary scholastic society recognizes high scholarship by { electing to membership in Delta Kappa Phi those Juniors who. ~- have been in the first group of the Rank List at the end of their :. Freshman, Sophomore years, and at midyear of their Junior year ; f and those Seniors who have been in the first or second groups of :'the Rank List at the end of their Freshman, Sophomore, and Junior >years, and at mid-year of their Senior year, and who have been in \'the first group in at least two of these periods. ·: Delta Omicron recognizes the student's participation in extra; curricular activities. A point system devised by this fraternity ~ evaluates the worth of each position or membership held by the .:'.student. ' :~· Publications. The members of the Junior Class publish a year-book, The Rat~ Tat. The Collegian is a newspaper published by the undergraduates. Both these student publications are free from faculty supervision. Fraternities. Two national fraternities, Phi Sigma Kappa and Kappa Alpha (Southern) and three local fraternities, Phi Delta Sigma, Theta Psi, and Sigma Tau Omicorn, and one additional group, Delta Psi Omega, are provided with houses owned by the college. From one-third to one-half of the students are fraternity men. 89 �90 CATALOGUE OF ST. JOHN'S COLLEGE Clubs. The Osler Pre-Medical Club, the Erlenmeyer Chemical Club, the , German Club, and the French Oub provide interesting programs for their members. Dramatics. A student dramatic club managed by students offers opportunity for experience in dramatics under the guidance of an experienced director. A Nativity Play is performed in December of each year. The King William Players presented Philip Barry's The Youngest in 1930-3r. Musical Organizations. The students maintain a concert orchestra and a band under the direction of Mr. Adolf Torovsky. Three concerts are scheduled for 1930-3r. CATALOGUE OF ST. JOHN'S COLLEGE 91 PRIZES To the member of the Senior Class who attains the highest . average in his four years' academic work, a gold medal. Offered by the Board of Visitors and Governors. To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Senior Oass who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold medal. Offered by Rev. Martin Aigner, D. D. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. To the student who shall compose the best essay on" The Principles of Free Government,'' $25. Offered under the will of the late Philo Sherman Bennett. To the member of the Senior Oass who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. To the member of th~ Senior Class who has made the greatest progress in his Senior Year over the previous three years' average, a gold piece. Offered by the Phi Delta Sigma fraternity. To the President of the Student Council for the ensuing year, a gavel. Offered by the Beta Mu Chapter, Kappa Alpha fraternity. To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. ' Offered by the Dean. �92 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 93 JUNIORS-CLASS OF 1932 STUDENTS E.NROLLED IN ST. JOHN'S COLLEGE, 1930-31 SENIORS-CLASS OF 1931 John William Tracey Armacost Charles Edwards Athey George Lewis Beneze Philip Irvin Bowman Richard Tilghman Brice, 3d William Parsons Campbell Samuel Peaco Chew, Jr. Alfred Halstead Cockshott Ernest Ivon Cornbrooks, Jr. Henry Allen Czelusniak Joseph DeMello Joshua Lemuel Dryden Wilbur Reginald Dulin Harry Stanley Emrich, Jr. Matthew Strohm Evans Ferdinand Fader Aymeric Andre de Faramond Louis Jefferson Fields Winson Gilbert Gott Louis Harwood Green, Jr. Ralph Seislove Guth Edward Burgess Hines Snowden Hoff, Jr. Edward Andrew Kimpel, Jr. William James Klug, Jr. Preston Shirley Leonard Hampstead Kappa Alpha Houae Baltimore Kappa Alpha Houae Baltimore Phi Delta Sigma House Harrisburg, Pennsyl'IJania Delta Psi Omega House Annapolis Home, R. F. D. No, 2, Annapolis Hagerstown Phi Delta Sigma House West Ri"Per Delta Psi Omega House " I3 Pinkney Hall · Jamestown, New York Kappa Alpha House ., Collingswood, New Jersey Chicopee, Massachusetts Phi Sigma Kappa House ;~ New Bedford, Massachusetts 25 Claude.House'. Salisbury Kappa Alpha House j West Annapolis Home, West Annapolia " Theta Pai House··: Ballimore Sherwood Forest Home, R. F. D. Annapolia ' East Orange, New Jersey 12 Claude House · 1 Paris, France I Randall Hall : Crisfield Sigma Tau Omicron House : Annapolis Home, s Franklin Street : Wheeling, West V irgillia 94 Shipwright St., Annapoli1 .:. Allentown, Pennsylvania Phi Delta Sigma House :" Baltimore Kappa Alpha Houae Baltimore Kappa Alpha House Baltimore Theta Psi House Ridgewood, New Jersey 3 Pinkney Hall ;i Feeding Hills, Mass~chusetts .·, Io3 Market Street, Annapolis :• Edwin Leroy Lotz EIUcott City Theta Pai House ·; Robert MacCartee Washington, District of Columbia Kappa Alpha House ·:r Rosser Ellis Mitchell Marbt1ry Theta Psi House :'. Lawrence Luther Monnett, Jr, Ballimore Kappa Alpha House i: Albert Hutt Moore Baltimore Phi Sigma Kappa House ;' Elmer Raymond Noyer New Bedford, llfassacliusetts I8 Randall Hall ·:. Robert Bosman Pool Baltimore IS Claude House John Schriver Price Baltimore 2 Randall Hall William Tate Robinson, Jr. Honolulu, Territory of Hawaii Phi Delta Sigma House Rudolph Schmick Preston Theta Psi House ' Anthony Joseph Scibelli Jamaica, New York 23 Randall Hall Jeaa Arnold Scott LaGrangf!, Kentucky 34 Pinkney Hall '.' James Upshur Thompson Cambridge 23 Randall Hall James Edwin Torbet, Jr. Cumberland Sigma Tau Omicron Ho;,,se Stephen Wolanske . Gardner, Massachusetts s Claude House Albert Joshua Zimmerman Frederick Delta Psi Omega House ]oseph Victor Anthony Wllliam Bernard Athey John Sigmund Austerlitz Edward Samuel BalJes Joseph Lyons Bean William French Blake Richard Ferdinand Blau! 'Scott Amos Broadbent Robert Lemmon Burwell, Jr. James Fromhardt Campbell Paul Edmund Casassa Douglas Arnett Cole ' Vladimir Frantisek Ctibor .Walter Staup Dorsey Alfred Dowd : . Samuel Joseph Fortunato \ t.ee Ackworth Gordy David Bernard Greengold Calvin Harrington, Jr. Bernard Adolph Heller, Jr. . William Crowley Hoddinott , James King · Philip Lee Lotz Tilghman :McCabe Sanford Arthur :Menczer Charles Howard :Miles ']ames Deal :Morris Walter Charles :Mylander, Jr. Frederick Joel Nassauer Isaac Allen Newton, Jr. Robert :Maxwell Noblett Milton Alexander Noon, Jr. ·Hugh Frazier Parker, Jr. Lewis Deford Patton Richard Heber Pembroke, Jr. George Durward Adams Selby Henry Soladay Shryock, Jr. ~- Frederick William Skaling ·[. Cameron Courtney Stearns :\· Albert Cramer Stidman ~ Antonio Hiram Susoni ' Allison Crusnach Trader William Lee Waller r Edward John Ward Glenn Harrison Warner '.Milton Edward Weaver, Jr. Charles Vernon Williamson Fred Gerker Yerkes, Jr. David Burns Zarr Waterbury, Connecticut 25 Claude House Baltimore Kappa Alpha House Baltimore Home, IOOI N. Broadway, Baltimore Paterson, New Jersey Phi Sigma Kappa House Annapolis Home, I6 Thompson Street 26 Claude House Baltimore Delta Psi Omega House Cumberland Theta Psi House Baltimore Delta Psi Omega House Annapolis Lonaconing Phi Delta Sigma House Pinkney House Washington, District of Columbia Phi Sigma Kappa House Baltimore Ridgewood, New Jersey 36 Pinkney HalJ Phi Delta Sigma House Westminster 2I Claude House Hillside, New Jersey Newark, New Jersey 14 Claude House Kappa Alpha House Baltimore Home, 50 West Street Annapolis Kappa Alpha House Cambridge Ill Claude House Baltimore Sigma Tau Omicron House Balt»nore Kappa Alpha House Baltimore Ellicott City Theta Psi House Pinkney House Ocean City 9 Randall Hall Brooklyn, New York Baltimore Phi Delta· Sigma House Kappa Alpha House Baltimore Cockeysvi/le 6 RandalJ Hall Pikesville 6 Randall Hall Ph,iladelphia; Pennsylw.nia 34 Pinkney Hall Hackensack, New Jersey Claude House Millersville Home, Millersville Baltimore 23 Randall Hall Montclair, New Jersey 12 RandalJ Hall Park Hall Delta Psi Omega House Baltimore Theta Psi House Baltimore Pinkney Ho11se New London, Con11ectie11t Theta Psi House Bel Air Phi Sigma Kappa House Owings Mills 23 Claude House Arecibo, Porto R-ico I I Claude House Revell Station Home, R. F. D. Arnold Annapolis Home, 16I Green Street Salisbury Pinkney House Deposit, New York Sigma Tau Omicron House 'Theta Psi House Perkasie, Pennsylvania Catonsville Theta Psi House Jacksonville, Florida 3 I Pinkney Hall Nanticoke, Pennsylvania Sigma Tau Omicron House SOPHOMORES-CLASS OF 1933 Thoburn James Bard Stanley John Bartis Edward Christian Baumann Davidsonville Nashua, New Hampshire 'Maywood, New Jersey Home, Davidsonville 38 Pinkney Hall Sigma Tau Omicron House �94 CATALOGUE OF ST. JOHN'S COLLEGE J allies Ronald Bennett Rhodesdale George Elmer Bliven Schenectady, New York James Gamaliel Boss Laurel Sigma Louis Francis Bruno, Jr. Berkeley Heights, New Jersey Phi Sigma Kappa Houa ' Edward Daniel Capell, )r. Hasbrouck Heights, New Jersey r6 Pinkney Hail Lawrence Lloyd Carpenter Fosboro, Massachusetts Kappa Alpha House William James Carter Baltimore Phi Sigma Kappa House John Stewart Carver Bel Air Phi Sigma Kappa House David Mason Cheezum, Jr. Preston 44 Pinkney Hall Nathaniel John Chew West River 5 Pinkney Hau' Roger Burnham Cobb Salisbury Delta Psi Omega Houafi Luis Collazo Manati, Porto Rico rr Claude House. James William Crabbe, Jr. Linthicum Heights Home, Linthicum Heights· William Francis Cullom, Jr. Pelham Manor, New York Phi Delta Sigma House. Lyman Morse Darling Providence, Rhode Island 17 Randall HaU Gerald Frederic Dingman Palmer, Massachusetts 5 Randall HaU James Joseph Dunleavy Annapolis Home, 65 East Street William Stephen Eramo Pittsfield, Massachusetts r r Randall Hau John Hannon Finn Pittsfield, Massachusetts Phi Sigma Kappa House·· Emslie Nicholson Gault Ruston 24 Randall Hau.: James Wesley Gray Hampton Princess Anne Theta Psi House:· Daniel Horton Hancock, Jr. Stockton Delta Psi Omega Housa.' Arthur Hebb, Jr. Baltimore 20 Pinkney Hall Donald Bruce Hebb Baltimore Theta Psi House. Charles Gilbert Hill, Jr. Annapolis Home, R. F. D., No. 1. Walter Henry Hoffmeister Baltimore Theta Psi House. John Sebald Hofmeister, Jr. Baltimore 18 Pinkney H Thomas Carter Ross Hughlett, Jr. Cambridge Phi Delta Sigma Hous~ James Knox Insley, Jr. Baltimore 15 Pinkney Hall: Lawrence Gallatin Jefferds Edgewood, Rhode Island 17 Randall Hall John Adam Joh Baltimore Phi Sigma Kappa House. George Dugan Johnson Severna Park Home, Severna Park' James Herbert Fielding Jukes Quantico Delta Psi Omega Houa~ Edward Marion Kenly Claiborne 45 Pinkney Hall Norman Kleiman Baltimore 6 Pinkney Han· Ellsworth Charles Knight, Jr. Baltimore Phi Delta Sigma House. John Genoo Laferty Baltimore Theta Psi Hou..;: Lynn, Massachusetts 21 Claude House'.. Ulysses David Limauro Joseph Leon Lingo Milton, Delaware Sigma Tau Omicron House Robert Clare Lynch Alvan, West Virginia Phi Sigma Kappa House Willis Keyes Lynch Alvan, West Virginia Phi Sigma Kappa House, Carl Edmund Maffeo Newark, New Jersey 39 Pinkney Hall John Joseph Mason, Jr. Birmingham, Alabama 40 Pinkney Hall Henry George Miller Baltimore Phi Sigma Kappa House William Ballou Miller West Barnstable, Massachusetts Delta Psi Omega House James Henry Moore Suffolk, Virginia Kappa Alpha House Leonard Joseph Murphy Oakland 5 Pinkney Hall· Chris Peter Palivas Chicopee Falls, Massachusetts 39 Pfokney Hall, Genesio Nicholas Pannullo Newark, New Jersey 14 Claude House; James Barnett Parks Dresel Park, Pennsylvania Theta Psi House William Algernon Percy, Jr. Vienna Theta Psi House Lincoln Coles Pettit Baldwin, New York 13 Claude House Tilghman Beverly Price Baltimore Delta Psi Omega House . David Hampton Pugh, Jr. Poolesville 22 Claude 'House William Thomas Daniel Pumphrey Glen Burnie Home, Glen CATALOGUE OF ST. JOHN'S COLLEGE Francis Kenneth Ratcliff George Griffin Rudolph William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele John Williams Trader Urban Chester Ullman John Fisher Wager, Jr. George Jones Weems Joseph Wright White Edward George Williams Robert Garner Woodman Joseph Kennard Wright William Allen Ziegler 95 Washington, Di#rict of Columbia Phi Delta Sigma House Baltimore Theta Psi House Baltimore Sigma Tau Omicron House Newton, Massachusetts r Randall Hall Oradell, New Jersey Sigma Tau Omicron House Home, R. F. D., No. 1, Annapolis Iglehart Baltimore Theta Psi House Revell Station Home, R. F. D., Arnold Perth Amboy, New Jersey I I Pinkney Hall Upper Darby, Pennsylvania Theta Psi House Stoakley Phi Delta Sigma House Chestertown Sigma Tau. Omicron House Hasbrouck Heights, New Jersey r6 Pinkney Hall Tenafly, New Jersey Sigma Tau Omicron House Baltimore 44 Pinkney Hall Baltimore Kappa Alpha House FRESHMEN-CLASS OF 1934 Kenneth Henry Adams Charle• Woodhull Baldwin Jesse Baptista Ralph Calloway Baynard, Jr. Robert Joseph Beckerman Warren Benjamin Bezanson Ralph Hampton Blackistone John Richard Bossert George Ridgely Boyd John Kinsey Brick Charles Samuel Brown Lawrence Palmer Crawford Brown Edward Whalley Buckley Bernard Joseph Casassa Charles Patton Clark, Jr. Harold Way Conn Frank William Conner, Jr. Henry Merryman Cooper, Jr. William Whitson Crabb, Jr. Robert Clifford Crawford Edwin Pountney Davis John Dudley Digges ·John Alexander Dinsmore Eugene Joseph Dionne Samuel Busey Dove, Jr. Victor Joseph Dragin ' Paul Charles Dunleavy Harrison Golshan Dyar Harry Edgar Dyer, Jr. Charles Joseph Eastman John Dixon Edinger John Herman Engel, Jr. Harry Ferguson Herbert Joseph Florestano · Joseph Michael Florestano Fiorino Peter Froio Emil Alfred Gathmann, Jr. William Thomas German Homer, New York 3 Pinkney Hall Scarborough, New York 20 Pinkney Hall New Bedford,' Massachusetts 27 Pinkney Hall Centreville Sigma Tau Omicron House Cleveland Heights, Ohio 20 Rand;i.11 Hall West Hartford, Connecticut 35 Pinkney Hall River Springs 4 Pinkney Hall Annapolis Home, So Prince George Street Barstow 22 Claude House Ventnor, New Jersey 22 Randall Hall Severna Park Home, Severna Park Mohegan Lake, New York 4 Pinkney Hall New Bedford, Massachusetts 2 r Pinkney Hall Washington, District of Columbia 29 Pinkney Hall Summit, New Jersey ro Taney Avenue, Annapolis. Philadelphia, Pennsylvania 3 Randall Hall 35 Pinkney Hall Wayne, Pennsylvania 1o Randall Hall Baltimore · 20 Randall Hall Orange, New Jersey Baltimore 20 Pinkney Hall 8 Randall Hall Westfield, New Jersey LaPlata Theta Psi House r o Pinkney Hall Orange, New Jersey New Bedford, Massachusetts 41 Pinkney Hall Home, 3 Acton Place Annapolis 2 Pinkney Hall Baltimore Annapolis Home, 65 East Street Washington, District of Columbia 7 Pinkney Hall 6 Pinkney Hall Havre de Grace Laurel 7 Randall Hall 40 Pinkney Hall Allenhurst, New Jersey 2 r Randall Hall Baltimore Hartford, Connecticut 23 Pinkney Hall Home, 102 Prince George Street Annapolis Annapolis Home, 134 Prince George Street I I Randall Hall Pittsfield, Massachusetts 24 Claude House Catonsville Towson 35 Pinkney Hall �96 CATALOGUE OF ST. JOHN'S COLLEGE Raymond Mewshaw Glann Jerome Daniel Goodman Edward Edgecomb Gray John Pawling Green Lewis Herbert Griffith, Jr. William Ernst Haberland Richard Tremaine Hall Bryan Hancock .Earl Durand Hartman, Jr. Campbell Vernon Helfrich, Jr. Josiah Herman Hillegas, Jr. Otto George Hitchcock, Jr. John Penfield Hodgson Frank Shawn Hoffecker, Jr.' William Joseph Hoffman Baltimore I 1 Pinkney Ha!! Annapolis Home, 1g Randall Street Annapolis Home, 141 Fifth Street Collingswood, New Jersey 15 Pinkney Hall Easton 15 Randall Hall Passaic, New Jersey 13 Claude House Pittsfield, Massachusetts 14 Randall Hall Indian Head 37 Pinkney Hall Ruston :.14 Randall Hall Catontville Theta Psi House Pottsville, Pennsylvania 8 Randall Hall Erie, Pennsylvania 33 Pinkney Hall Berlin, Connecticut 35 Pinkney Hall Spa"ows Point 2 I Randall Ha!! Hastings-on-Ht1dson, New York Sigma Tau Omicron House Robert Edwin. Howe Annapolis Home, 8 Maryland Avenue Harry Riall Jackson Baltimore :.15 Pinkney Hall Charles Edmund Jenkins, Jr. Baltimore 15 Randall Hall Clarence Leatherbury Johnson Annapolis Home, 171 King George Street George Francis Jump Queen Anne Pinkney House Karl Franklin Jund Dayton, Ohio Sigma Tau Omicron House Joseph Katee£ Annapolis Home, 40 Madison Street Robert Francis Kehs Baltimore 18 Pinkney Hair James Edward.Kiernan Newark, New Jersey 3 Randall Hall John Harold Kilmore Baltimore 17 Pinkney Halt Truman Paul Lambert New Windsor 3:.1 Pinkney Hal! Angus Lamond Washington, District of Columbia 29 Pinkney ·Hall Francis Gibbs LaMotte, Jr. Baltimore :.14 Claude Hall Howard Archibald Legg Stevensville 45 Pinkn.ey Hall James Frederick Leslie Towson 14 Pinkney Hall William Thetford Le Viness Salisbury 7 Pinkney Hall James Frederick Lummis Bridgeton, New Jersey . 3:.1. Pinkney Hall John Garrett Lumpkin Baltimore Phi Delta Sigma House Ernest Carl Lyon Indian Head 37 Pinkney Hall Samuel James Macaluso Annapolis Home, r3g Prince George Street Carl Charles MacCartee Washington, District of Columbia 21 Pinkney Hall Donald Harpetzen.Mace Stemmer s Run 6 Pinkney Hall Lincoln Joseph Magee Orange, Massachusetts Phi Sigma Kappa House John Girdwood Magness Towson 12 Pinkney Hall William Bernard Matthews, Jr. Baltimore 2 Pinkney Hall Vincent Edward Mayer Rockville Centre, New York 19 Randall Hall Jethro Johnson McCullough Baltimore 12 Pinkney Hall Anthony Frank Mileto Annapolis Home, 107 Main Street Frank Joseph Minnick Springboro, Pennsylvania 41 Pinkney Hall Robert Wood Minnick Great Neck, New York 19 Randall Hall Roland Richard Most Annapolis Home, 45 Woodland Avenue Frederick Migoerey Mullen Great Barrington, Massachusetts 12 Pinkney Hall Richard Seymour Olmsted Ea.rt Hartford, Connecticut 14 Randall Hall Robert Leutze Orvis Baldwinsville, New York 32 Pinkney Hall James Andrew Phillips Quantico IO Pinkney Hall Edward Harrison Powley, Jr. Maplewood, New Jersey 2 Pinkney Hall Arthur Baer Price, Jr. Baltimore 8 Pinkney Hall William Selby Purnell Berlin ' 4 Randall Hall Jesse Oliver Purvis, Jr. Annapolis Home, 40 Franklin Street John Douglas Ramsay Baltimore 30 Pinkney Hall John Anthony Raudonis Hudson, New Hampshire 38 Pinkney Hall William Evans Reese Baltimore ::16 Pinkney Hall Albert Plo;yart Rist Pasadena 28 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE Joseph Crandell Russell Noble Jefferson Russell Robert Herman Sander, Jr. Densil Hutchinson Sanford :Michael John Scelsi Lewis Emil Scheffenacker John Howard Shea Robert Allison Sindall, Jr. Gust Skordas Henry Clay Smith, Jr. William Locke Sterling Harry Wellington Stevens, Jr. Norman Veitch Stevens Edward Maurice Sullivan Clifford LeVerne Talmadge Enrico Jo•eph Tarantino Leroy Samuel Taylor Robert Redmond Taylor Carl Strohm Thomas William Thaddeus Thomas Homer Ulric Todd, Jr. Willard Edwards Tomlinson Albert Lewis Vigilante Paul Edward Watson, Jr. Richard Andrew Watson Rowland Gosnell Weber Edmund Parker Wells Henry Martin White Walter Miller White Ben McLean Whiting John Lieper Winslow, Jr. Austin William Winston Horace William Witman John Gustav Woltereck Allan Sheldon Woodle, 3d Milton Joseph Xanthopoulos Henry Allen Zajac 97 Annapolis Home, 9 Monroe Court Annapolis Home, 152 Prince George Street Rutherford, New Jersey 22 Pinkney Hall Branch/and, West Virg•nia 19 Pinkney Hall Pittsfield, Massachusetts 16 Randall Hall Baltimore 13 Randall Hall Battmore 13 Randall Hall Baltimore 33 Pinkney Hall Annapolis Home, 5 Washington Street Catonsville 19 Pinkney Hall White Plains, New York 23 Pinkney Hall Winchester, Massachusetts 28 Pinkney Hall Washington, District of Columbia 4 Randall Hall Hartford, Connecticut 3 Randall Hall Southington, Cotinecticut 10 Randall Hall Annapolis Home, 144 Prince George Street Chester 5 Randall Hall Annapolis Home, 45 Maryland Avenue Annapolis Home, 9 Franklin Street Centreville 18 Randall Hall Baltim01"e Sigma Tau Omicron House Salem, Massachusetts 33 Pinkney Hall Ossining, New York 30 Pinlmey Hall Salisbury 42 Pinkney Hall Baltimore 17 Pinkney Hall Baltimore 'l Randall Hall Mount Vernon, New York I I Pinkney Hall Lexington, Kentucky 23 Pinkney Hall Salisbury 42 Pinkney Hall Chelmsford, Massachusetts Sigma Tau Omicron House Baltimore Theta Psi House Washington, District of Columbia 12 Pinkney Hall Rising Sun a2 Randall Hall Baltimore 14 Pinkney Hall 26 Pinkney Hall R·idley Park, Pennsylva.nia 27. Pinkney Hall Bridgeport, Connecticut Monson, Massachusetts r 6 Randall Hall SPECIAL STUDENTS Edmund Leon Anderson Eugene Paul Belcher John AltGn Fromhart George Robert Gallagher Walter William Vogelmann New York, New York Ann11polis Rochester, New Y01"k Baltimore Annapolis 22 Pinkney Hall Home, 97 Market Street ::15 Pinkney Hall Kappa Alpha House Home, 16 Francis Street SUMMARY OF ENROLLMENT BY .CLAS.SES SIUllORS • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Jv1noas • . . . . ... . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • • • 42 4g SOPHOKOllES • • • • • • • . • . • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • . • • • • • '14 FRESHKEN • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •.• • • • • • • • • • • SPECIAL • • • • • • • • •.• • • • • • • • • • • • .. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 133 TOTAL •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• 303 5 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION 98 BACHELOR OF SCIENCE Maryland • • . . . • . . . . . . . . . . . . . . . . . . . I78 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 30 Massachusetts • . . . . . . . . . . . . . . . . . . . . 25 New York ...•. , . •. . . . . . . . . . . . . . . . I9 Pennsylvania . • . . . . . . . . . . . . . . . . . . . . I3 9 Connecticut .. .. .. .. .. .. .. .. .. .. .. . District of Columbia. . . . . . . . . . . . . . . . 9 West Virginia . . . . . . . . . . . . . . . . . . .. 4 Kentucky ............. ... ......... 2 New Hampshire . . . .. .. .. .. .. . . .. . 2 Ohio ••..... .•........ ............ 2 Porto Rico •....................... Rhode Island .................... .. Alabama •....••................... Delaware ..••..................... Florida ......................... .. France ................... · · · · · · .. Territory of Hawaii. .............. . Virginia .....•. ; ................. . 99 As of the Class of x924 :.JlenrY Vernon Tydings ..........•••..........•.....•.................... Annapolis As of the Class of r926 Galloway Lynn, III ................................................ Baltimore DOCTOR OF LETTERS (Honoris causa) The Reverend Charles Eldredge McAllister Rector of the Church of St. Michael and All Angels Baltimore, Maryland Total •.•.••....•.............• 303 DEGREES CONFERRED, JUNE 4, 1930 BACHEIJOR OF ARTS HONORS AND PRIZES AWARD ED, JUNE 4, 1930 Cum honore et cum laude Isadore Nathan Gecenok (in Government) ........................ Salem, New Jersey Cum honore Walter Scott Baird (in Physics) ............................................ Towson Vernon DeWitt Bunce (in English) ......................••. Providence,. Rhode Island David Spergin Jenkins (in History) ......................................... Arnold Cum laude Edward James Dwyer .•...•..•......•.••...•...••.....•.. East Norwalk, Connecticut To the member of the Senior Class who attains the highest average in his four years' : academic work, a gold medal. Offered by the Board of Visitors and Governors. ISADORE NATHAN GECENOK To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold medal. Offered by The ''Reverend Martin Aigner, D. D. , WALTER SCOTT BAIRD Rite Robert Leroy Akers .•••••........•....••..•........•... Hollidaysburg, Pennsylvania Edward Kenneth Albaugh ......................................... : .. Randallstown James Wilbur Barker, II .................................. Harrisburg, Pennsylvania Charles Robert Barth, Jr ................................••..•.. Newark, New Jersey Thomas Van Clagett, Jr ........................................... Upper Marlboro Robert Scott Collier •..................................... Mount Sterling, Kentuclcy Lyndon Combs ...•••.•.................................•..... Hardburly, Kentuclcy William Henry Conca ...................................•...•. Bristol, Pennsylvania ; George Edward Cunniff, Jr .•......................... East Weymouth, Massachusetts John Barbe Cupp ........................................ Williamsport, Pennsylvania David Romayne Gillespie ................................................ Baltimore· Thomas Francis Johnson ................................................ Snow Hill Robert John Klingenburg ...................................... Brooklyn, New York Arthur Ernest Landers, Jr ............................................... Snow Hill Stephen Matthew Liana .................................. Scotch Plains, New Jersey Joseph Louis Macaluso .................................................. Annapolis Claxton Joseph O'Connor .................................•... , ...• ,., •. , •• Baltimore -' James George O'Neill, Jr ...................................•..........•• Annapolis .. Lester Howard Palmer ...................................................,Pittsville George Gowen Parry, Jr .•................................ Philadelphia, Pennsylvania Samuel Bulla Purdie ................... ; ................................ Annapolis Charles Murray Robinson ..............................•...•........•..... Baltimore George Newton Scatchard ...................................... Oneonta, New York Warren Albert Stuckey ......................................•. Hershey, Pennsylvania As of the Class of r929 Albino Matthews Dimaggio .•......•..........................•.. ,. ....•... Annapolis Malcolm Wayne McDivitt .•.•.....•....•...................... Richburg, New York To the student who, in the opinion of the Faculty, has contributed most to the college ·1'.uring the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. 0 RORERT MACCARTEE To the member of the Senior Class who, in the opinion of the Faculty, has best ex. emplified those principles of love for and service to men which were the dominant char.acteristics of Algernon Sydney Sullivan, a medallion and certificate of reward. Offered ·annually by the New York Southern Society, in commemoration of Algernon Sydney '.Sullivan. ROBERT SCOTT COLLIER To the member of the Senior Class who has made t.he greatest progress in his Senior ·Year over the previous three years' average, a gold piece. Offered by the Phi Delta 1,Sigma fraternity. THOMAS FRANCIS JOHNSON To the student who shall compose the best essay on " The Principles of Free Govern· Offered under the will of the late Philo Sherman Bennett. ISADORE NATHAN GECENOK ! To the student making the best record in the study of history for the year, $Io in 'gold. Awarded equally to: THOMAS VAN CLAGETT, JR. HENRY SoLADAY SHRYOCK, Ja. �100 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE To some person, not a student in the college but intimately connected with the affairs · of the college, who in the opinion of the Faculty, possesses such characteristics of heart, · mind, and conduct as evince a spirit of love for and helpfulness to other men and women; ·: as were exemplified hy Algernon Sydney Sullivan, a medallion and certificate of award. , Offered annually by the New York Southern Society, in commemoration of Algernon·' Sydney Sullivan. · HUGH NELSON, CLASS OF 1875 To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. ' :1 HENRY SoLADAY SHRYOCK, JR. To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JOHN BOAK SlllITH A silver loving cup, in recognition of the outstanding success achieved by him in making " of " The Collegian " a creditable college publication, and of scholarship, and of the help ' given by him in improving the standards and ideals of St. John's College, presented by the Executive Committee of the Board of Visitors and Governors of St. John's College, to ' LAWRENCE LUTHER :MONNETT, Ja. A silver loving cup, in recognition of his outstanding accomplishments in athletics, · leadership, and scholarship at St. John's College; and of the help given by him in main. taining and improving the college spirit and morale, presented by the Executive Committee of the Board of Visitors and. Governors of St. John's College, to RoBEllT MACCARTEE 101 INDEX Absences, Excused . . . . . . . . . . . . . 78 Fees, Special . . . . . . . . . . . . . . . . . . 32 Administration, Officers of. . . . . . 8 Fraternities ............ ~ . . . . . . 88 Admission by Certificate. . . . . . . . 27 General Information . . . . . . . . . . 86 Admission by Examination. . . . . . 27 General Regulations ........... 74 Admission, Methods of. . . . . . . . . 26 Geographical Distribution ...... 98 Admission on Trial. . . . . . . . . . . . . 30 Grades ..•..............•..... 75 Admission, Requirements for. . . . 26 Historical Sketch . ·. . . . . . . . . . . . 18 "" Admission, Table of RequireHonor Regulations ............ 74 ments ....................... 26 Language Requirements ...·.... ~ 79 ; Advanced standing ............. 31 Location . . . . . . . . . . . . . . . . . . . . . . 21 ' Advisers ..•.......... · · · · .. · · · 77 Major Courses . . . . . . . . . . . . . . . . 80 Majors, Requirements for ....... 81 "> Alumni Association . . . . . . . . . . . . 87 Athletics ..•................... 88 Meeting Rooms for Classes. . . . . 73 Attendance ... : ............... · 77 Musical Organizations . . . . . . . . . 90 Board of Visitors and Governors. 5 Physical Training Staff. . . . . . . . 15 Church Attendance . . . . . . . . . . . . 87 Presidents Emeriti . . . . . . . . . . . . 7 College Calendar . .. .. . . .. .. .. . 3 Prizes ........................ 91 College Green ................. 21 Prizes awarded June, 1930 ...... 99 College Buildings .. ·. . . . . . . . . . . . 22 Probation . . . . . . . . . . . . . . . . . . . . . 76 Professional Preparation . . . . . . . 24 College Entrance Examination Board ...................... 28 Promotion, Requirements for. . . . 76 Committees of the Board....... 7 Publications . . . . . .. . . . . . . . . . . . 88 Committees of the Faculty. . . . . . 16 Purpose of the College ......... 21 !· Courses of Instruction. . . . . . . . . . 39 Rank List • .. . . . . .. . . . . . .. . .. . . 78 Courses, Required . . . . . . . . . . . . . 79 Registration ................... 78 ,· Credit Units ............... '. . .. 26 Repeating Courses . . . . . . . . . . . . . 75 ': Dean's List . . . . . . . . . . . .. .. .. .. 79 Reports ....................... 75 ) . · Degree, Reqmrements for. . . . . . . 75 Room Assignments . . . . . . . . . . . . 33 Scholarships . . . . . . . . . .. . . . .. . . 36 f Degrees conferred, 1930, List of. . 98 ':. Degrees with Distinction. . . . . . . . 86 Senior Fellowship . . . . . . . . . . . . . 35 " Degrees with Honor. . . . . . . . . . . . 86 Special Students . . . . .. . . . . . . .. . 30 " Dining Hall . . . . . . . . • . . . . .. .. . 34 Student Activities . . . . . . . . . . . . . 87 ,; Dramatics . . . . . . . . . . . . . . . . . . . . 90 Student Aid . . . . . . . . . .. .. . .. . . . 36 / Examinations . . . . . . . . . . . . . . . . . 74 Student Council . . . . .. . . . . . . .. . 87 ;" Expenses ..... ·. . . . . . . . . . . . . . . . 31 Students enrolled, List of. . . . . . . 92 Faculty . . . . . . . . .. . . . . . . . . . . . . . 9 Study Cards, Filing of. . . . . . . . . • 77 Fees, Additional Course. . . . . . . . 32 Table of Equivalent Year-Hours. 72 1 " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Catalogue Number for 1930-1931 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 101 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, March 1931 Date A point or period of time associated with an event in the lifecycle of the resource 1931-03 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource Volume I, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in March 1931. College catalog for the years 1930-1931. Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/855594b4b6e1cfe2ade8158720f30882.pdf db3ef7a67e86cdbb42607b16d9504f7d PDF Text Text BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1931-1932 ANNAPOLIS, MARYLAND MARCH, 1932 �MARCH, 1932 NUMBER 1 BULLETIN OF :ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1931-1932 Founded as King William's School, 1696 Chartered as St.John's College, 1784 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at An· .,. napolis, Maryland, under the .Act of August 24, 1912. l �1933 1932 1931 JULY JANUARY JULY COLLEGE CALENDAR JANUARY s\M\T/wlTIFls s[11jT\W\T[F[s sl11l'L'lwlTIFls s[11jT\wjTjF[s ...... 1234 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 :W 2122 23 24 25 26 27 28 29 30 31 .. .. .. .. .. .. .. .. . . . . . . . . . . 12 3 4 5 6 7 8 9 10 11 12 13 1415 16 17 18 19 20 212223 24 25 26 27 28 29 30 31 . . . . . . . . . . . . .......... 121234567, 3 4 5 6 7 8 9 8 9 10 1112 13 14 10 1112 13 14 1516 15 16 1718 19 20 21 171819 20 2122 23 22 23 24 25 26 27 28, 24 25 26 27 28 29 30 29 30 31 . . . . . . . . 31 . . . . . . . . . . . . ~~--'---'-~-'-- .. 7 14 21 28 .. 123456 8 9 10 11 12 13 15 16 1718 19 20 22 23 24 25 26 27 29 . . . . . . . . . ' .. .. .. .. .. .. SEPTEMBER .... 1 2 3 4 5 6 7 8 9 10 1112 13141516 171819 20 21 22 23 24 25 26 27 28 29 30 ' . . . . . FEBRUARY AUGUST FEBRUARY AUGUST ............ 1 2 3 4 5 6 7 8 9 10 ll 12 13 1415 16 171819 20 2122 23 24o 25 26 27 28 29 30 31 . . . . . . . . . . 123455······1234 7 8 9 10 11 12 13 5 6 7 8 9 10 11 14 151617 18 19 20 12 13 14 15 16 17 18 212223 24 25 26 27 19 20 21 22 23 24 25' 28 29 30 31 . . . . . . 26 27 28 . . . . . . . . . . . . • • . . . . . . . . ~---'--'---'--'---'-- SEPTEMBER MARCH .... 1 2 3 4 5 6 7 8 9 10 11 12 13 141516 17 1819 20 21 22 23 24 25 26 27 28 29 30 31 .... ........ 4 5 6 7 ll 1213 14 LS 19 20 21 25 26 27 28 123 8 9 10 151617 22. 23 24 29 30 .. .......................................... OCTOBER APRIL ...... 123 4 5 6 7 8 9 10 11 12 13 1415 16 17 1819 20 2122 23 24 25 26 27 28 29 30 31 . . . . . . . . . . 12 3 4 5 6 7 8 9 10 111213141516 1718 19 20 2122 23 24 25 26 27 28 29 30 NOVEMBER MAY 3 10 17 24 .. 4 5 1112 18 19 25 26 .. .. 6 13 20 27 .. 7 14 21 28 .. .. .. .. .. .. . . . . 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 1112 18 19 25 26 .. .. .. .. .. .. .. ...... 1234 5 6 7 8 9 10 11, 1213 1415161718, 19 20 21 22 23 24 25 26 27 28 29 30 31 .. ~---'--'---'-~- APRIL OCTOBER ............ 2 3 4 5 6 7 9 10 1112 13 14 1617 1819 20 21 23 24 25 26 27 28 • • • • • • • • • • • • • • • • . • • • • • • • . . • i:!O 31 . . . . . . . . 1 2 8 9 15 16 22 28 29 30 MARCH 1 8 15 22 29 NOVEMBER 6 13 20 27 .. 7 14 21 28 .. .... 6 7 13 14 20 21 27 28 12345 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 . . . . . . . . . . . . . . . . . . 1, 2 3 4 5 6 7 8' 9 10111213H15 16 171819 20 2122: 23 24 25 26 27 28 29' 1 8 15 22 29 2 9 16 23 30 3 10 17 24 31 4 5 1112 18 19 25 26 .. .. . ...................... . DECEMBER JUNE DECEMBER .... 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1516 171819 20 21 22 23 24 25 26 27 28 29 30 31 .... .... 1 2 3 4 5 6 7 8 9 10 11 121314 15161718 19 20 21 22 23 24 25 26 27 28 29 30 .... ........ 123 4 5 6 7 8 9 10 1112 1314151617 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . .. . . . . . . .. .. .. . . .. . . .. .. . . . . . . . . . . . . . . Monday .......... .Examinations for admission . September 22, Tuesday . ........... Registration of all students. September 23, Wednesday (II a.m.). First half-year begins . Formal opening of College. '· September 24, Thursday . .......... Classes begin . November l 4, Saturday . ........... November hour-examinations end. November 25, December 22, . . . . . . . . . . . . .. J (12 m.) .. Thanksgiving recess begins. Tuesday ( 12 m.) . .... Christmas recess begins. 1932 January 3, Sunday ( 6 p. m.) ....... Christmas recess ends. January Thursday . ............ Mid-year examinations begin . 2 l, January 30, Saturday . ............ Mid-year examinations end. Monday . ............. Second half-year begins. February l, 22, 1 , 123, 8 9 10 I 1516 17 i 22 23 24 29 30 .. J Wednesday November 29, Sunday ( 6 p. m.) .... Thanksgiving recess ends . 6 13 20 27' .. JUNE ........ 4 5 6 7 11121314 18 19 20 21 25 26 27 28 21, February _so--'--'---'---"'--'---''--.. MAY .. 7 14 21 28 1931-32 1931 September Monday ............ . Washington's Birthday: a holiday. Saturday . ............ March hour-examinations end. March 23, Wednesday (12 m.) ... .. Easter recess begins. March 30, Wednesday (6 p. m.) ... . Easter recess ends . May 26, Thursday .............. .. Final examinations begin. lune 4, Saturday. . . . . . . . . . . . . . . . Final examinations end . June 8, Wednesday ..............• • Commencement Day. �~i ii 4 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 5 SUMMER VACATION June g to September 18, inclusive BOARD OF VISITORS AND GOVERNORS* His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. 1932-33 Se,ptember I9, Monday ..... ....... Examinations for admission. September 20, Tuesday . ........... Registration of all students. September 2I, Wednesday (n a.. m.).First half-year begins. Formal opening of College. September 22, Thursday ........... Classes begin. November I 2, Saturday . .......... November hour-examinations end. November 2 3, Wednesday (I 2 m.) .. Thanksgiving recess begins. November 27, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 22, Thursday ( I2 m.) .... Christmas recess begins. I933 January 3, Tuesday (6 p. m.) ...... Christmas recess ends. January I9, Thursday .... ......... Mid-year examinations begin.· January 28, Saturday ............. Mid-year examinations end. January 30, Monday . ............. Second half-year begins. February 22, Wednesday .......... Washington's Birthday: a holiday. March I8, Saturday . ............. March hour-examinations end. Apr~l I2, Wednesday (I2 m.) ...... Easter recess begins. April I9, Wednesday (6 p. m.) ..... Easter recess ends. Ma:y 25, Thursday ................ Final examinations begin. June 3, Saturday ................. Final examinations end. lune 7, Wednesday .............. . Commencement Day. Governor of Maryland. President Ez Officio. HERBERT NoBLE .............. n5 Broadway, New York, N. Y. Lawyer. Chairman. ' WALTER H. BucK .... 809 Union Trust Building, Baltimore, Md. Lemmon and Buck, Lawyers. Vice-Chairman. EDWIN WARFIELD, JR .... IS East Saratoga Street, Baltimore, Md. Editor. Acting Secretary. JAMES A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. WILLIAM WooDWARD .......... I Wall Street, New York, N. Y. Chairman of the Board of the Central Hanover Bank and Trust Company. JUDGE wALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. * The President of the Senate and the Speaker of the House of Delegates ' of the Maryland Generali Assembly and the Judges of the Maryland Court of Appeals are ez officio members of the Board. WALTER J. MITCHELL, President of the Senate ............... . La Plata, Md. FRANCIS A. MICHEL, Speak er of the H 01~se of Delegates . ..... Baltimore, Md. Judges of the Court of Appeals ·CARROLL T. BoND, Chief Judge ..•..•..................... . Baltimore, . JoHN R. PATTISON, Assodate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge ........................ . Frederick, WILLIAM H. ADKINS, Associate Judge ....................... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ...................... . LaPlata, FRANCIS NEAL PARKE, Associate Judge ................ . Westminster, D. LINDLEY SLOAN, Associate !11.dge ..................... . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 6 7 T. WEST CLAGGETT .. 1908 First Natl. Bank Bldg., Baltimore, Md. Manager, Philadelphia and Reading Coal and Iron Company. · RIDGELY P. MELVIN ...•...................... Annapolis, Md. ; COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS * JoHN H. LATANE ........................... Bal' ' timore, Md. ' Executive Committee ;~ Attorney-at-Law. Professor of American History, Johns Hopkins University. FRANK R. KENT ..•.................. The Sun, Baltimore, Md. : Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT JAMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY Physician. ' ro15 16th St. N. W., Washington, D. C. · LEWIS W. BALDWIN .. 2200 Missouri Pacific Bldg., St. Louis, Mo., President, Missouri Pacific Railroad. SYLVESTER w. LABROT ......•............•.. Annapolis, Md.:· Labrot & Company, Bankers. DR. AMos F. HUTCHINS .. 1010 N. Charles Street, Baltimore, Md .. MR. BucK, Chairman DR. HALSEY MR. WALTON Buildings and Grounds DR. HALSEY MR. LABROT, Chairman DR. HUTCHINS DR. BORDLEY MR. Woonw ARD Elections to the Board MR. CLAGGETT, Chairman JUDGE DAWKINS MR. w ARFIELD Parsly Bros. & Company, Bankers. DR. JAMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. MR. JAMISON MR. MELVIN Finance Surgeon. ELMER G. PARSLY ......... 1500 Walnut Street, Philadelphia, Pa.' MR. NOBLE DR. PEARL MR. LABROT, Chairman MR. GILLET MR. WALTON MR. WooDWARD Physician. DR. RAYMOND PEARL .. 1901 East Madison Street, Baltimore, Md. PRESIDENTS EMERITI CHARLES B. GILLET ...... Baltimore Trust Bldg., Baltimore, Md;' •THOMAS FELL ................................... Carvel Hall President Emeritus Director, Institute for Biological Research, Johns Hopkins University.'1 The Baltimore-Gillet Company, Investment Bankers. R. T. H. HALSEY ........••.... Randall Court, Annapolis, Md. , Trustee, Metropolitan Museum of Art, New York City. : RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md.: Lawyer. DouGLAS H. GORDON ........ , ..... Brice House, Annapolis, Md. :· President. · WILLIAM H. STAYTON .... Investment Bldg., Washington, D. C.. C~ptain, U.S. N. (Retired). *Died, January 1, 1932. Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889; ' University of Pittsburgh, 1912; William and Mary College, 1921 ; D. C. L., · University of the South, 1907; Litt. D., University of Maryland, 1923. 'President of St. John's College, 1886-1923. ,.ENOCH BARTON GAREY ......... 1 Englewood Road, Roland Park ' President Emeritus B. A., St. John's College, 1903; Graduate, United States ~i~itary ~cad­ ' emy, 1908; LL. D., Washington College, 1923. Professor .of M1htary Sc1en~e .and Tactics, Johns Hopkins University, 1920-23; President of St. Johns ;. College, 1923-29. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE OFFICERS OF ADMINISTRATION 8 9 FACULTY HUNTLY GoRDON ...................... Brice House President DouGLAs HuNTLY GoRDoN, A. B., LL. B. ..... I2 McDowell Hau· President A. B., Harvard College, 1926; LL. B., Harvard University, 1928. Secretary of the Board of Visitors and Governors, 1930-31; President of St. John's College, 1931-. RoBERT EARLE BACON, A. M ................ I I McDowell Hall Dean ROBERT EARLE BACON ................... 16 Maryland Avenue Dean_ and Associate Professor of English MIRIAM STRANGE, A. B ..................... I I McDowell Hau: Registrar and Secretary to the Dean ' 1 LULU VIOLA EBAUGH .... ~ ..........•........ Woodward Librarian Hall~ JACOB BERNARD SEGALL .............. 206 Prince George Street Professor of French MARJORIE SMITH LAYNG ................... II Secretary ARTHUR CHEW MEADE, C. P.A ............. I3 McDowell Hall Auditor . HAZEL VIRGIN IA SEARS .................... I 3 McDowell Hall . Bookkeeper JAMES JosEPH MURPHY, M. D ...................... Infirmary• College Physician ·. MAURICE TALBOTT RIGGS, B. S .................... Gymnasium., Dire.ctor of Athletics ,' ·I LEONARD ELLISON ARNAUD ................... Woodward Di"rector of Student Activities Ph. B., Lafayette College, 1917; A. M., Harvard University, 1918. Instructor in English, Trinity College, Jan. 191<}--June 1919, 1919-20; Assistant in English, Harvard College, 1920-28; Assistant in English, Radcliffe College, 1920-23 and 1927-28 ; Assistant Dean, Harvard College, 1923-28; Dean and Associate Professor of English, St. John's College, 1928--. ' Hall.~ EVERETT WELCOME SMITH ................. 53 College Avenue~ Superintendent B. L. and B. Sc., Lycee of J assy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, l8g3-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Instructor in French, College of the City of New York, 1901-03 ; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 192g.--. CLARENCE WILSON STRYKER ...........••.•. St. John's College Pro/Qssor of History B. A., Union College, 1885; A. M., Columbia U'1iversity, 1914. Acting · Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professo·r of History, 1923-. R. T. H. HALSEY ...........•...........•..... Randall Court Professor of Colonial Art B. A., Princeton University, 1886; Honorary A. M., Columbia University, 1914; D. Litt., St. John's College, 1928. Chairman of the Library Committee of the New York Stock Exchange, 1912-24; Trustee of the Metropolitan Museum of Art, 1912-; Trustee in charge of the American Wing of the Metropolitan Museum of Art, 1924-; Professor of Colonial Art, St. John's College, 1928-. �11 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGOE OF ST. JOHN'S COLLEGE REGINALD HEBER RIDGELY ................ 2 Cumberland Court Professor of Biology . HEB.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry 10 B. S., 18g5, A. M., 1902, St. John's College; D. Sc., University of Mary. land, 1920. Professor of Biology, St. John's College, 1912-. JAMES JosEPH MURPHY ............... 139 King George Street r Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's Col- .'. lege, 1919-; Lecturer in Hygiene, St. John's College, 1929-. MARION ALONZO EASON ..................... 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric Company,· 1909-11; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 19n-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-. . . ·. . . GEORGE ALTHOFF BINGLEY ...................... Brice House ' Professor of M athema.tics B. A., 1910, M. A., 1916, Princeton University. Instructor in .Government 1 Schools, Osaka, Japan, 1910-13 ;·Graduate Student, University of Goettingen, · 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; i Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant : Professor of Mathematics, St. John's College, l 923-24; Associate Professor , of Mathematics and Physics, St. John's College, 1924-27.; Associate Pro-. fessor of Mathematics, St. John's College, 1927-31; Professor of Mathe- .· matics, St. John's College, 1931-. THOMAS AusTIN FITZGERALD ................. 567 West Street Assistant Professor of Spanish Ped. B., Missouri Teachers' College, 1911; A. B., University of Missouri, 1913; A. M., University of Illinois, 1921. Instructor in Ancient and Modem Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-2o; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-33; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 1929-. . · ' : Ph.D., University of Berlin, 1913. Student, Universities of Petrograd, Wuerzburg, and Leipzig; Assistant in Chemistry, Institute o! Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-35;. Assistant Professor of1 Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. J qhn's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. GEORGE CLARENCE VEDOVA .................. 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematics, Columbia University, 1927-:z8; Instructor in Mathematics, St. John's College, 1gz8-:z9; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN .................... Linthicum Heights, Md. Assistant Professor of Psychology A. B., University of Michigan, 1914; _LL. B., University of Michigan, 1916. Student, Chicago Theological Seminary, 1921-22. Associate Professor of Law, University of Alabama School of Law, 1922-23; Instructor in English, College of the City of Detroit, 1923-26; Student, University of Chicago, Departments of Philosophy and Psychology, Jan., 1927-Aug., 1929; Assistant Professor of Psychology, St. John's College, 1929-· JOSEPH BusH KINGSBURY ................ 3 Cumberland Court Associate Professor of Government B. A., George Washington University, 1915; Ph.D., University of Chicago, 1923. Fellow in Political Science, University of Chicago, 1916-17; Assistant in Political Science, University of Chicago, 1919-21; Assistant Professor of Political Science, Washington University, 1919-25; Bureau of Public Personnel Administration, Washington, D. C., National Civil Service Reform League, 1926-27; Associate Professor of Political Science, St. John's College, 1928-:z9; Associate Professor of Government, St. John's College, 1929-· JULIAN SMITH DUNCAN ..................... 129 Fifth Street Instructor in Economics and Government B. A., 1916, M.A., 1919, University of Mississippi; B. D .. Emory University, 1924. Graduate Student, Columbia University, 1927-29; Instructor in Economics, Hunter College, Feb. to June 1929; Lecturer in Economics, Bryn Mawr College, 1929-30; Research Fellow, Brookings Institution, ··Washington, D. C., 1930-31; Instructor in Economics and Government, St. '. John's College, 1931-. �13 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ADAM ALLES ............................. rn6 Market Street Assistant Professor of Philosophy VERTREES JuosoN WYCKOFF .....•...•... 13 Thompson Street Associate Professor of Economics 12 B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph. D., 1926, Yale University. Student at the University of Berlin, 1922-23; Student at the University of Paris, 1923-24; Holder of Sterling Fellowship and Assistant in Ethics, Yale University, 1924-25; Holder of University Fellowship, Yale University, 1925-26; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-. B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Pro·fessor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-. NATHAN COMFORT STARR ............. 243 King George Street Associate Professor of English B. es L., University of Paris, 1922. Faculte de Droit, and Faculte des Lettres, University of Paris, 1922-23; Columbia University Law School, 1925-26; Instructor in Romance Languages, St. John's College, 1927-29; Director of Student Activities, St. John's College, 1930-32; Assistant Professor of French, St. John's College, 1929-. A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M., Harvard University, 1924; A. M., Oxford University, 1925 ; Ph. D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College1 1924-28; Tutor, in ' English, Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's College, 1930-. PAUL ALLEN, JR ........................... 24 Murray Avenue Assistant Professor of Chemistry A. B., 1919, A. M., 1922, Ph. D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 192g--. RrcHARD ScoFIELD ............................ 40 East Street Associate Professor of Art and English B. A., 1919, M. A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University of California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. FORD KEELER BROWN ........................ 4 Randall Court Professor of English A. B., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 1929-. Lours CLAIR HUNTER .................... 83 Shipwright Street ·. Assistant Professor of History A. B., Knox College, 1920; A. M., 1923, Ph. D., 1928, Harvard University. ' Instructor in American Economics and Social History, Carnegie Institute of Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; Assistant Professor of History, St. John's College, 1930-. LEONARD ELLISON ARNAUD ............... 47 Maryland Avenue Assistant Professor of French RrcHARD KuEHNEMUND ......................... Brice House Assodate Professor of German Ph. D., University of Goettingen, 192a Assistant at the Philological Seminar, University of Goettingen, ·1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. J ohn!s College, 1926-29; Associate Professor of German, St. John's College, 1929-. JOHN THOMAS RODGERS ......................... Brice House Instructor in English and History · B. A., 1922, M.A., 1923, Princeton University. Instructor in English and History, St. John's College, 1931-. PAUL EuGENE GROPP ........................... Brice House Assistant Professor of German B. A., 1923, M.A., 1926, George Washington University. Instructor in German, Wesleyan University (Connecticut), 1923-24; Instructor in German, George Washington University, 1924-30; Graduate Student, University of Kiel (Germany), and Columbia University, 1930-31; Assistant Professor of German, St. John's College, 1931-. FREDERICK WHIPPLE J}.PPEL ........... : ..... 165 Green Street Assoiciate Professor of Biology Ph. B., 1924, f>h. D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's· College, 192g--. �14 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 15 WILLIAM HENRY BAYLIFF ...•............••.. I65 Green Street Assistant Professor of Biology B. A., 1924, M. A., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in Zoology, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. Johii.'s College, 1930-. GEORGE HAROLD Mc:YARLIN ................... I Pinkney Hall Assistant Professor of Chemistry PHYSICAL TRAINING STAFF A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; Graduate Stud~nt, University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. , JOHN SPANGLER KIEFFER ............. 243 Prince George Street Instructor in Classical Languages A.·B., 1927, as of 1926, A. M., 1929, Harvard University. Master in French and English, Litchfield School (Connecticut), 1927-28; Instructor in Classical Languages, St. John's College, 1929-· MAURICE TALBOTT RIGG.s ..............•..... 450 West Street Director of Athletics; Head Coach of Football B. S., Univer.sity of Maryland, 1920. .; WILLIAM FRANK STROMEYER .............•... I66 West Street Graduate Manager of Athletics; Caach of Freshman Football B. S., St. John's College, 1916. WILLIAM HANSON MOORE, III .... 107 Midhurst Road, Baltimore Head Coach of Lacrosse B. A., Johns Hopkins University, 1923. JosEPH NOVAK ...............•...... 2 50 Prince George Street Instructor in Physical Training; Direc.tor of Intramural Athletics; Coach of Cross Country and Track B. S., University_ of Illinois, 1929. ' VALENTINE LENTZ ................... The Pines, Arnold, Md. Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. �------~ '1 • i I 16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 COMMITTEES OF THE FACULTY Advisory Council THE DEAN, Chairman MR. BERNHARD MR. RIDGELY MR. BROWN HISTORICAL SKETCH MR. HALSEY MR. BINGLEY MR. SEGALL The story of St. John's College begins in I696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract : MR. STRYKER Committee on Admission and Adva.nced Standing MR. ALLES, Chairman THE DEAN MR. FITZGERALD MR.RIDGELY Committee on Curriculum THE PRESIDENT, Chairman THE DEAN MR. KINGSBURY MR. ALLEN MR. McLAREN MR. APPEL MR. SCOFIELD MR. BROWN MR. WYCKOFF (' Committee on Scholarships and Prizes MR. VEDOVA, Chairman MR. BAYLIFF THE DEAN MR. KIEFFER Committee on the Libr(l'tf'y MR. BROWN, Chairman MR. BERNHARD MR. HUNTER MR. STARR Committee on Lectures and Concerts MR. BINGLEY, Chairman MR. APPEL MR. RODGERS Committee on Student Activities MR. ARNAUD, Chairman MR. KuEHNEMUND THE DEAN MR. MCFARLIN Committee to Confer wi,th the E%ecutive Con11Ynittee of the Board of Visitors and Governors MR. APPEL MR. BROWN MR. STRYKER MR- WYCKOFF CHAP.XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. us. Dread Sovereign . . . . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said freeschool, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school ; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July I-9, I6!)6. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE King William's School, established in accordance with this Act, flourished until the Revolution, when, according to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the ~sters, students, and funds of King William's School to St. John's. The college has, therefore, a tradition reaching back to early colonial times. President Washington visited the college in 179!. After his visit he addressed this letter to the faculty of the college: 18 The General Assembly wrote into the charter of the college the principles of freedom which have earned for Maryland the name of the Land of Sanctuary. WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the. wisest and best regulated States : II. Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning, by the name of Saint John's, be established on the 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 the 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. · 19 To the Faculty of St. John's College: GENTLEMEN :-The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me) with the hope of an early and at the same time a mature manhood. You will do justice to the sentiments which your kind regard toward myself inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the ex.cellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. GEORGE WASHINGTON. April 17, 1791. He gave further evidence of his interest by sending to the Col· lege in 1798, his adopted son, George Washington Parke Custis . whose name may be found in the college records as a member of the class of 1799· In 1794 President Washington's nephews, Fairfax and Lawrence, , attended the " school for grammar and the English language " and are inscribed as" Washington, sen. Virgmia and Washington, jun. 1: Do." in the roster of that school, which was printed in 1794 under ;: the title "An Address of the Visitors and Governors of St. John's .-. College to the Senate of Maryland." Three signers of the Declaration of Independence, Charles ' Carroll of Carrollton, Samuel Chase, and Thomas Stone, served as ; trustees in the early days of St. John's, as did also John Eager \ Howard. A fourth signer, William Paca, was among the petitioners for the college charter. Francis Scott Key was graduated from St. John's in 1796 and Reverdy Johnson, Ambassador to Great Britain, in 1812. Founded at a time when politics were uppermost in men's minds, the college was, until the Civil War, a training school for many who were prominent in state and national affairs. . During the Civil War, St. John's was used as a Union Anny ' hospital. At the close of the war Dr. Henry Barnard, later United �20 CATALOGUE OF ST. JOHN'S COLLEGE States Commissioner of Education, accepted the presidency. During his brief administration he reorganized the college to meet . changed conditions. The years since his presidency are chiefly marked by the long and successful administration of Dr. Thomas· Fell, inaugurated in 1886. Dr. Fell, now President Emeritus, re- : tired in 1923, after thirty-seven years of service to the college. His .: successor, President Enoch Barton Garey, a St. John's man of the class of 1903, served until June, 1929. The names of the former presidents of the college, with the dates . of their services, follow: John McDowell, 1789-1807; Bethel Judd, 1807-1820; Henry Lyon Davis, 1820-1824; William Rafferty,· 1824-1831; Hector Humphreys, 1831-1857; Cleland Kinloch Nel- · son, 1857-1861. (The college was closed for five years during the.· Civil War.) Henry Barnard, 1866-1867; James Clark Welling,: 1867-1870; James Mercer Garnett, 1870-1880; John McDowell· Leavitt, 188o-1884; William Hersey Hopkins, 1884-1886; Thomas' Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. CATALOGUE OF ST. JOHN'S COLLEGE 21 THE PURPOSE OF THE COLLEGE St. John's is a non-sectarian college for men. The ·enrollment ; is limited. The purpose of St. John's is expressed in the charter . of King William's School-education of youth in " good letters ; and manners." To this end attention is directed upon liberal arts and sciences leading to the degree of Bachelor of Arts. Realiz'- ing that professional schools are demanding well-grounded men, ··St. John's prepares for further study such students as intend to , continue their special training after graduation. LOCATION St. John's College is situated on a campus of thirty acres in : the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique in America for the way in which it has preserved the flavor of American : Colonial culture. Built at the mouth of the Severn River, a mile : from Chesapeake Bay, the capital of Maryland and the site of the •· United States Naval Academy, it is within an hour's ride of Wash~ ington or Baltimore. Both of these cities offer many educational resources to the student at St. John's. The departments of the : National Government, the museums, the libraries and the art gal. leries of the one, the musical and intellectual advantages of the other · are easily available and of the greatest service. Annapolis is in close touch with the Eastern Shore of Maryland. Ferry and bus connect the city with points across the bay and with : Southern Maryland on the mainland. THE COLLEGE GREEN On the St. John's College Green are many reminders of the early ;history of Maryland. It is said that under the most ancient of its ·old trees now known as the Liberty Poplar,* the colonists in 1652 :concluded a treaty of peace with the Susquehannock Indians. Dur*This tree has been preserved through the generosity of James T. Wood' ward, Esquire, and has been marked by an appropriate tablet through the : efforts of the Peggy Stewart Tea Party (Annapolis) Chapter of the '.·Daughters of the American Revolution. �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE ing the troubled days before the Revolution, the patriots gathered . there to discuss their wrongs. The Ai:mapolitans assembled there ' to greet General Lafayette in 1824. In 1781 French forces under Rochambeau camped in Annapolis· on their way to Yorktown. A memorial was erected in 191 l to perpetuate the memory of the French soldiers and sailors who were buried on the campus. Department. This building was acquired by the college in 1929 and is provided with new equipment. Here also are the offices of the Biology staff. Woodward Hall, the college library, erected in 189<), houses approximately twenty-five thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the library selected by Bishop Bray and given in 1696 to the Maryland clergy. Among the subscribers who paid for the books was Princess Anne, later Queen Anne, for whom Annapolis was named. The books were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1785. The growth of the library in recent years has been largely due to gifts from the Carnegie Corporation. The Matthias Hammond House (also known as the Harwood House) was built during the years 1770 to 1774 and was bought by the college in 1926. It is an unsurpassed example of southern Georgian architecture. The college is refurnishing the house much as it was in 1774· As the foremost museum of colonial art in Maryland, it is now open to the general public and to students of American history and the fine arts. The Brice House ( 1740), and the Pinkney House ( 1750), are also recent additions to the college property ; and the Bordley-Randall House ( l 727) has been equipped as the residence of a member of the faculty. The Infirmary is housed in a separate building just across from the college green on College A venue. Here the college physician holds daily office hours and there are three hospital wards and two private rooms, in addition to an isolation ward. The Infirmary attendants live in the Infirmary, and at least one attendant is always on duty. The Gymnasium, built in 1910, is equipped with a maximum size ,basketball floor, handball and squash tennis courts, ' running track, boxing and wrestling rooms, and apparatus. For intramural and varsity sports the college has football, soccer, and lacrosse fields and tennis courts. There are two halls of residence on the College Green, Pinkney Hall• (1855) and Randall Hall (1903), in addition to the six fraternity houses of the college. Randall Hall contains the college dining hall. COLLEGE BUILDINGS McDowell Hall, the central building on the College Green, was begun in 1744 by Thomas Bladen as the Governor's Palace. Taken • over by the college in 1784, it now houses the offices of the administration, class rooms, and the Student Union. The center portion of the first floor is occupied by the Great Hall, in which. were held in honor of General Lafayette two banquets and a "grand ball," in 1824. Flanking the Great Hall on either side are the offices of the President, Dean and Registrar, and the offices of the Auditor. The upper floors include class rooms and the Carnegie Art Room. The latter contains a fine collection of books, prints, photographs, and textiles, given to the college by the Carnegie Foundation in 1926. The ground floor is given over . entirely to the Student Union. Here are to be found rooms for the recreation of students-pool and game room; card room; lounge, in which the daily papers and selected magazines are pro- ' vided; the quiet room, in which quiet must be maintained at all times; and rest rooms. Here, also, in the Student Union are situated the college post office and the college book store. Humphreys Hall, built in 1835, was used as a hall of residence until June 1929, when it was completely renovated. It now houses the Departments of Chemistry and Physics. On the ground floor are the Physics lecture room and laboratory ; on the second and third floors are the Chemistry laboratories ; and on the fourth floor .a large lecture room equipped with Chemistry lecture table, and at the same time a stage, which is fully provided with the necessities for dramatic presentations. Each of the instructors in the Chemistry and Physics Departments has his individual private laboratory and office in this building. · Biology Hall, on the corner of College A venue and King George Street, houses the laboratories and lecture rooms of the Biology 23 �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE THE DEGREE and Mechanics, a fourth year of Mathematical Analysis, General Chemistry, Organic Chemistry (introductory and advanced) and Quantitative Analysis, General Physics, General Economics, Corporation Finance, Government, History, and English are recommended. Advanced standing is offered St. John's graduates who plan to take engineering degrees. At Johns Hopkins University three scholarships are offered in engineering to graduates of St. John's College. The college offers the degree of Bachelor of Arts. This degree includes the work formerly covered by the degree of Bachelor of Science and is accepted by institutions of advanced learning wherever the latter degree was formerly required. PROFESSIONAL PREPARATION Though primarily a college of the Liberal Arts, St. John's prepares its graduates to enter professional schools. Its degree is accepted by these institutions and in many cases is approved for advanced standing. For those who are interested in professional preparation the following information is offered : Medicine. Students wishing to study medicine are given special attention at St. John's. Although a two-year pre-medical course is offered which will fit the student for admission to some schools of medicine, the student is strongly advised to spend at least three and ' preferably four years in preparation. The best medical schools require a bachelor's degree for admission. Under the supervision of a faculty adviser, the pre-medical student pursues courses in Chemistry, Biology, Physics, Mathematics, and Modern Languages. Based upon the success of his pre-medical work, an application is made in his senior year for admission to the medical school of his choice. The degree from St. John's is recognized by the best medical schools of the country, and the graduate who has maintained the necessary scholastic standard may expect to be admitted to any of these schools. Any student completing satisfactorily the special two-year premedical course may, if he prefers, take the two additional years and receive his degree. The two-year course is identical with the first two years of the four-year course except that Physics in the former course is taken in the second year instead of the third. Schedules for pre-medical students are arranged to satisfy the requirements stipulated b) the various medical schools for admission. Engineering. Three years of Mathematics covering the subjects of Advanced Algebra, Trigonometry, Analytics, Calculus, Differential Equations 1 ZS Law. Students who are planning to study law may take their major either in Social Science or in History, Government, or Economics. Additional courses will be suggested to supplement the major requirements of such students. Business Administration. Students who anticipate either going into business after graduation, or continuing in graduate studies in this field are advised to major in Economics. Schedules of study will be arranged to include courses in Psychology, Statistics, and Government. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE REQUIREMENTS FOR ADMISSION 26 ELECTIVE SUBJECTS Application for admission should be filed by every candida.te before May first. A complete trarucript of the subjects offered for adm4ssion should be submitted before September first by the principal of the last school attended. At the same time every candidate must present the names of two persons who are able to submit testimonials of good character. The school principal or headmaster is also asked to submit a recommendation concerning the cha.racter and personaility of the candidate. Methods of Admission. Students may enter by certificate, by examination, by a combination of both when the units offered are insufficient, or as special students. General Requirements. The general requirement·for admission is a high school education, including the standard fifteen units of -college entrance requirements. Students who have pursued technical, commercial, or agricultural subjects which are not acceptable as entrance units may take examinations in subjects in which they are unable to present the required credits. Courses acceptable as entrance units are listed ·under ~· Table of Requirements for Admission." Credit Units.· A unit of entrance credit signifies credit received for a full year of high school work in one subject with not less than four periods a week. In the case of English, four years of high school study receive three units of credit. Table of Requirements for Admission. For admission in good standing candidates for admission must present fifteen units, of which five and one-half units may be elective. Nine and one-half units are required of all candidates as follows : · English . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . . . . . 3 units Algebra and Plane Geometry .......... : . . . . . . . 2! units History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . I unit Foreign Languages . . . . . . . . . . . . . . . . . . . . . . . . . . 2 units * Laboratory Science . . . . . . . . . . . .. . . . . . . . . . . . . I unit 9! units *Unless the student has passed in his school work at least one full year of science in which he has himself performed the laboratory work, he will be required to elect one full course in science in college. (At least s! units must be offered in elective subjects) History .....•. I to S units (in addition to prescribed unit) Foreign Languages 1 to 8 units (in addition to prescribed units) . Solid Geometry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Plane Trigonometry . . . . . . . . • . . . .. .. . .. . . . .. . . Plane and Spherical Trigonometry ...... ·. . . . . . . . Physical Geography . . .. . . . . .. .. . . .. . . . . . . . . . . Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~~~~ ! ! I I unit unit unit unit unit ·:::::::::::::::::::::::::::::::::::::: ~ :! Physics . . . . . . . . . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . Chemistry . . . . . . . .. . .. .. . . . . . . . . . . .. . . .. . . . .. . General Science . . . . . . . • . . . . . . . . . . . . . . . . . . . . . . Mechanical Drawing • • . . . . . . . . . . . . . . . . . . . • . . . . Free Hand Drawing. .. .. . .. .. . . . .. .. . .. .. .. . .. Civics . . . . • . • . . . . . • • • . . . . . • . • . . . . • . . . . . . . . . . . . Problems of American Democracy. . . . . . . . . . . . . . Economics . . . . . • . . . . . . . . . . • . . . . . . . . . . . . . . . . . . . I unit unit I unit I unit 1 unit ! unit 1 unit I unit I I In order that the candidate may learn promptly what action is to be taken on hls application for admission, blank forms on which grades and subjects are to be recorded are sent directly to the principal of his school. The candidate should send the name and address of the principal to the Dean early in the spring of the year in which the candidate hopes to enter. Admission by Certificate. Graduates of accredited high schools giving a four-year course, and graduates of accredited private schools, academies, and preparatory schools are admitted without examination provided their certificates of graduation fully cover the fifteen units required for admission. A<hnission by Examination. Candidates who are not able to present the fifteen units of entrance credits in the regular manner will be permitted to take entrance examinations. Detailed information as to the work re, quired in any subject will be supplied by the Dean upon application. Entrance examinations will be given at the college in September ' as indicated on the College Calendar. �28 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE In place of the examinations at St. John's, the candidate may take the regular examinations of the College Entrance Examination Board in June. The place nearest Annapolis where these examinations are held is the Johns Hopkins University, Baltimore, Md. Candidates desiring further information about these examinations should communicate with the Dean. Every application for examination which reaches the Secretary . of the Board on or before the scheduled date should be accompanied by an examination fee of $ro.oo, which may be remitted by postal order, express order, or draft on New York to the order of the College Entrance Examination Board. An application which reaches the Secretary later than the scheduled date will be accepted only upon payment of $5.00 in addition to the regular examination fee. When a candidate has failed to obtain the required blank form of application the regular examination fee will be accepted if the :. fee arrive not later than the date specified above and if it be accompanied by a memorandum with the name and address of the candi. ·date, the exact examination center selected, and a list of the sub· jects in which the candidate is to take the Board examinations. Candidates who have failed to file applications for examination may be admitted by the supervisor to all examinations except the Scholastic Aptitude Test upon payment of a fee of $5-00 in addition to the regular examination fee. Such candidates should present themselves at the beginning of the period of registration. They ' will receive from the supervisor blank forms of application which must be filled out and transmitted to the Secretary of the College Entrance Examination Board. In order to exhibit their tickets of admission, to learn their examination numbers, and to obtain seats in the examination room,· candidates should report for a morning examination at 8: 45 and for an afternoon examination at 1: 45. An examination will close for candidates admitted late at the same time as for other candidates. The examinations will be held in accordance with the time, Standard Time or Daylight Saving Time, observed in the local schools. No candidate will be admitted to the Scholastic Aptitude Test :. late, that is, after 9: oo a. m. The Scholastic Aptitude Test, which will be held on the morning of Saturday, June 25, 1932, may be taken upon the completion of the school course or at the end of the third year of secondary school '. work. Each candidate desiring to take this test, even though he is i. to take no other examination, must file with the Secretary of the College Entrance Examination Board the usual application for COLLEGE ENTRANCE EXAMINATION BOARD EXAMINATIONS OF JUNE 20-25, 1932 The College Entrance Examination Board will hold examinations in June, 1932, at nearly 400 points in the United States and abroad.. A list of places at which examinations will be held will be published about March l, 1932. Requests that the examinations be held at particular points should be transmitted to the Secretary. of the College Entrance Examination Board not later than February 1, 1932. Detailed definitions of the requirements in all examination sub- , jects are given in a circular of information published annually about , December r. Upon request to the Secretary of the College Entrance Examination Board a single copy of this document will be sent to i any teacher without charge. In general, there will be a charge of twenty-five cents, which may be remitted in postage. All candidates wishing to take these examinations must make application by mail to the Secretary of the College Entrance Ex- · amination Board, 431 West n7th Street, New York City. Blank forms for this purpose will be mailed by the Secretary of the College Entrance .Examination Board to any teacher or candidate upon request by mail. The applications and fees of, all candidates who wish to take the examinations in June 1932 should reach the Secretary of the Board · not later than the dates specified in the following schedule :· For examination centersIn the United States east of the Mississippi River or on the Mississippi ................................... May 30, 1932 In the United States west of the Mississippi River or in Canada ......................................... May 23, 1932 , Outside of the United States and Canada, except in Asia .. May 9, 1932 In China or elsewhere the Orient ................... April 25, 1932 in 29 �'i i 1 1I 30 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE examination. Application blanks will be sent to any teacher or · candidate upon request by mail to the Board. If the Scholastic Aptitude Test is taken in connection with other examinations no additional fee is required ; if taken alone the fee is $10.00. A week or more in advance of the Scholastic Aptitude Test each candidate who is to take the test will receive a booklet containing, with explanations and instructions, a specimen test, the blank spaces · of which are to be filled in by the candidate. In order to secure admission to the test the candidate must present not only his ticket , of admission but also this booklet with the spaces filled in as re- 1 quested. The supervisor will admit no candidate to the examination room without this booklet. Admission on Trial. Certain students who, although they are unable to present certificates covering the required fifteen units, give sufficient evidence of their ability and their will to do satisfactory college work are admitted on trial. Students who are admitted on trial are, at the time of admission, told exactly what prescription must be fulfilled to make up their deficiencies. As soon as these prescriptions are fulfilled and the student has presented a satisfactory record in his college work, he is relieved from trial. ' • ; . Admission as Special Students. Mature students presenting evidence of exceptional intellectual ability, who lack the requisite entrance units, may be admitted as special students. If, at the end of the second year, such students hav~ attained a general average of C and have completed the re- · quirements for promotion to the Junior Class, they will be given full 1'. Junior rating and will be allowed to continue in college. ·· Candidates fo:i: admission whose previous schooling has been interrupted or irregular, who desire credit for information gained vocationally or by private study, or who graduated from high school • a number of years before seeking admission, will be required to take examinations whenever a question of preparation arises. It .: is also advised that all those who expect to take examinations · comm~nicate with the Dean in regard to their credit by June 1st. 31 · Students who have graduated from an approved college may also be admitted as special students, but in no case are they admitted as candidates for a graduate degree. Admission to Advanced Standing. All students coming to St. John's from other institutions and desiring advanced standing, must first submit official statements from such institutions showing a list of courses pursued after entrance at those institutions, grades attained, and an honorable dismissal. Examinations may be required by the Committee on Admission. EXPENSES For students entering St. John's College in September, 1929 and thereafter the fixed charges are as follows : Tuition . . . . . . . .. . . . . . . . . . .. . . . . . $JOO per year Room rent . . . . . . . . . . . . . . . . . . . . . . I 50 per year Board . .. . . . . . . . . .. .. .. . . . . . . . . . . JOO per year Medical fee .. . .. . .. . . . . .. .. . . . . . IO per year Athletic fee . . . . .. .. . . . . . . . . . . . . . IO per year IO per year Student activities fee............. Total . . . . . . . . . . . . . . . . . . . . . . . $78o per year This total of $78o for the year will be payable as follows : $240 on September 23rd, $225 on November 30th, $165 on Febru, ary 11th, and $150 on April 30th. No fees or charges will be '· refunded. The following table indicates the distribution of these charges: Payable -Sept. 23 ................ Room rent ............. ·, Board ................. $go 45 90 Medical fee ............. 5 ' Athletic fee ············ 5 ·· Student activities fee .... 5 Total .............. $240 Payable Nov. 30 $go 45 90 Payable Feb. I I $60 JO 60 5 5 Payable April 30 $JOO ISO JOO IO IO IO $ISO $780 s ~25 $I65 Total $60 JO 60 For each new student there is also a matriculation fee of $15 ;••payable when the application for admission is filed. With the excep; tion of traveling expenses, laundry, laboratory fees, and incidentals, . $800 will cover actual college expenses for the year. �iI 32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE State appropriations and endowment funds enable St. John's to maintain its faculty, its living conditions, and its physical plant at these reasonable charges. Except for the first payment, bills are issued fifteen days before the date on which they are due. Delinquent accounts are reported to the Dean five days after the date on which installments are \ payable. Special Fees. Special fees are charged in scientific courses to cover the expenses for material, specimens, etc. The laboratory fee is specified under the description of the individual courses in Biology, Chemistry, and Physics. Laboratory , fees for half courses in the first half-year are payable September 23rd; for half courses in the second half-year on February nth. Fees in full courses are payable half on September 23rd and half on February r rth except where the fee for the full year is $25 when the payments are $15 on September 23rd and $10 on February nth. Students are also charged for breakage for which they may be responsible in the laboratories. For all graduates there is a diploma fee of $10.00 payable before · Commencement Day. 1 Additional Course Fees. The regular tuition fee provides for a limited number of courses. No freshman may carry a program of less than four courses or more than five courses, except with approval of the Dean. Courses in excess of five will involve payment of a $60.00 fee for a full , course and $30.00 for a half course. Students who are successful in · anticipating English r by examination are charged the additional course fee for all courses in excess of four both in the Freshman and Sophomore years. In the case of all Seniors, Juniors, and those Sophomores who took five courses in their Freshman year, the regular tuition fee provides for four courses only. Courses in excess of four for these men will involve an extra charge of $60.00 for a full course and $30.00 for a half-course. 33 Sophomores who took only four courses (including English I) in their Freshman year are allowed to take five courses without involving extra course fees. Additional course fees are not payable until April 30th. : Students in Residence. All students not living at home with their parents are required to live in college buildings (all fraternities are housed in college buildings) and to eat in the college dining hall. Room Assignments. Any student previously registered in college may, if he wishes, retain the room to which he has already been assigned. Each student must indicate his desire concerning rooming arrangement for next year before May first. Application blanks will be distributed by the Auditor's office. Men wishing to room together must file their applications together. Assignments will be announced before May , fifteenth. Freshmen are assigned to rooms in the order of their acceptance by the Committee on Admission. Whenever practicable, the assign.ment is announced before college begins. No room assignment can be made and no reservation held until the candidate has paid his matriculation fee of $15 to the College. Rooms. Rooms in the halls of residence may not be occupied before noon of the Saturday preceding the opening of college except in the case of men who are returning to college early with the permission of the Dean. Rooms in the halls of residence may not be occupied during Christmas or Easter recess except by permission of the Dean. E51ch room is provided with the necessary articles of furniture : .bed, mattress, and pillow; chiffonier; study table; chairs. Rugs and window draperies are not provided. Bed linen and blankets are . , to be supplied by the student. 2 �--.i ,, 34 CATALOGUE OF ST. JOHN'S COLLEGE Dining Hall. The dining hall will be closed at any time when college is not in ', session, except for a holiday of only one day. Only breakfast and luncheon will be served on Wednesday before the Thanksgiving recess and only supper on Sunday, the day preceding the resumption of classes after Thanksgiving. Only breakfast will be served on the morning of the first day of the Christmas and Easter recesses, and only supper will be served on the day preceding the resumption of classes. II CATALOGUE OF ST. JOHN'S COLLEGE 35 SENIOR FELLOWSHIP The Senior Fellowship was created by the Board of Visitors and Governors in November 1928. The resolution of the Board as amended at the meeting in May 1930 follows: For the purpose of improving the scholarship and elevating the intellectual outlook of the student body of St. John's College, and for the further purpose of making clear the difference between academic freedom as a reality and academic freedom as a mere form of words, it is Resolved: 1. That there are hereby established the Senior Fellowships of St. John's College. 2. That annually there shall be elected at the last quarterly meeting of , the Board, before Commencement of each year, not more than three members of the Junior Class of that year, to be Senior Fellows of St. John's College during the following year. 3. That election to the Senior Fellowship1 shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommendation of the President and Faculty. In making nominations and recommendations for the Senior Fellowships the President and Faculty shall take into consideration, and be guided by, not merely the academic grades attained by the students during the first three years of their course, though due weight shall be given to these grades; but also, and chiefly, by the interest in, devotion to, and promise of notable achievement in the intellectual life, as evidenced by the work and attitudes of the students during the first three years of their course. 4. That the sole requirement which shall be made of a Senior Fellow after his election shall be that he must be in residence at St. John's College during the academic year following his election. During the year of tenure of his Fellowship the Fellow shall not be required to attend classes, or to take examinations, or to pay any fees whatever to the college. At the end of the year of the Fellowship the Fellow shall be given his degree in course. During the tenure of his Fellowship the Fellow shall be given complete and absolute freedom to pursue the intellectual life in residence at St. John's College in whatever manner and direction he himself chooses, as the guest of the college. 5. That a Senior Fellowship can be terminated during the year of its tenure only because of the commission of a crime, as defined by the laws of the State of Maryland, by the Fellow; or because the Fellow becomes insane, as defined by the laws of the State of Maryland. 6. That this resolution shall become operative and go into effect immedi· ately upon its passage, and that announcement of the existence of the Senior Fellowships of St. John's College, and the conditions of their award and tenure shall be made in all future catalogues of the college. HOLDERS OF SENIOR FELLOWSHIPS 1929-30. Robert John Klingenburg, '30. 1930-31. Philip Irvin Bowman, '31. Samuel Peaco Chew, Jr., '31. 1931-32. Robert Lemmon Burwell, Jr., '32. Henry Soladay Shryock, Jr., '32. I �- - -----.. ii CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE STUDENT AID 36 oreign Scholarships. ·:; To foreign students a limited number of scholarships providing 'free tuition and room rent. Holders of such scholarships may be 1equired to do five hours' work weeldy, if the college so requests, J,Ssisting language departments, tutoring, etc. The scholar is ex~cted to pay the regular charge for board ($300), the matriculation f!ee ($15), and the medical, athletic, and student activities fees [<$10 each). Students are aided somewhat in meeting the expenses of a college• · education at St. John's by certain scholarships paid from the income of funds in the hands of the Treasurer or in return for the aid • appropriated each year by the State of Maryland. Student waiters, · who are employed in the dining hall, are ordinarily upperclassmen, · men who have proved themselves worthy of this aid by their records in scholastic work and in activities. A few upperclassmen are ' employed each year as technical assistants in laboratories. By the generosity of friends and alumni of the college, there is also a Student Aid Fund, the income of which is used in loans to students who unaided could not meet the necessary expenses. These loans are executed under the same conditions as bank loans, but • they bear interest at the low rate of I per cent per annum, and are ..· not payable until two years from the date on which the student graduates or leaves the college. Upon some payment on the prin- · cipal, they may at that time be renewed at the legal rate of interest, 6 per cent. Recipients o:f these student aid loans are required to maintain an average of C in their college work to retain the aid. Applications from students now in college who have not maintained a C average can not be approved by the Committee on Financial Aid. Aid awarded for one year does not commit the college for any future award. All of these aids (except the scholarships awarded by the State. ; of Maryland) are to be applied for formally on the application blank provided by the Committee. Students in St. John's College must apply before June 1st. Prospective students must file their applications before September rnth. SCHOLARSHIPS Merit Scholarships. Two scholarships providing free tuition will be awarded by the Faculty on recommendation of the Dean, one to a member of the freshman class, and one to -a member of the sophomore class, who by their character and their attainments in scholarship and undergraduate life have demonstrated their capacity for leadership. These scholarships are tenable for one year. 37 verdy Johnson Scholarship. t. To a student planning to go into the graduate study of inter- ational relations, a scholarship providing free tuition. Awarded 1812, Minister to Great Britain in 1868. t in memory of Reverdy Johnson, of the Class of 'The J usserand Scholarship. To a French student, a scholarship providing free tuition, board, and room rent. Awarded annually in honor of Former Ambassador ;:Jusserand. The scholar is expected to pay the matriculation fee i($15), and the medical, athletic, and student activities fees ($IO 1 each). :The Matthew Fontaine Maury Scholarship. ' Awarded by the United Daughters of the Confederacy to a 'ltudent of exceptional character and scholarship and established \Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic '!record. · ' ·'Scholarship of the Southern Maryland Society. ;. Awarded by the Southern Maryland Society to a student who .enters St. John's College from that section of Maryland represented · y the Southern Maryland Society.· This scholarship covers tuition, ·board, and room rent and is renewable, provided the appointee akes a creditable record in his college work. Scholarship of the Colonial Dames of America. \- Awarded by the Colonial Dames of America to a student of . usual ability and integrity. The applicant is expected to submit 'evidence that he is of colonial descent and that he himself reveres �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the ideals and standards of his forbears. This scholarship covers tuition, board, and room rent and is awarded for four years unless•. the appointee fails to maintain the required standard in his academic, record. COURSES OF INSTRUCTION 38 The Clifton C. Roehle Scholarship. The income of six thousand dollars, the bequest of Mrs. Anna, M. D. Roeltle, awarded annually in memory of her son, Clifton c.• Roehle. ' State Scholarships. To one student from each county of Maryland, and one student from each of the legislative districts of Baltimore City, a " Sena-', torial scholarship," providing free tuition, board, and room rent." Candidates for these scholarships should consult their County Board of Education for information regarding the competitive. examination. To one student from each county of Maryland and one from each of the legislative districts of Baltimore city, a "tuition scholar-· ship " providing free tuition. Candidates for these scholarships · should consult their County Board of Education for information. regarding the competitive examination. Retention of Scholarships. In case any student holding a scholarship fails to pass all his' courses at the end of the college year with a general average of C, '· the faculty will recommend that his scholarship be forfeited. If. a student holding one of these scholarships leaves college for any reason before the end of the year, the scholarship held by him shall be declared vacant and cannot be re-awarded before the beginning· of the next academic year. Student Aid Loan Fund. Awards from the Student Aid Loan Fund are made in different · amounts varying according to the need and merits of the candidate. : In order that the greatest number of worthy men may be aided, : loans are ordinarily made to cover tuition or room rent or board, · rarely two of these. The regulations governing the fund provide that repayments are·{ immediately available for additional loans. The amount of money• · for use each year varies, therefore, considerably. 39 : Freshman courses are numbered from I to IO and I I to 20, ?ophomore courses from 21 to 30, Junior courses from 31 to 40, ' enior courses from 41 to 50. A course offered to any specific , ass is ordinarily open to any member of a higher class. A udent may register for any course offered to a higher class rovided he obtains the permission of the instructor concerned nd the approval of the Dean. Courses not given in the current 1.cademic year are bracketed. All courses are full courses running · roughout the year except where designated by 1 hf or 2 hf. The Roman numeral in parentheses after the name and number each course indicates the examination group to which the course ·is assigned. . of 1· I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART P11onss0Rs BROWN (Chairman), ARNAUD, BACON, FITZGERALD, GROPP, HALSEY, KUEHNEMUND, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS ART Survey of the History of Art. (m) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at IO. PROFESSOR SCOFIELD. The History of Painting in Western Europe.] From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives and to the great painters of the Renaissance in Italy ; during the second half-year to the Flemish primitives .and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR SCOFIELD. �40 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Contemporary Literature. Art 32. The Art of Classical Antiquity. 41 (v) A study of the Greeks and Romans as we know them through their fine and applied arts. · A study of American and European art and social thought in poetry, prose fiction, and the drama. M-W-Fat8. M-W-F at PROFESSOR SCOFIELD. Art 4r. The Background of American Life. II. PROFESSOR HALSEY. ENGLISH English I. Section Section Section Section Section IO. A ; T-Th-S at IO. PROFESSOR SCOFIELD. B ; T-Th-S at 9. PROFESSOR STARR. C; M-W-F at 9. PROFESSOR BROWN. D ; T-Th-S at IO. MR. RODGERS. E ; T-Th-S at 9. MR. RODGERS.· General Literature.] An introduction to the study of literature, with class discussions, independent readings, and written reports. This course is ·offered as an· elective for students who are excused from the prescribed course in. English Composition. T-Th-S at .8.. Omitted in 1931-32. English 2I. The Modern Drama.] A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. T-Th-S at 9. Second half-year. Omitted in 1931-32. Grammar, Composition, and Prose Forms. The course is intended to supply students with the elements of English· Grammar and the English Language as a useful tool. Frequent papers;: conferences; collateral reading. Required of all Freshmen unless they. pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. [English PROFESSOR BROWN. (IV)' A study of Colonial America, its architecture, its furniture, its silver~· . glass, and pottery. Lectures, discussion, and conferences. Frequent' opportunity will be given the student to examine the materials of the' course at first hand. The course is open to selected students. W-F at I. . PROFE:SSOR BROWN. Survey of English Literature. A study of the main tendencies of English Literature froin Beowulf to the present time, with readings in great or characteristic writers and, in social backgrounds. Required of all Sophomores who propose to major in English. · M-W-F at 10. PROFESSOR STARR. PROFESSOR SCOFIELD. The Bible as Literature : The Old Testament.] A reading course in the literature of the King James Version of the Bible. T-Th-S at 8. First half-year. Omitted in 1931-32. . [English 27 2hf. The Bible as Literature: The New Testament.] T-Th-S at 8. Second half-year. Omitted in 1931-32. '[English 28 1 hf. The Legend of King Arthur.] The historical Arthur of the sixth century will be discussed in relation to the romantic figure of the Middle Ages, especially in Geoffrey of Monmouth and in Malory. The later stories of Arthur down to Tennyson and Edwin Arlington Robinson will be included. :M-W-F at 9. · First half-year. Omitted in 1931-32. 3 PROFESSOR STARR. �CATALOGUE OF ST. JOHN'S COLLEGE 42 [English 29 2 hf. English Nautical Literature.] · The course will discuss particularly sea-stories in English from Beowul( to John Masefield. Especial emphasis will be placed on the sea-novel. · Defoe, Smollett, Marryat, Cooper, Melville, and Conrad will be studied: carefully. M-W-F at9. Second half-year. Omitted in 1931-32. PROFESSOR STARR. [English 30 2hf. Advanced Composition.] Practice in the writing of prose, chiefly narrative. consent of the instructor. Hours to be arranged. Second half-year. Omitted in 1931-32. [English 31. Types of Literature.] A study of the various types of poetry in the first half-year, of prose ' in the second half-year. Intended primarily for students whose major · subject lies without the field of literature. Omitted in 1931-32. PROFESSOR B:ACON. English, 32. The Nineteenth Century. This course is intended to give a comprehensive view of the poetry ' and the prose (including the novel) of -the nineteenth century, from· Byron to Oscar Wilde. The change from the romanticism of the early ' nineteenth century poets to that of the Victorians, and the gradual development of the didactic purpose in prose of the period will be especially emphasized. There will be frequent class-room discussions, · and occasional papers. T-Th-S at IO. PROFESSOR STARR. [English 33. The Seventeenth Century.] Particular attention will be paid to John Donne and his School, Ben Jonson, Milton. Dryden, and the Restorationi Dramatists. Hours to be arranged. Omitted in 1931-32. PROFESSOR STARR. CATALOGUE OF ST. JOHN'S COLLEGE 43 ·[English 34 1 hf. The Drama from 1588 to l8oo.] A study of the English Drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English T-Th-S at 9. First half-year. Omitted in 1931-32. 21. PROFESSOR SCOFIELD. The Eighteenth Century. (1x) English Literature from 1688 to the death of Shelley. The important writers of the Restoration, the Eighteenth Century, and the French Revolution will be studied with their political. social, and intellectual backgrounds. Admission by consent of the instructor. Pre-requisite: English Th from 9 to II. 21. PROFESSOR BROWN. '{English 36 1hf. Romantic Poetry of the Eighteenth Century.] A survey of English romantic poetry from .Anne of Winchelsea to Wordsworth. Important poets studied will include Thomson, Gray, Cowper, Coleridge, and Wordsworth. Tuesday at 10. First half-year. Omitted in 1931-32. PROFESSOR STARR. ·fEnglish 37 2 hf. Romantic Poetry of the Nineteenth Century.] Byron, Shelley, Keats, Arnold, Browning, Tennyson, -and Swinburne will be studied in detail. Tuesday at 10. Second half-year. Omitted in 1931-32. PROFESSOR STARR. �'l i I 44 CATALOGUE OF ST. JOHN'S COLLEGE [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the:; New England school; Cooper, Poe, Hawthorne, Melville, and Whit-, man· the Frontier and the South. 'When possible this literature will be studled as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. M-W-F at IO. Omitted in 1931-32. 41. Chaucer. The Prologue and ten of the Canterbury Tales will be carefully read in 1 class. In addition the minor poems, The Boak of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important ' works of the fourteenth century, especially Gawain and the Green , Knight and The Pearl will be read. M-W-F at PROFESSOR STARR. [English 43. Medireval Literature.] A Study of the most important writings in English from the twelfth to : the fifteenth Centuries. Pre-requisite: English 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR STARR. English 45. Shakespere. A general course with little emphasis on technical problems. first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. Special attention will be , given to Shakespere's theory of tragedy and to the philosophical and religious views contained in his principal plays. M-W-F at A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-F at 3. English 1 IO. PROFESSOR BROWN. PROFESSOR SCOFIELD. 50 hf. English Conference. Course 50 is intended for those who like to read widely and independently. The subject matter of the course will vary with each student, according to his needs and inclinations. Members of the course will meet the instructor once a week individually, or in small groups. Papers on assigned topics will occasionally be required. Half course extending throughout the year. Hours to be arranged. PROFESSOR STARR. 11. Required of those English Majors who desire the recommen- •, dation of the Department for graduate study. . 45 (xx) ' nglish 49. The Novel. PROFESSOR BROWN. [English 39. American Literature from 1870.J M-W-F at 1. Omitted in 1931-32. PROFESSOR BROWN. English CATALOGUE OF ST. JOHN'S COLLEGE FRENCH I. Beginning French. (xvr) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at II. PROFESSOR ARNAUD. Intermediate French. (xvu) Review of basic principles : grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French I, or two years of high school French. Section A; M-W-F at 9. PROFESSOR ARNAUD. Section B; M-W-F at IO. PROFESSOR ARNAUD. ~French 11. Introduction to French Literature. (rv) A summary view of French literature illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: French 2, or three years of high school French. M-W-F at 11. PROFESSOR SEGALL. �---~ 'I ,I 46 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 4i. Nineteenth Century · and Contemporary French Literature. (VI) French 13. French Composition and Conversation. Required of French Majors. , Pre-requisite : French I, or two years of high school French. : M-W-F at I. PROFESSOR SEGALL. French 15 1 hf. French Literature and Civilization. From the origins to the French Revolution. In English translations. M-W-F at IO. First half-year. A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neo-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite : French 11. M-W-F at 2. PROFESSOR SEGALL. PROFESSOR SEGALL. French 16 2 hf. French Literature 'and Civilization French Revolution. Open only to men who stand in the first three groups of the ' Rank List. M-W-F at IO. Second half-year. PROFESSOR SEGALL. French 21. Voltaire. A study of his life and works. Aspects of Voltaire as a poet, conteur, · dramatist, historian, wit, correspondent, etc. His debt to foreign litera- : ture ; his influence. Lectures and collateral reading in French and English. M-W from 4 to 5: 30. PROFESSOR ARNAUD. [French 25. Sixteenth Century French Literature.] Hours to be arranged. Omitted in 1931-32. PROFESSOR ARNAUD. [French 3I. Eighteenth Century French Literature.] The literary movements of the Age of Reason and· their relations to the social and political conditions of the period. Outstanding authors, · such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, : will be studied in some of their representative works. A good reading • knowledge of French is required. Pre-requisite : French 11. M-W-F at2. Omitted in 1931-32. PROFESSOR SEGALL. 47 GERMAN I. Beginning German. (xvi) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. PROFESSOR GROPP. ·Section B; M-W-F at II. PROFESSOR GROPP. Intermediate German. (11, VIII) Review of basic principles: grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Pre-requisite: German I, or two years of high school German. Section A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B; T-Th-S at 8. PROFESSOR GROPP. German 20. Modern Literature. (v1) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German IO, or three years of high school German. M-W-F at 2. PROFESSOR KUEHNEMUND. Scientific German. ( v) Intended for students specializing in sciences. Pre-requisite: German IO, or three years of high school German. M-W-F at 1. PROFESSOR GROPP. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 48 bi-eek 23 1 hf. History of Classical Mythology. German 25. Introduction to the History of German Civilization. 49 (v) Study of the Myths as they appear in Ancient and Modern Literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. A lecture course in English, with outside reading and written reports. , To give any student an opportunity to become acquainted with German life, thought, and art in the past and present time. M-W-F at r. M-W-F at r. MR. KIEFFER. PROFESSOR KUEHNEMUND. Homer, the Odyssey. [German 26. History of German Civilization during teenth and Twentieth Centuries.] Readings from the second Homeric poem; study of its literary influence. A lecture course in English, with outside reading and written reports. ' The course offers to any student an opportunity to become acquainted with German life, thought, and art in the past and present time. Some · account of the Germans in America will be included. Pre-requisite : Greek M-W-F at IO. MR. Pre-requisite: German 25, or History 2I with consent the instructor. M-W-F at r. Omitted in 193I-32. Pre-requisite: Greek 2r. M-W-F at 9. Omitted in I931-32. GREEK Greek r. Beginning Greek. Elements of grammar and composition; readings from simple texts. M-W-Fat II. MR. KIEFFER. Gr~ek 21 1 hf. Xenophon. Reading of the first four books of the ANABAsrs. Pre-requisite : Greek M-W-F at IO. First half-year. , [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] I PROFESSOR KUEHNEMUND. 1. KIEFFER. Plato ; Greek Tragedy.] German 40. Problems of Current German Life and Thought. Tuesday at 7: 30 p. m. I. Readings from Plato. Study of two representative plays of the tragic poets, together with the historical development of the Greek theatre. PROFESSOR KuEHNEMUND. Open only to men majoring in German. In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. Pre-requisite: Greek 2r. r-Th-S at II. Omitted in 193I-32. Greek 34 2hf. History of Greek Tragedy. (v) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. M-W-F at r. Second half-year. MR. KIEFFER. (m) . MR. KIEFFER. �50 CATALOGUE OF ST. JOHN'S COLLEGE Greek 36 2hf. Greek Cults and Religious Pradice. A study of the origins and development of the forms, rites, and beliefs of Greek religion from the earliest times to the establishment of · Christianity. Open only to Juniors and Seniors with the consent of the instructor. Will be offered only if there is· sufficient! demand. T-Th at 1. Second half-year. MR. KIEFFER. [Greek 4I hf. Greek Prose Composition.] Study of the structure of the language by means of composition in Greek. Both set exercises for translation and original composition will · be used. Half-course running throughout the year. Hours to be arranged. Omitted in I93I-32. LATIN [Latin r. Beginning Latin.] Elements of grammar and composition; first four books of Cresar's Gallic Wars. T-Th-S at IO. Omitted in I93I-32. [Latin 11 2hf. Nepos and Sallust.] Readings principally from Cornelius Nepos, together with study of Latin. prose composition. General introduction to Roman ; civilization. Pre-requisite: Latin I, or two or three years of high school Latin. T-Th-S at II. Second half-year. Omitted in I93I-32. Latin I2 2 hf. Virgil, JEneid. Reading of the first six books of the Aeneid. Study of the literary and historical value of Virgil and the epic as a · poetic form. Collateral study of the literature and history of the Augustan Age. 51 CATALOGUE OF ST. JOHN'S COLLEGE . Pre-requisite: Latin I, or two or three years of high school Latin. T-Th-S at IO. Second half-year. MR. KIEFFER. .Latin I3 1 hf. Cicero, C::esar, and the Historians. (x) Selections from Cresar not read in high school, from Cicero's Orations, Sallust, and Livy. Pre-requisite: Latin I, or two years of high school Latin. T-Th-S at IO. MR. KIEFFER. IS. Roman Law. (rx) Rt;!!:dings principally from the Institutes of Justinian. Study of the development of legal procedure and the Roman constitution. For prospective law students. Pre-requisite : Latin T-Th-S at 9. I, or two years of high school Latin. MR. KIEFFER. Lyric Poetry of the Golden Age.] Careful survey of Latin poetry from Ennius to Juvenal, completed with intensive study of the works of Horace and Catullus in their literary and historical backgrounds. Pre-requisite: Latin I I and I2, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in I93I-32. ·[Latin 22 2 hf. Silver Latin: Tacitus, Martial, Juvenal.] M-W-F at 2. Second half-year. Omitted in I93I-32. '[Latin 23 1hf. Letters of Cicero and Pliny.] Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. �52 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite : Latin I I and I2, or four years of high school ' Latin. M-W-F at 2. First half-year. Omitted in I93I-32. [Latin 24 2 hf. Plautus and Terence.] Reading of a representative play of each ; study of the antecedents, development, and historical influence of the Roman theatre. M-W-F at 2. Second half-year. Omitted in ~931-32. Study of the structure of the language by means of Composition in Latin. ~oth set exercises for translation and original composition will be used. Half-course running throughout the year. Thursday at 2. Omitted in I93r-32. Class study of Lucretius' De rerum natura, Cicero's Tusculan Disputations, Seneca's Moral Essays, with collateral readings in other philosophical works of Cicero, in Virgil, Manilius, and others. Pre-requisite: Latin 21, 22, 23, or 24, or four years of high school Latin passed with grades of B or better. T-Th-S at II. MR. KIEFFER. SPANISH (I) Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. PROFESSOR FITZGERALD. Pre-requisite: Spanish r, or two years of high school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. Introduction to Spanish Literature. (xv) A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Spanish Composition and Conversation. (v1) .A study of Spanish syntax ; original compositions ; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite : Spanish 2, or three years of high school Spanish. M-W-F at 2. PROFESSOR FITZGERALD. [Spanish 25. Spanish Life and Culture.] Latin 33. Roman Philosophy and Science. M-W-F at 8. (n) Review of basic principles : grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite : Spanish 2, or three years of high school Spanish. M-W-F at II. PROFESSOR FITZGERALD. [Latin 3I hf. Latin Prose Compostion.] Spanish 1. Elementary Spanish. •Spanish 2. Intermediate Spanish. · 53 A study of the cultural background of Spanish civilizati~n as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, read· ings, discussions, reports. Not open to Freshmen. Hours to be arranged. Omitted in I93I-32. PROFESSOR FITZGERALD. [Spanish 3r. Modem Spanish Novel.] A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors ; reports and discussions ; individual collateral reading and reports. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. Omitted in I93I-32. PROFESSOR FITZGERALD. �11 54 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 35. International Economic Problems. [Spanish 4I. Spanish Drama.] Lectures on the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish II, or four years of high school Spanish. M-W-F at 3. Omitted in I93I-32. PROFESSOR FITZGERALD. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, STRYKER, 55 (xr) This course will consist of discussions, readings, reports, and papers on assigned topics on selected problems in International Economics including reparations, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 2r. T-Th-S at rr. MR. DUNCAN. History of Economic Thought. (IV) A conference and reading course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in Economics. M-W-F at 11. PROFESSOR WYCKOFF. AND WYCKOFF, AND MESSRS. DUNCAN AND RODGERS. GOVERNMENT American Government. ECONOMICS Economics 2r. General Principles. A study of the economics of living and an analysis of economic laws. Section A; M-W-F at Section B; M-W-F at IO. IO. PROFESSOR WYCKOFF. MR. DUNCAN. Economics 3r. Industrial Problems. This course will consider problems of industrial relations and the significance of tendencies in the forms of business organization. Pre-requisite: Economics 2r. T-Th-S at 9. PROFESSOR WYCKOFF. (rr) The introductory course required of all students majoring in Government. Origins and development of the American form of government : federal, state, and local. About two-thirds of the year will be devoted ti> the federal government; one-third to state and local government. Empha_sis on present day problems of government, and on the rights, duties, and responsibilities of citizens. The class will meet as a group for the lecture on Monday, and will be divided into three. sections for the additional two hours. · Section A; M-W-F at 9. Section B; M-W-F at I 1. Section C; M-W-F at 2. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 21. Governments of Europe. (rx) The subject of money, credit, and banking will be studied in its relation to investment and corporation finance. A survey rather than specialization will be the purpose of this course. An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms; the rise of autocracies in Italy and Russia, and other recent developments will be studied. Pre-requisite: Economics 2r. T-Th-S at IO. PROFESSOR WYCKOFF. Pre-requisite : Government r I. T-Th-S at 9. PROFESSOR KINGSBURY. Economics 32. Financial Problems. (x) �~~~~~~~~~~~~~ ! 56 CATALOGUE OF ST. JOHN'S COLLEGE Government 23. State and Local Government. CATALOGUE OF ST. JOHN'S COLLEGE (Iv) A more detailed study of the organization and functioning- of state, municipal, and local governments for the student who may go into public life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite: Government M-W-F at II. I 1. PROFESSOR KINGSBURY. Government 31. History of Political Ideas. (m) A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only with 'the consent of the instructor to students whose interests and training fit them for the course. M-W-F at IO. PROFESSOR KINGSBURY. Government 41 1 hf. International Relations. (xvi) A survey of the present-day factors affecting international relations : nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: (1) Government II; (2) Government 21, or Government 31, or History 31. T-Th from I to 2: 30. First half-year. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 42 2 hf. International Organization. (xvi) The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a . , law of nations. Pre-requisite: (1) Government II; (2) Government 21, or Government 31, or HistOry 31; (3) Government 41. T-Th from I to 2: 30. Second half-year. PROFESSOR KINGSBURY. 57 [Government 43 1hf. Political Parties.] The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. Pre-requisite: (1) Government II; (2) Government 23, or Government 3 I. T-Th-S at 9. First half-year. Omitted in 193I-32. PROFESSOR KINGSBURY. [Government 44 2hf. Constitutional Law.] A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisite: (I) Government I I ; ( 2) Government 23, or Government 31. T-Th-S at 9. Second half-year. Omitted in 193I-32. PROFESSOR KINGSBURY. HISTORY History 1. Historical Survey. I (xx) An outline of human development, political, economic, religious, intellectual. Intended for students taking but one course in history and as a pre-requisite for men majoring in history. Section A; T -Th-S at 9. Section B ; T-Th-S at I 1. PROFESSOR STRYKER. . [History 21. Medi::eval European History.] A course in the foundations of modern Europe and America from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at 11. Omitted in I93I-32. I �! I CATALOGUE OF ST. JOHN'S COLLEGE 58 History 23. English History. PROFESSOR HUNTER. History 25. The History of the United States. (xm) A survey of United States history from colonial times to the present. M-W-F at 2. MR. RODGERS. History 31. Modern European History. (xx) An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. Section A; M-W-F at 8. Section B; T-Th-S at 8. PROFESSOR HUNTER. [History 32. Constitutional History.] A study of constitutional development in England and the United States. A lecture course with required readings and semester reports. Pre-requisite : History T-Th-S at IO. Omitted in 1931-32. I (xr) Philosophy 11 1 hf. Logic. IO. or History 23 or Government 1 I. The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Firs~ half-year. PROFESSOR ALLES. Philosophy 12 2hf. Introduction to Philosophy. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. 1 • The study of the development of American economic life from the colonial beginnings to the present. Conducted as a seminar. Pre-requisite: History 25 or its equivalent. Omitted in 1931-32. PROFESSOR HUNTER. (xm) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Pre-requisite: History 25 or its equivalent. T from 2 to 4. The rise and development of the mo~ern political system. Pre-requisite: History 25 or its equivalent. M-W-F at rr. MR. RODGERS. (xx) Philosophy 15. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. PROFESSOR HUNTER. History 44. American History Since the Civil War. (xr) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. [History 34 American Economic History. J History 42. History of American Life. 59 PHILOSOPHY (m) A survey of English history. M-W-F at CATALOGUE OF ST. JOHN'S COLLEGE (xv) Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T-Th-S at IO. PROFESSOR ALLES. �60 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philosophy 34 2 hf. Locke; Berkeley; Hume. (v1) 61 [Philosophy 42 2 hf. Schopenhauer.] An interpretation of Schopenhauer's philo&ophy based on the reading of An interpretation of their philosophy based on the reading of their works. THE WoRLD AS WILL AND IDEA. Pre-requisite: Philosophy I2 or 3I, or the permission of the instructor. M-W-Fat2. Second half-year. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. Omitted in I93I-32. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 35 1 hf. History of Religion. A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 2. First half-year. PROFESSOR ALLES. Philosophy 36 2 hf. Psychology and Philosophy of Religion. (vu) The course falls into two parts : I. The Psychology of Religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. Tlie Philosophy of Religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at3. Second half-year. PROFESSOR ALLES. PSYCHOLOGY Psychology II 1 hf. Introduction to Psychology. A survey course intended to develop some insight into the modern trends in psychology. Outside reading required and emphasized. Section A ; T-Th-S at 10. Section B ; T-Th-S at I I. First half-year. PROFESSOR McLAREN. Psychology I9 2 hf. Educational Theory. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite : Philosophy 3 I. M-W-F at 3. First half-year. Omitted in I93I-32. Section A; T-Th-S at Section B ; T-Th-S at Second half-year. IO. I I. PRoFESSOR McLAREN. ' (vm) Many of the fundamental problems of human behavior will be analyzed from an objective and naturalistic point of view. Pre-requisite: One year of a natural science (preferably Biology) or one year of Philosophy (preferably History of Philosophy). T-Th-S at 8. PROFESSOR McLAREN. PROFESSOR ALLES. (X, XI) A study qf the bearing of modern psychological theories and data upon educational theories and practices. The meaning of education as understood by progressive educators will be discussed and emphasized. The course is especially designed for first-year students and for sophomores. Psychology 30. Advanced Psychology. [Philosophy 4I 1 hf. Plato.] (X, XI) �62 CATALOGUE OF ST. JOHN'S COLLEGE Psychology 3r 1 hf. Social Psychology. CATALOGUE OF ST. JOHN'S COLLEGE (II) A course in social behavior, and the contributions of psychology to the solutions of its problems, rather than a course strictly in the psychology of social behavior. It will stress the individual's social relations, social adjustments, and social control. Pre-requisite: Psychology 2r (General Introduction to Psychology, as given up to r930-31), Psychology II 1 hf or one full course in Biology, Economics, or Philosophy or two full courses in Government. M-W-F at 9. PROFESSOR McLAREN. [Psychology 32 2 hf. The Nature of Human Nature.] In this course an attempt will be made to discover and explain how habit patterns are built into the human organism. Pre-requisite : Psychology r r 1hf or the equivalent. Second half-year. Omitted in r931-32. PROFESSOR McLAREN. Psychology 35 2 hf. Mental Hygiene and Abnormal Psychology. (n) In discussing behavior deviations, an attempt will be made to get at social causes and to steer a realistic course among numerous metaphysical and romantic theories. The course should be of especial value to pre-medical students and to students of literature. Open only to Juniors and Seniors who have already had one full year of Psychology in St. John's College. M-W-F at 9. Second half-year. PROFESSOR McLAREN. [Psychology 4r. Modern Educational Practices.] This course should be taken by prospective teachers as fundamental background :for future study. The course will aim to set up a sound concept of the purpose of education in the broadest sense, and then to discover the best means of achieving the ends of such education. Particular emphasis will be given to organization, administration, teaching methods, curriculum contents, and student activities in high school and college. Pre-requisite: Psychology T-Th from 2 to 3.30. Omitted in r93r-32. II 1 hf, or the equivalent. PROFESSOR McLAREN. 63 III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BINGLEY, EASON, MCFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. (xvm) General principles of animal life, with an introduction to Histology, Embryology, and Genetics; and a survey of the common groups of animals, with laboratory work on the anatomy and physiology of type forms. Two hours of recitation and six hours of laboratory. Laboratory fee, $20.00. Section A; Recitation, M-F at II. Laboratory, W-F from I to 4. PROFESSOR RIDGELY. Section B ; (Pre-medical students) . Recitation, W-F at 2. Laboratory, T-Th from I to 4. PROFESSOR BAYLIFF. Biology r5 2hf. Field Zoology. (xxr) Observation of local animals iri their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. Laboratory fee, $ro.oo. M-S from r to 5. Second Half Year. PROFESSORS APPEL AND BAYLIFF. Biology .I9 2hf. History of the Germ Cells. (1) A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. Pre-requisite.: One year of college biology. Laboratory fee, $ro.oo. Recitation, W-F at 8. Laboratory, T-Thfrom I to 4. Second half-year. PROFESSOR APPEL. �CATALOGUE OF ST. JOHN'S COLLEGE 64 Biology 20 1 hf. Readings in Biology. CATALOGUE OF ST. JOHN'S COLLEGE (xu) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Two hours of recitation. Open only to students who have had no Biology. T-Th at 1. First half-year. 21 1 hf. Comparative Anatomy of Vertebrates. (m) A history of the highest type of animal structure as revealed throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite : One year of college biology. Laboratory fee, $10.00. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. First half-year. 22 2 hf. Embryology of the Vertebrates. (m) A history of the highest type of animal structure as seen in the development of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Rec;itation, W-F at IO. Laboratory, T-Th from 9 to 12. Second half-year. PROFF.SSOR APPEL. (x) A study of the principles of heredity and variation. Laboratory work will consist of experiments in breeding and problems for calculation. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. Second half-year. Biology 36 2 hf. Physiology. (1x) An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory.. Pre-requisite: One year of college work in Biology, Chemistry, and Physics. Laboratory fee, $IO.oo. T-Th-S from 9 to 12. Second half-year. [Biology 37 1 hf. Parasitology.] (u) Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. Pre-requisites : Biology 21 and 22. Laboratory fee, $IO.oo. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. First half-year. Biology 34 2 hf. Genetics. PROFESSOR APPEL. PROFESSOR RIDGELY. Biology 30 1hf. Histology. Pre-requisite : Biology 30. Laboratory fee, $IO.oo. Recitation, T-Th at 8. Laboratory, M-W from 1 to 4. Second half-year. PROFESSOR BAYLIFF. PROFESSOR APPEL. Biology (vm) Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. PROFESSOR APPEL. PROFESSOR RIDGELY. Biology ( Biology 33 2 hf. Microscopical Technique. 65 A study of parasitic organisms as related to medicine and daily life. This course alternates in successive years with Biology 38 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.OO. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12. First half-year. Omitted in 1931-32. PROFESSOR BAYLIFF. �,r.'1 ,., ,:, 66 CATALOGUE OF ST. JOHN'S COLLEGE Biology 38 1hf. Invertebrate Zoology. CATALOGUE OF ST. JOHN'S COLLEGE (:x.) A survey of the invertebrate animals, their morphology, physiology, ' and embryology. Special attention to forms transitional among the phyla. This course alternates in successive years with Biology 37 'hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to I2. First half-year. General Chemistry. An introductory course in which phenomena of chemistry underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four .hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; :Recitation, M-W-F at IO. Laboratory, T-Th from IO to I2. Section B ; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at I. (m) A more comprehensive course in General Chemistry ; the same course as Chemistry I with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry I must take the one hour lecture given in Chemistry ~ on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to I2. (I) Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee, $I5.oo and breakage. Recitation, W-F at 8. Laboratory, W-F from I to 4. First half-year. PROFESSOR MCFARLIN. Chemistry 22 2hf. Quantitative Analysis, Part I. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. PROFESSORS ALLEN AND MCFARLIN. Chemistry 2. General Chemistry for Science Students. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns" and to the separation and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. CHEMISTRY I. Section B; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at I. Chemistry 2I 1hf. Qualitative Analysis. PROFESSOR BAYLIFF. Chemistry 67 Pre-requisite: Chemistry 21. Laboratory fee, $I5.oo and breakage. Recitation, M at I. Laboratory, M from 2 to 4. W-F from I to 4. Second half-year, PROFESSORS ALLEN AND MCFARLIN. Chemistry 3I 1hf. Quantitative Analysis, Part II. (vrn) Continuation of Part. I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. Pre-requisite : Chemistry 22. Laboratory fee, $I5.oo and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from I to 4. First half-year. PROFESSORS ALLEN AND McFARLIN. l �- ---------- 68 ------CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 32 2 hf. Physical Chemistry, Part I. (r) Substances in the gaseous, liquid, and solid states; the structure of matter ; energy changes ; chemical equilibria ; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. Pre-requisite: Chemistry 21 and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 2r. (iv) An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours of laboratory. Pre-requisite : Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at Ir. Laboratory, T-Th from I to 4. 21 PROFESSOR BERNHARD. Physical Chemistry, Part II. (IV) Pre-requisite: Chemistry 32 ; ability to read French and German. M-W-F at II. First half-year. PROFESSOR ALLEN. MATHEMATICS Mathematics I 1 hf. Algebra. M-W-F at 8. First half-year. (m) A seminar course. Two hours a week. Pre-requisite: Chemistry M-W at 10. First half-year. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. PROFESSOR BERNHARD. Chemistry 41 1 hf. History of Chemistry. 69 The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. :I and 33. PROFESSOR V EDOVA. Mathematics 2 2 hf. Plane Geometry. (1) This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. PROFESSOR BERNHARD. PROFESSOR VEDOVA. Chemistry 42. Advanced Organic Chemistry. (vm) Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. Mathematics 11. Introduction to Mathematical Analysis. (xix) This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized : to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. �70 CAT~LOGUE OF ST. JOHN'S COLLEGE Section A; M-W-F at Section B; T-Th-S at Section C; T-Th-S at Mathematics 21. CATALOGUE OF ST. JOHN'S COLLEGE 9. PROFESSOR VEDOVA. 9. PROFESSOR BINGLEY. 11. Mathematics 35. The Elements of Mechanics. (m) Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. l\{ethods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Pre-requisite: Mathematics 11. M-W-F at IO. PROFESSOR BINGLEY. Mathematics 25 1hf. The Mathematics of Finance. (1v) Derivation and application of general formulas for the value of single sums of money, annuities certain, life a~uities, and life insurance. M-W-F at II. First half-year. (IV) A study of the classical and recent statistical methods. M-W-F at II. Second half-year. Mathematics 31. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR \TEDOVA. (x1) In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at II. PROFESSOR V EDOVA.. (x1) Pre-requisite: Mathematics 31. T-Th-S at II. PROFESSOR V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite: Mathematics 33. . Hours to be arranged. PROFESSOR V EDOVA. (vrn) Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive knowledge of the underlying theory. (1x) An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Mathematics 33. Higher Algebra. Mathematic.al Analysis, Part II. A continuation of Mathematics 31 with an introduction to differential equations and functions of .a complex variable. The partial differential equations of physics are studied. T-Th-S at 8.' PROFESSOR BINGLEY. Mathematical Analysis, Part I. Pre-requisite: Mathematics 21. T-Th-S at IO. PROFESSOR BINGLEY. Mathematics 45. Differential Equations. PROFESSOR BINGLEY. Mathematics 26 2hf. Statistical Methods. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. PROFESSOR BINGLEY. Analytic Geometry and the Calculus. 71 PROFESSOR V EDOVA. PHYSICS Physics 21. Elements· of Physics. (vm) This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite: Mathematics 11. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B ; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. �CATALOGUE OF ST. JOHN'S COLLEGE 72 Physics 31. CATALOGUE OF ST. JOHN'S COLLEGE Electricity and Magnetism. Electricity. Beginning with the fundamental ideas underlying Electrical Science · this course explains how such principles may be applied in industry'. ; the arts, and to the problems of everyday life. Three hours of recitation . and four hours of laboratory. Pre-requisite : Physics 21 and Mathematics 21. Mathematics 21 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. 41. This is an advanced course in Electricity. The treatment is largely mathematical· supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. 1 Physical Optics.] PROFESSOR EASON. This course deals with the subject of light very thoroughly, both from • the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and requires thorough. preparation in Mathematics and Chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. Pre-requisite: Physics 21; Mathematics Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. Omitted in 1931-32. 31; Chemistry 2. Hygiene I. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide ; food and the digestion of foods ; heat regulation of the body; removal of waste material from the body; physical exercise; the nervous system; mental hygiene ; diseases in general; particular diseases. One lecture each week from'October 5 to December 7. Required of all freshmen. M at4. DR. MURPHY. PROFESSOR EASON. [Physics 42. Theory of Heat.] An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 21; Mathematics Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1931-32. PROFESSOR EASON. (11) Pre-requisite: Physics 31; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, W-F from 2 to 4. PROFESSOR EASON. [Physics 73 31; Chemistry 2. Physical Training I. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in ·the fall ; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4, MR. NOVAK. 4 �Room Assignments, 1931-32 74 CATALOGUE OF ST. JOHN'S COLLEGE Physical Training 2. Advanced course in Physical Training. Two years of Physical Training . are required of all students. Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily Physical Training 1. T-Th from 3 to 4.30. MR. NOVAK. tie R0<C>lll · Course Room , 21 ...................... McDowell 24 Government 21 .............. McDowell 35 ............... McDowell 24 Government 23 .............. McDowell 32 32 Government 31 .............. McDowell 36 41 : : : : : : : ............... BordleyRandall Government 41 ~hf ........... McDowell 23 House Government 42 'hf ........... McDowell 23 ' ogy 11, Sect~on A .... · Greek 1 .................... Instructor's Section B .... . Study ogy 15'hf ............ . Greek 2Phf ................ Instructor's 0 gy 20 1hf ... · · · · · · · · · · Study logy 21 'hf .. .. .. . .. . .. . Biology Greek 23 1 hf ................ McDowell 35 logy 22 'hf . . . . . . . . . . . . . Building Greek 24 'hf ................ Instructor's logy 30 1 ........... .. hf Study logy 34 2hf ........ · .. .. Greek 34 'hf ................ McDowell 35 logy 36 2hf ........... .. Greek 36 'hf ................ McDowell 24 logy 38 1hf ... : · ...... .. History 1, Section· A ........ McDowell 34 eroistry 1, Sect!on A ... . Section B ........ McDowell 34 ' Section B ... . History 23 .................. McDowell 31 ·emistry 2, Sect~on A ... . History 25 .................. McDowell 36 Section B ... . Chemistry History 31, Section A ....... McDowell 35 eroistry 21 1 ....... · · · hf Lecture Section B ....... McDowell 33 emistry 22 'hf ......... · Room and History 42 .................. McDowell 24 emistry 31 1 ......... · hf Laboratories History 44 .................. McDowell 23 eroistry 32 'hf ......... · Hygiene 1 ................... Chemistry emistry 33 . · · · · · · · · · · · · Lecture emistry 41 'hf ......... · mistry 42 .......... ·.. Room · 1h£ ................. McDowell 21 conomics 21, Section A ...... McDowell 33 Latin 13 Section B ...... McDowell 21 Latin 15 .................... McDowell 23 conomics 31 ............... McDowell 33 Latin 33 .................... McDowell 23 onomics 32 ............... McDowell 33 Mathematics l 1hf ........... McDowell 36 onomics 35 ............... McDowell 24 Mathematics 2 'hf ........... McDowell 21 nomics 41 ............... McDowell 24 Mathematics 11, Section A ... McDowell 36 nglish 1 Section A ........ McDowell 36 Section B ... McDowell 31 ' Section B ........ McDowell 36 Section C ... McDowell 31 Section C ........ McDowell 22 Mathematics 21 ............. McDowell 34 Section D ........ McDowell 22 Mathematics 25 1hf .......... McDowell 34 Section E ........ McDowell 22 !jnglish 21 .................. McDowell 23 Mathematics 26 'hf .......... McDowell 34 ;English 23 .................. McDowell 32 Mathematics 31 ............. McDowell 21 nglish 32 .................. McDowell 23 Mathematics 35 ............. McDowell 31 Mathematics 41 ............. McDowell 22 nglish 35 .................. Instructor's Mathematics 45 ............. Instructor's Study Office English 41· .................. McDowell 36 English 45 .................. McDowell 32 ' Philosophy ll 1hf ............ McDowell 32 nglish 49 .................. McDowell 24 Philosophy 12 'hf ............ McDowell 32 Philosophy 15 ............... McDowell 32 .English 50 hf ............... Instructor's . Study Philosophy 31 ............... McDowell 32 : French 1 ................... McDowell 35 Philosophy 34 'hf ............ McDowell 31 ' French 2, Section A ......... McDowell 35 Philosophy 35 1hf ............ McDowell 24 ·• Section B ......... McDowell 35 Philosophy 36 'hf ............ McDowell 31 . French 11 .................. McDowell 22 Physics 21, Section A ..... }Physics Lec~·French 13 .................. McDowell 22 Section B . . . . . ture Room · French 15 'hf ............... McDowell 22 Physics 31 . . . . . . . . . . . . . . . . and LaboFrench 16 'hf ............... McDowell 22 Physics 43 . .. . . . . . . . . . .. .. ratories . French 21 ............... · · ·McDowell ~ Psychology ll 1hf, Section A .. McDowell 35 . French 41 .................. McDowe Section B .. McDowell 35 German 1, Section A ....... McDowell 31 Psychology 19 'hf, Section A . McDowell 35 Section B ....... McDowell 31 Section B . McDowell 35 German 10 Section A ....... McDowell 21 ' Section B ....... McDowell 31 ·Psychology 30 .............. McDowell 35 German 20 .................. McDowell 23 Psychology 31 'hf ........... McDowell 31 German 21 .................. McDowell 21 Psychology 35 'hf ........... McDowell 31 German 25 .................. McDowell 34 Spanish 1 ................... McDowell 33 Government 11, Section A ... McDowell 32 Spanish 2 ................... McDowell 33 Section B ... McDowell 21 Spanish 11 .................. McDowell 33 Section C ... McDowell 32 Spanish 13 .................. McDowell 33 �76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 77 year course. In half courses the final examination is held at the , end of the course. GENERAL REGULATIONS St. John's College aims to develop in its students a sense of responsibility to the community as well as high standards of scholarship. To this end student self-government is encouraged, and the Student Council deals with many questions of student control. Any undergraduate who is unable to cooperate in maintaining these standards may be required to withdraw from college. Reports. Reports are sent to each student, to his parents, and to his adviser after each grade period, that is, after the November hourexaminations, after the Mid-year examinations, after the March hour-examinations, and at the end of the year. Honor Regulations Each student is expected to conduct himself as a gentleman. The Student Council cooperates with the Dean in enforcing this regulation. Any student who is guilty of any dishonesty will be required to withdraw from college. Grades. Students are graded by letter grades as follows : A, Excellent • B, Very good; C, Satisfactory; D, Passing, but unsatisfactory; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods : at midyears, within four weeks; at finals, within the first six weeks of the following academic year. Amount of Work Required. No regular student may take less than four courses in any year, except in the senior year in case he is a candidate for honors. If the number of courses needed for promotion to the next higher class exceeds four, the student will be required to carry the requisite number for promotion, except by special permission of the Dean. Repeating Courses. A student may not repeat a course which he has passed in order to raise a grade. If a student has received the grade of F in any course, he may atone for the failure by repeating the course or by substituting another course. If the course failed is one required for , the degree or for fulfillment of the major requirement, it must be repeated. Amount of Work Permitted. No student will be permitted to carry more than five courses in any one year except by special permission of the Dean. In no case may more than six courses be carried. The Dean may at any time require that a student's program be lightened, even if special permission for additional courses has previously been granted. Good Standing. In order to remain in good standing, a student must maintain at all times a record which, if it were :final, would entitle him to promotion to the next higher class (to the degree, in case of a senior). Examinations. Informal hour-examinations are held in all courses in both the first and second half-years,. in November and in March, covering the work of approximately the first seven weeks of the half-year. Mid-year examinations are held at the end of the :first half-year, and final examinations are held at the end of the year in each full Requirements for the Degree. A student must have passed seventeen ( 17) full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, have attained grades of C or higher in at least nine (9) of these seventeen courses, and must have secured credit for satisfactory work in the course in Hygiene and in Physical Training during the first two years. �78 CATALOGUE OF ST. JOHN'S COLLEGE Requirements for Promotion.* , For all students entering for the first time in September 1931, or .· thereafter, the requirements for promotion are as follows: To the Sophomore Class : A student must have passed in at least four courses, in two of which his grades must be C or higher. To the Junior Class: A student must have passed in at least nine courses, in five of which his grades must be C or higher. To the Senior Class : A student must have passed in at least thirteen courses, in seven of which his grades must be C or higher. Probation because of Unsatisfactory Scholarship. A student who fails to make at Mid-years a record which, if it were final, would entitle him to promotion, may be placed on probation and warned by the Dean that unless his record improves, his probation may be closed. A student whose record is unsatisfactory as a result of the November hour-examinations is ordinarily warned by the Dean. He may, however, if the record is exceedingly low, be placed on probation in November. A student who at the end of the year fails to make a record . · which entitles him to promotion is dropped to the lower class and placed on probation. . A student who has been dropped to the next lower class because of his failure to satisfy his promotion requirements, and who during his second year in the same class again fails to satisfy requirements for promotion to the next higher class, will have his connec- ' tion with the college finally severed. Men on Probation. Men placed on probation are expected to exert every effort to . regain good standing at the earliest possible moment. Men on probation will be required to maintain a perfect record in attendance; they are not allowed to participate in any athletic contest with varsity teams. If the student is reported for any matter of * Requirements for promotion of all students entering before September, 1931, are as follows: To the Sophomore Class: Four Courses (in addition to Physical Training). To the Junior Class: Nine Courses (in addition to two years of Physical Training). To the Senior Class: Thirteen Courses. CATALOGUE OF ST. JOHN'S COLLEGE 79 discipline while on probation, his probation will, in most cases, be closed without further warning. Probation as Discipline. For failure to maintain an attendance record satisfactory to the Dean, a student may be placed on probation. Unsatisfactory conduct or neglect of any summons from a college officer may also bring the penalty of probation. Relief from Probation. A student who has been placed on probation for disciplinary reasons is relieved from probation promptly when he has demonstrated that he no longer should be on probation. Probation because of unsatisfactory scholarship will ordinarily be lifted at the next grade period if a satisfactory record is then achieved. Attendance at College Exercises. Attendance at all classes and other college exercises is required. The Dean will exercise his discretion in summoning men who may ignore this rule, in warning men against further absences, and in placing men on probation who fail to cooperate. Unexcused absences before or after holidays or recesses will at all times be subject to discipline. Change of Program. Students may drop or add courses with the permission of the Dean, during the first two weeks in either half-year. A charge of $2 is involved by any change after this two week period. Filing of Study Cards. Each student is required to file his study card for the first halfyear before 4 P. M. on Registration Day. Each student is required to file his study card for the second half-year before 4 P. M. on the second Friday in January. Each student is required to file at the Dean's Office before May 14 a list of the courses which he proposes to take during the next college year. This list of courses must have been discussed with his adviser and must be signed as approved by the adviser. For failure to file any study card on time, without valid excuse, the student is liable for a charge of $2. �80 CATALOGUE OF ST. JOHN'S COLLEGE Advisers. Freshmen are assigned to members of the Faculty who will act as their advisers during the Freshman year. These assignments are 1 made with great care to insure sympathetic guidance for each individual. Each prospective Freshman is asked to fill out the Adtnis- •· sion Blank fully so that the Dean may make this assignment wisely. Near the end of the first year (before May first), the student · chooses one subject in which he will do his major work. Before he · chooses the work of the Sophomore year, the student is assigned to · an adviser in the department of his major who will continue in the · capacity of adviser throughout the remaining three years. Registration. All students, both new and old, are required to register on Registration Day. With the permission of the Dean, a student may for a legitimate reason register after this day. Late registration involves the payment of a fee of $5. Excused Absences. If, by reason of illness or other unavoidable cause, absence from classes is necessary, the Dean may excuse the absence. Absence because of illness is excused by the Dean only on recommendation of the college physician. Students must report all illness promptly to the Infirmary. The College Physician maintains <laily office hours at the Infirmary, at which his services are available without charge other ·than the Medical Fee required of all students. Students suffering· from contagious or infectious diseases must reside in the Infirmary until released by the College Physician. The Rank List. After the Mid-year Examinations and after the Final Examinations each student whose record is not unsatisfactory is assigned to one of the four groups of the rank list on the basis of the work he has accomplished in the preceding half-year. Each student is ranked according to the grades attained in his best four courses except for those men whose requirements for the sophomore year are five courses. Grades required for standing in each of the groups follow: Group I. Excellence. A minimum of three grades of A and one of B (with no failures in entire record). CATALOGUE OF ST. JOHN'S COLLEGE · 81 Group II. Distinction. . . A minimum of three grades of B and one of C (with no grades of D m best four courses). Group III. Satisfactory. A minimum of three grades of C and one of D. Group IV. Passing. . . A minimum which will satisfy promotion requirements but not high enough to fulfill the requirements of a higher group. The Dean's List. The Dean's List contains the names of all students who have ttained places in Groups I or II of the Rank List. The list is a . . d f published twice a year, after the Mid-year exa~nat10ns an ~ ter the Final examinations. Men whose names are included remam on the list until the next list appears. Men on the Dean's List are trusted by the Dean with greater responsibility and discretion in the ordering of their college work ; they are allowed to observe the rules regarding attendance as they may wish and are not subject to discipline because of absences. Abuse cif the privileges of the Dean's List over an extended time may bring about the withdrawal of any men from the list. Any man on the Dean's List who is placed on probation for any reason automatically loses the privileges of the Dean's List. Courses Required for the Degree. During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses: 1. English Composition (one course). 2. Required courses for fulfilling the prescription of his major department (approximately six courses) . 3. Any courses in languages prescribed by the major department. 4. Three courses in distribution. (See Courses for Distribution.) 5. In addition to the above, elective courses sufficient to make a total of seventeen courses. Prescribed English Composition. Each Freshman will be required in his first year to include among his four courses the prescribed course in English Composition, unless he has satisfied the Department of English by examination that the prescription is not necessary in his case. An examination for exemption from this requirement will be taken by all new �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE students on the first day of the college year. Students who are successful in gaining exemption will be allowed to substitute an elective course for it. Credit for one full course will be entered on the records of exempted Freshmen at the end of the year. REQUIREMENTS FOR MAJORS 82 Language Requirements. Language requirements (if any) are prescribed by the individual major departments. Since the student does not announce the choice of his major until the end of the year, Freshmen are advised to .consider the matter of languages very carefully before finally submitting their programs. Courses for Distribution. All courses offered are grouped in three Divisions : ( 1) The Division of Languages, Literature, and Art, (2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three divisions. In each of the two divisions other than the major division, the student must pass at least one elementary course, and must, in addition, pass at least one advanced course depending on dther of the elementary courses previously chosen. Unless the student has passed in his preparatory school a course in a laboratory science approved by the college, he must pass .at least one college course in a laboratory science. Required Freshman Courses. Four courses are required of all Freshmen, of which one must be the course in prescribed English Composition, unless the student is exempted from this requirement. The other three courses may be elected from any of the courses regularly open to Freshmen. Major Courses. At the end of his Freshman year each student will designate his major subject, and will be assigned an instructor in that subject as his adviser for the rest of his college course. At this' time he should plan with his adviser the Sophomore, Junior, and Senior years so as to include in his three years the courses required for the major in the subject he has chosen .. It is advisable for him to schedule for the Sophomore year any elementary courses required. 83 Biology. Four full courses or their equivalent in Biology, including Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates) and Biology 22 2hf (Embryology of Vertebrates) ; Two courses in Chemistry : Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) ; The language requirements are two years of college French and two years of college German or their equivalent. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1 hf (Qualitative Analysis); Chemistry 22 2hf (Quantitative Analysis, Part I) ; Chemistry 31 1hf (Quantitative Analysis, Part II) ; Chemistry 32 2hf (Physical Chemistry, Part I) ; Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics) ; The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the Getman requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NOTE.-Mathematics I I (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32. Classics. Three full _courses (or their equivalent) in Latin, above Latin Two full courses (or their equivalent) in Greek, above Greek A full course (or its equivalent) in Ancient History. Two electives selected with the approval of the adviser. Eunomics. Economics 21 (General Principles of Economics); Economics 31 (Industrial Problems); 1. I. �fl, Ii 84 CATALOGUE OF ST. JOHN'S COLLEGE Economics 32 (Financial Problems); Economics 41 (History of Economic Thought) ; Mathematics 26 2 hf (Statistics) ; Psychology 11 1 hf (Introduction to Psychology); Government 1 l (American Government). English. English 21 (Survey of English Literature) ; English 45 ( Shakespere) ; Four other full courses in the department of English, exclusive of English 1. It is urged that students majoring in English elect History 23 (English History), preferably in their Junior year. By the end of their Junior year/ students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the History of English Literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. French. See Romance Languages. German. Four full courses in German beyond German IO (Intermediate German), including German 40 (Problems of Current German Life and Thought). History 21 (Mediaeval European History) and History 31 (Modern European History) or its equivalent. NoTE.-German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy); • Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; CATALOGUE OF ST. JOHN'S COLLEGE 85 Government 41 1 hf (International Relations) and Government 42 2hf (International Organization) or Government 43 1 hf. (Political Parties) and Government 44 2 hf. (Constitutional Law); Economics 2 l (General Principles of Economics) or History 23 (English History) or History 2 I (Mediaeval European History): Psychology I I 1 hf (Introduction to Psychology) or Biology I I · (Beginning Zoology) . History. History l (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History); History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) or Psychology I I 1 hf (Introduction to Psychology) ; English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 3 I (History of Philosophy). ·Mathematics. Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 31 (Mathematical Analysis, Part I) ; Mathematics 35 (The Elements of Mechanics); Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry) ; Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. �i,' ! •, 86 CATALOGUE OF ST. JOHN'S COLLEGE Philosophy. Philosophy 11 1 hf (Logic); Philosophy 15 (Ethics); Philosophy 31 (History of Philosophy); Philosophy 34 2 hf (Locke, Berkeley, Hume) ;. Philosophy 3.S 1 hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion) ; Philosophy 41 1 hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in Psychology or in History. Physics. Physics 21 (Elements of Physics) ; Physics 31 (Electricity and Magnetism); Physics 41 (Physical Optics) ; Physics 42 (Theory of Heat) or Physics 43 (Electricity) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Two full courses in Biology: Biology I I (Beginning Zoology), Biology 21 1hf (Comparative Anatomy of Vertebrates), Biology 22 2hf (Embryology of Vertebrates); Two full courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry), Chemistry 33 (Organic Chemistry) ; One full course in Physics: Physics 21 (Elements of Physics). NOTE.-Mathematics II (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition to the six courses of the major two full courses or their equivalent in college German and two full courses in college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I) ; (Note pre-requisites.) Biology 30 (Histology); Enough German and French to satisfy proficiently examinations in the medical school, that is," a reading knowledge" of scientific material. CATALOGUE OF ST. JOHN'S COLLEGE 87 Psychology. Three full courses, or their equivalent, in Psychology; Biology II, either Section A or Section B; Philosophy 3 I. To be elected: Either (a) One additional unit in Philosophy; or (b) one additional unit in Biology ; or ( c) one additional unit in Physics; or ( d) one additional unit in Psychology. Recommended courses: Any Philosophy course, either a full course or a half course (one or more) : Biology 21 1 hf; Biology 22 2 hf; Biology 30; Biology 33 1 hf; Biology 34 2 hf; Biology 36 2 hf. Chemistry 1 or Chemistry 2. Physics 21. Mathematics 26 2 hf. Economics 31; Economics 41. Government 3r. Greek 23 1 hf; Greek 36 2 hf. English 26 1 hf; English 27 2hf ; English 49. Any student who intends to do graduate. work in Psychology should learn to read German and French. Romance Languages. Four full courses in one Romance Language above French 2 or Spanish 2 (Intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance Language. Social Sciences. One course in each Department. The courses prescribed are : Economics 21 (General Principles); Government 11 (American Government) ; History 1 (Historical Survey) ; Philosophy 31 (History of Philosophy) ; Psychology II 1 hf (Introduction to Psychology). Three additional courses in the Social Sciences. These three courses must be distributed over three Departments and must have the approval of the Departments concerned. Spanish. See Romance Languages. �88 CATALOGUE OF ST. JOHN'S COLLEGE DEGREES WITH HONOR AND DISTINCTION In order to encourage high scholarship and serious interest in learning, the college in 1927 established degrees " with honor " and " with distinction." Degrees with Honor. Highest honor will be awarded to those students who have pursued during their last two years a course of study in some measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete and fixed mastery of one subject than has ordinarily been done under the course system. In some departments there will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the major department and other members of the Faculty, but also by competent persons outside the college. The requirements for the degree " with honor " or " cum honore " are as follows : a. The candidate shall, at some time before the end of the Junior year, make application to the Dean for acceptance as a candidate for honors, and must have therefor the approval of his adviser and of the department of his major. b. He shall obtain a general average of at least So for the four years, and an average in his major subject of at least 85. c. He shall, either during his Junior and Senior years, or during one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in his major department. He will be relieved of a maximum of two courses during his last two years. d. He shall, towards the end of his Senior year, pass a comprehensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. Degrees with Distinction. A degree " with distinction " or " cum laude " will be granted to any student who has done especially good work in all the courses CATALOGUE OF ST. JOHN'S COLLEGE 89 which he has taken. A student to' win this degree must, during a regularly required residence in the college, obtain an average of ' 85 or above. Degrees " with great distinction," or " magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both " with distinction " in general studies and" with honor" in his major subject. GENERAL INFORMATION CHURCH ATTENDANCE The college encourages, but does not compel, attendance at church. There are six churches and one synagogue in Annapolis, all of which invite attendance by students. The churches and their respective pastors are as follows: St. Anne's Protestant EpiscopaL the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, thi> Rev. Dr. Joseph T. Herson; College Avenue Baptist, the Rev. M. W. Royall; First Presbyterian, the Rev. Dr. Silas E. Persons; St. Martin's Evangelical Lutheran, the Rev. Walter W. Vogelmann; St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Clair; Kenesth Israel Synagogue, the Rev. Mr. Cohen. ALUMNI ASSOCIATION Officers: Dr. Amos F. Hutchins, President; T. West Claggett, Secretary-Treasurer. Headquarters of the association are at r9o8 First National Bank Building, Baltimore, Md. Local associations are organized throughout the country. STUDENT ACTIVITIES The college encourages students to take part in activities outside the curriculum. New student organizations must receive the approval of the Student Council and the approval of the Committee on Student Activities. Student Council. In matters not related to the curriculum the college grants the students a large measure of self-government. All questions arising under this arrangement are referred to the Student Council. Par- �90 CATALOGUE OF ST. JOHN'S COLLEGE ticularly this council has supervision over questions of student conduct. It meets weekly. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers for the year 1931-32 are: George Durward Adams Selby '32, President; Daniel Horton Hancock, Jr., '33, Secretary. Athletics. The Athletic Council consists of five alumni, two faculty members, one student, and the Director of Athletics, the Dean, and the Comptroller. It has general supervision over all sports. Alumni Members: T. West Claggett, '91; Amos F. Hutchins, '06; Evelyn A. Harrison, ex. '06; Elmer G. Parsly, '06; John N. Wilson, '12: Faculty Members: Reginald H. Ridgely and Ford K. Brown. Student Member: William Bernard Athey, 32. Varsity and Freshman schedules are played in football, basketball, and lacrosse ; informal games in baseball and tennis. The students also engage in cross-country running, track, boxing, fencing, and wrestling although no intercollegiate schedule is m~in­ tained. Two athletic fields provide facilities for outdoor athletics. Indoor sports are held in a new and well-equipped gymnasium. All college students in good standing are permitted to engage in varsity and freshman sports. Publications. The members of the Junior Class publish a year-book, The Rat_ Tat. The Collegian is a newspaper published by the undergraduates. Both these student publications are free from faculty supervision. Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southern), and Alpha Kappa Pi, and two local fraternities, Phi Delta Sigma and Theta Psi, and one additional group, Delta Psi Omega, are provided with houses by the college. From one-third to one-half of the students are fraternity men. 91 CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectu:es and concerts are arranged throughout the year. These entertainments, while they are intended primarily for students, are open to the friends of the college. .. . The Faculty Woman's Club also provides an addit10nal senes of lectures and concerts. The lecturers for 1930-31 included Julian Huxley on "Evolut . " · John Philip Hill on " The French Military Government ion ' in Alsace during the War"; Isaac Lobe Straus, " The B"lls of i Rights in Our Constitutional System "; and John D. Clark on "Russia and America." Among the lecturers for 1931-32 were Dr. Stewart Paton on" Psychiatry in our Daily Life"; Mr. Jason Westerfield on "The Sale of Fraudulent Stocks and the Fraudulent Sale of Legitimate Stocks"; Dr. Lewellys F. Bar~er,. "A Recent Trip to Russia"; and Dr. Harry Elmer Barnes on Pnson Riots their Cause and Cure." M~sical concerts were given by Arthur Hice, pianist; Au~tin Conradi, pianist; The Peabody String Quartet; and the Musical Art Quartet. Library Teas. The Librarian and her assistants arrange a series of teas in the reading room of the Library on alternate .Thursdays. arious faculty members and others talk briefly on topics of general m:erest. During the year 1931-32 Professors R. T. H. Halsey, Julian S. Duncan, Nathan C. Starr of the St. John's Faculty and Mr. Boies Penrose talked at these teas. y Honorary Societies. An honorary scholastic society recognizes high scholarship by electing to membership in Delta Kappa Phi those Juniors w~o have been in the first group of the Rank List at the end of their Freshman, Sophomore years, and at midyear of their Junior year ; and those Seniors who have been in the first or second groups of the Rank List at the end of their Freshman, Sophomore, and Junior years, and at mid-year of their Senior year, and who have been in , the first group in at least two of these periods. �------------~----1 \'. I I 92 CATALOGUE OF ST. JOHN'S COLLEGE 93 CATALOGUE OF ST. JOHN'S COLLEGE Delta Omicron recognizes the student's participation in extracurricular activities. A point system devised by this fraternity evaluates the worth of each position or membership held by the student. Clubs. The Osler Pre-Medical Club, the Erlenmeyer Chemical Club, the German Club, and the French Club provide interesting programs for their members. Dramatics. A student dramatic club managed by students offers opportunity for experience in dramatics under the guidance of an experienced director. The King William Players presented Phillip Barry's The Youngest in 1930-31, and Erik Barnouw's Open Collars and Charles Dickens' A Christmas Carol in 1931-32. Musical Organizations. The students maintain a concert orchestra and a band under the direction of Mr. Adolf Torovsky. Three concerts are scheduled for 1931-32. PRIZES To the member of the Senior Class who attains the highest average in his four years' academic work, a gold medal. Offered ' by the Board of Visitors and Governors. To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. To the member of the Freshman Class who attains the highest · average throughout the year, free tuition scholarship for the succeeding year. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold medal. Offered by' Rev. Martin Aigner, D. D. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa fraternity. To the student who shall compose the best essay on " The Principles of Free Government," $25. Offered under the will of the late Philo Sherman Bennett. To the member of the Senior Class who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. To the member of the Senior Class who has made the greatest progress in his Senior Year over the previous three years' average, a gold piece. Offered by the Phi Delta Sigma fraternity. To the President of the Student Council for the ensuing year, a gavel. Offered by the Beta Mu Chapter, Kappa Alpha fraternity. To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. Offered by the Dean. To that member of the graduating class intending to study medicine and having the highest standing in courses in the Division of the Sciences and Mathematics, a gold piece, offered by the Theta Psi Fraternity. 11 �-.1''1.~ Ii i ,, 94 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 95 JUNIORS-CLASS OF 1933 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1931-32 SENIORS-CLASS OF 1932 Baltimore Kappa Alpha House William Bernard Athey ·Edward Samuel Balles Paterson, New Jersey Phi Sigma Kappa House Annapolis Home, 16 Thompson Street Joseph Lyons Bean Cumberland Delta Psi Omega House Richard Ferdinand Blaul Robert Lemmon Burwell, Jr. Annapolis Delta Psi Omega House Foxboro, Massachusetts Kappa Alpha House Lawrence Lloyd Carpenter Washington, District of Columbia Kappa Alpha House Paul Edmund Casassa Douglas Arnett Cole Baltimore Phi Sigma Kappa House Linthicum Heights Home, Linthicum Heights James Williams Crabbe, Jr. Vladimir Frantisek Ctibor Ridgewood, New Jersey 36 Pinkney Hall Walter Staup Dorsey Westminster Phi Delta Sigma House Phi Sigma Kappa House Pittsfield, Massachusetts John Hannon Finn Samuel Joseph Fortunato Newark, New Jersey Infirmary Lee Ackworth Gordy · Baltimore Kappa Alpha House David Bernard Greengold Annapolis Home, 50 West Street Donald Bruce Hebb Baltimore Theta Psi House Bernard Adolph Heller, Jr. 16 Randall Hall Baltimore William Crowley Hoddinott Alpha Kappa Pi House Baltimore Baltimore 6 Pinkney Hall Norman Kleiman John Genso Laferty Baltimore Theta Psi House Philip Lee Lotz Ellicott City Theta Psi House Tilghman McCabe Ocean City Kappa Alpha House Sanford Arthur Menczer Brooklyn, New York 9 Randall Hall Charles Howard Miles Baltimore Phi Delta Sigma House Henry George Miller Baltimore Phi Sigma Kappa House Walter Charles Mylander, Jr. Cockeysville Phi Delta Sigma House Frederick Joel Nassauer Pikesville Phi Delta Sigma House Isaac Allen Newton, Jr. Drexel Hill, Pennsylvania 34 Pinkney Hall Robert Maxwell Noblett Hackensack, New Jersey Kappa Alpha House Hugh Frazier Parker, Jr. Baltimore z Randall Hall Richard Heber Pembroke, Jr. Park Hall Delta Psi Omega House George Griffin Rudolph Baltimore Theta Psi House George Durward Adams Selby Baltimore Theta Psi House Henry Soladay Shryock, Jr. Baltimore Delta Psi Omega House Frederick William Skating New London, Connecticut Theta Psi House Cameron Courtney Stearns Bel Air Phi Sigma Kappa House Allison Crusnach Trader Revell Station Home, R. F. D. Arnold John Williams Trader Revell Station Home, R. F. D. Arnold William Lee Waller Annapolis Home, 161 Green Street Edward John Ward Salisbury Kappa Alpha House Milton Edward Weaver, Jr. Perkasie, Pennsylvania Theta Psi House George Jones Weems Stoakley Phi Delta Sigma House Robert Garner Woodman Tenafly, New Jersey Alpha Kappa Pi House Fred Gerker Yerkes, Jr. Jacksonville, Florida 31 Pinkney Hall David Bums Zarr Nanticoke, Pennsylvania Alpha Kappa Pi House ,·Allan Elliott Anderson \James Ronald B~nnett , George Elmer Bliven ··James Gamaliel Boss James Fromhardt Campbell ·,,Edward Daniel Capell, Jr. , William James Carter ·. John Stewart Carver Nathaniel John Chew ·,Roger Burnham Cobb : William Francis Cullom, Jr. ' Lyman Morse Darling Gerald Frederic Dingman Emslie Nicholson Gault James Wesley Gray Hampton Daniel Horton Hancock, Jr. Charles Gilbert Hill, Jr. John Sebald Hofmeister, Jr. .·James Knox Insley, Jr. Lawrence Gallatin Jefferds John Adam Joh George Dugan Johnson James Herbert Fielding Jukes Edward Marion .B1enly Ellsworth Charles Knight, Jr. Joseph Leon Lingo Willis Keyes Lynch John Joseph Mason, Jr. Stanley Russell Mitchell James Deal Morris Ramon Mosteiro, Jr. Leonard Joseph Murphy David Campbell Ninde " Chris Peter Palivas James Barnett Parks William Algernon Percy, Jr. Philip Rumrill Piper David Hampton Pugh, Jr. William Thomas Daniel Pumphrey William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele Enrico Joseph Tarantino Carl Strohm Thomas Vincent Tortorici Urban Chester Ullman Daniel Junior Ward Joseph Wright White Edward George Williams Joseph Kennard Wright William Allen Ziegler St. Louis, Missouri 16 Pinkney Hall Rhodesdale Theta Psi House Schenectady, New York l S Randall Hall Laurel Alpha Kappa Pi House Lonaconing Phi Delta Sigma House Hasbrouck Heights, New Jersey Phi Sigma Kappa House Baltimore Phi Sigma Kappa House Bel Air Phi Sigma Kappa House West River s Pinkney Hall Salisbury Delta Psi Omega House Pelham Manor, New York Phi Delta Sigma House PrO'IJidence, Rhode Island 17 Randall HaU Palmer, Massachusetts 5 Randall Hall Ruxton 14 Randall Hall Princess Anne Theta Psi House Stockton Delta Psi Omega House Annapolis Home, R. F. D., No. l, Annapolis Baltimore 18 Pinkney Hall Baltimore 14 Pinkney Hall Edgewood, Rhode Island l 7 Randall Hall Baltimore Phi Sigma Kappa House Severna Park Home, Severna Park Quantico Delta Psi Omega House Claiborne 45 Pinkney Hall Baltimore Phi Delta Sigma House Milton, Delaware Alpha Kappa Pi House Alvon, West Virginia Phi Sigma Kappa House New York, New York l 6 Pinkney Hall W allinuford, Connecticut 19 Randall Hall Baltimore Kappa Alpha House Brooklyn, New York 39 Pinkney Hall Oakland s Pinkney Hall Fort Wayne, Indiana 2 3 Randall Hall Chicopee Falls, Massachusetts West Street, Annapolis Drexel Park, Pennsylvania Theta Psi House Vienna Theta Psi House North Stamford, Connecticut 24 Randall Hall Poolesville z l Pinkney Hall Glen Burnie Home, Glen Burnie Baltimore Alpha Kappa Pi House Worcester, Massachusetts l Randall Hall Alpha Kappa Pi House Oradell, New Jersey Annapolis Home, 23 St. John's Street Baltimore Theta Psi House Annapolis Home, l 44 Prince George Street Annapolis Home, 9 Franklin Street Brooklyn, New York 39 Pinkney Hall Woodbridge, New Jersey 17 Pinkney Hall Phi Sigma Kappa House Paterson, New Jersey Alpha Kappa Pi House Chestertown Hasbrouck Heights, New Jersey Phi Sigma Kappa House Baltimore Theta Psi House Baltimore Kappa Alpha House �96 CATALOGUE OF ST. JOHN'S COLLEGE SOPHOMORES-CLASS OF 1934 Clarence Kriss Anderson Charles Woodhull Baldwin Jesse Baptista Thoburn James Bard Stanley John Bartis George Ridgely Boyd Lawrence Palmer Crawford Brown Louis Francis Bruno, Jr. Edward Whalley Buckley Bernard Joseph Casassa David Mason Cheezum, Jr. Harold Way Conn Henry Merryman Cooper, Jr. Robert Clifford Crawford Edwin Pountney Davis John Dudley Digges Samuel Busey Dove, Jr. Paul Charles Dunleavy Harrison Golshan Dyar Charles Joseph .Eastman Wycliffe Rollins Eddy John Dixon Edinger John Herman Engel, Jr. Herbert Joseph Florestano Joseph Michael Florestano Fiorino Peter Froio Emil Alfred Gathmann, Jr. Jerome Daniel Goodman Edward Edgecomb Gray Dennis Franklin Green Lewis Herbert Griffith, Jr. Bryan Hancock Josiah Herman Hillegas, Jr. John Penfiel\l Hodgson Charles Edmund Jenkins, Jr. Karl Franklin Jund Lawrence Joseph Kelly John Harold Kilmore Francis Gibbs LaMotte, Jr. Howard Archibald Legg James Frederick Leslie William Thetford LeViness Ernest Carl Lyon Samuel James Macaluso Carl Char!es MacCartee Carl Edmund Maffeo William Bernard Matthews, Jr. Vincent Edward Mayer Anthony Frank Mileto James Henry Moore Vernon Joseph Novicki Robert Leutze Orvis James Andrew Phillips Edward Harrison Powley, Jr. Tilghman Beverly Price Manasquan, New Jersey Scarborough, New York New Bedford, Massachusetts Davidsonville Nashua, New Hampshire Barstow 22 Randall Hall Alpha Kappa Pi House · 30 Pinkney Hall Home, Davidsonville : 38 Pinkney Hall · 21 Pinkney Hali Peekskill, New York 13 Pinkney Halt ; Berkeley Heights, New Jersey Phi Sigma Kappa House New Bedford, Massachusetts Phi Delta Sigma House Washington, District of Columbia Kappa Alpha House Preston 44 Pinkney Hall Philadelphia, Pennsylvania · Infirmary Baltimore Theta Psi House Baltimore Phi Sigma Kappa House Westfield, New Jersey Delta Psi Omega House LaPlata Theta Psi House Annapolis Home, 3 Acton Place Annapolis Home, 187 Prince George Street Washington, District of Columbia 7 Pinkney Hall Laurel Delta Psi Omega House Collinsville, Connecticut 6 Randall Hall ' Allenhurst, New Jersey 40 Pinkney Hall Baltimore Phi Delta Sigma House Annapolis Home, 102 Prince George Street Annapolis Home, 134 Prince George Street Pittsfield, Massachusetts I I Randall Hall Catonsville Kappa Alpha House A nnapo/is Home, I 9 Randall Street Annapolis Delta Psi Omega House Palmerton,, Pennsylvania West Street, Annapolis Easton Theta Psi House Indian Head 37 Pinkney Hall Pottsville, Pennsylvania 8 Randall Hall Berlin, Connecticut Phi Sigma Kappa House Baltimore Alpha Kappa Pi House Dayton, Ohio Alpha Kappa Pi House Cedarhurst, Long Island, New York 35 Pinkney Hall Baltimore Kappa Alpha House Baltimore Kappa Alpha House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury 10 Pinkney Hall Indian Head Phi Delta Sigma House Annapolis Home, 139 Prince George Street Washington, District of Columbia Kappa Alpha House Newark, New Jersey 40 Pinkney Hall Baltimore Kappa Alpha House Rockville Centre, New York Alpha Kappa Pi House Annapolis Home, 107 Main Street Suffolk, Virginia Kappa Alpha House Baltimore Delta Psi Omega House BaJdwinsville, New York Phi Sigma Kappa House Quantico 1.0 Pinkney Hall Maplewood, New Jersey Phi Sigma Kappa House Baltimore 33 Pinkney Hall CATALOGUE OF ST. JOHN'S COLLEGE William Selby Purnell Jesse Oliver Purvis, Jr. John Douglas Ramsay John Anthony Raudonis William Evans Reese Albert Ployart Rist Joseph Crandell Russell Noble Jefferson Russell Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. William Locke Sterling Harry Wellington Stevens, Jr. Norman Veitch Stevens Edward Maurice Sullivan Clifford LeVerne Talmadge Leroy Samuel Taylor Albert Lewis Vigilante Charles Whisler Walker Paul Edward Watson, Jr. Richard Andrew Watson Rowland Gosnell Weber Edmund Parker Wells Walter Miller White Ben McLean Whiting Horace William Witman John Gustav Woltereck Allan Sheldon Woodle, 3d Henry Allen Zajac 97 Berlin 4 Randall Hall Annapolis Home, 40 Franklin Street Baltimore Theta Psi House Hudson, New Hampshire 38 Pinkney Hall Kappa Alpha House Baltimore Washington, District of Columbia Kappa Alpha House Annapolis Home, 9 Monroe Court Annapolis Home, 152 Prince George Street Kappa Alpha House Baltimore Annapolis Home, s Washington Street Cq,tonsville Delta Psi Omega House Kappa Alpha House White Plains, New York Winchester, Massachusetts 28 Pinkney Hall Washington, District of Columbia Phi Delta Sigma House Hartford, Connecticut I I Randall Hall 1o Randall Hall Southington, Connecticut Io Randall Hall Chester 28 Pinkney Hall Ossining, New Y01·k Sharon, Pennsylvania 14 Pinkhey Hall Salisbury Theta Psi House Kappa Alpha House Baltimore r 8 Randall Hall BaJtimore Phi Sigma Kappa House Mount Vernon, New York Salisbury 45 Pinkney Hall 'Plympton, Massachusetts Alpha Kappa :Pi House 22 Pinkney Hall Rising Sun Baltimore 34 Pinkney Hall Alpha Kappa Pi House Ridley Park, Pennsylvania Monson, Massachusetts 16 Randall Hall FRESHMEN-CLASS OF 1935 James Frank Abell Charles Brooks Anderson Melville Lewis Bisgyer Edwin Wallace Black Gordon Keith Boucher Richard John Bragg Norman Charles Buckley Edward James Butterworth James Callard Charles Schoch Catherman, Jr. Burton Chance, Jr. Edward Gardiner Chaney Charles Patton Clark, Jr. Frank William Conner, Jr. John Francis Cooney Charles Edwin Dearing, 2d Edward DeLisio John Charles Donohue Paul Harris Drake, Jr. Robertson Drake William Robert Eaton Louis Eickwort, 3d . Benjamin Stevens Elliott Thomas Bayard Evans Compton Albany, New York Brooklyn, New York Bloomfield, New Jersey Grantsville Lancaster, New Hampshire New Bedford, Mass~chusetts Paterson, New Jersey Baltimore Cumberland 17 Pinkney Hall 27 Pinkney Hall 6 Pinkney Hall 9 Pinkney Hall 3 Randall Hall Delta Psi Omega House 3 Randall Hall 35 Pinkney Hall 44 Pinkney Hall Delta Psi Omega House Radnor, Pennsylvania 27 Pinkney Hall Annapolis Home, 26 Murray Avenue Summit, New Jersey Phi Sigma Kappa House Wayne, Pennsylvania Phi Sigma Kappa House Baltimore IS Pinkney Hall Newton Centre, Massachusetts 15 Randall Hall Washington, l)istrict of Columbia 20 Pinkney Hall Baltimore 26 Pinkney Ha11 Newton, Massachusetts I Randall Hall Maplewood, New Jersey 44 Pinkney Hall Chester 37 Pinkney Hall New York, New York 7 Randall Hall Eastport Home, Chesapeake Avenue Hasbrouck Heights, New Jersey 21 Randall Hall �1_1 :: '' 98 CATALOGUE OF ST. JOHN'S COLLEGE Walter Frederick William Evers Baltimore· 35 Pinkney Hali Alphonse Emanual Farone Saratoga Springs, New York 3 Pinkney Hall Harry Ferguson West Hartford, Connecticut 8 Randall Ha!! Oliver Wiley Folmar Troy, Alabama r8 Pinkney Hall Lawrence Donald Fusco Ocean City 2 r Randall Hall Humphrey Woodhouse Garden Pittsburgh, Pennsylva..ia 32 Pinkney Hall George Morris Gelston Towson 19 Pinkney Hali William Gottschalk Gideon Baltimore 9 Randall Hall Raymond Meushaw Glann Baltimore 32 Pinkney Hall Max Glickman Annapolis Home, 145 'Main Street William Charles Gloth Bay Ridge Home, Bay Ridge Ben Gold Brooklyn, New York 41 Pinkney Hall Harry Parberry Green East Orange, New Jersey 26 Pinkney Hali Richard Tremaine Hall Pittsfield, Massachusetts 18 Randall Hall David Arthur Harkness Mutual 12 Pinkney Hall James Leslie Hays, Jr. Baltimore 23 Pinkney Hall Arthur Sewell Hughes, Jr. Passaic, New Jersey 32 Pinkney Ha!! Francis Geoghegan Hurlock Cambridge 12 Pinkney Hall Henry Francis Jacques Forest Hills, Long Island, New York 22 Randall Hall Elmer Arthur Jones, Jr. Princess Anne Giddings Avenne, West Annapolis Robert Evans Jones Wethersfield, Connectic·ut rr. Pinkney Hall Lawrence Kantor East Orange, New Jersey 41 Pinkney Hall James Richard Kelly Thurmont 20 Randall Hall John Arnold Knapp · New York, New Y01·k 21 Pinkney Hall Gerald Independence Kurtz Paterson, New Jersey 12 Pinkney Hall Angus Lamond Washington, District of Columbia Kappa Alpha House Arthur Hungerford LaMotte Baltimore 23 Pinkney Hall Robert Henry Lampee New York, New York Delta Psi Omega House Charles Franklin Lee, Jr. Annapolis Home, P. 0. Box No. 34 Elmer George Linhardt Eastport Home, 495 Chesapeake Avenue William Calvin Lotz Ellicott City 9 Pinkney Hall Charles Benson McClure, Jr. Cleveland, Ohio 2 Pinkney Hall Henry David McCool Philadelphia, Pennsylvania Delta Psi Omega Hoose Edwin Kay McCrea Rock Hall 29 Pinkney Hall Stephen Philip McCrea Rock Hall 29 Pinkney Hall Donald Edward Stuart McGarrow Baltimore 12 Randall Hall Baltimore John Robinson Magruder 23 Pinkney Hall Annapolis John Dudley Martin Home, 185 Duke of Gloucester Street Washington, District of Coluinbia , '1 Pinkney Hall William Thomas Mason Elmer Lacy Meredith Federalsburg 2 .Pinkney Hall Frank Joseph Minnick Springboro, Pennsylvania 36 'Pinkney Hall Annapolis Roland Richard Most Home, 45 Woodland Avenue Harry Elmer Nelson Cleveland, Ohio 17 Randall Street, Annapolis David Eugene Nopper Baltimore 42 Pinkney Hall Lawrence Joseph O'Connor, Jr. Annapolis Home, 133 Duke of Gloucester Street Richard Seymour Olmsted East Hartford, Connecticut I 4 Randall Hall Edmund John Pacocha Gardner, Massachusetts I I Pinkney Hall William Burton Parsons Onley, Virginia 4 Pinkney Hall Francis Marion Powell, 2d Sharon, Pennsylvania Delta Psi Omega House William Gibbons Reed New York, New York 28 Pinkney Hall Robert Edwin Reardan Annapolis Home, 39 Upshur Road Charles Francis Rose Washington,- District of Columbia 24 Randall Hall Sidney Rosenbaum, Jr. Atlantic City, New Jersey 3 Pinkney Hall Catonsville John Barker Rowe 25 Pinkney Hall Thomas Ellier Rutley Baltimore r3 Randall Hall Robert H. Sander, Jr. Rutherford, New Jersey Delta Psi Omega House Densil Hutchinson Sanford Midkiff, West Virginia Kappa Alpha House CATALOGUE OF ST. JOHN'S COLLEGE Benjamin Schiff Charles Griffith Sellman Edward Francis Shaughness Ephraim Roy S~awn, ~r. Beniamin Harrison Sh1plcy, Jr. Robert Allison Sindall, Jr. ·. Emil Smith Louis Ambrose Snyder Robert Noble Sosman John Hastings Stillman Morris Ezra Stoner John William Stmven, Jr. James Kennerly Taylor John Davis Taylor, 3d William John Richard Thomas Milton Howard Traynor David King Usher John Henry Von Dreele Henry Reginald Weeks Noel Leroy Welsh Dalton Middlekauff Welty Frank Kennedy Wilson, Jr. James Cornelius Wilson, Jr. Charles. Oliver Wingate, Jr. Austin William Winston Richard Sage Woodman Harvey Earl Young Waitman Burgess Zinn 99 Home, 85 Main Street Annapolis 19 Pinkney· Hall Poolesville 25 Pinkney Hall Catonsville Home, West Annapolis West Annapolis 8 Pinkney Hall Ellicott City 33 Pinkney Hall Baltimore 9 Pinkney Hall Catonsville 4 Pinkney Hall Hagerstown Delta Psi Omega House Westfield, New Jersey 2 Pinkney Hall Troy, New York 30 Pinkney Hall Garrisonville, Virginia r 5 Pinkney Hall Baltimore Home, 231 West Street Annapolis 2 3 Randall Hall Baltimore 8 Pinkney Hall Baltimore Rockville Centre, Long Island, New York 12 Randall Hall 22 Randall Hall Baltimore 6 Randall Hall Baltimore 7 Randall Hall Little Neck, New York r 3 Randall Hall Baltimore 20 Randall Hall Funkstown 138 Conduit Street, Annapolis Baltimore 2 Randall Hall Wethersfield, Connecticut 42 Pinkney Hall Baltimore Washington, District of Columbia Kappa Alpha House r 9 Randall Hall Tenafl:y.1 New Jersey Home, 122 Conduit Street Annapolis 6 Randall Hall Baltimore SPECIAL STUDENTS Eugene Paul Belcher John Alton Fromhart George Robert Gallagher Louis Harwood Green, Jr. Amado Rosabal Jiminez Graham A. Kent Robert Harold McCann Joseph Novak Santiago Urbano Parra Somodevilla Walter William Vogelmann Albert Rene Weiller Annapolis Rochester, New York Baltimore Annapolis San Jose, Costa Rica New Y.ork, New York Parkton Champaign, Illinois San Luis, Oriente, Cuba Annapolis Paris, France Home, 97 Market Street Kappa Alpha House Kappa Alpha House Home, 94 Shipwright Street 19 Pinkney Hall 2 Pinkney Hall Glen Burnie Infirmary 19 Pinkney Hall Home, r 6 Francis Street 28 Pinkney Hall SUMMARY OF ENROLLMENT BY CLASSES SENIORS ••..••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• JUNIORS ••.•••. • • • • • • • • • • • • • • • • • • • • • • • • • • ' ' ' '•" ' • ' ' ' ' ' •"" '"' " ' ' ' ' ' ' ' '"'" '• • SOPHOMORES .............................................................. . FRESHMEN SPECIAL • •• • . • • •• •• . • . . • • •• •• • •• • . • •• •• • •• • • •• • • • • •• • • . • • • • • • • • • ••• • • • • • • 45 53 83 I09 ···································· ································ II TOTAL •••••••••••••••••••••••••• ' •••••••••••••••••••••••••••••••••• 30l �100 CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION Maryland ...............•......... I69 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 29 New York ........................ 28 I6 Massachusetts Pennsylvania ... IS Connecticut ...................... . I I District of Columbia .............. . I I New Hampshire .................. . 3 Ohio ............................ . Virginia ......................... . Rhode Island . . . . . . . . . . . . . . . . . . . . 2 2 West Virginia ................... . Alabama Costa Rica ...................... . Cuba ............................ . Delaware ........................ . Florida .......................... . France Illinois Indiana Missouri Total DEGREES CONFERRED, JUNE 3, 1931 BACHELOR OF ARTS Summa cum Laude et Summo cum Honore Samuel Peaco Chew, Jr. (in English) .................................. West River Cum Laude et cum Honore William Parsons Campbell (in Chemistry) .............................. Hagerstown Cum Laude Philip Irvin Bowman .................................... Harrisburg, Pennsylvania Charles Edwards Athey .................................................. Baltimore George Louis Beneze . ................................................... Baltimore William French Blake ................................................... Baltimore Richard Tilghman Brice, III ............................................ Annapolis Alfred Halstead Cockshott. ................................... Jamestown, New York Ernest Ivon Cornbrooks, Jr ................................ Collingswood, New Jersey Henry Allen Czelusniak .................................... Chicopee, Massachusetts Joseph DeMello ........................................ New Bedford, Massachusetts Joshua Lemuel Dryden ................................................... Salisbury Wilbur Reginald Dulin ............................................ West Annapolis Harry Stanley Emrich, Jr ............................................... Baltimore Matthew Strohm Evans ........................................... Sherwood Forest Aymeric Andre de Faramond ......................................... Paris, France Louis Jefferson Fields .................................................... Crisfield Winson Gilbert Gott, Jr ................................................. Annapolis Louis Harwood Green, Jr .................................. Wheeling, West Virginia Ralph Seislove Guth ....................................... Allentown, Pennsylvania Edward Burgess Hines .................................................. Baltimore Snowden Hoff, Jr ....................................................... Baltimore Joseph Victor Iannantuoni. ................................. Waterbury, Connecticut Edward Andrew Kimpel, Jr ............................................. Baltimore James King ............................................................ Baltimore William James Klug, Jr .................................... Ridgewood, New Jersey' Preston Shirley Leonard ................................ Feeding Hills, Massachusetts Edwin Leroy Lotz .................................................... Ellicott City Robert MacCartee ................................. Washington, District of Columbia Lawrence .Luther Monnett, Jr ........................................... Baltimore CATALOGUE OF ST. JOHN'S COLLEGE 101 J\lbert Hutt Moore ................. · ... · .....• · ......................... Baltimore ·]!:Jmer Raymond Noyer ..........................•..... New Bedford, Massachusetts .Robert Bosman Pool. ................................................... Baltimore J hn Schriver Price ..................................................... Baltimore ;jJJiam Tate ~obinson, Jr ............................ Honolulu, Territory of Hawaii ':Rudolph Schmick ........................... , ............................ Preston .Anthony Joseph Scibelli. ........................................ Jamaica, New York Jess Arnold Scott. ... .' ........................................ LaGr.ange, Kentuc_ky ,.Antonio Hiram Susom ......................................... Arec1bo, Porto ~ico -James· Upshur Thompson ................................................ Cambridge James Edwin Tarbet, Jr ............................................... Cumberland .Glenn Harrison Warner ........................................ Deposit, New York ·Stephen Wolanske .......................................... Gardner, Massachusetts . ,Albert Joshua Zimmerman ............................................... Frederick As of the Class of r930 'Ferdinand Fader ........................................ East Orange, New Jersey . Rosser Ellis Mitchell ................................ · .. · · ................ M'arbury . Wilbur Samuel Phillips .................................................. Baltimore As of the Class of r932 Magna cum Laude et cum Honore Amos Broadbent (in Philosophy) .................................... Baltimore BACHELOR OF SCIENCE As of the Class ,of r926 Merrick ............................................ Wilmington, Delaware DOCTOR OF LETTERS (Honoris causa) The Reverend Thomas Edward Green Director, National Speakers' Bureau, American Red Cross Washington, District of Columbia HONORS AND PRIZES AWARDED, JUNE 3, 1931 To the member of the Senior Class who attains the highest average in his four years' a gold medal. Offered by the Board of Visitors and Governors. SAMUEL PEACO CHEW, JR. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold medal. Offered ·by The Reverend Martin Aigner, D.D. LAWRENCE LUTHER MONNETT, JR. To the student who, in the opinion of the Faculty, has contributed most to the college during the year, $5 in gold. Offered by the Phi Sigma Kappa Fraternity. RICHARD FERDINAND BLAUL To the student who shall compose the best essay on " The Principles of Free Government," $25. Offered under the will of the late Philo Sherman Bennett. HENRY CLAY SMITH, JR. �l 102 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE To the member of the Senior Class who, in the opinion of the Faculty, has best exein. plified those principles of love for and service to men which were the dominant char. ' acteristics of Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney, Sullivan. INDEX EDWIN LEROY LOTZ To the member of the Senior Class who has made the greatest progress in his Senior ', Year over the previous three years' average, a gold piece. Offered by the Phi Delta · Sigma Fraternity. WILBUR REGINALD DULIN To the student making the best record in the study of history for the year, $ ro in gold. ' KENNETH SHELDON r To the retiring' President of the Student Council, a gavel. Chapter of the Kappa Alpha Fraternity. LAWRENCE LUTHER MONNETT, JR. To some person, not a student in the college but intimately connected with the affairs · of the college, who in the opinion of the Faculty, possesses such characteristics of heart, mind, and conduct as evince a spirit of love for and helpfulness to other men and women, ': as were exemplified by Algernon Sydney Sullivan, a medallion and certificate of award. Offered annually by the New York Southern Society, in commemoration of Algernon Sydney Sullivan. CLARENCE WILSON STRYKER HONORS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE SEPTEMBER 23, 1931 To the member of the Sophomore Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JORN BOAK SMITH To the member of the Freshman Class who attains the highest average throughout the year, free tuition scholarship for the succeeding year. JEROME DANIEL GOODMAN To that student who in his record for the present year shows the greatest improvement over his record for last year, a gold piece. Offered by the Dean. CARL STROHM THOMAS 103 Absences, Excused . . . . . . . . . . . . So Fees, Special .................. 32 ' -Administration, Officers of. . . . . . S Fraternities . . . . . . . . . . . . . . . . . . . 90 Admission by Certificate ........ 27 General Information . . . . . . . . . . . S9 < Admission by Examination ...... 27 General Regulations . . . . . . . . . . . 76 ' Admission, Methods of. . . . . . . . . 26 Geographical Distribution ...... mo Admission on Trial. . . . . . . . . . . . . 30 Grades ....................... 77 Admission, Requirements for. . . . 26 Historical Sketch . . . . . . . . . . . . . I7 Admission, Table of RequireHonor Regulations . . . . . . . . . . . . 76 ments ............' ........... 26 Language Requirements . . . . . . . S2 Advanced standing . . . . . . . . . . . . 3 I Location . . . . . . . . . . . . . . . . . . . . . . 2I Advisers . . . . . . . . . . . . . . . . . . . . . . So Major Courses ............... ~2 Alumni Association . . . . . . . . . . . . S9 Majors, Requirements for ....... S3 Athletics .. . . . . . . . . . . . . . . .. .. . . 90 Meeting Rooms for Classes ..... 75 Attendance . . . . . . . . . . . . . . . . . . . 79 Musical Organizations ......... 92 Board of Visitors and Governors. 5 Physical Training Staff. . . . . . . . . IS Church Attendance . . . . . . . . . . . S9 Presidents Emeriti . . . . . . . . . . . . . 7 , College Calendar . . . . . . . . . . . . . . 3 Prizes ........................ 93 College Green . . . . . . . . . . . . . . . . . 2I Prizes awarded June, I93I ...... IOI College Buildings . . . . . . . . . . . . . . 22 Prizes awarded September, I93I. rn2 College Entrance Examination Probation . . . . . . . . . . . . . . . . . . . . . 7S Board ...................... 2S -Professional Preparation . . . . . . . 24 Committees of the Board........ 7 Promotion, Requirements for. . . . 7S Committees of the Faculty. . . . . . I6 Publications . . . . . . . . . . . . . . . . . . . 90 Courses of Instruction. . . . . . . . . . 39 Purpose of the College .......... 2I Courses, Required ............. SI Rank List . . . . .. .. .. . .. .. .. .. . So Credit Units . . . . . . . . . . . . . . . . . . 26 Registration . . . . . . . . . . . . . . . . . . So Dean's List ................... SI Repeating Courses . . . . . . . . . . . . 77 Degree, Requirements for. . . . . . 77 Reports ....................... 77 Degrees conferred, I93I, List of .. mo Room Assignments . . . . . . . . . . . . 33 Degrees with Distinction. . . . . . . SS Scholarships . . . . . . . . . . . . . . . . . . 36 Degrees with Honor. . . . . . . . . . . . SS Senior Fellowship . . . . . . . . . . . . . 35 Dining Hall ......... : . .. .. .. . 34 Special Students . . . . . . . . . . . . . . 30 Dramatics . . . . . . . . . . . . . . . . . . . . 92 Student Activities . . . . . . . . . . . . . S9 Examinations . . . . . . . . . . . . . . . . . 76 Student Aid . . . . . . . . . . . . . . . . . . . 36 Expenses ..................... 3I Student Council . . . . . . . . . . . . . . . 89 Faculty . . . . . . . . . . . . . . . . . . . . . . . 9 Students enrolled, List of. . . . . . . 94 Fees, Additional Course. . . . . . . . 32 Study Cards, Filing of.. .. . . .. . 79 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Catalogue Number for 1931-1932 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 103 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, March 1932 Date A point or period of time associated with an event in the lifecycle of the resource 1932-03 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource Volume II, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in March 1932. College catalog for the years 1931-1932 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b633bd512d1c7ae8feea4d7f3de71d97.pdf 9b267fbe769cf6aec9fa438ee4045ca5 PDF Text Text VOLUME II . NUMBER 4 BULLETIN OF ST. JOI-IN'S COLLEGE IN ANNAPOLIS ANNOUNCEMENT OF COURSES 1932-33 ANNAPOLIS, MARYLAND SEPTEMBER, 1932 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 3r, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �I ~ '. COURSES OF INSTRUCTION I. l. Freshman courses are numbered from I to 19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class ; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk ( *). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered. in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). MID-YEAR EXAMINATION SCHEDULE January 19 to 28, 1933 9 A. M.-12 M ........ Group XX { Thursday, January 19. · · · · · · · · 2 P. M.- 5 P. M ..... Group IX 9 A. M.-12 M ........ Group II { Friday, January 20. · · · ·· · · · · · · 2 P. M.- 5 P. M ..... Group XVI Saturday, January 21 ......... { 9 A. M.-12 M ........ Groups VI, XV f 9 A. M.-12 M ........ Group III Monday, January 23. · · · · · · · · ·l 2 P. M.- 5 P. M ..... Group XVII 9 A. M.-12 M ........ Group XI { Tuesday, January 24. · · · · · · · · · 2 P. M.- 5 P. M ..... Group I 9 A. M.-12 M ........ Group XIX { Wednesday, January 25. · · · · · · 2 P. M.- 5 P. M ..... Group X I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART 9 A. M.-12 M ........ Group IV { Thursday, January 26 · · · · · · · · · 2 P. M.- 5 P. M ..... Group VIII · I Friday, January 27. · · · · · · · · · · · I 9 A M-12 M · · ·· · · · · · · \ Groups XII, XVIII PROFESSORS BROWN (Chairman), ELLIOTT, MUND, PENROSE, SCOFIELD, FITZGERALD, GROPP, KuEHNE- SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS Saturday, January 28 ......... ) 9 A. M.-12 M .. · .. ···Group V ART Art f 21. Survey of the History of Art. (m) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at IO. PROFESSOR SCOFIELD. Art 3r. The History of Painting in Western Europe. (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives I I I �BULLETIN OF ST. JOHN'S COLLEGE 5 BULLETIN OF ST. JOHN'S COLLEGE 4 and to the great painters of the Renaissance in Italy ; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art M-W-Fat 9. English 24 2hf. The Modern Drama. . A course m rapid reading in the nineteenth and t . with special attention ti! the period after Ibsen. wentteth century drama, I ' T-Th-S at 9. Second half-year. 21. PROFESSOR SCOFIELD. PROFESSOR SCOFIELD. [Art 32. The Art of Classical Antiquity.] (n) [English 28 lhf. The Legend of King Arthur.] r A study of the Greeks and Romans as we know them through their !. The historical Arthur of the sixth centur ·1 ; to the romantic figure of the Middle A y w1 1 be ?1scus.sed in relation ges, especially m Geoffrey of Monmouth d · M 1 an m a ory. The later stories f Arth d Tennyson and Edwin Arlington Robinson will beo . own to fine and applied arts. include~~ M-W- Fat 9. Omitted in 1932-33. M-W-F at 9. First half-year. ·Omitted in 1932-33 . PROFESSOR SCOFIELD. ENGLISH English I. Grammar, Composition, and Prose Forms. PROFESSOR STARR. (xv) English 3° hf. History of the Printed Book. The course is intended to supply students with the elements of English Grammar and the English Language as a useful tool. Frequent papers ; conferences ; collateral reading. Required of all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. Section Section Section Section Section English 21. A; T-Th-S B; T-Th-S C; M-W-F D; T-Th-S E ; T -Th-S at 10. at 9. at 9. at 10. at 9. ~he first half of the course, dealing with the printed book times to the seventeenth cent .11 b from modern second half, d~aling with ~~· P~:ntede b~:~~t by President Gordon; sixteenth centuries' will be taught bY p rof essorm the fifteenth and early Penrose. t?e Half~course running throughout the year. Hours to be arranged. PROFESSOR SCOFIELD. PROFESSOR STARR. PROFESSOR BROWN. PRESIDENT GORDON AND PROFESSOR PENROSE. MR. RODGERS. English 3 1 1 hf. Theory of Poetry. T-Th-S at 9. MR. RODGERS. Survey of English Literature. (m) [English 32 · The Nineteenth Century.] major in English. 10. PROFESSOR BROWN. English 23. Contemporary Literature. (x) A study of the significant prose fiction and poetry of England and ' : America during the twentieth c e n t u r y . I , 1 T-Th-S at 10. PROFESSOR STARR. (1x) PROFESSOR SCOFIELD. A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Required of all Sophomores who propose to M-W-F at (Ix) I . This course is intended to give a com h . . ( x) and the prose (including the novel) oirt~eens.1vet vie~ of the poetry Byron to Oscar Wilde. The. chan e from nme ee~t. century, from nineteenth century poets to that gof the tg_e roi:nantlc1sm of the early . Victorians, and the gradual development of the didactic p . urpose m prose of the p . d ·11 b eno w1 e especially emphasized There ·11 b f wi e requent class-room discussions, and occasional papers.' T-Th-S at 10. Omitted in 1932-33 . PROFESSOR STARR. • I �-------,, I I I I BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 6 [English 38. American Literature.] En lish 33· The Sixteenth and Seventeenth Centuries. g . tr and prose of England from 1485 to This course will study the poel Y. oetry voyaging narratives, pica1650. Various typ~s sulch_ as yr:i~ exa:nined in their relation to the resque fiction, and trans ations, w English Renaissance. \' :e l Hours to be arranged. PROFESSOR STARR. [English 341hf. The Drama from 1588 to 1800.] A study of the English Drama, exclusive of Shakespeare, ~ from Mar- lowe to Sheridan. Pre-requisite: English 21. T-Th-S at 9· First half-year. Omitted in 1932-33. . I i M-W-F at 10. Omitted in 1932-33. PROFESSOR BROWN. I [English 39. American Literature from 1870.] M-W-F at I. Omitted in 1932-33. PROFESSOR BROWN. I ·' [English 4r. Chaucer.] . th d ath of Shelley The important t~~ ei:ht:enth century, .and the French English Literature from. I writers .of th: 'Restorad~10dn, .th their political. social, and intellectual Revolution will be stu ie w1 backgrounds. I. Pre-requisite: English 21. Hours to be arranged; I\ M-W-F at 1r. Required of those English Majors who desire the recommendation of the Department for graduate study. Omitted in 1932-33. PROFESSOR BROWN. Cen~ury.] , PROFESSOR STARR. g n lish romantic poetry from Anne of Wmchelsea to ~:;:;-;~rt~~ ~;portant poets studied will include Thomson, Gray, Cowper, Coleridge, and Wordsworth. Tuesday at IO. First half-year. Omitted in 1932-33. [English 43. Medireval Literature.] A Study of the most important writings in English from the twelfth to the fifteenth centuries. ., PROFESSOR STARR. (1v) The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The· Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. 688 [En lish 36 lhf. Romantic Poetry of the Eighteenth Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman ; the Frontier and the South. \\'hen possible this literature will be studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. I PROFESSOR SCOFIELD. *English 35 . The Eighteenth Century. 7 I Pre-requisite: English 21. M-W-F at 8. Omitted in 1932-33. PROFESSOR STARR. En lish 37. Poetry of the Nineteenth Century. . g (n) h first half-year the chief poets studied will mclude Wordsworth, Inlt ~d B ron Shelley and Keats; in the second, Tennyson, BrownCo en ge, Y • ' · . Arnold Swinburne, Morris, and Rossetti. mg, ' M-W-F at 9. PROFESSOR STARR. English 45. Shakespere. (v) A general course with little emphasis on' technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 8 French for Measure, and the five great tragedies. Special attention will be given to Shakespere's theory of tragedy and to the philosophical and religious views contained in his principal plays. M-W-F at PROFESSOR BROWN. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. Advance d F rench Prose. "d d' (1v) apt rea mg from representative works of n· comprehensive collateral reading; reports. meteenth-century prose; R 1. [English 49. The Novel.] II. 9 ' ! Pre-requisite: French 2, or t h ree years of high-school French. M-W-F at II. PROFESSOR SEGALL. French 13. French Composition and Conversation. (1x) Comprehensive outside reading of modern prose•. reports m French. . . Reqmred of French Majors. PrTe-hreSquisite: French T - - at 9. I, or two years of high-school French · PROFESSOR ELLIOTT. French IJ. History of French Literature and c1· v1·1· t" 1za 10n M-W-Y at 3. Omitted in 1932-33. (III) 1'.rom the origins- to the present time. Le . . . side reading in English . kl ctures • comprehensive outf F . . ' wee Y reports. No knowled ge o rench is reqmred.. Open only to men who stand . h rank list, and not open to Fresh ~n t e first three groups of the major in French. men. ay not be counted toward the PROFESSOR SCOFIELD. *English 50. Reading Course. *English 53 2 hf. Reading Course. MEMBERS OF THE DEPARTMENT. M-W-F at IO. PROFESSOR SEGALL. tEnglish 60. Theses for Honors. tEnglish 63 2hf. Theses for Honors. MEMBERS OF THE DEPARTMENT. French I FRENCH French 1. Beginning French. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. 2. Intermediate French. Survey of French Literature. (v) A su~mary of French literature illustrated b . sentattve works of the more im rtant . Y read1~gs from repreports. A good knowledge of F po h . pen?ds. Outside reading ; re-. renc 1s reqmred. Pre-requisite: French M-W-F at r. II, or four years of high-school F (xvn) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary · 1 authors. Pre-requisite: French I, or two years of high-school French. Section A; M-W-F at 9. ·PROFESSOR ELLIOTT. Section B; M-W-F at IO. PROFESSOR ELLIOTT. h renc . PROFESSOR SEGALL. (vI French 31. Eighteenth-Century French Literature. PROFESSOR ELLIOTT. French 20. The literary movements of the Age of R t) . the soc1a1 and political conditions of the peason and their .relaf . ions enod · 0 utstandmg auth o ch L su as esage, Marivaux, Montesquieu Voltaire n· ors, will. be studied in some of their represe~tative w~rks1de~ot, Rohusse~u, outside reading; reports. · ompre ens1ve Pre-requisite: French M-W..:F at 2. II, or four yea~s of high-scho PROFESSOR SEGALL. o IF h renc . �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 10 German [French 4r. Nineteenth-Century and Contemporary French Literature.] (vi) *Germ~n 3.3· Advanced Composition and Conversation. ::~~~:i~~i!;r ~~~:=~ 50. Reading Course. Pre-requisite : French 20. PROFESSOR SEGALL. [German 35· .Introduction to the History of G erman .. C1v11 . J 1zat10n. A lecture course in English with . . · ( V) Open to Juniors and Senio:s wh outside readmg and written reports. quainted with German life tho ~t war:i,t an opportunity to become aceenth century. ' ug ' an art up to the end of the eight- hf. Theses for Honors. Pre-requisite : French 20. First half-year. PROFESSOR SEGALL. 1 p . . . . re-reqms1te: History M-W-F at r. GERMAN I. Beginning German. with German life, thought and art durf~g t;:ni~ to become acquainted . Ae mi:ietee~th and twentieth centuries. Some account of the G . . ermans m merica will be included (II, VIII) Review of basic principles : grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Preh-re~ms1te: German 35, or History 21 with consent . of t e mstructor. M-W-F at r. PROFESSOR KUEHNEMUND. Pre-requisite: German i, or two years of high-school German. Section A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B; T-Th-S at 8. PROFESSOR. GROPP. German 20. Modern Literature. (VI) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation ; sight translation. Pre-requisite: German. M-W-F at German IO, or three years of high-school 2. PROFESSOR KuEHNEMUND. b or etter. ~hlecture course intoEnglish, with an o ortreading and written repor~)s. outside ( e coursE: offers any student . PROFESSOR GROPP. German IO. Intermediate German. passed with grade of " C " German 36. History of German Civilization during the Nineteenth and Twentieth Centuries. 8. PRO]'.Jl:SSOR GROPP. II. I Omitted in 1932-33; given in 1933-34. PROFESSOR KUEHNEMUND. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at Section B; M-W-F at who wish to acquire a better facility in writing Required of German Majors. Pre-requisite: Two years of collt!ge Germ~n or the equivalent H · ours to be arranged. PROFESSOR GROPP. The Romantic Movement in France. German (11) Pre-requisite : German IO, or three years of high-school German. M-W-F at 9. PROFESSOR GROPP. Pre-requisite : French 11. M-W-F at 2. Omitted in 1932-33. PROFESSOR SEGALL. *t French 62 Scientific German. Intended for students specializing in sciences. A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neo-romanticism will be considered. Students taking this course should be able to read French with ease. French 21. 11 I 1 German 40. Problems of Current German Life and Thought. Open only to men majoring in German. ' Tuesday at 7 : 3o p. m. PROFESSOR KUEHNEMUND. (xvi) �I :I I BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 12 13 [Greek 34 2 hf. History of Greek Tragedy.] *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. (v) A study of the extant Greek tragedies A study of. th d 1 of th t · f . . · e eve opment d e ragtc orm and of its mfluence on later literature and on th mo ern theatre. No knowledge of Greek is required. e PROFESSOR KuEHNEMUND. M-W-F at I. Second half-year. Omitted in 1932-33. tGerman 60. Thesis for Honors. This course is to be taken in connection with either German 40 or German s.o. The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. MR. KIEFFER. PROFESSOR KuEHNEMUND. See also History 20. History of Greece and Rome. GREEK Greek I. LATIN (IV) Beginning Greek. Latin Elements of grammar and ~omposition ·; readings in Greek prose. Special emphasis upon the Greek element in the English language. M-W-F at T-Th-S at MR. KIEFFER. MR. KIEFFER. [Latin 15. Roman Law.] Rel!,dings principally from the Institutes of Justinian. Study of the For prospective law students. · develop~ent of legal procedure and the Roman constitution M-W-F at I. Omitted in 1932-33. Pre-requisite: Latin 1, or two years of high-school Latin Hours to be arranged. . Omitted in 1932-3 3. MR. KIEFFER. 31. Plato; Greek Tragedy. (rn) MR. KIEFFER. Plato; Apology and Crito. Two Greek Tragedies. Pre-requisite : Greek M-W-F at 10. [Latin 23 1hf. Letters of Cicero and Pliny.] l. Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. Pre-r~quisite: Latin 11 and 12, or four years of high-school MR. KIEFFER. [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] Latin. M-W-F at 2. First half-year. Omitted in 1932-33. In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. Pre-requisite : Greek .T-Th-S at II. Omitted in 1932-33. 2 I. MR. KIEFFER. I , I MR. KIEFFER. (x1) 11. (v) Study of the Myths as they appear in Ancient and Modern Literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. Greek Beginning Latin. or students who have had little or no Latin. May not be taken b · students who have had any college Latin. Y II. [Greek 23 1 hf. History of Classical Mythology.] I. ~lements of grammar and composition; readings in Latin-prose authors [Latin 2 4 2 hf. Plautus and Terence.] Reading of a representative play of each '· study of the a neceens, t d t ·.. d 1 eve opment, and historical mfluence of the Roman theatre. �BULLETIN OF ST. JOHN'S COLLEGE 15 Spanish 13. Spanish Composition and Conversation. (vI) BULLETIN OF ST. JOHN'S COLLEGE 14 at 2. Second half-year. Omitted in 1932-33. M-W-F A st~dy of Spanish syntax ; original compositions ; practice in speaking Spamsh. Required of all men majoring in Spanish. Pre-requisite: Spanish at 2. MR. KIEFFER. 2, or the consent of the instructor. M-W-F See also History 20. History of Greece and Rome. *Classics 50. Classical Philology. *Classics 51 hf. Classical Philology. PROFESSOR FITZGERALD. . [Spanish 25. Spanish Life and Culture.] . A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture of the Spanish people. No knowledge of Spanish required. Lecture~ read· ings, discussions, reports. ' Reading under the direction of the instructor, in Greek and Latm. liter· ature and antiquities. Open to approved candidates for honors m the Classics, and to Juniors and Seniors generally. MR. KIEFFER. Not open to Freshmen. Hours to be arranged. Omitted in I932-33. tClassics 60. Classical Philology. tClassics 61 hf. Classical Philology. PROFESSOR FITZGERALD. Laboratory courses in thesis writing. MR. KIEFFER. [Spanish 3r. Modern Spanish Novel.] A study of .the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors ; reports and discussions ; individual collateral reading and reports. ·,. • SPANISH Spanish 1. Elementary Spanish. Pre-requisite: Spanish Spanish. M-W-F at 3. Omitted in I932-33. (I) Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. M-W-F at 8. PROFESSOR FfrzGERALD. Spanish 2. Intermediate Spanish. 1, [Spanish 4r. Spanish Drama. J (n) Lectures oi;i the literary movements affecting the drama. Reading of representative _plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish Spanish. M-W-F at 3. Omitted in I932-33. or two years of high-school Spanish. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature. (IV) I I, or four years of high-school PROFESSOR FITZGERALD. A general view of Spanish lite~ature, illust~ated by reading from representative works of the more important periods. Collateral reading and reports. *Spanish 50. The Romantic Movement in Spain. *Spanish 5I hf. The Romantic Movement in Spain. Pre-requisite : Spanish 2, or three years of high-school Spanish. I M-W-F at 11. ,. PROFESSOR FITZGERALD. or four years of high-school PROFESSOR FITZGERALD. Review of basic principles: grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite: Spanish M-W-F at 9. II, f. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish II, or its equivalent·. PROFESSOR FITZGERALD. �----------------~~~~~----~,·:, ·1 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 16 . ts Pamsh 60. 17 Pre-requisite: Economics 21. T-Th-S at II. MR. DUNCAN. Honors Thesis Course. . c· H rs Thesis ourse. b tween student and instructor. t Spanish 6I h f . ono h fter conference e Subject to be cb os:e ~o read S~anish fluently. · Students must e a Economics 40. Advanced Economics. PROFESSOR FITZGERALD. (1v) A conference course in economic theory and the major subjects of economic controversy. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY Open only to Seniors majoring in economics. M-W-F at II. PROFESSOR WYCKOFF. . HUNTER KINGSBURY, McLAREN, PENROSE, PROFESSORS ALLES (Chairman), M DUNCAN PAVENSTEDT, AND WYCKOFF, AND ESSRS. ' AND RODGERS. · *Economics 50. Readings in Economics. A conference course open to Juniors and Seniors who are interested in economics and are willing to read extensively. ECONOMICS Pre-requisite: Economics 21. Hours to be arranged. PROFESSOR WYCKOFF. (m) . General Principles. Economics 21. . fr . nd an analysis of economic laws. WYCKOFF A study of the economics o ivmg a . A. M W-F at IO. PROFESSOR · , . . . Economics· M-W-F at IO. Sect10n Section B, for students ma1ormg m ' MR. DUNCAN. (Ix) · I dustrial Problems.] · . [Economics 31. n . bl f "ndustrial relations and the s1g- *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. This course will co!1s1~er phrof ems of business. organization. nificance of tendencies m t e orms o GOVERNMENT Pre-requisite: Economics 21. T-Th-S at 9· Omitted in I932-33. PROFESSOR WYCKOFF. Government I I. American Government. (x) . Financial Problems. . Economics 32. . d b k" g will be studied in its relation The subject of money, cre~1t, an an 1~ rvey rather than specializato investment and corporation. :finance. • '11 this course. tion w1 be the purpose of . su 9. Section A; M-W-F at PROFESSOR KINGSBURY. Section B; M-W-F at II. MR. DUNCAN. Section C; M-W-F at 2. MR. DUNCAN. Pre-requisite: Economics 21. T-Th-S at IO. PROFESSOR WYCKOFF. . Economics 35· I (xr) national Economic Problems. nteronsist of d1scuss10 ns , readings ' reports, and .papers on . . . ·11 · l d This course w1 c bl . international economics me u assigned topics on selected ~ro e~~o~:l control of raw materials, and ing reparations, war debts, mterna i economic imperialism. (11) The introductory course required of all students maJormg in government. Origins and development of the American form of government: federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to . state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. Government 2I. Governments of Europe. 1·.·: ,. I (1x) An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms ; the rise .of autocracies in Italy and Russia, and other recent developments will be studied. �18 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Pre-requisite : Government T-Th-S at 9. I I. PROFESSOR KINGSBURY. Government 23. State and Local Government. (Iv) A more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into public life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite: Government M-W-F at II. I PROFESSOR KINGSBURY. Government 43 lhf. Political Parties. The. history, organization, functions, and m .. particularly in the United Stat T . ethods of political parties es. op1cs studi d ·u · and election methods the boss th h' e w1 mclude nominating ' , e mac me the spoil methods, and the problems of ' s system, campaign p .. government by public opinion. 1. PROFESSOR KINGSBURY. [*Government 3r. History of Political Ideas.] re-requisite: (I) Government I I . (2) G Government 31. ' overnment 23, or Hours to be arranged. First half-year. (m) A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only to students whose interests and training fit them for the course. M-W-F at PROFESSOR KINGSBURY. Government 44 2hf. Constitutional Law. IO. A study of the leading cases in America . . n constitutional law illustrating the evolution of governmental .f • • • powers and the r · ht under the constitution. ig s o md1v1duals Omitted in 1932-33. PROFESSOR KINGSBURY. Pre-requisite: (I) Government Government JI. II; (2) Government 23, or [Government 41 1 hf. International Relations.] A survey of the present-day factors affecting international relations: nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: ( l) Government II or Government 31, or History 31. Hours to be arranged. First half-year. Omitted in 1932-33. ; ( 2) Government 19 Pre -req ms1'te: ( l ) Government II. (2) G · Government 31 H' ' overnment 2I, or Hours to be ' ord istory 31; (3) Government 41 arrange . · Second half-year. Omitted in I93 2 _33 . Hours to be arranged. Second half-year. 21, PROFESSOR KINGSBURY. ;Government 50. Reading Course. Government 5I hf. Reading Course. *Government 52 lhf Reading C *G · ourse. overnment 53 2hf. Reading Course. PROFESSOR KINGSBURY AND MR. DUNCAN. [Government 42 2 hf. International Organization.] 1 The development of international cooperation, and the peaceful settle- ·,·.. ment of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a law of nations. PROFESSOR KINGSBURY. *tGovernment 60. Theses for Honors. PROFESSOR KINGSBURY. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 20 f HISTORY History European History from the Fall of Rome to the Present Time. (xx) I. A general survey of the political, economic, religious, and intellectual history of Europe since 476 1')... D. A pre-requisite for men majoring in i· ti, history. Section A; T-Th at Section B; T-Th at Section C ; T -Th at 20. History of Greece and Rome. History 34· American Economic History. Th (n) e .study of the development of A mencan economic life from the · . Ioma1 begmnings to the present. co Pre-requisite: History M-W-F at 9. I (x) Medireval European History. e approached from the point of view of the. common man Pre-requisite : History 25 or its equivalent. T from 2 to 4. Omitted in 1932-33 . The rise (x1) 11. MR. PAVENSTEDT. History 22. . mencan . PROFESSOR HUNTER. ~n~ development Modern European History. (xx) An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. Section A; M-W-F at 8. Section B ; T-Th-S at 8. of the modern political sys~em. Pre-reqms1te: History 25 or its equivalent. M-W-F at 11. A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at r (XIII) History 44· American History Since the Civil War IO. MR. KIEFFER. 21. . ~:1s course will deal with a selected phase of the history of A society. History or its equivalent PROFESSOR HUNTER. . Outline of the political history of ancient times and a study of classical T -Th-S at 25 [History 42. History of American Life· J . S at 9· , S at 10. . , S at 8. MR. PAVENSTEDT. History l 21 MR. RODGERS. *History 50. Reading Course. *H.istory 51 hf. Reading Course. Oral and written reports. MEMBERS OF THE DEPARTMENT. *t History 60. Theses for Honors *tHistory 61 hf. Theses for Honors. . MEMBERS OF THE DEPARTMENT. PROFESSOR HUNTER. History 23. English History. Philosophy ll 1hf. Logic. A survey of English history. M-W-F at O~en to qualified freshmen after consultation with th (v1) A survey of United States history from colonial times to the present. M-W-F at 2. MR. RODGERS. (x1) The course is chiefly concerned with the studY of valid and invalid f f orms o reasoning in deductive and inductive logic. 11. PROFESSORS HUNTER AND PENROSE. History 25. The History of the United States. PHILOSOPHY (1v) mstructor. T-Th-S at 11. First half-year. e PROFESSOR ALLES. �22 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Philosophy 12 2 hf. Introduction to Philosophy. (xi) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. (ix) Philosophy 15. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Philosophy 31. History of Philosophy. T-Th-S at IO. PROFESSOR ALLES. [Philosophy 34 2hf. Lpcke; Berkeley; Hume.] (vi) An interpretation of their philosophy based on the reading of their works. Pre-requisite: Philosophy 12 or 31, or the permission of the instructor. M-W-F at 2. Second half-year. Omitted in 1932-33. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion.] M-W-F at 2. First half-year. Omitted in 1932-33. PROFESSOR ALLES. [Philosophy 36 2 hf. Psychology and Philosophy of Religion.] (vi) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. (vn) The course falls into two parts : r. The psychology of religion in which are studied the contributions of ~odern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion Claims is true. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1932-33. PROFESSOR ALLES. (x) A study of philosophic speculation from the early Greeks to modern times. 23 Philosophy 38. Conceptions of Immortality. (v1) A study of different conceptions of immortality covering primitive Babylonian, Egyptian, Hebrew, early Christian, and Creek conception~ as well as those of outstanding western thinkers (philosophers and scientists) down to the present. Pre-requisite: Philosophy 12, or 31, or 35, or the consent of the instructor. M-W at 2. PROFESSOR ALLES. (vu) Philosophy 41 1 hf. Plato. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite : Philosophy 3 I. M-W-F at 3. First half-year. PROFESSOR ALLES. �·--1 I BULLETIN. OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 24 ~VII) Philosophy 42 2 hf. Schopenhauer. An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND IDEA. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. *Philosophy 50. Reading in Philosophy. *Philosophy 5I hf. Reading in Philosophy. PROFESSOR ALLES. t Philosophy 60. Theses for Honors. t Philosophy 6I hf. Theses for Honors. The work consists in the writing of a thesis in some field or on a subject chosen by the student after consultation with the instructor. PROFESSOR ALLES. hf. General Introduction to Psychology. (~, XI) Section A; T -Th-S at IO. Section B ; T-Th-S at r r. First half-year. . . (x'.xr) A study of speculations concerning the nature of mmd, _wil~, consc10us"d ness, i eas, etc . Also a study of the development of scientific methods in the field of psychology. IO. II. PROFESSOR McLAREN. [Psychology I9 2 hf. Educational Theory.] Pre-requisite: Psychology Ir, or I2, or 19, or 23, or 29, or one year of biology, or one year of philosophy. M-W-F at 9. (Iv) A technical and scientific study of the biological and social phenomena underlying human behavior. Pre-requisite: Psychology Ir, or I2, or I9, or 23, or 27, or one year of biology, or one year of philosophy. M-W-F at II. PROFESSOR McLAREN. PROFESSOR McLAREN. Section A; T-Th-S at Section B; T-Th-S at Second half-year. (n) A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal ; and social psychology will be considered to be integral with biological psychology. The different schools of social psychology will be examined and discussed. Psychology 29. Advanced Psychology. This course is designed to serve as a basis for any furth~r work m p~y­ chology. An attempt will be made to discover a biological foundation for the study of human behavior. Psychology 12 2 hf. History of Psychology. IO. I I. ' PROFESSOR McLAREN. PSYCHOLOGY 1 Section A; T-Th-S at Section B ; T-Th-S at Second half-year. Omitted in I932-33. Psychology 27. Social Psychology. Field or subject to be determined after consultation with the student. II stood by progressive educators will be discussed and emphasized. The course is especially designed for first-year students and for sophomores. P'RoFEssoR McLAREN. PROFESSOR ALLES. Psychology 25 (x, xr) A study of the bearing of modern psychologi~al theories a~d data upon educational theories and practices. The meanmg of educat10n as under- [Psychology 35 2 hf. Mental Hygiene and Abnormal Psychology.] (n) In discussing behavior deviations, an attempt will be made to get at social causes and to steer a realistic course among numerous metaphysical and romantic theories. The course should be of especial value to pre-medical students and to students of literature. Open only to Juniors and Seniors who have already had one full year of psychology in St. John's College. M-W-F at 9 .. Second half-year. Omitted in I932-33. PROFESSOR McLAREN. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 26 27 Second half-year. Omitted in 1932-33. *Psychology 50. Reading Course. *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. PROFESSOR APPEL. These courses are intended for students who are in earnest about reading extensively and intensively in the field of psychology. Conferences, and assigned papers which must be turned in when due. Biology 19 2 hf. History of the Germ Cells. (n) A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. Pre-requisite : Two full years of psychology, or one of psychology and one of biology, or one of psychology and one of philosophy. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-.F at 9. Laboratory, M-W-F from 2 to 4. Second half-year. PROFESSOR McLAREN. *t Psychology 60. Theses for Honors. PROFESSOR McLAREN. PROFESSOR APPEL. Biology III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman) , ALLEN, APPEL, BAYLIFF, BINGLEY, EASON, McFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. An introduction to animal biology. General principles of morphology, physiology, histology, genetics, embryology, etc., and a survey of the common groups of animals. A pre-requisite to all other biology courses except Biology 20. Two hours of recitation and six hours of laboratory. Laboratory fee, $zo.oo. Section A; Recitation, M-F at 11. Laporatory, W-F from I Biology 21 1 hf. Comparative Anatomy of Vertebrates. (111) Pre-requisite : One year of college biology. Laboratory fee, $rn.oo. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. First half-year. to 4. PROFESSOR APPEL. PROFESSOR BAYLIFF. Biology [Biology 15 2hf. Field Zoology.] Observation of local animals in their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. (xn) A history of the highest type of animal structure as revealed throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. to 4. I hf. Readings in Biology. PROFESSOR RIDGELY. PROFESSOR RIDGELY. Section B ; (Pre-medical students) . Recitation, W-F at 2. Laboratory, T-Th from 1 Open only to students who have had no biology. Hours to be arranged. First half-year. (xvm) Beginning Zoology. 20 This course is intended for students who are not majoring in the sciences, but who wish son:ie cultural lmowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course. will vary from year to year. Conferences weekly. ·~, 22 2 hf. Embryology of the Vertebrates. (m) A history of the highest type of animal structure as seen in the development of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. �.I .1 :11 28 Biology 34 2hf. Genetics. Pre-requisite: One year of college biology. Laboratory fee, $IO.OO. Recitation, W-F at IO. Laboratory, T-Th from 9 t.o 12. Second half-year. (x) The morphology and evolution of the invertebrates. Some attention to larvae, to extinct groups, and to groups of uncertain phylogenetic ·position. A course parallel to Biology 21. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology I I or the equivalent. Biology I9 advised. Laboratory fee, $IO.OO. Recitation, T -Th at IO. . Laboratory, W-F from 9 to I2 (other hours may be arranged). First half-year. Omitted in I932-33. PROFESSOR BAYLIFF. Biology 30 1 hf. Histology. (11) Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. PROFESSOR APPEL. (vm) Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 30. Laboratory fee, $IO.oo. Recitation, T-Th at 8. Laboratory, M-W from I to 4. Second half-year. PROFESSOR APPEL. I Pre-requisite: Biology I I or the equivalent. Biology I9 is recommended. Laboratory fee, $10.00. Recitation, T-Th at IO. Laboratory, W-F from 9 to I2 (other hours may be arranged). Second half-year. · PROFESSOR BAYLIFF. Biology 36 hf. Physiology. 2 (1x) An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college work in biology, chemistry, and physics. Laboratory fee, $IO.oo. T-Th-S from 9 to I2. Second half-year. PROFESSOR APPEL. Biology 37 hf. Parasitology. 1 (vrn) A st1,1dy of the morphology and of the life histories of the internal parasites of vertebrates, particularly birds and mammals. Two hours of recitation and six hours of laboratory. Pre-requisites: Biology 2I and 22. Laboratory fee, $IO.OO. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. First half-year. Biology 33 2 hf. Microscopical Technique. I. A study of the principles of heredity and variation, and of the relation of these two phenomena to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Two hours of recitation and six hours of laboratory. PROFESSOR RIDGELY. [Biology 23 1 hf. Invertebrate Zoology.] 29 (x) BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Pre-requisite: Biology I I or the equivalent. Biology 23 is recommended. Laboratory fee, $IO.oo. Recitation, T -Th at 8. Laboratory, W-F from 9 to 12 (other hours may be arranged). First half-year. PROFESSOR BAYLIFF. *Biology 52 1 hf. Readings for Advanced Students, For major students who are reading for honors in biology, 'and for other well-grounded Juniors and Seniors who wish to knit their previous course work into a cohesive biological philosophy. Conferences weekly. First h~lf-year. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 30 *t Biology 63 2hf. Theses for Honors. Individual problems involving laboratory work and reading. A short thesis will be required of each student, summarizing the results of his work. ' Pre-requisite: Three years of college biology. PROFESSORS RIDGELY' APPEL, AND BA YLlFF. Marine Biology. A summer course at some marine laboratory is desirable for advanced students, especially if they intend to go to graduate schools. Such laboratories provide opportunities which cannot be duplicated during the regular school year. With the approval of the department such marine courses may be counted toward the requirements for the degree. The Department recommends particularly the courses offered at the Chesapeake Biological Laboratory, Solomons Island, Maryland, a state institution cooperating with St. John's College. For description of courses at summer laboratories, see Professors Ridgely1 Appel, and Bayliff. CHEMISTRY (III) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are giveri with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. •Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the ·course. Chemistry l. General Chemistry. Chemistry 2. General Chemistry for Science Students. extra .hour will be required of all students having difficulties with the cours.e. Students .who ~t the beginning of their Sophomore year choose a Science as their maior and have taken Chemistry 1 must take the one hour lecture given in Chemistry 2 ,on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B ; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at l. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. ( 1) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical _foundations of analytical chemistry. The laboratory work is devoted to !he qualitative analysis of " unknowns" and to the separation ·and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisite : Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, W-F at 8. Laboratory, W-F from I to 4. First half-year. PROFESSOR MCFARLIN. Chemistry Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B ; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to .4· Make-up for both sections, M at l. PROFESSORS ALLEN AND MCFARLIN. 31 22 2 hf. -Quantitative Analysis, Part I. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. (m) A more comprehensive course in General Chemistry; the same course as Chemistry I with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will include topics which are in part introductory to Qualj,tative Analysis. Three hours of lectures and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An Pre-requisite: Chemistry 21. Laboratory fee, $15.00 and breakage. Recitation, M at I. Laboratory, M from 2 to 4. W:-F from l to 4. Second half-year. PROFESSORS ALLEN AND McFARLlN. Chemistry 31 1 hf. Quantitative Analysis, Part II. (vm) . Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. �--~. < 32 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Pre-requisite : Chemistry 22. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from First half-year. Chemistry 43 1 hf. Physical Chemistry, Part II. I Pre-requisite: Chemistry 32 ; ability to read French and German. M-W-F at 11. First half-year. PROFESSORS ALLEN AND McFARLIN. Chemistry 32 2 hf. Physical Chemistry, Part I. (1) Substances in the gaseous, liquid, and solid states ; the structure of matter; energy changes; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. PROFESSOR ALLEN. *Chemistry 52 1 hf. Readings in Chemistry. A reading and seminar course in the history of chemistry. Three hours. 21. Pre-requisite: Chemistry Hours to be arranged. First half-year. of laboratory. Pre-requisite : Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1 to 4. PROFESSORS BERNHARD AND ALLEN. ~, · (vm) Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. PROFESSOR BERNHARD. MATHEMATICS Mathematics PROFESSOR BERNHARD. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. and 33. i·Chemistry 60. Thesis and Laboratory Work. "jChemistry 61 hf. Thesis and Laboratory Work. Laboratory fee, $25.00 for the full course (eight hours) ; $ r 5.oo for the half-course (four hours) . (1v) An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours Chemistry 42. Advanced Organic Chemistry. 21 PROFESSOR BERNHARD. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. (1v) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. to 4. Pre-requisite: Chemistry 21 and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. · Second half-year. 33 I 1 hf. Algebra. (1) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year. PROFESSOR VEDOVA. I ' . .·. . Mathematics 2 2 hf. Plane Geometry. (1) This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. PROFESSOR VEDOVA. �BULLETIN OF ST. JOHN'S COLLEGE 34 Mathematics I 1. Introduction to Mathematical Analysis. BULLETIN OF ST. JOHN'S COLLEGE (xix) This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized : to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. Section A ; M-W-F at 9. PROFESSOR V EDOVA. Section B ; T-Th-S at 9. · PROFESSOR BINGLEY. Section C ; T-Th-S at I I. PROFESSOR BINGLEY. Mathematics 21. Analytic Geometry and the Calculus. (m) Pre-requisite : Mathematics I I. M-W-F at IO. PROFESSOR BINGLEY. (1v) Derivation and application of general formulas for the ~alue of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at n. First half-year. PROFESSOR BINGLEY. Mathematics 26 2 hf. Statistical Methods. (1v) M-W-F at II. Second half-year. PROFESSOR BINGLEY. (1x) An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR \TEDOVA. (XI) In this cour~e su~h topi~s as matrices, linear transformations, forms, are studied ~1th a view to preparing the student for further work m pure mathematics. ~tc., Pre-requisite: Mathematics 21. T-Th-S at II. PROFESSOR V EDOVA. (x) The ~r~ncipl~s of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at 10. PROFESSOR BINGLEY. Mathemati~s 4~· Mathematical Analysis, Part II. · (xi) A co~tmuation of ~athematics 31 with an introduction to differential equat~ons and fu~ct10ns of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 3i. T-Th-S at II. PROFESSOR V EDOVA. Mathematics ~~· Introduction to Modern Geometry. Pre-requisite : Mathematics 33. Hours to be arranged. PROFESSOR V EDOVA. Mathematics 45. Differential Equations. ( vm) Intended primarily for the student · of physics or engineering this course emphasizes applications to geometry and physics and ai:ns to equip the student with some of the means used for the ready solution of the_ commoner types of equations,· rather than to impart to him any extensive knowledge of the underlying theory. A study of the classical and recent statistical methods. Mathematics 3i. Mathematical Analysis, Part I. 33. Higher Algebra. Mathemati:s ~5· The ~lements of Mechanics. Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. Methoc;ls of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas ' of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Mathematics 25 1 hf. The Mathematics of Finance. Mathema~ics 35 T-Th-S at 8. PROFESSOR V EDOVA. *Mathematies 50. Reading Course. The subject or subjects will be determined in consultation with the instructor. Conference hours to be arranged. PROFESSOR VEDOVA. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 36 *Mathematics 53 2 hf. Selected Topics in the History of Science. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR BINGLEY. t Mathematics 63 2 hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be based, if possible, upon the reading done in Mathematics 50. (n) Physics 4i. Physical Optics. This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and· requires thorough preparation in Mathematics and Chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. Pre-requisite: Physics 21; Mathematics 31; Chemistry .2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. Conference hours to be arranged. PROFESSOR 37 PROFESSOR EASON. V EDOVA. [Physics 42. Theory of Heat.] PHYSICS Physics 2I. Elements of Physics. (vm) This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is desi'gned to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite : Mathematics l l. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. 3I. Electricity and Magnetism. PROFESSOR EASON. (n) [Physics 43. Electricity.] (1) Beginning with the fundamental ideas underlying Electrical Science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 21 and Mathematics 2I. Mathematics 21 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. Pre-requisite: Physics 21 ; Mathematics 31; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1932-33. PROFESSOR EASON. PROFESSOR EASON. Physics An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. This is an advanced course in Electricity. The treatment is largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitatiorf and four hours of laboratory. Pre-requisite: Physics 31; advised that Mathematics Laboratory fee, $20.00 and Recitation, M-W-F at 9. Laboratory, W-F from 2 to Omitted in 1932-33. Mathematics 2r. It is strongly 31 be taken concurrently. breakage. · 4. PROFESSOR EASON. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 38 *Physics 50. Reading Course. Independent reading of books and current periodicals covering some particular field of physics. Frequent conferences. PROFESSOR EASON. *t Physics 6o. Theses for Honors. PROFESSOR EASON. Hygiene I. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide ; food and the digestion of foods ; heat regulation of the body ; r~oval of waste material from the body ; physical exercise ; the nervous system; mental hygiene; diseases in general; particular diseases. One lecture each week from October 5 to December 7. Required of all freshmen. M at4. DR. MURPHY. Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F- at 3. Section B; M-W-F at 4. MR. NOVAK. Physical Training 2. Advanced course in Physical Training. Two years of Physical Training are required of all students. ·Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. NOVAK. 39 REQUIREMENTS FOR MAJORS Biology. Fou: full courses. o~ theii:: equivalent in Biology, including Biology II (Begmmng Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates) and Biology 22 2 hf (Embryology of Vertebrates) ; Two courses in Chemistry : Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) · The language requirements are two years of college French ~d two y:ars o_f col~ege German or their equivalent. (Courses taken m satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chem~stry 2 (Comprehensive General Chemistry) Chem~stry 21 1 hf (Qualitative Analysis) ; Che~stry 22 2 ; hf (Quantitative Analysis, Part I); Chem~stry 31 hf (Quantitative Analysis, Part II); Che~stry 32 2hf (Physical Chemistry, Part I); 1 Chemistry 33 (Organic Chemistry) ; Che~istry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics); The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NOTE·-:--!'1athematics .11 (Introduction to Mathematical Analysis) is a pre-requ1S1te f?r Che1Wstr~ ~1. Mathematics 21 (Analytic Geometry and the Calculus) 1s a pre-reqms1te for Chemistry 32. Classics. Three full courses (or their equivalent) in Latin, above Latin Two full courses (or their equivalent) in Greek, above Greek A full co~rse (or its equivalent) in Ancient History. Two electives selected with the approval of the adviser. Economics. Economics 21 (_General Principles of Economics) ; Two of the J um or courses in Economics · Economics 40 (Advanced Economics); ' Mathematics z6 2 hf (Statistics) ; 1. 1. �40 BULLETIN OF ST. JOHN'S COLLEGE Psychology I I 1 hf (Introduction to Psychology) ; Psychology 12 2 hf (History of Psychology) ; Government l l (American Government) . Beginning in 1932-33, students who major in Economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. BULLETIN OF ST. JOHN'S COLLEGE '1 English. English 21 (Survey of English Literature) ; English 45 (Shakespere) ; Four other full courses in the department of Ei;glish, exclusive of English I. It is urged that students majoring in English elect History 23 (English History), preferably in their Junior year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the History of English Literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the ., recommendation of the Department for graduate study. French. See Romance Languages. German. Four full courses in German beyond German IO (Intermediate German), including German 40 (Problems of Current German Life and Thought). History 21 (Mediaeval European History) and History '31 (Modem European History) or its equivalent. . NoTE.-German 21 (Scientific German) does not count toward the maior. Government. Government 11 (American Government) ; Government 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy); 41 Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; Government 41 1 hf (International Relations) and Government 42 ~hf (International Organization) or Government 43 1 hf. (Political Parties) and Government 44 2 hf. (Constitutional Law); Economics 2r (General Principles of Economics) or History 23 (English History) or History 2.1 (Mediaeval European History): One full course in psychology or the equivalent, or Biology n (Beginning Zoology) . History. History 1 (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History); History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) or Psychology I I 1hf (Introduction to Psychology) and Psychology r2 2 hf (History of Psychology); English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 31 (History of Philosophy). Mathematics. Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 31 (Mathematical Analysis, Part I) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 33 (Higher Algebra) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. aflsyel1olo~) II 1 " -'~T'~yd'IOfog:rJ : hf (lll1.trgd 11 ctigp _, tg Psycbo 1 oS¥~ saoc Baw,.~...-­ ' ,I �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Philosophy. Philosophy II 1 hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1 hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion); Philosophy 41 1 hf (Plato); Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in Psychology or in History. Psychology. Three full courses, or their equivalent, in Psychology ; Biology II, either Section A or Section B; Philosophy 3 I. To be elected: Either (a) One additional unit in Philosophy; or (b) one additional unit in Biology; or ( c) one additional unit in Physics; or ( d) one additional unit in Psychology. Recommended courses: Any Philosophy course, either a full course or a half course (one or more) : Biology 21 1 hf ; Biology 22 2hf ; Biology 30; Biology 33 1 hf ; Biology 34 2 hf; Biology 36 2 hf. Chemistry 1 or Chemistry 2. Physics 21. Mathematics 26 2 hf. Economics 31 ; Economics 41. Government 3 I. Greek 23 1 hf ; Greek 36 2 hf. English 26 1 hf ; English 27 2 hf ; English 49. Any student who intends to do graduate work in Psychology should learn to read German and French. 42 Physics. Physics 21 (Elements of Physics); Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics); Physics 42 (Theory of Heat) or Physics 43 (Electricity); Mathematics 21 (Analytical Geometry and the Calculus); Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Two full courses in Biology : Biology II (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), Biology 22 2 hf (Embryology of Vertebrates); Two full courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry) , Chemistry 33 (Organic Chemistry) ; One full course in Physics: Physics 21 (Elements of Physics). NOTE.-Mathematics II (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition to the six courses of the major two full courses or . ~ their equivalent· in college German and two full courses in college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I); Biology 30 (Histology) : Enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading knowledge " of scientific material. 43 Romance Languages. Four full courses in one Romance Language above French 2 or Spanish 2 (Intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance Language. Social Sciences. One course in each Department. The courses prescribed are : Economics 21 (General Principles) ; Government l l (American Governme1;1t) ; History l (Historical Survey); Philosophy 31 (History of Philosophy) ; One full course in introductory psychology. Three additional courses in the Social Sciences. These three courses must be distributed over three Departments and must have the approval of the Departments concerned. Spanish. See Romance Languages. �Room Assignments, 1932-33 I I NoTE.-Courses bearing the announcement," Hours to be arranged" will meet at places designated by the instructor in consultation with the Registrar. Course Hall and Room Course ti~es ! Hall and Art 21 ...................... McDowell 24 Greek 31 : .............. I~structor's S Art 31 ............. , ........ McDowell 24 History 1, all sections, Tues. and Thurs Biology, all courses . ..... Biology Building Humphreys Lecture Chemistry, - all courses . .... Humphreys Hall Section A, Saturday . ..... McDowe Economics 21 A ............ McDowell 33 Section B, Saturday ..... . McDow Economics 21 B ............ McDowell 21 Section C, Saturday ..... . McDow Economics 32 ............... McDowell 33 History 20 .................. McDow Economics 35 ............... McDowell 24 History 21 .................. McDowe Economics 40 ............... Mc:Qowell 24 History 22 A ............... McDowe English 1 A ................ McDowell 36 History 22 B ............... McDowe English 1 B ................ McDowell 36 History 23 .................. McDow English 1 C ................ McDowell 22 History 25 ........... .' ...... McDow English 1 D ............ "'' .. McDowell 22 History. 34 ........... -.. •· .... McDow English 1 E ................ McDowell 22 History 44 .................. McDow English 21 .................. McDowell 23 Hygiene 1 ...... Humphreys Lecture English 23 ................. , McDowell 32 Latin 1 ................. Instructor's English 31 .................. McDowell 24 Mathematics 1 .............. McDow English 37 .................. McDowell 23 Mathematics 11 A ........... McDowe English 45 ..............·.... McDowell 32 Mathem~tics 11 B ........... McDo:.V French 1 ................... McDowell Z~~· Mathematics· 11 C ............ McDo ' French 2 A ................. McDowell.~ JlfMathematics 21 French 2 B ................. McDowell 35 · Mathematics 25 .. : .......... McDowe French 11 .................. McDowell 22 Mathematics 31 ............. McDow French 13 .................. McDowell 23 Mathematics 33 ............. McDowe' French 17 .................. McDowell 22 Mathematics 35 ............. McDowe French 20 .................. McDowell 22 Mathematics 41 ............. Mcl)owe French 31 .................. McDowell 22 Mathematics 45 ........-..... McDowe, Germ;n 1 A ........... .' .... McDowell 31 Philosophy 11 ............... McDowe German 1 B ................ McDowell 31 Philosophy 15 ............... McDowe German 10 A ............... McDowell 21 Philosophy 31 ............... McDow German 10 B ............... McDowell 31 Philosophy 38 ............... McDOV/e1 German 20 .................. McDowell 23 Philosophy 41 ............... McDowe German 21 ............. Instructor's Study Physics, all courses ...... . Humphreys German 36 .................. McDowell 21 Psychology 11 A ............ McDow German 40 ............. Instructor's Study Psychology 11 B ............ McDow , Government 11 A ........... McDowell 32 Psychology Z1 .............. McDow Government 11 B ........... McDowell. 21 Psyc;hology 29 .............. McDow Government 11 C ........... McDowell 32 Spanish 1 ................... McD<iw Government 21 ............. 'McDowell 35 Spanish 2 ................... McDowe Government 23 .......... , ... McDowell 32 Spanish 11 ............. Instructor's Greek 1 ................ Instructor's Study Spanish 13 ..............•.... McDow '' � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Announcement of Courses 1932-33 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 43 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1932 Date A point or period of time associated with an event in the lifecycle of the resource 1932-09 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource Volume II, number 4 issue of the Bulletin of St. John's College in Annapolis. Published in September 1932. College catalog for the years 1932-1933 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/5cca4836f4dd671d067d1549a6ab7f78.pdf 7f3f6866e8d021256e86853e7f2027f5 PDF Text Text DECEMBER, r, .• ·. I 1932 NUMBER 1 BULLETIN OF ·\ ·ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1932-1933 \ Founded as King William's School, 1696 Chartered as St.John's C-0llege, 1784 v Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at An· napolis, Maryland, under the Act of August 24, 1912 . .~ �CONTENTS CoLLEG£ CALENDAR ................................... PAGE BOARD OF VISITORS AND GOVERNORS. . . . . . . . • • . • • • • . • • . . • 5 7 OFFICERS OF ADMiNISTRATION AND INSTRUCTION. • • . . • • . . . 10 GENERAL fNFORMATION • • • • • • . . . . . . . • . . . . . • . . . . • . . . . . • 18 ADMISSION . •. . ••••••. ••. •••. . . . . •. •. . . . . . . . . ••. ••••• 29 PROCEDURE FOR NEW STUDENTS......................... 33 FEES . . • • . • . . . . . . • . • . . • . . • • • . . . • . . . . . . . . • . • • • . . . • • . • . 35 AWARDS AND AIDS. • • . . . • . . . . . . . . • . • • • • • • • • • • • • • • • • • • • 38 GENERAL REGULATIONS • • • . . . . • • . • . • • • • • • • . • • . • . • . • • • • 46 COURSES OF INSTRUCTION . . • • . . • • • • • • • • • • • • • • • . • • • . . • • • 63 1932-33; DEGREES CONFERRED AND 1931-32 ................•....•.....• 100 STUDENTS ENROLLED, PRIZES AWARDED, INDEX .••••...•• ; ••...••.•.....•••..•.•••...• ; • • . • . . 109 �........... .............................,~ ~~~~~~~~~~~~~~-------- 1934 1933 1932 JULY JANUARY JULY JANUARY slMl1•lwiTIFls si:m:ITiwiTIFls sl:m:ITiwiT-iFls slMIT/wjTjF!s .......... 121234567 3 4 5 6 7 8 9 8 9 10 1112 13 14 10 111213 141516 15 16 171819 20 21 17 18 19 20 21 22 23 22 23 24 25 26 27 28 24 25 26 27 28 29 30 29 30 31 . . . . . . . . 31 . . . . . . . . . . . . . . . . . . . . .- . . . . . AUGUST FEBRUARY AUGUST 7 14 21 28 . . . . . . . . . . . . 1 .. 1 2 3 4 5 6 2 3 4 5 6 7 8 7 8 9 10 1112 13 9 10 111213 1415 14 15 16 1718 19 20 16 17 18 19 20 21 22 21 22 23 24 25 26 27 23 24 25-26 27 28 29 28 29 30 31 ... . 3031 . . . . . . . . . . . . . . . . . . • . . . :: 123456······1234 .•.. 1 2 3 4 5 8 9 10 11 12 13 5 6 7 8 9 10 11 6 7 8 9 10 11 12 15 16 17 18 19 20 12 13 14 15 16 17 18 13 1415 16 17 18 19 22 23 24 25 26 27 19 20 21 22 23 24 25 20 21 22 23 24 25 26 29 30 31 . . . ... 26 27 28 . . . . . . . . 27 28 29 30 31 . . . . .. .. .. .. 1 4 5 6 7 8 1112 13 14 15 18 19 20 2122 25 26 27 28 29 2 9 16 23 30 3 10 17 24 .. .. .. .. .. .. .. .. .. 5 12 19 26 .. 6 13 20 27 .. 1 2 7 8 9 14 15 16 21 22 23 28 29 30 3 10 17 24 31 4 11 18 25 .. .. 3 10 17 24 .• .. .. .. 1 2 4 5 6 7 8 9 1112 13 14 15 16 18 19 20 212223 25 26 27 28 29 30 ••••••••••••••••••••• APRIL OCTOBER ............ 1 2 3 4 5 6 7 8 9 10 111213 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 ao 31 . . . . . . . . . . SEPTEMBER MARCH 1 ••••••• OCTOBER ..•..... 123 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 . . . .•. 'MARCH •. .• 4 5 1112 1819 25 26 . -. 6 13 20 27 .• l 2 3 7 8 9 10 14 15 16 17 2122 23 24 28 29 30 31 .............. APRIL ...•....•... 112345671234567 2 3 4 5 6 7 8 8 9 10 1112 1314 8 9 10 1112 13 14 9 10 111213 1415 151617 18 19 20 21 15 16 171811120 21 16 17 18 19 20 21 22 22 23 24 25 26 27 28 22 23 24 25 26 27 28 23 24 25 26 27 28 29 29 30 31 . . . . . . • . 29 30 . . . . . . • . • • 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • . . . MAY NOVEMBER MAY .... 1 2 3 4 5 6 7 8 9 10 11 12 181415 16171819 20 21 22 23 24 25 26 27 28 29 30 . . . . . . 123456 8 9 10 11 12 13 15161718 19 20 22 23 24 25 26 27 28 29 30 31 . . • • . . ....•. 1 2 3 4 5 6 7 8 9 10 11 12131415161718 19 20 21 22 23 24 25 26 27 28 29 30 . . . . 12345 6 7 8 9 10 11 12 18 141516171819 20 21 22 23 24 25 26 27 28 29 30 31 .... DECEMBER JUNE DECEMBER JUNE NOVEMBER .. 7 14 21 .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. ........ 4. 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28 .• .. .. .. 123 8 9 10 15 16 17 22 23 24 29 30 31 .. .. .. .....•.. { 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28 .. .. .. .. 123 8 9 10 15 16 17 22 2!'1 24 29 30 .. .. .. .. 1932-33 1932 :t September 19, Monday ........... . Examinations for admission. : September 20, Tuesday . ........... Registration of all students. September 21, Wednesday September 22, Thursday ........... Oasses begin. (II FEBRUARY .. .. .. .. .. .. .. .. .. .. ... .. .. .. .. .. .. .. .. ·-· .. .. .. .. .. .. .. .. SEPTEMBER COLLEGE CALENDAR . . . . . . . . . . 12 . . . . . . . . . . 12 3 4 5 6 7 8 9 3 4 5 6 7 8 9 10 11 12 13 14 1516 10 11 12 13 H 15 16 17 18 19 20 21 22 23 17 18 19 20 21 22 23 24 25 26 27 28 29 30 24 25 26 27 28 29 30 31 . • . . . . . . . . . . . . . . . . . . . . . . . . 12, a. m.).First half-year begins. Formal opening of College. Saturday . .......... November hour-examina- tions end . November 2 3, Wednesday ( 12 m.) .. Thanksgiving recess begins. November 27, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 22, Thursday (12 m.) ... . Christmas recess begins. 1933 January 3, Tuesday (6 p. m.) ..... . Christmas recess ends. Janiiary 19, Thursday . ............ Mid-year examinations begin. January 28, Saturday ............. Mid-year examinations end. January 30, Monday . ............. Second half-year begins. February 22, Wednesday .......... Washington's Birthday: a holiday. March 18, Saturday . ............. March hour-examinations end. April 12, Wednesday (12 m.) ...... Easter recess begins. April I9, Wednesday (6 p. m.) ..... Easter recess ends . May 25, Thursday ................ Final examinations begin. · June 3, Saturday ................. Final examinations end. June 7, Wednesday . .............. Commencement Day. !I �6 CATALOGUE OF ST. JOHN'S COLLEGE SUMMER. VACATION June 8 to September 17, inclusive CATALOGUE OF ST. JOHN'S COLLEGE 7 BOARD OF VISITORS AND GOVERNORS* 1933-34 1933 September l 8, Monday . ........... Ex:aminations for admission. ,. His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. September 19, Tuesday ........... . Registration of all students. HERBERT NoBLE .............. IIS Broadway, New York, N. Y. September 20, Wednesday ( l l a.m.) . First half-year begins. Formal opening of College. September 21, Thursday .......... . Classes begin. November II, Saturday ........... November hour-examinations end. November 22, Wednesday ( l 2 m.) .. Thanksgiving recess begins. r November 26, Sunday ( 6 p. m.) .... Thanksgiving recess ends. December 2 l, Thursday ( l 2 m.) .... Christmas recess begins. 1934 January 2, Tuesday (6 p. m) . . . . . . Chr" tmas recess end s. . 1s January 18, Thursday ............. Mid-year examinations begin. January 27, Saturday . ............ Mid-year examinations end. Governor .of Maryland. President Ex Officio. Lawyer. Chairman. WALT~ H. BucK. , .. 809 Union Trust Building, Baltimore, Md. Lemmon and Buck, Lawyers. Vice-Chairman. EDWIN WARFIELD, JR .... IS East Saratoga Street, Baltimore, Md. Editor. Secretary. JAMES A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. WILLIAM WooDWARD .......... I Wall Street, New York, N. Y. Chairman of the Board of the Central Hanover Banlc and Trust Company. JuDGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. January 29, Monday ............. . Second half-year begins. • The President of the Senate and the Speaker of the House of Delegates of the Maryland General Assembly and the Judges of the Maryland Court of Appeals are ex officio members of the Board. February WALTER J. MITCHELL, President of the Senate •.............. . La Plata, Md. 22, Thursday . ........... Washington's Birthday: a holiday. March 17> Saturday . .............. March hour-examinations end. April II, Wednesday (12 m.) ..... . Easter recess begins. April 18, Wednesday ( 6 p. m.) ..... Easter recess ends. May 2 4, Thursday . ............... Final examinations begin. June 2, Saturday ................ . Final examinations end. June 6, Wednesday ......•........ Commencement Day. T. BARTON HARRINGTON, Speaker of the House of Delegates ••• . Baltimore, Md. Judges of the Court of Appeals CARROLL T. BOND, Chief Judge .......•................. .' . . Baltimore, JoHN R. PATTISON, Associate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge .......•................ . Frederick, Wru.r.AM H. ADKINS, Associate Judge ...........•......••... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ..•...............•... . LaPlata, FRANCIS NEAL PA.RKE, Associate Judge ................ . Westminster, D. LINDLEY SLOAN, Associate J'/l.dge ..................... . Cumberland, Md. Md. Md. Md. Md. Md. Md. Md. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 9 T. WEST CLAGGETT .. Igo8 First Natl. Bank Bldg., Baltimore, Md. Manager, Philadelphia and Reading Coal and Iron Company. RIDGELY P. MELVIN ...•..........•.••........ Annapolis, Md. COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS FRANK R. KENT ..••• ; ..••...•.••••.. The Sun, Baltimore, Md. Executive Committee Attorney-at-Law. Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT ]AMISON, JR... 102 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. DR. CHARLES c. MARBURY Physician. 1015 16th St., N. W., Washington, D. C. LEWIS W. BALDWIN .. 2200 Missouri Pacific Bldg., St. Louis, Mo. President, Missouri Pacific Railroad. SYLVESTER W. LABRoT ................•...•. Annapolis, Md. Labrot & Company, Bankers. DR. AMOS F. HUTCHINS .. 10ro N. Charles Street, Baltimore, Md. Buildings and Grounds DR. HUTCHINS MR. LABROT, Chairman MR. WooDWARD DR. BORDLEY Elections to the Board MR. CUGGETT, Chairman JUDGE DAWKINS l\tfa. WARFIELD Surgeon. ELMER G. PARSLY ......... I500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. DR. ]AMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. DR. PEARL MR. WALTON MR. BucK, Chairman MR. NOBLE MR. JAMISON MR. MELVIN Fina.nee MR. LABROT, Chairman MR. GILLET MR. WALTON MR. WOODWARD Physician. DR. RAYMOND PEARL .. 1901 East Madison Street, Baltimore, Md. PRESIDENTS EMERITI CHARLES B. GILLET ...... Baltimore Trust Bldg., Baltimore, Md. THOMAS FELL .............. Carvel Hall, Annapolis, Maryland. President Emeritus Director, Institute for Biological Research, Johns Hopkins University. The Baltimore-Gillet Company, Investment Bankers. DOUGLAS H. GoRDoN .............. Brice House, Annapolis, Md. G d te King's College London, 1876; University of London, 1879; Ph. ~.,u~t.' John's College,' 1889; LL. D., Hampden-Sidney Coll~ge, 1889, University of :Pittsburgh, 1912, William and ~ary .college, 1921, D. C. L., University of the South, 1907; Litt. D., Umvers1ty of Maryland, 1923. President of St. John's College, 1886-1923. WILLIAM H. STAYTON National Press Building, Washington, D. C. ENOCH BARTON GAREY ........ ; . . . . . . . . Riderwood ' Maryland. President Emeritus CHARLES A. CUMMINS . . 20 East Franklin Street, Baltimore, Md. B. A., St John's College, 1903; Graduate, United States ~i~itary ~cad8 ·LLD Washington College, 1923. Professor of Military Science :~J· ~~ti~s, j0h~s Hopkins University, 1920-23; President of St. John's College, 1923-29. RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. President of the College. Captain, U.S. N. (Retired). Vice-President, Consolidated Engineering Company, Baltimore. �10 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE OFFICERS OF ADMINISTRATION DOUGLAS HUNTLY GORDON, A. B., LL. B., LL. D. 12 McDowell Hall President 11 FACULTY HUNTLY GORDON ...................... Brice House President NATHAN COMFORT STARR, A. B., A .. M., Ph.D. I I McDowell Hall Assistant t~ the President A. B., Harvard College, 1926; LL. B., Harvard University, 1928; LL. D., University of Maryland, 1932. Secretary of the Board of Visitors and Governors, 1930-31; President of St. John's College, 1931-. PAUL EUGENE GROPP, B. A., M.A. ......... II McDowell Hall Dean of the. Senior Class JACOB BERNARD SEGALL .....•••.••.•• 206 Prince George Street Professor of French VERTREES }uDSON WYCKOFF, B. A., Ph.D .... II McDowell Hall Dean of the Junior Class B. L. and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-9~; Instructor in French, Cornell University, l8g3-96; Sorbonne, Pans, 1896-97; Instructor in French, Cornell University, 1891'-19?0; Lecturer, Modern Languages, McGill University, 1900-01; Instructor m French, Colle~e of the City of New York, 1901-03; Professor of Romance Languages, Umversity · of Maine, 1903-20; · Professor of French, . University of Main~, 1920-28 · Visiting Professor of French, Summer Session, Northwestern Umversity, '1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. PAUL ALLEN, }R., A. B., A. M., Ph.D ...... II McD~well Hall Dean of the Sophomore Class · GEORGE ALTHOFF BINGLEY, B. A., M. A. ... I I McDowell Hall Dean of the Freshman Class MIRIAM STRANGE, A. B...................... II McDowell Hall Registrar MARJORIE SMITH LAYNG ................... I I McDowell Hall Secretary LULU VIOLA EBAUGH ........................ Woodward Hall Librarian CLARENCE WILSON STRYKER ......... Bembe's Beach, Maryland Professor Emeritus of History B. A., Union College, 1885; A. M., Coltimbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. J,ohn's . College, 1904-12, 1916-23; Professor of History, ARTHUR CHEW MEADE, C. P.A ............. I3 McDowell Hall Auditor 1923-32. HAZEL VIRGINIA SEARS .................... I3 McDowell Hall Bookkeeper REGINALD HEBER RIDGELY ................ 9 Southgate Avenue Professor of Biology EVERETT WELCOME SMITH ................ I3 McDowell Hall Superintendent . B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. ]AMES JOSEPH MURPHY, M. D ..••.•................ Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .. ~ ......... : ....... Gymnasium Director of Athletics }AMES JosEPH MURPHY ....•...•.....• 139 King George Street Lecturer in Hygiene M:. D., University of Maryland, 1896. College Physician, St. John's College, 191g-; Lecturer in liygiene, St. John's College, 1929-· �12 MARION ALONZO EASON ..................... 6 Franklin Street Assistant Professor of Physics E. E., University of Virginia, 1909. Student Engineer, General Electric : Company, 1909-rr; . Instructor in Mathematics and Physics, Fitchburg ,1 (Massachusetts) High School, l9rr-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15 · Instructor in Electrical Sho · P racf ice, D e?artme?-t of Manual Arts, Boston, Mass., 1915-16; Instructor ' . P . m Mathematics, Umted States Naval Academy, 1916-20, Assistant Professor 1920-25; Instructor, M~thematics and Physics, Naval Academy Preparator; School, 1925-27; Assistant Professor of Physics, St. John's College 1927-. ' GEORGE ALTHOFF BINGLEY ...................... Brice House Professor of Mathematics B. A., 1910, M.A., 1916, Princeton University. Instructor in Government Schools, Os~ka, Japan, 19!0-13; Graduate Student, University of Goettingen, 1913-14; Elizabeth _Gardner Scholar in Mathematics, Princeton University 1915-16; I~structor m ~athematics, Georgia Institute of Technology, 1918-19; Instructor m Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-. THOMAS AUSTIN FITZGERALD ................. 567 West Street Assistant Professor of Spanish Ped. B., Missouri Teachers' College, l9II; A. B., University of Missouri 1913; A. M., University of Illinois, 192!. Instructor in Ancient and Mod~ ei:i Languages, Pensacola Classical School, 1913-14, Burlington (Iowa) High School, 1914-18, Terrill School (Dallas), 1918-20; Assistant in Rom~nce Languages, University of Illinois, 1920-21; Assistant Professor of Sp~msh'. Univers_ity. of Kansas, 1921-23; Instructor in Romance Languages, Uruvers1ty of Illmo1s, 1923-27; Assistant Professor of Romance Languages St. John's College, 1927-29; Assistant Professor of Spanish, St. John'~ College, 1929-. HER.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry Ph.D., Universi1l'. o~ Berli~, 1913: Student, Universities of Petrograd, and Le1pz1~; Assistant m Chemistry, Institute of Agriculture, Berlm, 1913-14; 01em1cal Research, 1914-23; Instructor in Chemistry, Swarthmore College, 192~-25; Assistant Professor of. Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. Wu~rzburg, CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 1 13 GEORGE CLARENCE VEDOVA .................. 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia Univen;ity, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-:19; Assistant Professor of Mathematics, St. John's College, 192g-. MYRON McLAREN .............. The Pines, Arnold, Maryland Assistant Professor of Psychology A. B., University of Michigan, 1914; LL. B., University of Michigan, 1916. Student, Chicago Theological Seminary, 1921-22. Associate Professor of Law, University of Alabama School of Law, 1922-23; Instructor in English, College of the City of Detroit, 1923-26; Student, University of Chicago, Departments of Philosophy and Psychology, Jan., 1927-Aug., 1929; Assistant Professor of Psychology, St. John's College, 1929-. J oSEPH BusH KINGSBURY ........... 243 Prince George Street Associate Professor of Government B. A., George Washington University, 1915; Ph.D., University of Chicago, 1923. Fellow in Political Science, University of Chicago, 1916-17; Assistant in Political Science, University of Chicago, 1919-:11; Assistant Professor of Political Science, Washington University, 1919-25; Bureau of Public Personnel Administration, Washington, D. C., National Civil Service Reform League, 1926-27; Associate Professor of Political Science, St. John's College, 1928-29; Associate Professor of Government, St. John's College, 19:19-. JuLIAN SMITH DUNCAN ..................... 129 Fifth Street Instructor in Economics and Government B. A., 1917, M.A., 1919, University of Mississippi; B. D., Emory University, 1924; Ph.D., Columbia University, 1932; Instructor in Economics, Hunter College, Feb. to June 1929; Lecturer in Economics, Bryn Mawr College, 1929-30; Research Fellow, Brookings Institution, Washington, D. C., 1930-31; Instructor in Economics and Government, St. John's College, 1931-. ADAM ALLES ........................... Edgewater, Maryland Assistant Professor of Philosophy B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. Student at the University of Berlin, 192:1-23; Student at the University of Paris, 1923-24; Holder of Sterling Fellowship and Assistant in Ethics, Yale University, 1924-25; Holder of University Fellowship, Yale University, 1925-26; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 19~-. �14 15 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST; JOHN'S COLLEGE NATHAN COMFORT ST~ ............. 243 King Geqrge Street Associate Professor of English :·EDMUND WILLIAM PAVENSTEDT ............... II Acton Place Instructor in History A. B., Ha~ar~ College, 1917; A. B., Oxford University, 1922; A. M., -Ha~var~ University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard ~mvers~ty, 1928..Assistant in English, Harvard College, 1921-24; Assistant m English, Radcliffe College, 1923-24; Instructor in English and Tutor · the ?ivision ~f Modern Languages, Harvard College, 1924-28; Tutor ~ E~hsh'. Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's Colleg ' 1930-. e, . A. B., Harvard College, 1920. Instructor and Tutor in the Division of · History and Literature, Harvard College and Radcliffe College, 1926-29; Instructor in History, St. John's College, 1932-. RICHARD KuEHNEMUND ............. : ....•..•... Brice House Associate Professor of German PAUL ALLEN , JR . · · · · · · · .· ................. 24 M urray A venue Assistant Professor of Chemistry Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Mo~ern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's Coltege, 192g--. 192g--. JoHN A: B., Harvard ~ollege, ~919; A. M., 1922, Ph. D., 1924, Harvard Univers1t!. Instructor m ~hem1stry, New York University, 1923-24; Research Chemist~ 1924-29; Assistant Professor of Chemistry, St. John's College ' RICHARD SCOFIELD ..•.....•.•................. 40 East Street Associate Professor of Art and English B.. A., 1919, M. A., 1920, University of California; B. A., iliford Uni- v~rs~ty, 1924. Assist:int in English, University of California, 191g-20; Com- m1ss1on for the Relief of Belgium Exchange Fellow, Universite libre de Brux~lles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. FORD KEELER BROWN ..•...................•. 4 Randall Court · Professor of English A: B., U~iversity. of Washington, 1920; D. Phil., Oxford University, 1926. As~1sta~t m Enghs.h, 1919-20, Assistant Professor of English, 1923-25, Umvers1ty of Washmgton; Associate Professor of English, St. John's College, 1925-29; Professor of English, St. John's College, 192g--. Lours CLAIR HuNTER •...•.......•....... 83 Shipwright Street Assistant Professor of History A. B., Knox College, 1920; ·A. M., 1923, Ph. D., 1928, Harvard University. Instructor in American Economics and Social History, Carnegie Institute of Tec~nology, 1923-28; Assistant Professor of History, Smith College, 192g-30; Assistant Professor of History, St. John's College, 1930-. . VERTREES JunsoN WYCKOFF ..•......•••• I3 Thompson Street Associate Professor of Economics B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics St. John's College, 1926-. ' THOMAS RODGERS ......................... Brice House Instructor in English and History B. A., 1922, M.A., 1923, Princeton University. Instructor in English and History, St. John's College, 1931-. PAUL Eu GENE GROPP.: ............•............ Brice House Assistant Professor of_ German B. A., 1923, M.A., 1926, George Washington University. Instructor in German, Wesleyan University (Connecticut), 1923-24; Instructor in German, George Washington University, 1924-30; Graduate Student, University of Kiel (Germany), and Columbia University, 1930-31; Assistant Professor of German, St. John's College, 1931-. FREDERICK WHIPPLE APPEL •....••.......... 165 Green Street Associate Professor of Biology Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fe11ow, University of Chicago, 1927-28; Assistant Professor of Biology, ·st. John's Co11ege, 11928-29; Associate Professor of Biology, St. John's College, ~929--· WILLIAM HENRY BAYLIFF ••.••.•••.••....... I65 Green Street Assistant Professor of Biology B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27;. Assistant in ZoOlogy, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. .Johq's College, 1930-. �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE 17 ROBERT WALLACE ELLIOTT, JR............. 201 Hanohr Street Assistant Professor of French ~itt., ~;· Rut~~rs University, 1924; DiplOme de fran~ais, degre superieur, Umvers1te de D11on, 1925; M.A., Princeton University, 1928. Master, Newark. (N_ew Jersey) Academy, 1924-25; Instructor in French, Princeton Un~vers~ty, 1925-27 and 1928-32; Fellow in Modern Languages, Princeton Umvers1ty, 1927-28; Assistant Professor of French, St. John's College, 1932-. GEORGE HAROLD McFARLIN .............. 23 St. John's Street Assistant Professor of Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in. Chemistry Sou1;11east Mis~ouri State Teachers College, 1926-27; Graduate Student, Uni~ vers1ty of C?icago, 1927-29; Instruct~r in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931-. Borns PENROSE, 2D • •••••••••••••••••••••••••••• Brice Assistant Professor of History House ~- B., Harvard C?llege, 1925. Assistant Curator of Prints, The Pennsylvania Museum. Assistant Professor of History, St. John's College, 1932-. JOHN SPANGLER KIEFFER .........•.•. 243 Prince George Street Instructor in Classical Languages · A. B., Harvard College, 1927, as of 1926; A. M., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28 · Instructor in Oassical Languages, St. John's College, 1929--· ' PHYSICAL TRAINING STAFF COMMITTEES OF THE FACULTY Advisory Council PRESIDENT GORDON, Chairman MR. ALLEN MR. APPEL MR. BINGLEY Comm.ittee on Admission and Advanced Standing MR. ALLES, Chairman MR. FITZGERALD MR. RIDGELY Committee on Curriculum PRESIDENT GORDON, Chairman MR. KINGSBURY MR. McLAREN MR. SCOFIELD MR.ALLEN MR. APPEL MR. BROWN MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOVA, Chairman MR. BAYLIFF MAURICE TALBOTT RIGGS .......•..•..••..•.• 450 West Street MR. KIEFFER Committee on the Library MR. BROWN, Chairman Director of Athletics; Head Coach of Football B. S., University of Maryland, 1920. WILLIAM FRANK STROMEYER .•...... 2I4 Prince George Street MR. GROPP MR. STARR MR. WYCKOFF MR. BERNHARD MR. HUNTER Graduate Manager of Athletics; Coach of Freshman Football MR. STARR WILLIAM HANSON MOORE, III. ... 107 Midhurst Road, Baltimore Committee on Lectures and Concerts MR. BINGLEY, Chairman B. S., St. John's College, 1916. Head Coach of Lacrosse B. A., Johns Hopkins University, 1923. MR. APPEL JosEPH NovAK ..................... . 250 Prince George Street Instructor in Physical Training; Director of Intramural Athletics; Coach of Cross Country and Track B. S., University of Illinois, 1929. VALENTINE LENTZ .............. The Pines, Arnold, Maryland Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. MR. PAVENSTEDT MR. RODGERS Committee to Confer with the Executive Committee of the Board of Visitors and Governors MR. APPEL MR. WYCKOFF MR. BROWN �18 CATALOGUE OF ST. JOHN'S COLLEGE GENERAL INFORMATION Historical Sketch. The story of St. John's College begins in 1696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract: CHAP. XVII A Petltionary act for free-schools. Lib. LL. No. a. fol. u5. Dread Sovereign . . • . Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of LatiI~, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said freeschool, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence !-Ord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and appointed by your sacred majesty. Laws of Maryland, Session of July I-9, I696. CATALOGUE OF ST. JOHN'S COLLEGE 19 King William's School, established in accor~ance with ~~s A~t, ' fl urished until the Revolution, when, accordmg to trad1t1on, its . b~ilding became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act v;as ' ssed which transferred the masters, students, and funds of King pa William's School to St. John's. The College has, therefore, a trad' 1tion reaching back to early colonial times. · The General Assembly wrote into the charter of the College the principles of freedom which have earned for Maryland the name of the Land of Sanctuary. WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States: IL Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning, by the name of Saint John's, be established on the Western Shore, upon the foll?wing 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 the 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. The " fundamental and inviolable times maintained. An early map of Offices of Administration, designates all denominations." The College is, wholly non-denominational. principles " have been at all Annapolis, preserved in the St. John's as the" Collegeas it has at all times been, �20 CATALOGUE OF ST. JOHN'S COLLEGE President Washington visited the College in 179I. After his , visit he addressed this letter to the Faculty of the College: · To the Faculty of St. Johws College: GENTLEMEN :-The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me) with the hope of an early and at the same time a mature manhood. You will do justice to the sentiments which your kind regard toward myself inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. April 17, 1791. GEORGE WASHINGTON. He gave further evidence of his interest by sending to the College in 1798, his adopted son, George Washington Parke Custis, whose name may be found in the College records as a member of the class of 1799· In 1794 President Washington's nephews, Fairfax and Lawrence, attended the " school for grammar and the English language " and are inscribed as "Washington, sen., Virginia" and "Washington, jun., Do." in the roster of that school, which was printed in 1794 under the title, " An Address of the Visitors and Governors of St. John's College to the Senate of Maryland." Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served on the Board of Visitors and Governors in the early days of St. John's, as did also John Eager Howard. A fourth signer, William Paca, was among the petitioners for the College charter. Francis Scott Key was graduated from St. John's in 1796, and Reverdy Johnson, Ambassador to Great Britain, in 18II. Founded at a time when problems of self-government were uppermost in men's minds, the College was, until the Civil War, a training school for many who were prominent in state and national affairs. During the Civil War, St. John's was used as a Union Army hospital. At the close of the war Dr. Henry Barnard, later United CATALOGUE OF ST. JOHN'S COLLEGE 21 States Commissioner of Education, accepted the presidency. During his brief administration he reorganized the College to meet changed conditions. The years since his presidency are chiefly marked by the long and successful administration of Dr. Thomas Fell, inaugurated in 1886. Dr. Fell, now President Emeritus, retired in 1923, after thirty-seven years of service to the College. His successor, Dr. Enoch Barton Garey, also President Emeritus, a St. John's man of the class of 1903, served until June, 1929. In 1931, Douglas Huntly Gordon succeeded to the presidency. The names of the former presidents of the College, with the dates of their services, follow: John McDowell, 1789-1807; Bethel Judd, 1807-1820; Henry Lyon Davis, 1820-1824; William Rafferty, 1824-1831; Hector Humphreys, 1831-1857; Cleland Kinloch Nelson, 1857-1861. (The college was closed for five years during the Civil War.) Henry Barnard, 1866-1867; James Clark Welling, 1867-1870; James Mercer Garnett, 1870-1880; John McDowell Leavitt, 1880-1884; William Hersey Hopkins, 1884-1886; Thomas Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. The College Today, and the Degree. St. John's is a non-sectarian college for men. The purpose of the College is expressed in the charter granted originally to King William's School as "the education of youth in good letters and manners." To this end the College offers courses in the liberal arts and sciences leading to the degree of Bachelor of Arts. This degree covers the work formerly covered by the degree of Bachelor of Science, and is accepted by institutions of advanced learning wherever that degree used to be required. Professional Preparation. Though primarily a college of liberal arts, St. John's prepares its graduates to enter professional schools. The degree from St. John's is recognized everywhere by graduate schools, and in many cases work taken at St. John's is accepted for advanced standing at these institutions. The specific courses which a student should take to prepare himself for graduate study in ·any department are indicated to some extent by the requirements for majors, described hereafter. �22 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE The Faculty will be glad to entertain further inquiries, and to furnish information concerning preparation for any profession. For those who are interested, the following information may be offered here : Medicine. At St. John's, a specially planned program has been arranged for students who wish to go into medicine. This program, which may be completed in two years, includes the work designated by the Council on Medical Education of the American Medical Association as the essential requirement for entrance into class A medical schools. Admission may be gained to some schools of medicine on the basis of the two-year course. The leading medical schools of the country, however, require more than the accepted minimum : they expect not only a grounding in the biological and physico-chemical sciences but also a broad and liberal general foundation. The best schools require the bachelor's degree for admission. St. John's students are strongly urged to spend at least three and preferably four years in preparation since, in four years, they can secure a thorough training which will fit · them for entrance into any medical school in the United States. Each student is urged to choose as early as possible the medical school which he desires to enter so that he can fulfill its special requirements. A list is kept on file at the College showing the specific requirements of each medical school. Engineering. The advisers of students intending to study engineering will plan programs of study covering the groundwork which leads to all branches of the profession. As many non-technical courses as posstble will be recommended, for leading engineers consider that it is unwise to work entirely in subjects of a professional character until general study has so broadened a student's views that he has an outlook valuable in itself as well as in assisting him to make a thoughtful choice of his precise field of technical work. Law. Students who are planning to study law are advised to diversify their studies as much as possible. Courses in government are recommended as helpful in their professional ·study. The connection between other courses in the Division of the Social Sciences and Philosophy, and particular branches of the law will be pointed out to them by their advisers. ZJ Business Administration. Students preparing to enter business, with or without training at graduate schools of business ad.. ministration, should take work in the field of economics. Courses in economics will be of aid in the years of business apprenticeship, and should help to create that broad point of view expected of the business executive. Location. St. John's College is situated on a campus of thirty-five acres in the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique as the visible expression of eighteenth-century American civilization. Annapolis lies at the mouth of the Severn River, a tributary of Chesapeake Bay, and is not only the capital of Maryland but also the site of the United States Naval Academy, whose grounds and buildii1gs have much to interest students· of America~ Naval history. Within an hour one can reach either Baltimore or Washington. Students at the College have an opportunity to observe at first hand the houses of Congress, the Supreme Court, and the executive departments of the National Government; likewise they can become familiar with the gteat collections in the Library of Congress, the Folger Shakespeare Memorial Library, and the various museums in the city. Baltimore also, with the Library of the Peabody Institute, the Walters' Gallery, the Baltimore Museum of Art, and the numerous concerts to be heard during the musical season, offers many resources to the student at St. John's. Annapolis is in close touch with the Eastern Shore of Maryland. Ferry and bus connect the city with points across the Bay and with Southern Maryland on the mainland. The College Green. On the St. John's College Green stand many reminders of the early history of Maryland. It is said that under the most ancient of its old trees, now known as the Liberty Poplar*, the colonists in 1652 concluded a treaty of peace with the Susquehannock * This tree, which is marked by an appropriate tablet, has been preserved through the generosity of James T. Woodward, Esquire. �24 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Indians. During the troubled days before the Revolution, the · patriots gathered there to discuss their wrongs. The Annapolitans assembled there to greet General Lafayette in 1824. In 1781 French forces under Rochambeau camped in Annapolis on their way to Yorktown. A memorial was erected in 1911 to perpetuate the memory of the French soldiers and sailors who were buried on the campus. College Bl!ildings. McDowell Hall, the central building on the College Green, was begun in l 744 by Thomas Bladen as the Governor's Palace. Taken ' over by the College in 1784, it nbw houses the offices of administration, the class rooms, and the Student Union. The center portion of the first floor is occupied by the .Great Hall, where, in 1824, two banquets and a grand ball were held in honor of General Lafayette. Flanking the Great Hall on either side are the offices of the President, the Deans, and the Registrar, and the offices of the Auditor. The upper floors include class rooms and the Carnegie Art Room. The latter contains a fine collection of books, prints, photographs, and textiles, given to the college by the Carnegie Foundation in 1926. The ground floor is given over , entirely to the Student Union. Here are to be found rooms for the recreation of students-pool and game room; card room ; lounge, in which the daily papers and selected magazines are pro-· vided; the quiet room, in which quiet must be maintained at all times; and rest rooms. Here, also, in the Student ·Union are situated the College post office and the College book store. Humphreys Hall, built in 1835, was used as a hall of residence until June, 1929, when it .was completely renovated. It now houses. , the Departments of Chemistry and Physics. On the ground floor are the Physics lecture room and laboratory ; on the. second andthird floors are the Chemistry laboratories ; and on the fourth floor a large lecture room equipped with chemistry lecture table, and at the same time a stage, which is fully provided with the necessities for dramatic presentations. Each of the instructors in· the Chemistry and Physics Departments has his individual private laboratory and office in this building. Biology Hall, on the corner of College A venue and King George Street, houses the laboratories and lecture rooms of the Biology ' 25 : Department. This building, which was acquired by the College in is provided with new equipment. Here also are the offices of the Biology staff. Woodward Hall, the College Library, erected in 1899, houses approximately twenty-five thousand volumes; the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviv-· ing from the library selected by Bishop Bray and given in 16¢ to · the Maryland clergy. Among the subscribers who paid for the books .was Princess Anne, later Queen Anne, for whom Annapolis was named. The books were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1785. The growth of the library in recent years has been largely due to gifts from the Carnegie Corporation. The Matthias Hammond House (also known as the Harwood House) was built during the years 1770 to 1774 and was bought by the College in 1926. It is an unsurpassed example of southern Georgian architecture. The College is refurnishing the house much as it was in 1774· As a museum of colonial art in Maryland, it is now open to the general public and to students of American history and the fine arts. The Brice House (1740), and the Pinkney House '(1750), are also recent additions to the college property; and the Bordley-Randall House (1727) has been equipped as the residence of a member of the faculty. The Infirmary, in whichthere are three hospital ·wards, two private rooms, and an isolationward, is housed in a separate building ju~t across from the College Green on College A venue. Here the College Physician liolds daily office hours. The Infirmary attendants, at least one, of whom is always on duty, live in the building. tl'he Gymnasium, built in 1910, is equipped with a maximumsize basketball floor, handball court, running track, boxing and wrestling rooms, and apparatus. For intramural and varsity sports the College has football, soccer, and lacrosse fields and tennis courts. There are two halls of residence on the College Green, Pinkney Hall (1855) and Randall Hall (1903), in addition to the six fraternity houses of the College. Randall Hall contains the College dining hall. · 1929, �26 CATALOGUE OF ST. JOHN'S COLLEGE Church Attendance. The College encourages, but does not compel, attendance at church. There are six churches and one synagogue in Annapolis, all of which invite attendance by students. The churches and their , respective pastors are as follows: St. Anne's Protestant Episcopal, the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. Dr. Joseph T. Herson; College Avenue Baptist, the Rev. ~ Wilfred C. Tyler; First Presbyterian, the Rev. James J. Coale; 1 St. Martin's Evangelical Lutheran, the Rev. Samuel G. Schick; , St. Mary's Roman Catholic (Redemptorist Fathers), the Rev. Francis Clair; Kenesth Israel Synagogue, the Rev. Mordechai Cohen. Lectures and Concerts. Under the auspices of the Faculty Committee a series of lectures and concerts is arranged throughout the year. These entertainments, although intended primarily for students, are open to the , friends of the College. The Faculty Woman's Club also provides an additional series of lectures and concerts. The program for 1931-32 included Professor von der Leyen of the University of Cologne on " Goethe " ; Captain Paul Koenig, "The Journeys of the Deutschland "; Dr. Stewart Paton, "Managing Our Daily Affairs "; Dr. Lewellys F. Barker, " A Recent Trip to Russ-ia "; Harry Elmer Barnes on "Prison Riots"; and Jason Westerfield, "The Stock Exchange and Better-Business Bureau." Musical concerts were given by Arthur Hice, pianist; Austin Conradi, piC\nist; The Peabody String Quartet; and The Musical Art Quartet. Dr. Richard Kuehnemund of the St. John's Faculty gave a lecture-recital on " Bach." Library Teas. The Librarian and her assistants arrange a series of teas in the reading room of the Library on alternate Thursdays. Various Faculty members and others talk briefly on topics of general interest. During the year 1931-32, Messrs. R. T. H. Halsey, Julian S. Duncan, John T. Rodgers, Boies Penrose, and Nathan C. Starr of the St. John's Faculty talked at these teas. CATALOGUE OF ST. JOHN'S COLLEGE 27 Student Activities. The College encourages students to take part in activities outside the curriculum. New student organizations must receive th~ approval of the Student Council and the approval of the Advisory Council. , Student Council. In matters not related to the curriculum the College grants the students a large measure of self-government. All questions arising under this arrangement are referred to the Student Council. This Council, which meets weekly, has supervision particularly over questions of student conduct. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers ·, for the year 1932-33 are: William Algernon Percy, Jr., '33, President; Francis Gibbs LaMotte, Jr., '34, Secretary. Athletics. The Athletic Council consists of five alumni, two Faculty members, one student, the Director of Athletics, and the President. It has general supervision over all sports. Alumni Members: Amos F. Hutchins, '06; Evelyn A. Harrison, ex. '06; Elmer G. Parsly, '06; John N. Wilson, '12. · Faculty Members: Reginald H. Ridgely and Ford K. Brown. Student Member: William Allen Ziegler, '33. Varsity and Freshman schedules are played in football, basketball, and lacrosse; informal games, in baseball and tennis. The students also engage in cross-country running, track, boxing, fencing, and wrestling, although intercollegiate schedules are not maintained in all of these sports. Two athletic fields provide facilities for outdoor athletics. Indoor sports are held in a new and well-equipped gymnasium. All College students in good standing are permitted to engage in varsity and freshman sports. Publications. The members of the Junior Class publish a year-book, The RatTat. The Collegian is a newspaper published by the undergraduates. A literary magazine, The Catalyst, made its initial appearance in November, 1932. The student publications are free from faculty control. �i '',1 1 ' ' I I ,l:i 1: 28 CATALOGUE OF ST. JOHN'S COLLEGE Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southe.rn), and Alpha Kappa Pi, and two local fraternities, Phi ; Delta, Sigma and Theta Psi, and one additional group Delta p · Omega, are provided with houses by the College. Fro~ one-thir: to one-half of the students are fraternity men. Honorary Societies. Delta ~appa Phi, ~n honorary scholastic society, recognizes high schol~rship by electmg to membership those Juniors who have been m the first group of the Rank List at the end of their Freshman and Sop~omore years, and at mid-year of their Junfor year; and those ~emors who have been in the first or second groups of the Rank List a~ the end of th~ir Freshman, Sophomore, and Junior years, and at mid-year of their Senior year, and who have been in the first group in at least two of these periods. Delt~ Omic~o~, ~noth~r honorary organization, recognizes the students ~arttcipatt?n m extra-curricular activities. A point s!stem devised by this fraternity evaluates the worth of each position or membership held by the student. Clubs. The Osler Club, the Erlenmeyer Chemical Club, the Liberal Club, the German Club, and the French Club provide interesting programs for their members. Dramatics. A. ~ramatic c~ub, m~naged by students, offers opportunity for acqumng expenenc~ m dram~tics. The King William Players presented the followmg plays m 1931-32: Erik Barnouw's Open Collars, Charles Dickens' A Christmas Ca:rol, and Oscar Wilde's The Importance of Being Earnest. Musical Organizations. _Drider the direction of Mr. Adolph Torovsky the students maintain a concert orchestra and a band. The orchestra gave three concerts in 1931-32. Alumni Association. The officers of the Association are Mr. Charles A. Cummins President, and Mr. William F. Stromeyer, Secretary-Treasurer'. The headq~ar~ers of the Association are at St. John's College. Local associations are organized throughout the country. CATALOGUE OF ST. JOHN'S COLLEGE 29 I' I. I ADMISSION Routine of Admission. Application for admission should be filed by every candidate as ., early as possible in the year in which he hopes to enter. On the : application form, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning ' his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also fo the other persons who can certify to the applicant's character , and personality. As soon as all credentials have been secured the candidate's record, is considered and appraised; and as promptly as possible thereafter the applicant is notified, of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before June first. , Requirements for Admission. The general requirement for admission is the standard four-year high-school course, or its equivalent. More specifically, the requirement calls for ( 1) the recommendation of the school principal or head master, and (2) fifteen units of acceptable work of secondaryschool level. A unit o'f entrance credit in any subject except Eng, lish represents four or, five school periods of work a week for approximately ~hirty-six weeks; in other words, a full year's work in a secondary school. In English a unit is more than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required, see the "Summary of Subjects Which May Be Offered for Admission." Admission by Certificate. Graduates of accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission. I �----- 30 , ----------------- CATALOGUE OF ST. JOHN'S COLLEGE Admission by Examination. When there is doubt about the adequacy of an applicant's preparation, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriate examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years , before seeking admission, may be required to take examinations, or may be admitted as special students, or may be admitted on i trial, depending on the circumstances. Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examinations should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 43r West u7th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. Admission on Trial. Occasionally St. John's College admits "on trial" a limited number of applicants whose school work has been of a standard below that required by their principals for unqualified recommendation, but who give evidence of sufficient ability and determination to do satisfactory college work. Students who are admitted on trial are told, at the time of admission, exactly what prescriptions they must fulfill in order to make up their deficiencies. · As soon as these prescriptions are fulfilled and the s.tudent has presented a satisfactory record in his college work, he is relieved from the " on trial " restriction and is placed in good standing. Admission as Special Students. Exceptional students who lack the requisite entrance units may be admitted as special students. If such students have attained a CATALOGUE OF ST. JOHN'S COLLEGE 31 general average of C at the end of the second year,* and have completed the requirements for promotion to the Junior Class, they will be given full Junior rating and will be allowed to continue in college. Students who have graduated from an approved college may also be admitted as special students, but not as candidates for graduate degrees. Summary of Subjects Which May Be Offered for Admission. For admission in good standing t a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years of work are required. This work counts as three units of credit. Foreign Languages: Greek, Latin, French, Spanish, German. Not fewer than two years of work (two units) and not more than four can be accepted in any one language, but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. An additional half-unit in solid geometry may be accepted. In trigonometry.no work is required but one-half unit in plane trigonometry may be accept~d, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In " Problems of American Democracy " one year of work (one unit) may be accepted. In economics one year of work (one unit) may be accepted. In sociology one year of work (one unit) may be accepted. *For purposes of averaging the mid-point of each grade-range in the following scale is used: A 100-90, B 89-80, C = 79-70, D 69-60. t In certain cases entrance insufficiencies may be made up after the student has entered college. Such make-up work is an entrance prescription, is stated as such at the time of admission, <J,nd is entered as such on the student's recor\i. If the work done in college in fulfillment of entrance requirements may not be counted toward graduation from college, the student is so informed at the time of admission. = = = I! �32 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Science: Unless the student has passed in his school work at least·• one full year of science (one unit) in which he has himself . performed the laboratory work, he will be required to elect one full science course in college. One year of work (one unit) may be accepted in biology, ; botany, zoology, physics, chemistry, general science, physical , geography, and (in special cases) in some other science. Drawing: One year of work (one-half unit) in free-hand draw- · ing and one year of work (one-half unit) in mechanical •· drawing may be accepted. Admission of Students from Other Colleges. Students who transfer to St. John's from other colleges and .• universities should file applications for admission similar to those filed by other new students. The routine of admission is the same as that followed in admitting high school graduates, but the · student's college record, not his high school record, furnishes the basis for admission. Official statements must be submitted from the institutions which he has attended, showing his status at the time of transfer and a list of the courses he has pursued, with the grades attained. Advanced Standing. Students who transfer from approved collegiate institutions may petition for advanced standing on the basis of the college courses they have taken and passed. In controversial cases examinations may be required before advanced standing can be granted. i 33 PROCEDURE FOR NEW STUDENTS . Routine of Admission. See "Admission." '. Residence Assignments at the College. All students not living at home, are required to live· in College · buildings (all fraternities are housed in College buildings) and . to take their meals in the College dining hall. The associations • brought about by residence at the College are an essential part of . : college life. Most of the rooms in the residence halls are arranged so that •· two students may live together. A few rooms are arranged for three students. Freshmen are assigned to rooms in the dormitories in the order of their acceptance by the Committee on Admission. ' They are urged to indicate on their applications for admission the ' names of other students with whom they would like to live. Stu. dents who have no acquaintances at the College are given tentative assignments which are subject to change after the student arrives at the College. It should be noted that no room assignment can be made and . no r~ervation held until the candidate for admission has paid to the College his matriculation fee of fifteen dollars. Roqm Furnishings. Each dormitory room is provided with the necessary furniture, including a single bed with mattress and pillow, a chiffonier, a study table, and chairs. Bed linen and blankets are to be supplied by the student, as are also such decorations as window draperies and rugs. The ·student should consult his incoming room mate before decorating his room. The College maintains the care of the room. Arrival at the College. The residence halls and the dining room are ordinarily closed to students until noon of the Saturday preceding the opening of College. Students usually arrive on Monday of opening week. All students, both new:! and old, are required to register for their 2 ; I �34 CATALOGUE OF ST. JOHN'S COLLEGE courses on Tuesday (registration day), and to attend thereafter: ' such academic exercises as they may have. The regular academic engagements are ' listed in the College · Calendar, which thus gives to old as well as to new students a notice of when to come to College. Special academic functions are an-: nounced by occasional notices. · College Routine. The section of the Catalogue dealing with " General Regula- • tions" furnishes much additional information for the entering student. CATALOGUE OF ST. JOHN'S COLLEGE 35 FEES :Matriculation Fee. For each new student there is a matriculation fee of $r5. This fee is due and payable to the College at the time of application for admission. Since this fee covers the expense of admitting and ' enrolling the student, admission cannot be considered complete, · and no dormitory room can be assigned or reserved, until it is paid. The matriculation fee .is not refundable. Annual Fees. The fixed charges are those shown in the following table. They do not include special fees, nor the student's traveling expenses, Per year laundry, and incidentals : Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $300 Room rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Medical fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO Athletic fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO Student-activities fee. . . . . . . . . . . . . . . . . . . . . . . IO Total ................................ $780 State appropriations and endowment funds enable the College to its· faculty, its living conditions, and its physical plant at these reasonable charges. To facilitate payment, the Business Office maintains a schedule of quarterly assessments according to which the fixed charges become due as follows : * maint~in Sept. "3 Tuition . .. .. .. . .. .. .. .. . $go Room rent ........... -.. . 45 Board ... ............... 90 Medical fee .. .. . . . . . . .. . 5 Athletic fee . .. . .. . .. . .. . 5 Student-activities fee . . . . . 5 Totals . . . . . . . . . . . . . . $240 No:,,. 30 Feb. rs $225 $165 $go 45 $60 30 60 5 5. 5 April 30 $60 30 60 $150 Bills are issued in advance of the dates when they become due, except the first quarterly bill, which becomes payable when a student registers. * Students who enter at mid-years will be expected to pay one-half of the fixed charges in two_ equal assessments : one in February, the other in April. �36 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Additional Course Fees. Additional course fees must be paid for all courses taken in addition to the seventeen required for the degree. These include: (I) courses taken on entrance prescription, if they cannot be counted toward graduation; ( 2) courses taken in repetition of, or in place of, courses dropped or fa!led; and (3) courses taken in excess of the normal program. Such courses will be charged to the student at the rate of $60.00 for each additional full course and $30.00 for each additional halfcourse. These charges, which· cannot be determined until after registration for the second half-year, will be gue at the time the last quarterly bill is presented in April. The normal program in the Freshman year is four or five courses. Freshmen who carry programs of more than five courses will be charged additional course fees. English 1, whether actually taken or anticipated by examination, counts as a course carried. In the Sophomore year students who carried five courses, including English I, in the Freshman year will be allowed to carry four courses without the payment of additional course fees. Students who carried four courses in the Freshman year will be allowed to carry five courses in the Sophomore year without the payment of additional tuition. In the Junior. and Senior years the regular tuition provides for four courses only, and students who take more than four courses must pay the additional course fees. Laboratory Fees. In the courses in biology, chemistry, and physics, special fees are charged to cover expenditures for materials and specimens. These fees, amounting to either $10.00 or $15.00 per half-course and either $20.00 or $25.00 per full course, are specified under the descriptions of the individual courses. Laboratory fees will be payable he1·eafter as follows : Nov.30 For full courses ............................. half For half courses taken: ( r) In the first half-year ... ; ............... all (2) In the second half-year................ April 30 half all In addition to the regular laboratory fee, students will be charged for any breakage for which they may be responsible. · · · · ' · , 37 Graduation Fees. A diploma fee of $10.00 and a fee of $2.50 for the rental of an academic cap and gown will be charged to all graduating students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Office to this effect by May first. �38 CATALOGUE OF ST. JOHN'S COLLEGE A WARDS AND AIDS Deserving students who need assistance may be aided somewhat at St. John's in meeting the expenses of a college education. Students are invited to apply for the forms of aid 'lV'hich require application, and to compete for those which are open to competition. There are several kinds of aids and awards, including fellowships, scholarships, prizes, assistantships, student service, and tuition loans. Certain scholarships are provided by the State of Maryland: these are awarded on the basis of competitive examinations, inquiry concerning which should be made to the student's county or city Board of Education. Certain other awards, which are made on the basis of the student's college record (the merit scholarships, the senior fellowships, and the merit prizes), do not require any formal application. All other aids require written application by the student on a blank provided for the purpose, obtainable either from the Registrar or from the Business Office. Applications· to the College, in order to be considered by the appropriate committees, should be filed: (1) by students previously registered at St. John's, (a) before May I for all assistantships, and (b) before June I for all other aids; (2) by prospective students, before September r5. CATALOGUE OF ST~ JOHN'S COLLEGE 39 3. That election to the Senior Fellowship. shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommendation of the President and Faculty. In making nominations and recommendations for the Senior Fellowships the President and Faculty shall take into consideration, and be guided by, not merely the academic grades attained by the students during the first three years of their course, though due weight shall be given to these grades; but also, and chiefly, by the interest in, devotion to, ~d promise of notable achievement in the intellectual life, as evidenced by ·the work and attitudes of the students during the first three years of their course. 4. That the sole requirement which shall be made of a Senior Fellow after his election shall be that he must be in residence at St. John's Colkge . during the academic year following his .election. During the year of tenure of his Fellowship, the Fellow shall not be required to attend classes, or to take examinations, or to pay any fees whatever to the college. At the end of the year of the Fellowship, the Fellow shall be given his degree in course. During the tenure of. his Fellowship, the Fellow shall be given complete and absolute freedom to pursue the intellectual life in residence at St. John's College in whatever manner and direction he himself chooses, as the guest of the college. 5. That a Senior Fellowship can be terminated during the year of its tenure only because of the commission of a crime, as defined by the laws of the State of Maryland, by the Fellow; or because the Fellow becomes insane, as defined by the laws of the State of Maryland. 6. That this resolution shall become operative and go into effect immedi· ately upon its passage, and that announcement of the existence of the Senior Fellowships of St.. John's College, and the conditions of their award and tenure shall be made in all future catalogues of the college. HOLDERS OF SENIOR FELLOWSHIPS The Senior Fellowships were created by the Board of Visitors and Governors in November, 1928. The resolution of the Board as amended at the meeting in May, 1930, follows: 1929-30. Robert John Klingenburg, '30. 1930-31. Philip Irvin Bowman, '31. Samuel Peaco Chew, Jr., '31. 1931-32. Robert Lemmon Burwell, Jr., '32. Henry Soladay Shryock, Jr., '32. 1932-33. John Boak Smith, '33. For the purpose of improving the scholarship and elevating the intellectual outlook of the student body of St. John's College, and for the further purpose of making clear the difference between academic freedom as a reality and academic freedom as a mere form of words; it is Resolved: 1. That there are hereby established the Senior Fellowships of St. John's College. 2. That annually there shall be elected at the last quarterly meeting of the Board, before Commencement of each year, not more than three members of the Junior Class of that year, to be Senior Fellows of St. John's College during the following year. MARYLAND ST ATE SCHOLARSHIPS Senatorial Scholarships. To one student from each county of Maryland and from each of the legislative districts of J:3altimore City, a " senatorial scholarship " providing free tuition, board, and room rent. Each candidate for these scholarships should consult his county or city Board of Education for information regarding the competitive examination. SENIOR FELLOWSHIPS �~, I I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE These scholarships do not provide for the matriculation f ee, extra-course fees, laboratory fees, or the medical, athletic, and student-activities fees. SCHOLARSHIPS AWARDED BY THE COLLEGE 40 Tuition Scholarships. To one student from each county of Maryland and. from each of the legislative districts of Baltimore City, a " tuition scholarship " providing free tuition. Each candidate for these scholarships should consult his county or city Board of Education for information regarding the competitive examination. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AWARDED BY PATRIOTIC SOCIETIES The Matthew Fontaine Maury Scholarship. Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. Scholarship of the Southern Maryland Society. Awarded by the Southern Maryland Society to a student who enters St. John's College from that section of Maryland represented by the Southern Maryland Society. This scholarship covers tuition, board, and room rent, and is renewable provided that the appointee makes a creditable record in his college work. Scholarship of the Colonial Dames of America. Awarded by the Colonial Dames of America to a student of unusual ability and integrity. The applicant is expected to submit evidence that he is of colonial descent and that he himself reveres the ideals and standards of his forbears. This scholarship covers tuition, board, and room rent and is awarded for four years unless the appointee fails to maintain the required standard in his academic record. 41 Merit Scholarships. To a student who, by his character and by his attainments in scholarship and in activities during his Freshman year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. To a student who, by his character and by his attainments in , scholarship and in activities during his Sophomore year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. These scholarships, which are awarded annually by the Faculty on the recommendation of the Committee on Scholarships and Prizes, are announced in September, at the formal opening of College. Foreign Scholarships. To foreign students, a limited number of scholarships providing free tuition. Holders of these scholarships may be required to do five hours of work each week, assisting in the language departments, tutoring, and so on. The scholar is expected to pay the regular charges for board and room rent, the matriculation fee, the medical, the athletic, and the student-activities fees. The Clifton C. Roehle Scholarship Fund. To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. The Frederick Jonathan von Schwerdtner Scholarship. To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Frederick Jonathan von Schwerdtner, in memory of his son, Ernest. RETENTION OF SCHOLARSHIPS In case any student holding a scholarship fails to pass all of his courses at the end of the college year with a general average of C,* the faculty will recommend that his scholarship be forfeited. If, for any reason, a student holding a scholarship leaves college before the end of the year, the scholarship held by him will be left vacant. It cannot be re-awarded before the beginning of the next academic year. *For purposes of determining averages the mid-point of each grade-range in the following scale is used: A 100-90, B 89-80, C 79-70, D 69-60. = = = = �, ..I 42 CATALOGUE OF ST. JOHN'S COLLEGE SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS Scholarships in Engineering. Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. Students who are interested should confer with the major advisers in the Departments of Mathematics, Physics, Chemistry, and Economics. Scholarship in Marine Biology. A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York or at the Marine Biological Laboratory, Woods Hole, Massachu~ setts, is offered annually to a biology or pre-medical major who is properly prepared and who is recommended by the Biology Department. Students who are interested should consult members of the Department. PRIZES The following prizes, some of them competitive, some honorary, are awarded each year. All but one are awarded in June, at the Commencement; the last one, a prize for improvement, is awarded in September, at the formal opening of College. Competitive Prizes. Essays and theses to be considered for these prizes in I9J2-33 must be subnvitted to the Chairman of the proper Division of the College on or before May 24: I. To the student who shall write the best essay on a subject taught regularly in the Division of the Languages, Literature, and Art, a prize of $25.00, offered by the Reverend Doctor Thomas E. ·Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. 2. To the student who shall compose the best essay on the principles of free government, $25.00, offered under the will of the late Philo Sherman Bennett. A term thesis written in satisfaction of the regular course requirements in a course in the Division of the Social Sciences and Philosophy may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is· written. CATALOGUE OF ST. JOHN'S COLLEGE 43 3. To the student who shall write the best essay on a subject taught regularly in the Division of the Sciences and Mathematics, a prize of $25.00, offered by the Reverend Doctor Thomas E. Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. Merit Prizes.* l. To the member of the Senior Class who attains the highest average in his four. years' academic work, a gold piece, offered by the Board of Visitors and Governors. 2. To that member of the graduating class intending to study medicine and having the highest standing in courses in the Division of the Sciences and Mathematics, a gold piece, offered by the Theta Psi Fraternity. 3. To the member of the Senior Class who has made the greatest progress in his Senior year over the previous three years' average, a gold piece, offered by the Phi Delta Sigma Fraternity. 4. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, a gold piece, offered by the Reverend Martin Aigner, D. D. 5. To the student who, in the opinion of the Faculty, has contributed most to the College during the year, $5.00 in gold, offered by the Phi Sigma Kappa Fraternity. 6. To the _members of the Senior Class who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant cl).aracteristics of Algernon Sydney Sullivan, a medallion and certificate of award, offered annually by the New York Southern Society in commemoration of Algernon Sydney Sullivan. 7. To some person not a student in the College but intimately connected with the affairs of the College, who, in the opinion of the Faculty, possesses such characteristics of heart, mind, and conduct as evince a spirit of love for and helpfulness to other *For the purpose of determining stud,ents' averages the mid-point of each grade-range in the following scale is used : A roo-go, B 89-80, C 79-70, and D = 69-60. = = = �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE men and women, as were exemplified by Algernon Sydney Sullivan a medallion and certificate of award, offered annually by the Ne~ York Southern Society in commemoration of Algernon Sydney Sullivan. 8. To the retiring President of the Student Council each year, a gavel, offered by the Beta Mu Chapter, Kappa Alpha Fraternity. 9. To that student who, in his record for the year, shows the greatest improvement over his record for the preceding year, a gold piece. To ,be awarded in September, at the formal opening of College. 45 STUDENT SERVICE 44 ASSIST ANT SHIPS Applications for assistantships should be filed before May first of each year, on the regular Student-Aid blank. Laboratory Assistantships. A few upperclassmen, at present five, are employed each year as ~echnical assistants in the biology, chemistry, and physics laboratories. The stipend, which varies according to the type of service rendered and the amount of time required, is credited to the · student's account. The character and the academic record of the applicant as well as his financial status will be considered by the committee making the appointments. Students who file applications should indicate the departments in w.hich they wish to assist. Men who have held assistantships previously must file new applications if they wish to be reappointed. Infirmary Assistantships. Two upperclassmen are appointed to take charge of the Infirmary and to assist the College Physician. The stipend is credited to the student's account in the Business Office. _ Students should consult the College Physician before applying. Library Assistantships . .Three upperclassmen are employed as assistants in the College Library and the Carnegie Art Room. . Students who are interested should consult the Librarian. A number of students serve as waiters in the dining room. The stipend is credited toward the student's board. Ordinarily the waiters are upperclassmen who have proved themselves worthy of aid by their records in scholastic work and in student activities. Applications should be made on the regular Student-Aid form. STUDENT LOANS With a view to aiding those students who otherwise could not meet the necessary expenses of a college education, a system of loans has been arranged. Students who apply may be granted permission to give the College, in lieu of cash, Student-Aid notes payable two years after the student leaves the College, these notes to cover such portions of the fees as may be approved by the Committee. Student-Aid notes, executed under the same conditions as bank loans, bear interest at the rate of one per cent per annum from the date of making to the date of maturity. Applications for these student loans should be made on the regular Student-Aid blank. All students previously registered in St. John's, who desire aid, should file applications. by June 1; thereafter, until the middle of September, the applications of new students will be considered. Recipients of loans are required to maintain scholastic standing in the first three groups of the Rank List. Students who have been allowed to tender Student-Aid notes for one year may not be accorded this privilege in succeeding years unless they maintain satisfactory standing. Aids awarded in one year do not commit the College to any further award. Students who enjoy the privileges of securing such loans will be expected to reply promptly to all communications regarding their obligations. �46 'I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE GENERAL REGULATIONS Change of Rooms. . N0 student living in the dormitories may change his room except . with the approval of the room-assignment officer. The regulations and provisions contained in this Catalogue and . constituting the basis for the governance of the College are subject · at all times to the right of the Visitors and Governors and to the ·; right of the Faculty to repeal, change, or. add to any of them. I. HONOR REGULATIONS St. John's College aims to develop in its students a sense of responsibility to the community as well as a high standard of .. scholarship. To this end student self-government lS encouraged. ,. Each student. is expected to conduct himself as a gentleman. Any student who is guilty of any dishonesty will be required to withdraw from College. ' The Student Council cooperates with the. Advisory Council of the Faculty in enforcing the honor regulations. The Student Council has power, accordingly, to take disciplinary action in any case of misconduct by any student. Any student who is unable to cooperate with the Student Council may be requfred to withdraw · from college. II. RESIDENCE REGULATIONS All students not living. with parents or guardians are required to live in College buildings and to take their meals in the College dining hall. Occupancy of Rooms. Rooms in the halls of residence may not be occupied before noon of the Saturday preceding the opening of College except in the case of men who are returning to College early with the permission of the President. Rooms in the halls of residence may not be occupied during the Christmas or the Easter recess. Assignment of Rooms. Before May first of each year the student may, if he wishes, indicate his desire concerning his rooming arrangement for the next year. For this purpose application blanks will be distributed by the Auditor's Office. Men who wish to room together must. file their applications concurrently. . Assignments are usually announced before May fifteenth. 47 College Rules for Dormitories. I. No radios, victrolas, or other instruments may be played, nor may any loud noise be made, in the College dormitories after IO: oo p. m. (Saturdays, I I : 30 p. m.). Band instruments may be played in the dormitories only between 2 : oo p. m. and the time when supper is served in the College dining room. 2 . Intentional damage to College property is a serious offense against discipline, and is forbidden. 3. Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the hall, in which the damage occurs, or to any person or persons whom the Student Council's appointed representative in the hall in question shall determine to have been responsible therefor. . 4. The Student Council shall directly and through its appointed representatives enforce the above rules by disciplinary action taken at executive meetings to be attended only by those summoned by the Council. Such action shall be announced concurreptly by the Student Council and by the College Office. 5. Any student who has been the object of such disciplinary action may appeal to his Dean for a change in the action taken. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room, if any tacks have been driven into the walls, or if any matter has been pasted upon the walls, or if the walls are damaged in any other way. Dining Hall. The dining hall may be closed at any time when College is not in · session, except for a holiday of only one day. Only breakfast and luncheon will be served on the Wednesday preceding Thanksgiving recess and only supper on the Sunday preceding the resumption of classes after Thanksgiving. Only breakfast will be served on the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes. A similar schedule will be maintained before and after the Easter recess. �48 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Infirmary Service. Any illness must be reported to the Infirmary promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician, or until sent home. The College Physician maintains office hours each day at the Infirmary. During these hours his services are available without charge, since a medical fee covering this service is paid by all students. III. SCHOLASTIC REGULATIONS Advisers. Each new student is assigned to a member of the faculty who acts as his Adviser. The Adviser helps the student at registration times, and confers with him occasionally throughout the year. The s~udent should call upon his Adviser freely for assistance at any time. In assigning Advisers to new students, the Registrar considers the information which is furnished on the application for admission. Each student should give as much information about himself as possible, so that he may have sympathetic guidance. Before May first in his first year each Freshman chooses one subject in which he will do his major work. He is then assigned to an Adviser who teaches in the department of the major. The major Adviser takes the place of the Freshman Adviser: with his help the student plans his studies for the remaining years, and selects the courses he will take during the ensuing year. Deans. In addition to the Advisers there are four class Deans who act as counsellors to the Freshman, Sophomore, Junior, and Senior Classes, respectively. These Deans carry out the general regulations of the College, and act, jointly, as an Advisory Council to the President. Registration. All students, both new and old, are required to register at fixed times. The registration day for the first half-year is indicated in the College Calendar. At mid-years there is a registration for the second half-year, and in the spring there is an early registration . ' · · 49 for the year following. The times for these registrations are announced by special notices. Each time, when a student is ready to make a choice of studies, he. should go to his assigned Faculty Adviser. A Study Card, approved and signed by the Adviser, must be returned to the Office and filed before 4 p. m. on the day of registration. During May each student is required to fill out not only a list of the courses he will take during the next college year but also a comprehensive plan of the studies he will pursue toward the degree. A Plan of Study sheet as well as an Early Registration card should be filed by all students except Seniors before the time limit for the May registration. Late registration, unless excused by the student's Dean, may involve the payment of $s.oo. Failure to file a Study Card on time, when there is no valid excuse, will involve the payment of a charge of $2.00. Change of Program. During the first two weeks in either half-year students may drop or add courses with the permission of the Registrar and with the approval of the Adviser. After this two-week period the student will be required to pay a charge of $2.00 if any change is made. A special form must be filed at the Registrar's Office for any change of program. Courses Required of Freshman. The course in prescribed English compos1t10n is required of every Freshman unless he satisfies the Department of English by examination that the prescription is not necessary in his case. In addition, every Freshman should register for hygiene and for physical training. The student's other courses may be elected from any of the courses regularly open to Freshmen. An examination for exemption from the prescribed course in English composition is required of all new students on the day of the formal opening of College. Students who originally register for only four courses, and who gain exemption from English I, will be required to register for an additional course, since no student may take fewer than four courses. At the end of the year credit for one full course in English will be entered on the records of exempted Freshmen. �T 50 CATALOGUE OF ST. JOHN'S COLLEGE Physical Training Requirement~. Two years of physical training are required for the degree. These should be completed during the first two years of college work. Amount of Work Required. No regular student in any year may take fewer than four courses. . If the number of courses needed for promotion to the next higher c!~ss exceeds four, the student will be required to carry the reqmsite number for promotion, except by special dispensation from his Dean. Requirements for Promotion. For all students entering College for the first time in September 1931, or thereafter, the requirements for promotion are as follows; To the Sophomore Class : A student must have passed in at least four courses, in two of which his grades must be C or higher. To the Junior Class: A student must have passed in at least nine courses, in five of which his grades must be C or higher. To the Senior Class: A student must have passed in at least thirteen courses, in se11en of which his grades must be C or higher. Requirements for promotion of all students entering before September, 1931, are as follows: To the Sophomore Class: Four Courses (in addition to Physical Training). To the Junior Class : Nine Courses (in addition to two years of Physical Training). To the Senior Class : . Thirteen Courses. Amount of Work Permitted. No student will be permitted to take more than five courses in any one year except by special permission of his Dean. In no c~se may .more than six courses be taken. The Dean may at any time reqmre that a student's program be lightened, even if special permission to take additional courses has previously been granted. Attendance at College Exercises. Attendance at all classes and ar all other academic exercises is required. Each Dean will exercise his discretion in summoning men who ignore this rule, in warning them against further absences and in placing on probation men who fail to cooperate. ' CATALOGUE OF ST. JOHN'S COLLEGE 51 Unexcused absence from classes either immediately before or immediately after holidays or recesses will at all times be subject to discipline. Excused Absences. Absence from classes because of illness or because of some unavoidable occurrence may be excused by the class Dean. Absence because of illness is excused by the Dean only on the recommendation of the College Physician. See the section on " In. firmary Service," under " Residence Regulations." Examinations. Informal hour examinations, covering the work of approximately the first seven weeks of each half-year, are held in all courses in November and in March. Mid-year examinations are held at the end of the first halfyear. For courses which end at mid-years, these are final examinations. Final examinations for full courses, and for half-courses which begin at mid-years, are held at the end of the year. Grades. Students are graded by letter grades as follows : A, Excellent ; B, Very good; C, Satisfactory; D, Passing, but unsatisfactory ; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods : at mid-years, within four w,eeks; at finals, within the first six weeks of the following academic year. Reports. Reports are sent to each student, to his parents, and to his adviser after each grade period ; that is, after the November hourexaminations, after the mid-year examinations, after the March hour-examinations, and at the end of the year. Reports of grades are not given out at the end of the school year, however, until the student's College bills are paid. Good Standing. In order to remain in good standing, a student must maintain at all times a record which, if it were final, would entitle him to promotion to the next higher class, or in the case of a senior, to the degree. �~1 ! 52 CATALOGUE OF ST. JOHN'S COLLEGE The Rank List. After the mid-year examinations and after the final examinations each student whose record is not unsatisfactory is. assigned to one of the four groups of a Rank List on the basis of the work he has accomplished in the preceding half-year. Each student is ranked according to the grades attained in his best four courses except those men whose requirement for the sophomore year is five courses. Grades required for standing in each of the groups follow: Group I. Excellence. A minimum of three grades of A and one of B (with no failures in entire record). Group II. Distinction. A minimum of three grades of B and one of C (with no grades of D in best four courses). Group III. Satisfactory. A minimum of three grades of C and one. of D. Group IV. Passing. A minimum which will satisfy promotion . requirements but not high enough to fulfill the requirements of a higher group. The Deans' List. The Deans' List consists of the names of all students who have attained places in Groups I or II of ·the Rank List. Men on the Deans' List are trusted by the Deans with greater responsibility and disc.retion in the ordering of their college work; they are allowed to observe as they may wish the rules regarding attendance, and are not subject to discipline because of absences. Abuse of these privileges over an extended time may bring about the removal of any man's name from the Deans' List. Any man on the List who for any reason is placed on probation automatically loses the aforesaid privileges. . Probation because of Unsatisfactory Scholarship. A student who fails to make at mid-years a record which, if it were final, would entitle him to promotion, may be placed on probation a~d warned by his Dean that unless his record improves, his probation may be closed. A student whose record is unsatisfactory as a result of the November hour-examinations ordinarily is warned by his Dean. CATALOGUE OF ST. JOHN'S COLLEGE 53 I:Iowever, if his record is exceedingly low, he may be placed on probation in November. A student who at the end of the year fails to make a record which entitles him to promotion is dropped to the next lower class and placed on probation. A student who has been dropped to the next lower class because of his failure to satisfy his promotion requirements, and who during his second year in the same class again fails to satisfy requirements for promotion to the next higher class, will have his connection with the College finally severed. Men on Probation. Men who are placed on probation are expected to exert every effort to regain good standing at the earliest possible moment. A student on probation for any cause will be required to maintain a perfect record in attendance. He may not participate in any athletic contest as a member of a varsity or Freshman team. If the student is reported for any matter of discipline while on probation, his probation· will, in most cases, be closed without further warning. Probation as Discipline. A student may be placed on probation for failure to maintain a satisfactory attendance record. Unsatisfactory conduct or neglect of any summons from a College officer may also bring the penalty of probation. Relief from Probation. A student who has been placed on probation for disciplinary reasons is relieved from probation promptly when he has demonstrated that he no longer should be on probation. A student who has been placed on probation because of unsatisfactory scholarship will, in most cases, be relieved from probation at the next grade period if a satisfactory record is then achieved. Repeating Courses. A course which has been passed may not be taken again in order to raise a grade. If a student has. received the grade of F in any course, he may repeat the course, or he may substitute another course. If the course failed is one required for the degree or for the fulfillment of the inajor requirements, it must be repeated. �------,. CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Continuation of Work in Prescribed English Composition. A student who has passed English I but who still needs training in writing English may, at any time during his Sophomore or Junior year, be required by any instructor, with the consent of the class Dean, to return to the English Department for supplementary work, and may be required to continue this work without credit until excused by the English Department or by the Dean. 3. Any language courses prescribed by the major department. 4. Three courses for distribution. (See Courses for Distribution.) 5. In addition to the above, elective courses sufficient to make a total of seventeen courses, exclusive of hygiene and physical training. 6. The course in hygiene, and. two full courses or the equivalent in physical training. 54 Transfer of Course Credits from Other Colleges. Students who take work at summer schools may petition for transfer of credits on the basis of the work taken at those institutions. Credit is not automatically transferred, but is subject to the approval of the Faculty member at St. John's who teaches the most nearly similar subject. In order to be certain that a given credit will be transferable, the student should confer with the proper Faculty members and with the Registrar before going to summer school. Upon his return the student must submit a transcript of his summer school record. Inasmuch as the formal approval of credit may take some time, the student is urged to submit his transcript and his petition for credit immediately after the conclusions of his summer course. In controversial cases examinations may be required before credit can be granted. IV. REQUIREMENTS FOR THE DEGREE A student must have passed seventeen ( 17) full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, have attained grades of C or higher in at least nine (9) of these seventeen courses. Further, he must have secured credit for satisfactory work in the course in hygiene and in the courses in physical training (two years of work). Courses Required for the Degree. During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses: 1. English 1. 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 55 Major Courses. At the end of his Freshman year each student is required to designate his major subject. He will have an instructor in that subject assigned as his Adviser for the rest of his College course. Each student is required to plan, with his adviser, a tentative program for the Sophomore, Junior, and Senior years, including all of the courses required for the chosen major. It is advisable for the student to take in the Sophomore year any elementary courses which are required. Language Requirements. Language requirements (if any) are prescribed by the individual major departments. Since the student does not announce the ·choice of his major until the end of his first year, Freshmen are advised to consider the matter of languages very carefully before finally submitting their study cards for the first year. Courses for Distribution. All courses offered are grouped in three Divisions : (I) The Division of Languages, Literature, and Art, ( 2) the Division of the Social Sciences and Philosophy, and (3) the Division of the Sciences and Mathematics. The student's major subject falls in one of these three divisions. The student must pass three courses divided between the other two divisions, in not less than two departments which are not represented by courses taken or to be taken in fulfillment of the requirements of the major. Unless the student has passed in his preparatory school a course in laboratory science approved by the College, he must pass at least one college course in a laboratory science. Major Courses Counting for Distribution. No course taken to satisfy the requirements of the major may be used for distribution unless the major includes more than six full courses. �56 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST: JOHN'S COLLEGE V. REQUIREMENTS FOR MAJORS Biology. Four full courses or their equivalent in biology, including Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of ' Vertebrates) ; Two cour.ses in chemistry : Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) ; The language requirements are two years of college French and two years of college German or their equivalent. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1hf (Qualitative Analysis); Chemistry 22 2hf (Quantitative Analysis, Part I) ; Chemistry 31 1 hf (Quantitative Analysis, Part II) ; Chemistry 32 2hf (Physical Chemistry, Part I); Chemistry 33 (Organic Chemistry) ; · Chemistry 42 (Advanced. Organic Chemistry) ; Physics 21 (Elements of Physics); The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32. Classics. Three fulI courses (or their equivalent) in Latin, above Latin Two full courses (or their equivalent) in Greek, above Greek A full course (or its equivalent) in ancient history. Two electives selected with the approval of the Adviser. Economics. Economics 2 l (General Principles of Economics) ; Two of the Junior courses in economics; Economics 40 (Advanced Economics) ; Mathematics 26 2 hf (Statistics) ; l ; l ; 57 Psychology ll 1hf (Introduction to Psychology); Psychology 12 2 hf (History of Psychology); Government 11 (American Government). Beginning in 1932-33, students who major in economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. English. English 21 (Survey of English Literature) ; English 45 (Shakespere) ; Four other full courses in the Department of English, exclusive of English I. It is urged that students majoring in English elect History 23 (English History), preferably in their Sophomore year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the history of English literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. French. See Romance Languages. German. Four full courses in German beyond German IO (Intermediate German), including German 40 (Problems of Current German Life and Thought); History 21 (Mediaeval European History) and History 31 (Modern European History) or its equivalent. NoTE.-German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 21 (Governments of Europe) or Government (State and Local Government) ; 23 �1 '! 58 CATALOGUE OF ST. JOHN'S COLLEGE Government 31 (History of Political Ideas) or Government 50 ! (Reading Course) or Philosophy 31 (History of Philosophy); Government 41 1hf (International Relations) and Government 42 2hf (International Organization) or Government 43 1hf. (Political Parties) and Government 44 2hf. (Constitutional Law); Economics 21 (General Principles of Economics) or History 23 (English History) or History 21 (Mediaeval European \ History); One full course in psychology or the equivalent, or Biology 11 (Beginning Zoology). History. History l (Historical Survey); History 21 (Mediaeval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Prineiples of Economics) or Biology 11 (Beginning Zoology) or Psychology ll 1hf (Introduction to Psychology) and Psychology 12 2 hf (History of Psychology); English 21 (Survey of English Literature) or Art 21 (Introduction to Art} or Philosophy 31 (History of Philosophy). Mathematics. Mathematics 11 (Introduction to .Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 31 (Mathematical Analysis, Part I) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II); Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Analytical Geometry and the Calculus); Mathematics 33 (Higher Algebra) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. CATALOGUE OF ST. JOHN'S COLLEGE 59 philosophy. Philosophy ll 1hf (Logic) ; Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion) ; Philosophy 41 1hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in psychology or in history. Physics. Physics 21 (Elements of Physics); Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics); Physics 42 (Theory of Heat) or Physics 43 (Electricity); Mathematics 21 {Analytical Geometry and the Calculus) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Each student who wishes to study medicine is advised to take the six essential courses of the pre-medical major, whether he selects this major or some other. These are the courses stipulated by the Council on Medical Education of the American Medical Association as the minimal requirements for admission to the medical schools. Two full courses in biology : Biology 11 (Beginning Zoology), Biology 21 1hf (Comparative Anatomy of Vertebrates), Biology 22 2hf (Embryology of Vertebrates); Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics) ; NOTE.-Mathematics 11 (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition to the six courses of the major two years of college German and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these language requirements may be counted toward distribution. �-----~l 1 i; I·! I I 60 CATALOGUE OF ST. JOHN'S COLLEGE Additional courses advised: Chemistry 21 1 hf (Qualitativ · Analysis), Chemistry 22 2hf (Quantitative Analysis), Chemis~ try. 32 2 hf (Physical Chemistry, Part I) ; Biology 30 ihf (Histology); enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading . ' knowledge" 6f scientific material. Psychology; Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B · Philosophy 3 l. ' O~e a~ditional f~ll course, or the equivalent, in philosophy, or m b10logy, or m psychology; or a full course in physics; One additional full course or two half-courses to be elected from the following list : Any philosophy course; Any psychology course; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf; Biology 33 2hf; Biology 34 2 hf; Biology 36 2hf; Chemistry l or Chemistry 2 ; Physics 21; Mathematics 26 2 hf ; Economics 31; Economics 41; Government 3 l ; . 1 hf; Greek 36 2 hf; Greek 23 English 24 2 hf; English 26 1 hf; English 27 2 hf; English 49; · English 50. Any student who intends to do graduate work in psychology should learn to read both German and French. He should also take at least two full science courses or their equivalent. Two full years of biology and one of some other science, preferably physics, are recommended. The student should make as thorough a study as possible of physiology, especially the physiology of the nervous system and the ductless glands." Romance Languages .. Four full courses in one Romance language above Fre~ch 2 or Spanish 2 (intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance language. CATALOGUE OF ST. JOHN'S COLLEGE 61 · Social Sciences. One course in each department. The courses prescribed are : Economics 2 l {General Principles) ; Government 11 (American Government) ; History l (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy) ; One full course in introductory psychology. Three additional courses in the social sciences. These three courses must be distributed over three departments and must have the approval of the departments concerned. · Spanish. See Romance Languages. VI. DEGREES WITH HONOR AND DISTINCTION In order to encourage high scholarship and serious interest in learning, the college in 1927 established degrees" with honor" and " with distinction." Degrees with Honor. Highest honor will be awarded to those students who have pursued during their last two years a course of study in some measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete mastery of one subject than has ordinarily been done under the course system. In some departments there will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the major department and other members of the Faculty, but also by competent persons. outside the College. The requirements for the degree " with honor " or " cum honore " are as follows : a. The candidate shall, at some time before the end of the Junior year, make application to his Dean for acceptance as. a candidate for honors, and must have therefor the approval of his Adviser and of the department of his major. b. He shall obtain a general average of at least So for the four years, and an average in his major subject of at least 85.* *For determining comparable averages the mid-point of each grade-range 100-90, B 89-80, C 79-70, and D in the following scale is used : A 69-60. = = = = �62 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE c. He shall, either during his Junior and Senior years, or during ·. one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in his major department. d. He shall, towards the end of his Senior year, pass a compre- , hensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. Degrees with Distinction. A degree " with distinction " or " cum laude " will be granted to any student who has done especially good work in all the courses which he has taken. A student to win this degree must, during a regularly required residence in the College, obtain an average of 85 or above.* Degrees " with great distinction," or "magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both " with distinction " in general studies and" with honor" in his major subject. *For determining comparable averages, the mid-point of each grade-range in the following scale is used : A = 100-90, B = 89-80, C = 79-70, and D = 69-60. 63 COURSES OF INSTRUCTION Freshman courses are numbered from I to 19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examinati9n group to which the course is assigned. Separate sections have their examination: groups listed successively. Courses are open ordinarily to members of a higher class ; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk (*). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), ELLIOTT, FITZGERALD, GROPP, KuEHNE- MUND, PENROSE, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS ART Art 21. Survey of the History of Art. (rn) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at IO. PROFESSOR SCOFIELD. Art 31. The History of Painting in Western Europe. (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives �CATALOGUE OF ST. JOHN'S COLLEGE 64 CATALOGUE OF ST. JOHN'S COLLEGE and to the great painters of the Renaissance in Italy ; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 2r. M-W-Fat 9. PROFESSOR SCOFIELD. M-W- Fat 9. Omitted in I932-33. PROFESSOR SCOFIELD. Grammar, Composition, and Prose Forins, A; B; C; D; E; T-Th-S T-Th-S M-W-F M-W-F T-Th-S at at at at at IO. 9. 9. 9. 9. (xv) PROFESSOR SCOFIELD. PROFESSOR STARR. PROFESSOR BROWN. MR. RODGERS. MR. RODGERS. English 2r. Survey of English Literature. (m) A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Required of alt Sophomores who propose to major in English. M-W-F at (xm) The first half of the course, dealing with the printed book from modern times to the seventeenth century, will be taught by President Gordon; the second half, dealing with the printed book in the fifteenth and earlv sixteenth centuries, will be taught by Professor Penrose. PRESIDENT GORDON AND PROFESSOR PENROSE. The course is intended to supply students with the elements of English , Grammar and the English Language as a useful tool. Frequent papers ; conferences; collateral reading. Required of all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfiltment of major or distribution. Section Section Section Section Section History of the Printed Book. Half-course running throughout the year. Tat 2. ENGLISH I. A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. (u) A study of the Greeks and Romans as we. know them through their ' fine and applied arts. · English (1x) T-Th-S at 9. Second half-year. PROFESSOR SCOFIELD. [Art 32. The Art of Classical Antiquity.] . English 24 2 hf. The' Modern Drama. 65 IO. English 31 1 hf. Theory of Poetry. T-Th-S at 9. PROFESSOR SCOFIELD. [English 32. The Nineteenth Century.] (x) This course is intended to give a comprehensive view of the poetry and the prose (including the novel) of the nineteenth century, from Byron to Oscar Wilde. The change from the romanticism of the early nineteenth century poets to that of the Victorians, and the gradual development of the didactic purpose in prose of the period will be especially emphasized. There will be frequent class-room discussions, and occasional papers. T-Th-S at 10. Omitted in 1932-33. PROFESSOR STARR. English 33. The Sixteenth and Seventeenth Centuries. PROFESSOR BROWN. (IX) (xm) A study of the significant prose fiction and poetry of England and America during the twentieth century. This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, voyaging narratives, picaresque fiction, and translations, will be examined in their relation to the · English Renaissance. T -Th-S at T-Th from English 23. Contemporary Literature. IO. ( x) 2 to 3: 30. PROFESSOR STARR. PROFESSOR STARR. 3 �66 CATALOGUE OF ST. JOHN'S COLLEGE [English 34 1 hf. The Drama from 1588 to 1800.] A study of the English Drama, exclusive of Shakespeare, lowe to Sheridan. Pre-requisite: English T-Th-S at 9. First half-year. Omitted in 1932-33. 2I. PROFESSOR SCOFIELD. *English 35. The Eighteenth Century. English Liter~ture from 1688 to the death of Shelley. The important; writers of the Restoration, the e-ighteenth century, and the French Revolution will be studied with their political. social, and intellectual. backgrounds. Pre-requisite: English 21. T from IO to 12. PROFESSOR BROWN. [English 36 1hf. Romantic Poetry of the Eighteenth Century.] A survey of English romantic poetry from Anne of Winchelsea to . Wordsworth. Important poets studied will include Thomson, Gray,: Cowper, Coleridge, and Wordsworth. Tuesday at IO. First half-year. Omitted in 1932-33. CATALOGUE OF ST. JOHN'S COLLEGE 67 studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. M-W-F at IO. -Omitted in 1932-33. PROFESSOR BROWN. [English 39. American Literature from 1870.] M-W-F at r. Omitted in 1932-33. PROFESSOR BROWN. [English 4r. Chaucer.] (1v) The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-W-F at 11. Required of those English Majors who desire the recommendation of the Department for graduate study. Omitted in 1932-33. PROFESSOR STARR. [English 43. Medireval Literature.] A study of the most important writings in English from the twelfth to the fifteenth centuries. PROFESSOR STARR. English 37. Poetry of the Nineteenth Century. In the first half-year the chief poets studied will include Wordsworth, Coleridge1 Byron, Shelley, and Keats; in the second, Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. M-W-Fat 9. PROFESSOR STARR. [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Haw:thorne, Melville, and Whitman; the Frontier and the South. ~rhen possible this literature will be Pre-requisite: English 2r. M-W-F at 8. Omitted in 1932-33. PROFESSOR STARR. English 45. Shakespere. (v) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. Special attention will be given to Shakespere's theory of tragedy and to the philosophical and religious views contained in his principal plays. M-W-F at r. PROFESSOR BROWN. �68 CATALOGUE OF ST. JOHN'S COLLEGE [English 49. The Novel.] ' French 13. French Composition and Conversation. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. M-W-,F at 3. Omitted in 1932-33. PROFESSOR SCOFIELD. *English 50. Reading Course. *English 53 2 hf. Reading Course. MEMBERS OF THE DEPARTMENT. Beginning French. (xvi) PROFESSOR ELLIOTT. Intermediate French. (xvu) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French I, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at IO. PROFESSOR ELLIOTT. French 11. Advanced French Prose. (m) From the origins to the present time. Lectures; comprehensive outside i:eading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list, and not open to Freshmen. May not be counted toward the major in French. 20. IO. PROFESSOR SEGALL. Survey of French Literature. (v) Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. M-W-F at 11. 2. ' French 17. History of French Literature and Civilization. A summary of French literature illustrated by readings from representative works of the more important periods. Outside readin.g; reports. A good knowledge of French is required. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. French Required of French Majors. Pre-requisite: French I, or two years of high-school French. T-Th-S at 9. PROFESSOR ELLIOTT. French FRENCH 1. (1x) Comprehensive outside reading of modern prose; reports in French. M-W-F at *tEnglish 60. Theses for Honors. *tEnglish 63 2 hf. Theses for Honors. MEMBERS OF THE DEPARTMENT. French 69 CATALOGUE OF ST. JOHN'S COLLEGE (1v) Rapid reading from representative works of nineteent!"'.·century prose; comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. French 31. Eighteenth-Century French Literature. (v1) The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. Comprehensive outside reading: theses. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. PROFESSOR SEGALL. [French 41. Nineteenth-Century and Contemporary French Literature.] (VI) A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neo-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. Omitted in 1932-33. PROFESSOR SEGALL. �70 .*German 33. Advanced Composition and Conversation. French 50. Reading Course. Subject to be arranged. Required of German Majors. Pre-requisite: Two years of college German or the equivalent. M-F from 3 to 4: 30. PROFESSOR GROPP. *tFrench 62 1 hf. Theses for Honors. Pre-requisite : French 20. First half-year. PROFESSOR SEGALL. . [German 35. Introduction to the History of German · Civilization.] Beginning German. Pre-requisite: History I passed with grade of " C " or better. M-W-F at r. Omitted in 1932-33; given in 1933-34. PROFESSOR KuEHNEMUND. (xv1) ~le~ents necessa.ry for acquiring the language: grammar, pronun- c1ation, conversat10n, reading of simple texts, composition. Section A; M'-W-F at 8. PROFESSOR GROPP. Section B; M-\V-F at 11. PROFESSOR GROPP. German IO. Intermediate German. ( II, German 36. History of German Civilization during the Nineteenth and Twentieth Centuries. ( v) VIII) A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Revi.ew of basic principles : grammar and composition; conversation; readmg from works of nineteenth century and contemporary authors. Pre-.requisite: German r, or two years of high-school German. Sect10n A; M-W-F at 9. PROFESSOR KuEHNEMUND. Section B; T-Th-S at 8. PROFESSOR GROPP. German 20. Modern Literature. Pre-requisite: German. M-W-F at 2. German IO, or three years of high-school 21. Scientific German. (n) Intended for students specializing in sciences. Pre-requisite: German. M-W-F at 9. German IO, or three years of high-school PROFESSOR GROPP. 1 German 40. Problems of Current German Life and Thought. (xvi) Open only to men mai oring in German. Tuesday at 7 : 30 p. m. PROFESSOR KuEHNEMUND. PROFESSOR KuEHNEMUND. German Pre-requisite: German 35, or History 21 with consent of the instructor. M-W-F at r. PROFESSOR KuEHNEMUND. (v1) to enable the student to translafe German rapidly. Oral and written reports on prepared translation; sight translation. Tr~ining ( v) A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. GERMAN I. (vn) Primarily for students who wish to acquire a better facility in writing and speaking German. Pre-requisite : French 20. PROFESSOR SEGALL. German 71 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. PROFESSOR KuEHNEMUND. tGerman 60. Thesis for Honors. This course is to be taken in connection with either German 40 or German 50. The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. PROFESSOR KuEHNEMUND. �72 CATALOGUE OF ST. JOHN'S COLLEGE GREEK Greek I. 73 CATALOGUE OF ST. JOHN'S COLLEGE LATIN Beginning Greek. Latin r. Beginning Latin. Elements of grammar and composition; readings in Greek prose. cial emphasis upon the Greek element in the English language. Elements of grammar and composition i readings in Latin-prose authors. For students who have had little or no Latin. May not be taken by students who have had any college Latin. M-W-F at 11. MR. KIEFFER. T-Th-S at 11. [Greek 23 1 hf. History of Classical Mythology.] MR. KIEFFER. Study of the Myths as they appear in Ancient and Modern Literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. M-W-F at 1. Omitted in I932-33. MR. KIEFFER. Greek 3r. Plato; Greek Tragedy. Plato; Apology and Crito. Two Greek Tragedies. Pre-requisite : Greek M-W-F at IO. (III) [Latin 15. Roman Law.] Readings principally from the Institutes of Justinian. Study of the de~~lopment of legal procedure and the Roman constitution. For prospective law students. Pre-requisite: Latin I, or two years of high-school Latin. Hours to be arranged. Omitted in 1932-33. I. MR. KIEFFER. MR. KIEFFER .. [Latin 23 1hf. Letters of Cicero and Pliny.] [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. Pre-requisite: Greek 2I. T-Th-S at 11. Omitted in I932-33. Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. Pre-requisite: Latin 11 and 12, or four years of high-school Latin. M-W-F at 2. First half-year .. Omitted in 1932-33. MR. KIEFFER. MR. KIEFFER. [Greek 34 2 hf. History of Greek Tragedy.] (v) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. M-W-F at 1. Second half-year. Omitted in I932-33. [Latin 24 2 hf. Plautus and Terence.] Reading of a representative play of each ; study of the antecedents, development, and historical influence of the Roman theatre. M-W-F at 2. Second half-year. Omitted in 1932-33. MR. KIEFFER. MR. KIEFFER. See also History 20. (XI) History of Greece and Rome. See also History 20. History of Greece and Rome. �74 CATALOGUE OF ST; JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Spanish 25. Spanish Life and Culture.] *Classics 50. Classical Philology. *Classics 5I hf. Classical Philology. Reading under the direction of the instructor, in Greek and Latin liter-:: ature and antiquities. Open to approved candidates for honors in the:. Classics, and to Juniors and Seniors generally. · MR. KIEFFER. tClassics 60. Classical Philology. tCiassics 6I hf. Classical Philology. A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors ; repor~s and discussions ; individual collateral reading and reports. SPANISH (I) Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. at 8. (u) Review of basic principles: grammar and composition; conversation; reading from ·the works of nineteenth century and contemporary authors. · Pre-requisite: Spanish M-W-F at 9. I, or two years of high-school Spanish. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature.. · (Iv) A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: Spanish 2, or three years of high-school Spanish. M-W-F at 11. PROFESSOR FITZGERALD. Spanish I3. Spanish Composition and Conversation. (vI) A study of Spanish syntax ; original compositions ; prac~ice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish M-W-F at 3. 2, or the consent of the instructor. PROFESSOR FITZGERALD. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omittedin Ig32-33. PROFESSOR FITZGERALD. PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. Not open to Freshmen. Hours to be arranged. Omitted in I932-33. [Spanish 31. Modern Spanish Novel.] MR. KIEFFER. M-W-F A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, read· ings, discussions, reports. PROFESSOR FI'l'ZGERALD. Laboratory courses in thesis writing. Spanish 1. Elementary Spanish. 75 [Spanish 41. Spanish Drama. J Lectures on the literary movements . affecting the drama. Reading of representative plays from the Golden Age to the present; discussion ; collateral reading; reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in Ig32-33. PROFESSOR FITZGERALD. *Spanish 50. The Romantic Movement in Spain. *Spanish 5I hf. The Romantic Movement in Spain. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish 11, or its equivalent. PROFESSOR FITZGERALD. tSpanish 60. Honors Thesis Course. tSpanish 6I hf. Honors Thesis Course. Subject to be chosen after conference between student and instructor. Students must be able to read Spanish fluently. PROFESSOR FITZGERALD. �r ,.I, i.: 76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 40. Advanced Economics. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, McLAREN, PENROSE, AND WYCKOFF, DR. DUNCAN, AND MESSRS. PAVENSTEDT AND RODGERS. ECONOMICS Economics 2I. General Principles. (III) A study of the economics of living and an analysis of economic laws. Section A; M-W-F at IO. PROFESSOR WYCKOFF. Section B, for students majoring in Economics; M-W-F at DR. DUNCAN. IO. See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2 hf (Statistics). [Economics 3 r. Industrial Problems.] (rx) This course includes a study of the development of the business enterprise, its regulation by the government, and certain major problems of industrial management. Pre-requisite: Economics 2r. T-Th-S at 9. Omitted in 1932-33. PROFESSOR WYCKOFF. Economics 32. Financial Problems. (x) The aim of this course is to make the student familiar with our banking system and its relation to business needs. The position of the private investor is also considered. Pre-requisite: Economics 2r. T -Th-S at IO. PROFESSOR WYCKOFF. *Economics 35. International Economic Problems. (xr) This course will consist of discussions, readings, reports, and papers on selected problems in international economics including international business cycles, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 21 (Mathematics 26 2 hf is advised, in addition) . T-Th-S at 11. DR. DUNCAN. 77 (rv) A conference course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in economics. M at 11, and individual conferences. PROFESSOR WYCKOFF. *Economics 50. Readings in Economics. A conference course open to Juniors and Seniors who are interested in economics and are willing to read extensively. Pre-requisite: Economics 2I. Hours to be arranged. PROFESSOR WYCKOFF. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. GOVERNMENT Government 11. American Government. (n) The introductory course required of all students majoring in government. Origins and development of the American form of government : federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. Section A; M-W-F at 9. PROFESSOR KINGSBURY. Section B; M-W-F at 11. DR. DUNCAN. Section C; M-W-F at 2. DR. DUNCAN. Government 21. Governments of Europe. (rx) An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms; the rise of autocracies in Italy and Russia, and other recent developments will be studied. Pre-requisite: Government 11. T-Th-S at 9. PROFESSOR KINGSBURY. �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Government 23. ·State and Local Government. (Iv) A more detailed study of the organization and functioning of state municipal, and local governments for the student who may go into publi~ life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite : Government 11. M-W-F at 11. [*Government 31. History of Political Ideas.] Pre-requisite: (I) Government 11; (2) Government 21, or Government 3I, or History 22; (3) Government 41. Hours to be arranged. Second half-year. Omitted in I932-33· PROFESSOR KINGSBURY. Government 43 1 hf. Political Parties. PROFESSOR KINGSBURY. (m) A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only to students whose interests and training fit them for the course. M-W-F at IO. Omitted in I932-33. PROFESSOR KINGSBURY. [Government 4I 1 hf. International Relations.] A survey of the present-day factors affecting international relations : nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: (I) Government 11 ; ( 2) Government 21, or Government 3I, or History 22. Hours to be arranged. First half-year. Omitted in I932-33. PROFESSOR KINGSBURY AND DR. DUNCAN. [Government 42 2 hf. International Organization.] The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a law of nations. 79 (xn) The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. Pre-requisite: (I) Government 11 ; ( 2) Government 23, or Government 3 I. T -Th from I to 2 : 30. First half-year. PROFESSOR KINGSBURY. Government 44 2 hf. Constitutional Law. A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisite : (I) Government 11 ; ( 2) Government 23, or Government 31. Hours to be arranged. Second half-year. PROFESSOR KINGSBURY. *Government *Government *Government *Government 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2hf. Reading Course. PROFESSOR KINGSBURY. *tGovernment 60. Theses for Honors. PROFESSOR KINGSBURY. �80 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE HISTORY History History 34. American Economic History. European History from the Fall of Rome to the Present (xx) Time. 1. A general survey of the political, economic, religious, and intellectual history of Europe since 476 A. D. A pre-requisite for men majoring in history. Section A; T-Th at 9, S at 9. Section B ; T -Th at 9, S at IO. Section C; T -Th at 9, S. at 8. (x) 21. Medireval European History. (XI) T-Th-S at 11. MR. PAVENSTEDT. History 22. Modern European History. (xx) An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. M-W-F at 8. Pre-requisite: History 25 or its equivalent. T from 2 to 4. Omitted in 1932-33. PROFESSOR HUNTER. A survey of English history. MR. RODGERS. *History 50. Reading Course. *History 51 hf. Reading Course. Oral and written reports. MEMBERS OF THE DEPARTMENT. *t History 6o. Theses for Honors. *tHistory 61 hf. Theses for Honors. (x1) . Philosophy l l 1hf. Logic. M-W-F at 11. The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. PROFESSORS HUNTER AND PENROSE. (v1) A survey of United States history from colonial times to the present. MR. RODGERS. Pre-requisite: History 25 or its equivalent. M-W-F at 11. PHILOSOPHY History 23. English History. 2. (1v) MEMBERS OF THE DEPARTMENT. PROFESSOR HUNTER. History 25. The History of the United States. (xm) The rise and development of the modern political system. A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. M-W-F at PROFESSOR HUNTER. History 44. American History Since the Civil War. IO. MR. KIEFFER. History Pre-requisite: History 25 or its equivalent. Conference hours arranged with each student. This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Outline of the political history of ancient times and a study of classical society. T-Th-S at (II) The study of the development of American economic life from the colonial beginnings to the present. [History 42. History of American Life.] MR. PAVENSTEDT. History 11. History of Greece and Rome. 81 Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. First half-year. PROFESSOR ALLES. �82 CATALOGUE OF ST. JOHN'S COLLEGE Philosophy i2 2 hf. Introduction to Philosophy. CATALOGUE OF ST. JOHN'S COLLEGE (xi) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. 83 M-W-F at 2. First half-year. Omitted in 1932-33. PROFESSOR ALLES. [Philosophy 36 2 hf. Psychology and Philosophy of Religion.] (vn) (ix) The course falls into two parts : The psychology of religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in i932-33. PROFESSOR ALLES. Philosophy i5. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. PROFESSOR ALLES. Philosophy 3r. History of Philosophy. (x) A study of philosophic spec~llation from the early Greeks to modern times. T-Th-S at IO. PROFESSOR ALLES. [Philosophy 34 2 hf. Locke; Berkeley; Hume.] (vi) An ·interpretation of their philosophy based on tbe reading of their works. Pre-requisite: Philosophy instructor. M-W-Fat 2. Second half-year. Omitted in i932-33. 12 or 3i, or the permission of the PROFESSOR ALLES. Philosophy 38. Conceptions of Immortality. (vi) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Creek conceptions as well as those of outstanding western thinkers (philosophers and scientists) down to the present. Pre-requisite: Philosophy 12, or 31, or 35, or the consent of the instructor. M-W at 2. PROFESSOR ALLES. (vn) Philosophy 41 1 hf. Plato. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion. J I. (vi) A study of the development of religion including pri~itive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. Pre-requisite : Philosophy 3 l. M-W-F at 3. First half-year. PROFESSOR ALLES. �84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philoso~hy 42 2 h~. Schopenhauer. (vu) An mterpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND lDEA. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. PROFESSOR ALLES. 85 stood by progressive educators will be discussed and emphasized. The course is especially designed for first-year students and for sophomores. Section A; T-Th-S at IO. Section B; T-Th-S at 11. Second half-year. Omitted in 1932-33. PROFESSOR McLAREN. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. Psychology 27. Social Psychology. Field or subject to be determined after consultation with the student. PROFESSOR ALLES. t Philosophy 60. Theses for Honors, tPhilosophy 6I hf. Theses for Honors. !he work consists in the writing of a thesis in some field or on a subJ ect chosen by the student after consultation with the instructor. PROFESSOR ALLES. (n) A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal; and social psychology will be considered to be integral with biological psychology. The different schools of social psychology will be examined and discussed. Pre-requisite: Psychology 11, or 12, or 19, or 23, or 29, or one year of biology, or one year of philosophy. M-W-F at 9. PROFESSOR McLAREN. PSYCHOLOGY Psycho~ogy ll 1_hf. ~eneral Introduction to Psychology. (x, XI) This course is designed _to serve as a basis for any further work in psychology. An attempt will be made to discover a biological foundation for the study of human behavior. Section A; T -Th-S at IO. Section B; T-Th-S at 11. First half-year. (x, XI) A study of speculations concerning the nature of mind, will, consciousness, ideas, etc. Also a study of the development of scientific methods in the field of psychology. Section A; T-Th-S at IO. Section B; T-Th-S at 11. Second half-year. PROFESSOR McLAREN. [Psychology 19 2 hf. Educational Theory.] (1v) A technical and scientific study of the biological and social phenomena underlying human behavior. Pre-requisite: Psychology 11, or 12, or 19, or 23, or 27, or one year of biology, or one year of philosophy. M-W-F at 11. PROFESSOR McLAREN. PROFESSOR McLAREN. Psychology 12 2 hf. History of Psychology. Psychology 29. Advanced Psychology. (x, xi) A stu~y of the b~aring of mo~ern psychological theories and data upon educational theories and practices. The meaning of education as under- [Psychology 35 2 hf. Mental Hygiene and Abnormal Psychology.] (n) In discussing behavior deviations, an attempt will be m~de to get at social causes and to steer a realistic course among numerous metaphysical and romantic theories. The course should be of especial value to pre-medical students and to students of literature. Open only to Juniors and Seniors who have already had one full year of psychology in St. John's College. M-W-F at 9. Second half-year. Omitted in 1932-33. PROFESSOR McLAREN. �86 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *Psychology 50. Reading Course. , *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. 87 Hours to be arranged. Second half-year. PROFESSOR APPEL. These courses are intended for students who are in earnest about reading ext:nsively and intensively in the field of psychology. Conferences, and assigned papers which must be turned in when due. Pre-requisite: Two full years of psychology, or one of psychology and one of biology, or one of psychology and one of philosophy. PROFESSOR McLAREN. *t Psychology 60. Theses for Honors. PROFESSOR McLAREN. Biology 19 2 hf. History of the Germ Cells. (n) A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. Second half-year. PROFESSOR APPEL. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BINGLEY, EASON, McFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. (xvm) An introduction to animal biology. General principles of morphology, physiology, histology, genetics, embryology, etc., and a survey of the common groups of animals. A pre-requisite to all other biology courses except Biology 20.. Two hours of recitation and six hours of laboratory. Laboratory fee, $20.00. Section A; Recitation, M-F at 1L Laboratory, W-F from 1 to 4. PROFESSOR RIDGELY. Section B ; (Pre-medical students). Recitation, W-F at 2. Laboratory, T-Th from 1 to 4. Biology 20 1 hf. Readings in Biology. Open only to students who have had no biology. T-Th from 1 to 2: 30. First half-year. PROFESSOR RIDGELY. Biology 21 1 hf. Comparative Anatomy of Vertebrates. Observation of local animals in their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. (111) A history of the highest type of animal structure as revealed throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR BAYLIFF. Biology 15 2hf. Field Zoology. (xn) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Conferences weekly. PROFESSOR APPEL. Biology 22 2 hf. Embryology of the Vertebrates. (m) A history of the highest type of animal structure as seen in the development of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: One year of college biology. Laboratory fee, $IO.oo. Recitation, W-F at IO. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. [Biology 23 1 hf. Invertebrate Zoology.] A study of the principles of heredity and variation, and of the relation of these two phenomena to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Two hours of recitation and six hours of laboratory. (x) Pre-requisite: Biology 11 or the equivalent. Biology 19 advised. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to l 2 (other hours may be arranged). First half-year. · Omitted in 1932-33. PROFESSOR BAYLIFF. (11) Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. Pre-requisites: Biology 21 and 22. Laboratory fee, $IO.oo. Recitation, W-F at 9. Laboratory, M-W-F from 2 to 4. First half-year. PROFESSOR APPEL. Biology 33 2 hf. Microscopical Technique. (vm) Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. Pre-requisite : Biology 30. Laboratory fee, $IO.oo. Recitation, T-Th at 8. Laboratory, M-W from I to 4. Second half-year. PROFESSOR APPEL. (x) Biology 34 2 hf. Genetics. The morphology and evolution of the invertebrates. Some attention to larvae, to extinct groups, and to groups of uncertain phylogenetic position. A course parallel to Biology 2r. Two hours of recitation and six hours of laboratory. Biology 30 1 hf. Histology. 89 Pre-requisite : Biology 11 or the equivalent. Biology 19 is recommended. Laboratory fee, $IO.oo. Recitation, T-Th at IO. Laboratory, W-F from 9 to 12 (other hours may be arranged). Second half-year. PROFESSOR BAYLIFF. Biology 36 2hf. Physiology. (1x) An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory. Open, in 1932-33, to students in all classes. Laboratory fee, $IO.OO. T-Th-S from9to 12. Second half-year. PROFESSOR APPEL. Biology 37 1 hf. Parasitology. (vrn) A study of the morphology and of the life histories of the internal parasites of vertebrates, particularly birds and mammals. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 11 or the equivalent. Biology 23 is recommended. Laboratory fee, $IO.OO. Recitation, T -Th at 9. Laboratory, Section A, M-W from l to 4; Section B, M from l to 4, W from 9 to 12. First half-year. PROFESSOR BAYLIFF. *Biology 52 1 hf. Readings for Advanced Students. For major students who are reading for honors in biology, and for other well-grounded Juniors and Seniors who wish to knit their previous course work into a cohesive biological philosophy. Conferences weekly. First half-year. W at4. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. �CATALOGUE OF ST. JOHN'S COLLEGE 90 CATALOGUE OF ST. JOHN'S COLLEGE *tBiology 63 2 hf. Theses for Honors. Individual problems involving laboratory work and reading. A short thesis will be required of each student, summarizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. Marine Biology. Advanced students, particularly biology majors, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversification of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for a biology major, or the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. See "Awards and Aids." CHEMISTRY Chemistry 1. General Chemistry. (III) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A ; Recitation, M-W-F at IO. Laboratory, T-Th from IO to Section B; Recitation, M-W-F at IO. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. 2. 12. General Chemistry for Science Students. of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry 1 must take the one hour. lecture given in Chemistry ~ on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at IO. Laboratory, T-Th from IO to 12. Section B ; Recitation, M-W -F at IO. Laboratory, T -Th from 2 to 4. Make-up for both sections,· M at 1. PROFESSORS BERNHARD, ALLEN, AND MCFARLIN. Chemistry 21 1 hf. Qualitative Analysis. (1) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns " and to the separation and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, W-F at 8. Laboratory, W-F from I to 4. First half-year. PROFESSOR MCFARLIN. Chemistry 22 2 hf. Quantitative Analysis, Part I. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. PROFESSORS ALLEN AND McFARLIN. Chemistry 91 (m) A more comprehensive course in General Chemistry; the same course as Chemistry I with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will inclµde topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. Recitation, M at I. Laboratory, M from 2 to 4. W-F from Second half-year. I to 4. PROFESSORS ALLEN AND McFARLIN. Chemistry 31 1 hf. Quantitative Analysis, Part II. (vrn) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. �92 CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from First half-year. CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 43 1 hf. Physical Chemistry, Part II. I PROFESSORS ALLEN AND McFARLlN. Chemistry 32 2hf. Physical Chemistry, Part I. (1) Substances in the gaseous, liquid, and solid states ; the structure of , matter ; energy changes ; chemical equilibria ; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties. etc. Three hours of lectures and four hours of laboratory. 21. (1v) Pre-requisite: Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from I to 4. (vm) Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second. half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. PROFESSOR BERNHARD. *Chemistry 52 1 hf. Readings in Chemistry. A reading and seminar course in the history of chemistry. Three hours. i"Chemistry 60. Thesis and Laboratory Work. i"Chemistry 61 hf. Thesis and Laboratory Work. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. MATHEMATICS Mathematics PROFESSOR BERNHARD. Pre-requisite : Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. PROFESSOR ALLEN. PROFESSOiR BERNHARD. An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours of laboratory. Chemistry 42. Advanced Organic Chemistry. Pre-requisite: Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. Pre-requisite: Chemistry 21 1 hf and 33. W-F at I, S at 8. First half-year. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. (1v) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. to 4. Pre-requisite: Chemistry 21 1 hf and Mathematics Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W I to 5. Second half-year. 93 I 1 hf. Algebra. (1) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year.. PROFESSOR V EDOVA. Mathematics 2 2 hf. Plane Geometry. (1) This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. PROFESSOR VEDOVA. �l I I 94 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Mathematics 11. Introduction to Mathematical Analysis. (xix) This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. Section A ; M-W-F at · 9. PROFESSOR V EDOVA. Section B; T-Th-S at 9. PROFESSOR BINGLEY. Section C; T -Th-S at 11. PROFESSOR BINGLEY. Mathematics 2r. Analytic Geometry and the Calculus. (m) Pre-requisite: Mathematics 11. M-W-F at IO. PROFESSOR BINGLEY. (Iv) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at 11. First half-year. PROFESSOR BINGLEY. Mathematics 26 2 hf. Statistical Methods. (Iv) A study of the classical and recent statistical methods. M-W-F at 11. Second half-year. PROFESSOR BINGLEY. Mathematics 3r. Mathematical Analysis, Part I. (Ix) An advanced course in the Calculus with an introduction to Differential Geometry. The applications oi mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR V EDOVA. (xr) In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at 11. PROFESSOR V EDOVA. Mathematics 35. The Elements of Mechanics. Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Mathematics 25 1 hf. The Mathematics of Finance. Mathematics 33. Higher Algebra. II 95 ( x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T -Th-S at ro. PROFESSOR BINGLEY. Mathematics 4r. Mathematical Analysis, Part II. (xI) A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 3I. T-Th-S at 11. PROFESSOR VEDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite: Mathematics 33. Hours to be arranged. PROFESSOR VEDOVA. Mathematics 45. Differential Equations. ( vm) Intended primarily for the student of physics or engineering, this course emph,asizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive knowledge of the underlying theory. T-Th-S at 8. PROFESSOR V EDOVA. *Mathematics 50. Reading Course. The subject or subjects will be determined in consultation with the instructor. Conference hours to be arranged. PROFESSOR VEDOVA. �96 CATALOGUE OF ST: JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE *Mathematics 53 2 hf. Selected Topics in the History of Science. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR BINGLEY. tMathematics 63 2 hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be based, if possible, upon the reading done in Mathematics 50. Conference hours to be arranged. PROFESSOR V EDOV A. (vm) Pre-requisite: Mathematics 11. Laboratory fee, $20.00 and breakage. Section A~ Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B ; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. 2. An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 2r; Mathematics 31; Chemistry Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1932-33. 2. PROFESSOR EASON. (n) [Physics 43. Electricity.] PROFESSOR EASON. (r) Beginning with the fundamental ideas underlying Electrical Science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 2r and Mathematics 2r. Mathematics 21 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. Pre-requisite: Physics 21 ; Mathematics 31 ; Chemistry Laboratory fee, $20.00 and breakage. Recitation, M-W.,.F at 9. Laboratory, T-Th from 2 to 4. [Physics 42. Theory of Heat.] This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is. designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Physics 3r. Electricity and Magnetism. (n) This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and requires thorough preparation in Mathematics and Chemistry. He will be ·expected to read much from the available literature and to do considerable laboratory work. PROFESSOR EASON. PHYSICS Physics 2r. Elements of Physics. Physical Optics. 97 This is an advanced course in Electricity. The treatment is larg~ly mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 31; advised that Mathematics Laboratory fee, $20.00 and Recitation, M-W-F at 9. Laboratory, W-F from 2 to Omitted in 1932-33. Mathematics 21. It is strongly 31 be taken concurrently. breakage. 4. PROFESSOR EASON. PROFESSOR EASON. 4 �98 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 99 *Physics 50. Reading Course. Independent reading of books and current periodicals covering particular field of physics. Frequent conferences. T from 3-4. PROFESSOR EASON. *"t Physics 60. Theses for Honors. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimir..ttion of carbon dioxide ; food and the digestion of foods ; heat regulation of the body; removal of waste material from the body; physical exercise ; the nervous system ; mental hygiene ; diseases in general ; particular diseases. One lecture each week from October 5 to December 7. Required of all freshmen. M at4. DR. MURPHY. Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus w~rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. ;; I' Section A; M-W-F at 3. Section B; M-W-F at 4. MR. NOVAK. I j·,I I Physical Training 2. Advanced course in Physical Training. Two years of Physical Training are required of all students. Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. NOVAK. MID-YEAR EXAMINATION SCHEDULE January 19 to 28, 1933 Thursday, January r 9 ........ ·{9 A M.-r 2 M .. ······GroupXX 2 P. M.- 5 P. M ..... Group IX Friday, January 20 ........... J 9 A. M.-r 2 M. · · · · · · · Group II l 2 P. M.- 5 P. M..... Group XVI Saturday, January 2r. ........ { 9 A. M.-12 M........ Groups VI, XV Monday, January 23 ......... _[9 A M.-r 2 M.. ······GroupIII l 2 P. M.- 5 P. M ..... Group XVII Tuesday, January 24 ......... ·{9 A M.-r 2 M.. ······GroupXI 2 P. M.- S P. M ..... Group I Wednesday, January ,25 .•.... J 9 A. M.-r 2 M .. ······GroupXIX 1_ 2 P. M.- 5 P. M ..... Group X Thursday, January 26 ........ ·{9 A. M.-I 2 M .. ······GroupIV 2 P. M.- 5 P. M ..... Group VIII , . Friday, January 27 . . . . . . . . . . . ·{9 A. M.-r 2 M .. ······GroupsXII, XVIII 2 P. M.- S P. M ..... Groups VII, XIII Saturday, January 28 ......... j 9 A. M.-12 M........ Group V �100 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 101 JUNIORS-CLASS OF 1934 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1932-33 * SENIORS-CLASS OF 1933 Allan Elliott Anderson William Tracey Armacost James Ronald Bennett Jam es Gamaliel Boss Edward Daniel Capell, Jr. William James Carter Nathaniel John Chew Roger Burnham Cobb George Robert Gallagher James Wesley Gray Hampton Daniel Horton Hancock Donald Bruce Hebb Ch.arles Gilbert Hill, Jr. John Sebald Hofmeister, Jr. George Dugan Johnson Jam es Herbert Fielding Jukes Edward Marion Kenly John Joseph Mason, Jr. Stanley Russell Mitchell James Henry Moore Leonard Joseph Murphy David Campbell Ninde Chris Peter Palivas James Barnett Parks William Algernon Percy, Jr. Philip Rumrill Piper William Christian Sandrock Kenneth Sheldon Everett Irving Smith John Boak Smith David Reisinger Steele Enrico Joseph Tarantino Urban Chester Ullman Daniel Junior Ward Joseph Wright White Edward George Williams Joseph Kennard Wright William Allen Ziegler 16 Pinkney Hall St. Louis, Missouri Home, 47 Maryland Avenue Annapolis 94 Market Street, Annapolis Rhodesdale Alpha Kappa Pi House Laurel Hasbrouck Heights, New Jersey Phi Sigma Kappa House ' Phi Sigma Kappa House 1 Baltimore 5 Pinkney Hall West River Delta Psi Omega House Salisbury Kappa Alpha House Baltimore Theta Psi House " Princess Anne Delta Psi Omega House , Stockton Theta Psi House Baltimore Home, R. F. D., No. r, Annapolis Annapolis 18 Pinkney Hall Baltimore Home, Severna Park Severna Park Delta Psi Omega House Quantico 35 Pinkney Hall Claiborne 16 Pinkney Hall Plainfield, New Jersey Phi Delta Sigma House Wallingford, Con'l!ecticut Kappa Alpha House Suffolk, Virginia 5 Pinkney Hall Oakland 2 3 Randall Hall Fort Wayne, Indiana Chicopee Falls, Massachusetts 44 West Street, Annapolia Theta Psi House Drexel Park, Pennsylvania Theta Psi House Vienna Phi Delta Sigma House Stamford, Connecticut Alpha Kappa Pi House ' Baltimoi·e r Randall Hall West Newton, Massachusetts Alpha Kappa Pi House Oradell, New Jersey 3 r Pinkney Hall Annapolis Theta Psi House Baltimore Annapolis Home, 144 Prince George Street Woodbridge, New Jersey 13 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Chestertown Alpha Kappa Pi House Hasbrouck Heights, New Jersey Phi Sigma Kappa House Theta Psi House Baltimore Kappa Alpha House Baltimore *This list includes only those students who were enrolled during the first half-year. Jesse Baptista Thoburn James Bard Stanley John Bartis Eugene Paul Belcher George Ridgely Boyd John Stewart Carver Bernard Joseph Casassa David Mason Cheezum, Jr. Harold Way Conn Henry Merryman Cooper, Jr. Robert Clifford Crawford Edwin Pountney Davis John Dudley Digges Samuel Busey Dove, Jr. Paul Charles Dunleavy Harrison Golshan Dyar Charles Joseph Eastman John Dixon Edinger John Herman Engel, Jr. Herbert Joseph Florestano Joseph Michael Florestano Fiorino Peter Froio Jerome Daniel Goodman Edward Edgecomb Gray Lewis Herbert Griffith, Jr. Charles Edmund Jenkins, Jr. Karl Franklin Jund Milton Aaron Katz Lawrence Joseph Kelly John Harold Kilmore Henry Hall Kyle Francis Gibbs LaMotte, Jr. Howard Archibald Legg Jam es Frederick Leslie William Thetford LeViness Ernest Carl Lyon Carl Charles MacCartee Carl Edmund Maffeo William Bernard Matthews, Jr. Vincent Edward Mayer Anthony Frank Mileto Vernon Joseph Novicki Robert Leutze Orvis Tilghman Beverly Price William Selby Purnell Jesse Oliver Purvis, JrJohn Anthony Raudonis William Evans Reese Albert Ployart Rist Joseph Crandell Russell Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. Harry Wellington Stevens, Jr. Norman Veitch Stevens Ne"' Bedford, Massachusetts 30 Pinkney Hall Davidsonville Home, Davidsonville Nashua, New Hampshire 28 Pinkney Hall Eastport Home, Washington Street Barstow Theta Psi House Phi Sigma Kappa House Bel Air Washington, District of Co1"mbia Kappa Alpha House Preston 23 Pinkney Hall Philadelphia, Pennsylvania Infirmary. Baltimore Theta Psi House Baltimore Alpha Kappa Pi House Westfield, New Jersey Delta Psi Omega House LaPlata Theta Psi House Annapolis Home, 3 Acton Place Annapolis Home, 187 Prince George Street Washington, District of Columbia 7 Pinkney Hall Laurel Delta Psi Omega House Allenhurst, New Jersey 35 Pinkney Hall Baltimore Phi Delta Sigma House Annapolis Home, 102 Prince George Street Annapolis Home, r 34 Prince George Street Pittsfield, Massachusetts rr Randall Hall Annapolis Home, 19 Randall Street Annapolis Delta Psi Omega House Easton Theta Psi House Baltimore Alpha Kappa, Pi House Dayton, Ohio Alpha Kappa Pi House Westminster 44 Pinkney Hall Cedarhurst, Long Island, New York 36 Pinkney Hall Baltimore 20 Randall Hall Waterbury Home, Waterbury Baltimore Kappa Alpha House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury ro Pinkney Hall Indian Head Theta Psi House Washington, District of Columbia Kappa Alpha House Newark, New Jersey 40 Pinkney Hall Baltimore Kappa Alpha House Rockville Centre, New York Alpha Kappa Pi House Annapolis Home, 107 Main Street Baltimore Delta Psi Omega House Baldwinsville, New York Phi Sigma Kappa House Baltimore Delta Psi Omega House Berlin 4 Randall Hall Annapoli3 Home, 40 Franklin Street Hudson, New Hampshire 37 Pinkney Hall Baltimore Kappa Alpha House Washington, District of Columbia Kappa Alpha House Annapolis Home, 9 Munroe Court Baltimore Kappa Alpha House Annapolis Home, 5 Washington Street Catonsville Delta Psi Omega House Winchester, Massachusetts Infirmary Washington, District of Columl>ia Phi Delta Sigma House �102 CATALOGUE OF ST. JOHN'S COLLEGE Edward Maurice Sullivan Leroy Samuel Taylor Carl Strohm Thomas Albert Lewis Vigilante Paul Edward Watson, Jr. Walter Miller White Ben McLean Whiting Horace William Witman Allan Sheldon Woodle, III Hartford, Connecticut Chester Annapolis Ossining, New York Salisbury Salisbury Plympton, Massachusetts Rising Sun Ridley ParkJ Pennsylvania r l Randall Hau Home, Chester Home, 9 Franklin Street Phi Sigma Kappa House Theta Psi House 3 5 Pinkney Hall Alpha Kappa Pi House 22 Pinkney Hau Alpha Kappa Pi House SOPHOMORES-CLASS OF 1935 Charles Brooks Anderson Glenmont, New York 45 Pinkney Hall Clarence Kriss Anderson Manasquan, New Jersey Phi Delta Sigma House Carvil Reed Archer Bel Air Kappa Alpha House Roland James Bailey, Jr. Hebron 20 Pinkney Hall Melville Lewis Bisgyer Brooklyn, New York 6 Pinkney Hall Gordon Keith Boucher Grantsville Kappa Alpha House Richard John Bragg Lancaster, New Hampshire Delta Psi Omega House Julius Francis Budacz Baltimore Severna Park Lawrence Palmer Crawford Brown Peekskill, New York Alpha Kappa Pi House James Callard Baltimore Kappa Alpha House Charles Schoch Catherman, Jr. Cumberland Delta Psi Omega House Burton Chance, Jr. Radnor, Pennsylvania Phi Sigma Kappa House Charles Patton Clark, Jr. Summit, New Jersey Phi Sigma Kappa House Frank William Connor, Jr. Wayne, Pennsylvania Phi Sigma Kappa House Charles Edwin Dearing, II Newton Center, Massachusetts 23 Randall Hall Edward DeLisio Washington, District of Columbia Kappa Alpha House John Charles Donohue Baltimore Theta Psi House Robertson Drake Maplewood, New Jersey 45 Pinkney Hall William Robert Eaton Chester 42 Pinkney Hall Louis Eickwort, III Flushing, New York Phi Sigma Kappa House Thomas Bayard Evans, Jr. Hasbroucl' Heights, New Jersey Phi Sigma Kappa House Walther Frederick William Evers Baltimore Phi Sigma Kappa House Alphonse Emanual Farone Saratoga Springs, New Y01·k 3 Pinkney Hall Harry Ferguson West Hartford, Connecticut 8 Randall Hall Morton Norman Fine Baltimore 15 Pinkney Hall Lawrence Donald Fusco Syracuse, New York 24 Randall Hall Humphrey Woodhouse Garden Pittsburgh, Pennsylvania 14 Pinkney Hall George Morris Gelston Towson Kappa Alpha House William Gottschalk Gideon Baltimore 9 Randall Hall Ben Gold Brooklyn, New York 44 Pinkney Hall Bryan Hancock Indian Head 42 Pinkney Hall David Arthur Harkness Mutt£al l9 Pinkney Hall James Leslie Hays, III Baltimore Kappa Alpha House Arthur Sewell Hughes, Jr. Passaic, New Jersey 26 Pinkney Hall Francis Geoghegan Hurlock Cambridge Phi Delta Sigma House Lawrence Kantor East Orange, New Jersey 6 Pinkney Hall James Richard Kelly Thurmont Phi Delta Sigma House Gerald Independence Kurtz Paterson, New Jersey Phi Delta Sigma House Angus Lamond Washington; District of Columbia Kappa Alpha House Arthur Hungerford LaMotte Baltimore Kappa Alpha House Robert Henry Lampee New York, New York Delta Psi Omega House Elmer George Linhardt Eastport Home, 495 Chesapeake Avenue William Calvin Lotz Ellicott City Theta Psi House Charles Benson McClure, Jr. Lakewood, Ohio 6 Randall Hall CATALOGUE OF ST. JOHN'S COLLEGE Henry David McCool Edwin Kay McCrea Stephen Philip McCrea John Robinson Magruder Raymond Thomas Malley John Dndley Martin William Thomas Mason Elmer Lacy Meredith David Eugene Nopper Lawrence Joseph O'Connor, Jr. John Brophy O'Donnell Edmund John Pacosha Otto Ronald Peterson John Douglas Ramsay Sidney Rosenbaum, Jr. Roscoe Conkling Rowe, Jr. Philip Joseph Russillo Robert H. Sander, Jr. Benjamin Schiff Ephraim Roy Shawn, Jr. Robert Allison Sindall, Jr. Louis Ambrose Snyder Robert Noble Sosman Oscar Baker Steely William Locke Sterling Morris Ezra Stoner John Davis Taylor, III David King Usher Charles Whisler Walker Henry Reginald Weeks Edmund Parker Wells Noel Leroy Welsh Dalton Middlekauff Welty Milburn Judson White, Jr. Robert Hope Williams, Jr. Frank Kennedy Wilson, Jr. Charles Oliver Wingate, Jr. Austin William Winston John Gustav Woltereck Richard Sage Woodman Waitman Burgess Zinn 103 Philadelphia, Pennsylvania Delta Psi Omega House Rock Hall 32 Pinkney Hall Rack Hall 32 Pinkney Hal! Baltimore Kappa Alpha House T erryville, Connecticut 8 Randall Hall Eastport Home, Boucher's Point Washington, District of Columbia Kappa Alpha House Federalsburg 8 Pinkney Hall Baltimore Theta Psi House Annapolis Home, l 33 Duke of Gloucester Street Frostburg r 5 Randall Hall Gardner, Massachusetts Alpha Kappa Pi House Manasqitan, New Jersey Phi Delta Sigma House Baltimore Theta Psi House Northfield, New Jersey 44 Pinkney Hall Annapolis Home, 99 Charles Street Norwich, Connecticut 163 Prince George Street, Annapolis Rutherford, New Jersey Delta Psi Omega House Annapolis Home, 85 Main Street West Annapolis Home, West Annapolis Baltimore 33 Pinkney Hall Hagerstown 9 Pinkney Hall Westfield, New Jersey Delta Psi Omega House Pocatello, I daha Wardour White Plains, New York Kappa Alpha House Garriionville, Virginia 30 Pinkney Hall Balt·imore Phi Delta Sigma House Baltimore Phi Sigma Kappa House Sharon, PennsJilvania l 4 Pinkney Hall Little Neck, New York Alpha Kappa Pi House Larchmont, New York Phi Sigma Kappa House Baltimore 14 Randall Hall Funkstown Theta Psi ·House Mt. Carmel, Illinois 900 Chesapeake Avenue, Eastport Baltimore 2 r Randall Hall Baltimore l 38 Conduit Street, Annapolis Baltimore Theta Psi House Washington, Disti-ict of Columbia Kappa Alpha House Baltimore 34 Pinkney Hall Tenafly, New Jersey Alpha Kappa Pi House Baltimore Phi Sigma Kappa House FRESHMEN-CLASS OF 1936 Albert. Chester Blaisdell, Jr. John Reeves Blakistone William Nathaway Boyd, Jr. James Pierce Bradley James McCombs Brown Richard Johnson Bruce Edward James Butterworth Timothy Andrew Callahan, Jr. Thomas Warren Chandlee Edward Gardfoer Chaney Garnett Yelverton Clark Howard Vernell Cowan Gilbert Albert Crandall Washington, District of Colitmbia 2 Pinkney Hall 20 Pinkney Hall Bushwaod Westfield, New Jersey l 9 Randall Hall California 8 Pinkney Hall Baltimore 9 Randall Hall Cumberland 23 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Bel Air l 7 Pinkney Hall Delta, Pennsyl1.1a.nia 2 l Randall Hall Annapolis Home, 26 Murray Avenue Annapolis Home, S School Street Schoolfield, Virginia 1 2 Pinkney Hall Annapolis 50 State Circle �----------,,1 104 CATALOGUE OF ST. JOHN'S COLLEGE Baltimore 25 Pinkney Hai!: Henry John Davis West Annapolis Home; West Annapolis Stuart Henry DePathy Hartford, Connecticut 29 Pinkney Hall Samuel Hayes Desch Baltimore 12 Pinkney Hal!. Paul Harris Drake, Jr. Newton, Massachusetts Phi Sigma Kappa House Herbert Henry Eccleston Hackensack, New Jersey 19 Randall l3:a11 Charles William Elgin Poolesville l 6 Randall Hail Benj amiu Stevens Elliott Eastport Home, Chesapeake Avenue George Gordon Gaeng Baltimore 14 Randall Hail Frank Richard Gessner, Jr. Annapolis Home, 49 Murray Avenue·! Ralph Joseph Giordano Newark, New Jersey 37 Pinkney Rall Max Glickman Annapolis Rome, 145 Main Street ' William Charles Gloth Bay Ridge Home, Bay Ridge· Charles George Goy Nashua, New Hampshire 28 Pinkney Hall Joseph Burnham Gray Annapolis Home, 141 Fifth Street Calvert Michel Haas Baltimore 5 Randall Rall John Donald Hampshire Baltimore 29 Pinkney Hall James Hancock Indian Head 41 Pinkney Hall Ernault Hawkins Williams Hanson Baltimore 20 Pinkney Hall Baltimore Charles Parish Hebb J Randall Hall William McDowell Herson Annapolis Home, 95 College Avenue Dennis O'Donnell Higgins Prescott, Ontario, Canada l 8 Randall Hall John Sebastian Hodges Baltimore S Randall Hall Samuel Milton I vrey Annapolis Home, ro1 Compromise Street Louis Elbert Kemp, Jr. Hanover 22 Randall Hall William Munsey Kennedy, Jr. Chevy Chase 4 Pinkney Hall Paul Joseph Kesmodel Baltimore 12 Pinkney Hall Charles Jacob Kibler Greensboro 27 Pinkney Hall Donald Dodge Kneessi Washington, District of Columl>ia 2 Pinkney Hall George Joseph LaPorte Waltham, Mwsachusetts 2 Randall Hall Robert Glyn Lewis Baltimore 17 Pinkney Hall Harold Olin McCallum Brooklyn, New York, Boucher's Point, Eastport John McC!intock Baltimore 4 l Pinkney Hall John Arvard McCullion Watertown, Massachusetts 2 Randall Hall Donald Edward Stuart McGarrow Baltimore Phi Sigma Kappa House Pasquale Emilio Maffeo Newark, New Jersey 40 Pinkney Hall John Thompson Mason, Jr. Hancock 7 Randall Hall Daniel Hutchinson Mathers White Springs, Florida 79 Shipwright Street, Annapolis Irvin Meginnis Baltimore l 3 Randall Hall Adair Miller Southport, Connecticut r 7 Randall Hall, William Robert Miller Baltimore 3 Randall Hall r r Pinkney Hall Baltimore Cyril Raymond Murphy, Jr. Richard Paul Newman Chicago, Illinois l 7 Randall Hall Home, 198 King George Street John Hugh Norman Annapolis 38 Pinkney Hall Joseph N ovey Baltimore William Burton Parsons Onley, Virginia Kappa Alpha House Charles Francis Peace, III Round Bay Home, Round Bay Robert Lee Peace Round Bay Home, Round Bay Bernard Francis Pelkey Watertown, MtJ.Ssachusetts r Randall Hall Langdon Dominique Pickering, Jr. H'ome, Ferry Farms Ferry Farms Baltimore 9 Pinkney Hall Arthur Baer Price, Jr. Ridgely ro Randall Hall William Nelson Rairigh Baltimore 7 Randall Hall Roy Lewis Rascovar Annapolis Home, 7 Randall Street Martin William Rausch r 2 Pinkney Hall Paterson, New l er:sey Vere Bowles Reed, Jr. New York, New York Kappa Alpha House William Gibbons ·Reed Lawrason Levering Crane CATALOGUE OF ST. JOHN'S COLLEGE Robert Wolfe Riley Robert Edward Robinson, Jr. Charles Francis Rose John Barker Rowe Thomas Ellier Rutley Ralph Murray Schley William John Seeley, Jr. Charles Griffith Sellman Richard Brooke Sellman Edward Francis Shaughness Benjamin Harrison Shipley Frank Stevens Smith William Ward Smith, Jr. Wilmer Theodore Stone, Jr. John Leslie Sullivan Joseph Albert Sutton, Jr. Richard Brimmer Taylor Milton Howard Traynor John Henry Von Dreele, III LeRoy Gardner Webster Charles Tylden Westcott Richard Talbot Williams James_ Cornelius Wilson, Jr. George Thomas Wingate Clayton Wright, Jr. John Mackall Young Konrad Dillon Young Charles Stewart Zurhorst, III 105 Winchester, Virginia 7 Pinkney Hall Clifton Forge, Virginia r 9 Pinkney Hall Washington, District of Columbia Kappa Alpha House Catonsville Kappa Alpha House Baltimore Home, The Alameda, Baltimore Baltimore 2 r Pinkney Hall Annapolis Home, 4 Murray Avenue Poolesville Theta Psi House Poolesville r 6 Randall Hall Catonsville Theta Psi House Ellicott City Theta Psi House Pasadena Home, Pasadena Annapolis Home, 30 Upshur Road Arnold Home, Arnold Annapolis Home, 23 Francis Street Baltimore r Pinkney Hall Lima, Oltio Wardour Rockville Centre, Long Island, New York Alpha Kappa Pi House Baltimore Phi Sigma Kappa House Deals Island 27 Pinkney Hall Baltimore 25 Pinkney Hall Waterbury Home, Waterbury Wethersfield, Connectirnt Alpha Kappa Pi House Baltimore 20 Randall Hall Centreville l 2 Randall Hall Elkton 39 Pinkney Hall Akron, Ohio r l Pinkney Hall Washington, District of C olitmbia 4 Pinkney Hall SPECIAL STUDENTS Pierre de Douville·Maillefeu Paris, France 33 Pinkney H;ill Washington, District of Columbia Graham A. Kent 34 Pinkney Hall New York, New York Robert Cran~ Leatherbee r 8 Randall Hall John Douglas McKinney Washington, District of Columbia 9 Pinkney Hall Oscar Miro-Quesada, Jr. Lima, Peru 2 r Pinkney Hall Joseph Novak Chicago, Illinois Infirmary James O'Donnell, Jr. Catonsville 2 2 Randall Hall William Thomas Daniel Pumphrey Glen Burnie Annapolis Roads Club Arthur Patrick Santos New Bedford, Massachusetts 3 Pinkney Hall New Haven, Connecticut 12 Randall Hall Alfred Wanner Satterthwaite Dennis Joel Thompson Annapolis Home, 480 West Street Washington, District of Columbia r Pinkney Hall George Cornelius vVohlfarth SUMMARY OF ENROLLMENT BY CLASSES* SENIORS • • • • • • • . • • • . • • • • • • • . . . . . • • . . . . . • • . . . . . • . • • • • • • • • • . • • • • • • • • • • . . • • • • • • JUNIORS •••••.•••••• ' •••••.•..•••...•••••••••..•.•.•• · • . . . • • •. •. • .•. •. . • • • • SOPHOMORES FRESHMEN ...••••.•••••••••••..••••••••.•..••••.••• • • · • • · • . • • . . . . . • . . . . • . •.••.•.•• • .••• • •• • • • • • • • •• • • • • • • • · • • • • • • · • • • • • • • • • • • • • • • · · • · • · · • • .•.••••.•••..••..•••.•...•••••••••••• ~ . • • • • • • • • • • • • • • • • • • • SPECIAL STUDENTS TOTAL ••••••••••••••••••••••••••••••••••••••• • • • • •••••••••••••••••• 38 64 85 97 12 296 * Including only students wbo enrolled during the first half-year, prior to the publication of the Catalogue. �T .I CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE SUMMARY: GEOGRAPHICAL DISTRIBUTION Magna Cum Laude et C14m Honore Robert Lemmon Burwell, Jr. (in Chemistry) ................... ·········· .Annapolis Willis Keyes Lynch ........................................... Alvan, West Virginia Tilghman McCabe ..................................................... Ocean City Sanford Arthur Menczer ...................................... Brooklyn, New York Henry George Miller .................................................... Baltimore Jam es Deal Morris ...................................................... Baltimore Walter Charles Mylander, Jr .......................................... Cockeysville Frederick Joel N assauer ................................................. Pikesville Isaac Allen Newton, Jr .................................... Drexel Hill, Pennsylvania Robert Maxwell Noblett. ................................... Hackensack, New Jersey George Griffin Rudolph .................................................. Baltimore George Durward Adams Selby ............................................ Baltimore Frederick William Skaling ................................ New London, Connecticut Cameron Courtney Stearns ........................' ......................... Bel Air Allison Crusnach Trader ............................................. Revell Station John Williams Trader ............................................... Revell Station William Lee Waller ..................................................... Annapolis Edward John Ward ...................................................... Salisbury Milton Edward Weaver, Jr. . ................................ Perkasie, Pennsylvania George Jones Weems ...................................................... Stoakley Robert Garner Woodman ....................................... Tenafly, New Jersey Fred Gerker Yerkes, Jr .......................... •.............. Jacksonville, Florida David Burns Zarr . ......................................... Nanticoke, Pennsylvania Magna Cum Laude Henry Soladay Shryock, Jr. ........................................... . Baltimore As of the Class of 1928 William Rodgers Hoyle ............................ Washington, District of Columbia Cum Laude Charles Howard Miles ........................................... · · . · . · .. Baltimore Richard Heber Pembroke, Jr .........•.......................... ······ Park Hall .. BACHELOR OF SCIENCE Cum Honore Hugh Frazier Parker, Jr. (in English) .................................... Baltimore As of the Class of 1922 John Sigmund Austerlitz ................................................. Baltimore 106 Maryland ........................ 178 New Jersey . . . . . . . . . . . . . . . . . . . . . . . 27 New York . . . . . . . . . . . . . . . . . . . . . . . . 19 District of Columbia............... 16 Massachusetts • . . . . . . . . . . . . . . . . . . . . 13 Connecticut . . . . . . . . . . . . . . . . . . . . . . . 10 Pennsylvania .................... . 9 Virginia ......................... . 6 New Hampshire ................. . 4 Ohio ..••......................... 4 Illinois .......................... . Florida ......................... . Idaho ................... · · ...... . Indiana ................. · ... · · .. . Missouri ........................ . Canada .......................... . France .......... · ... · · · · · · · · · · · .. Peru .................. · · · · · · · ·... Total ,I ................... · .... 296 DEGREES CONFERRED, JUNE 8, 1932 BACHELOR OF ARTS William Bernard Athey .............................. · · · · · · · · · · · · · · · · · · · ·Baltimore Edward Samuel Balles ........................................ Paterson, New Jersey Joseph Lyons Bean .............................•...... · · · · · · · · · · · · · · · · ·:Annapolis Richard Ferdinand Blau!. ........................... ·.··············· .Cumberland George Elmer Bliven ........................................ Schenectady, New York James Fromhardt Campbell ............................................. Lonaconing Lawrence Lloyd Carpenter ................................... Foxboro, Massachusetts Paul Edmund Casassa .............................. Washington, District of Columbia Douglas Arnett Cole ..................................................... Baltimore James Williams Crabbe, Jr ....................................... Linthicum Heights Vladimir Frantisek Ctibor .................................• Ridgewood, New Jersey William Francis Cullom, Jr ............................... Pelham Manor, New York Lyman Morse Darling ..................................... Providence, Rhode Island John Hannon Finn ......................................... Pittsfield, Massachusetts Samuel Joseph Fortunato ...................................... Newark, New Jersey Emslie Nicholson Gault ....................................... · · · · · · · · · · · · · Ruxton Lee Ackworth Gordy ...................................... • ........•..... Baltimore David Bernard Greengold ................................................ Annapolis Bernard Adolph Heller, Jr ..............•................................ Baltimore William Crowley Hoddinott. ............................................. Baltimore James-Knox Insley, Jr........ , ......... ; .•.....••.•.................... Baltimore Lawrence Gallatin Jefferds ....................•............ Edgewood, Rhode Island Norman Kleiman ............................•....•..................... Baltimore John Genso Laferty ..................................................... Baltimore Joseph Leon Lingo ............................................... Milton, Delaware Philip Lee Lotz ..........•...............................•........... Ellicott City HONORS AND PRIZES AWARDED, JUNE 8, 1932 Visitors and Governors' Prize HENRY SOLADAY SHRYOCK, JR. Theta Psi Fraternity Prize RICHARD HEBER PEMBROKE, JR. Phi Delta Sigma Fraternity Prize JOHN WILLIAMS TRADER Prize offered by the Reverend Martin Aigner, D. D. JOSEPH LYONS BEAN Phi Sigma Kappa Fraternity Prize SAMUEL JOSEPH FORTUNATO Philo Shernian Bennett Prize JEROME DANIEL GooDMAN 107 �l I 108 CATALOGUE OF ST. JOHN'S COLLEGE Algernon Sydney Sullivan Student Award FRED GERKER YERKES, JR. Algernon Sydney Sullivan Award WILLIAM HANSON M;ooRE, III Kappa Alpha Fraternity Award GEORGE DURWARD ADAMS SELBY MERIT SCHOLARSHIPS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 21, 1932 Sophomore Merit Scholarship JEROME DANIEL GOODMAN Freshman Merit Scholarships LAWRENCE JOSEPH O'CONNOR, JR. DALTON MIDDLEKAUFF WELTY Prize for Improvement JAMES HENRY MOORE CATALOGUE OF ST. JOHN'S COLLEGE 109 INDEX Absences, from class ............ 51 before and after holidays ...... 51 Administration, officers of. . . . . . . IO regulations of . . . . . . . . . . . . . . . . 46 Admission . . . . . . . . . . . . . . . . . . . . . 29 advanced standing . . . . . . . . . . . . 32 applications for . . . . . . . . . . . . . . 29 by certificate ................ 29 by examination . . . . . . . . . . . . . . 30 from other colleges. . . . . . . . . . . 32 on trial . . . . . . . . . . . . . . . . . . . . . _30 routine of . . . . . . . . . . . . . . . . . . . 29 special students . . . . . . . . . . . . . . 30 subjects accepted . . . . . . . . . . . . . 31 units ........................ 31 Advanced standing . , . . . . . . . . . . . 32 Advisers . . . . . . . . . . . . . . . . . . . . . . 48 Aids to students.. .. .. .. .. .. .. .. 38 Alumni association . . . . . . . . . . . . . 28 Amount of work carried. . . . . . . . 50 permitted . . . . . . . . . . . . . . . . . . . 50 required for promotion. . . . . . . . 50 Applicatioro;, for admission ...... 29 for aid ...................... 38 for rooms . . . . . . . . . . . . . . . . . . . 46 Arrival at college. . . . . . . . . . . . . . 33 Art, courses in.. .. . .. .. .. .. .. .. 63 Assignments, rooms . . . . . . . . . . . . 46 Athletic Council ............... 27 schedules . . . . . . . . . . . . . . . . . . . . 27 Attendance, church . . . . . . . . . . . . . 26 classes ...................... 50 college functions . . . . . . . . . . . . . 50 official summons . . . . . . . . . . . . . 50 Awards, Commencement ........ 107 competitive .. .. . .. .. .. .. .. .. . 42 Biology, courses in. . . . . . . . . . . . . 86 major in ... , ................ 56 Board of Visitors and Governors. 7 Buildings, college . . . . . . . . . . . . . . 24 Business Administration . . . . . . . . 23 Calendar, days of the year. . . . . . 4 college events . . . . . . . . . . . . . . . 5 Campus ....................... 23 Catalyst . . . . . . . . . . . . . . . . . . . . . . . 27 Change of Program. . . . . . . . . . . . . 49 Change of registration .......... 49 Charges ....................... 35 Chemistry, courses in ........... 90 major in .................... 56 Churches, Annapolis . . . . . . . . . . . 26 Classics . . . . . . . . . . . . . . . . . . . . . . . 74 major in .................... 56 Clubs, college . . . . . . . . . . . . . . . . . . 28 College Entrance Examination Board .................... 30 College Green . . . . . . . . . . . . . . . . . 23 College Routine . . . . . . . . . . . . . . . 34 College rules . . . . . . . . . . . . . . . . . . 47 Collegian . . . . . . . . . . . . . . . . . . . . . . 27 Commencement ................ 106 Committees, of the Board. . . . . . . 9 of the Faculty. . . . . . . . . . . . . . . . 17 Concerts, student orchestra. . . . . . 26 visiting performers . . . . . . . . . . . 26 Course numbers ............... 63 Courses for distribution. . . . . . . . . 55 Courses of instruction. . . . . . . . . . . 63 Courses, repeated ........... : . . 53 required . . . . . . . . . . . . . . . . . . . . . 49 summer school . . . . . . . . . . . . . . . 54 Courses requiring consent of instructor . . . . . . . . . . . . . . . . . 63 Credit Units, see requirements for the degree. Credits, entrance ............... 31 summer school . . . . . . . . . . . . . . . 54 Curriculum, see courses of instruction, regulations, requirements, etc. Deans ........................ 48 Deans' list ............. : . . . . . . 52 Degree, requirements for the. . . . 54 Degrees, conferred ............. ro6 offered ...................... 21 with distinction . . . . . . . . . . . . . . 62 with honor . . . . . . . . . . . . . . . . . . 6r Delta Kappa Phi.. .. .. .. .. .. . .. 28 II l �110 CATALOGUE OF ST. JOHN'S COLLEGE Delta Omicron . . . . . . . . . . . . . . . . 2S Departments, Art . . . . . . . . . . . . . . 63 Biology ..................... S6 Chemistry . . . . . . . . . . . . . . . . . . . 90 Economics . . . . . . . . . . . . . . . . . . 76 English ..................... 64 French ...................... 6S German ..................... 70 Government . . . . . . . . . . . . . . . . . 77 Greek ....................... 72 History ..................... So Latin ....................... 73 Mathematics . . . . . . . . . . . . . . . . . 93 Philosophy . . . . . . . . . . . . . . . . . . Sr Physics ..................... 96 Psychology . . . . . . . . . . . . . . . . . . 84 Spanish ..................... 74 Description of the College. . . . . . . rS of the courses. . . . . . . . . . . . . . . . 63 Dining room . . . . . . . . . . . . . . . . . . 47 Distribution, courses for. . . . . . . . 55 of students, geographic ........ I06 Division of the Languages, Literature, and Art. . . . . . . . . . . . . . . 63 of the Social Sciences and Philosophy . . . . . . . . . . . . . . . . 76 of the Sciences and Mathematics .................... 86 Dramatics . . . . . . . . . . . . . . . . . . . . . 2S Economics, courses in. . . . . . . . . . . 76 major in .................... 56 Engineering, preparation for. . . . 22 scholarships at Hopkins. . . . . . . 42 English, courses in ............. 64 major in .................... 57 students sent back for work .in. S4 Entrance examinations . . . . . . . . . 30 Examination groups ............ 63 schedules . . . . . . . . . . . . . . . . . . . . 99 Excuse, for absence ............. 5r Exemption, from English r. . . . . . 49 from physical training. . . . . . . . . so Expenses . . . . . . . . . . . . . . . . . . . . . . 3S Faculty ....................... rr Fees, annual ................... 3S additional courses . . . . . . . . . . . . 36 graduation . . . . . . . . . . . . . . . . . . 37 laboratory .................. . matriculation . . . . . . . . . . . . . . . . 3S Fellowships ................... 38 , Filing of study cards . . . . . . . . . . . . 49 Fines, breakage . . . . . . . . . . . . . . . . 36 registration . . . . . . . . . . . . . . . . . . 49 Fraternities 28 French, courses in ............. . 68 major in .................... S7 Freshmen, list of ............... ro3 Geographic distribution, students. ro6 German, courses in ............. 70 major in .................... S7 Good standing ................. sr Government, courses in ......... 77 major in .................... S7 Grades ........................ sr Greek, courses in. . . . . . . . . . . . . . . 72 major in .................... s6 History, courses in. . . . . . . . . . . . . 80 major in .................... 58 of the College. . . . . . . . . . . . . . . . r8 Honor regulations . . . . . . . . . . . . . 46 societies . . . . . . . . . . . . . . . . . . . . . 28 system ...................... 46 Honors and prizes awarded ...... I07 Hygiene, course in .............. g8 Infirmary service . . . . . . . . . . . . . . 48 Information, general . . . . . . . . . . . r8 procedure for new students . . . . 33 Juniors, list of. ................ IO r King William Players . . . . . . . . . . 28 King William's School. ......... r8 Laboratory charges . . . . . . . . . . . . 36 Language requirements . . . . . . . . . SS Latin, courses in ............... 73 major in .................... s6 Law, preparation for. . . . . . . . . . . . 22 Lectures, public . . . . . . . . . . . . . . . . 26 Library teas . . . . . . . . . . . . . . . . . . . 26 List of students ................. roo Literature, courses in ........... 63 Location of the College. . . . . . . . . 23 Majors, requirements for ........ 56 Marine biology . . . . . . . . . . . . . . . . 42 Marks ........................ sr CATALOGUE OF ST. JOHN'S COLLEGE Mathematics, courses in . . . . . . . . 93 major in .................... 58 Matriculation . . . . . . . . . . . . . . . . . . 35 Medicine, preparation for. . . . . . . 22 Music, college band. . . . . . . . . . . . . 28 public concerts . . . . . . . . . . . . . . . 28 student orchestra . . . . . . . . . . . . 28 Numbering system, courses . . . . . . 63 Occupancy of rooms, dormitories. 46 Officers of administration. . . . . . . IO Philosophy, courses in .......... Sr major in .................... 59 Physical training, courses. . . . . . . 98 requirements . . . . . . . . . . . . . . . . so staff . . . . . . . . . . . . . . . . . . . . . . . . 16 Physics, courses in. . . . . . . . . . . . . . 96 major in .................... 59 Preparation for professional school .................... 21 Presidents, former . . . . . . . . . . . . . 21 Emeriti . . . . . . . . . . . . . . . . . . . . . 9 Prizes, awarded ................ I07 offered ...................... 42 Probation, disciplinary . . . . . . . . . 53 scholastic . . . . . . . . . . . . . . . . . . . 52 relief from . . . . . . . . . . . . . . . . . . 53 Professional preparation . . . . . . . . 21 Promotion, requirements for. . . . . 50 Psychology, courses in .......... S4 major in .................... 60 Purpose of the College. . . . . . . . . . 2r Rank list . . . . . . . . . . . . . . . . . . . . . . 52 Rat-Tat ....................... 27 Registration . . . . . . . . . . . . . . . . . . . 4S changes in . . . . . . . . . . . . . . . . . . . 49 Regulations, dining-room ....... 47 dormitories . . . . . . . . . . . . . . . . . . 47 honor ....................... 46 residence . . . . . . . . . . . . . . . . . . . . 46 scholastic . . . . . . . . . . . . . . . . . . . 4S Relief from probation ........... 53 Repeating courses .............. 53 Reports .............•......... 51 Requirements, admission . . . . . . . . 32 distribution ... , . . . . . . . . . . . . . . 55 for graduation . . . . . . . . . . . . . . . 54 111 for honors and distinction ..... 61 for promotion . . . . . . . . . . . . . . . . so hygiene ..................... 54 language .................... 55 major ....................... s6 physical training . . . . . . . . . . . . . 50 residence . . . . . . . . . . . . . . . . . . . . 46 specific courses . . . . . . . . . . . . . . 54 Rooms, assigned to new students. 33 assigned to old students. . . . . . . 46 furnishings . . . . . . . . . . . . . . . . . . 33 occupancy . . . . . . . . . . . . . . . . . . . 46 Routine of admission. . . . . . . . . . . 29 Rules for dormitories. . . . . . . . . . . 47 Schedules, examination ......... 99 course ...................... 63 Scholarships . . . . . . . . . . . . . . . . . . . 39 Sciences, courses in ............. 76 Senior Fellowships ............. 3S Seniors, list of ................. roo Social Sciences, courses in. . . . . . . 76 Sophomores, list of. ............. ro2 Spanish, courses in ............. 74 major in .................... 60 Speakers at the College. . . . . . . . . 26 Special students ............... ros Staff, administration ........... IO faculty ...................... I I physical training . . . . . . . . . . . . . 16 Standing, rank-list . . . . . . . . . . . . . 52 Student activities . . . . . . . . . . . . . . 27 aid ......................... 3S band ........................ 28 Council ..................... 27 loans ....................... 45 orchestra . . . . . . . . . . . . . . . . . . . 2S publications . . . . . . . . . . . . . . . . . 27 roll ......................... IOO Study cards . . . . . . . . . . . . . . . . . . . 49 Summer school courses, credits. . 54 Transfer of credits. . . . . . . . . . . . . . 54 Tuition ....................... 35 Work required. . . . . . . . . . . . . . . . . 50 permitted . . . . . . . . . . . . . . . . . . . . 50 Year book . . . . . . . . . . . . . . . . . . . . . 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Catalogue Number for 1932-1933 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 111 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1932 Date A point or period of time associated with an event in the lifecycle of the resource 1932-12 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Source A related resource from which the described resource is derived Bulletin of St. John's College: Volume III, Number 1 Description An account of the resource Volume III, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in December 1932. College catalog for the years 1932-1933 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f6bcc9fd649eacb341dd9a69d240f1c2.pdf a6b96723e4a6447e322590519bb9eae5 PDF Text Text BULLETIN OF , ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1933-1934 ANNAPOLIS, M'.A.RYLAND JANUARY, 1934 �l ! VOLUME IV JANUARY, 1934 NUMBER 1 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS CATALOGUE NUMBER FOR 1933-1934 Founded as King William's School, 1696 Chartered as St.] ohn' s College, 1784 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at An· napolis, Maryland, under the Act of August 24, 1912. �CONTENTS ' PAGE 11 I: l'i College Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 BOARD OF VISITORS AND GOVERNORS. . . . . . . . . . . . . . . . . . . . • • 6 OFFICERS OF ADMINISTRATION. . . . . . . . . . . . . . . . . . . . . . . . . 9 FACULTY IO A SHORT HISTORY OF ST. JoHN's COLLEGE............... 17 THE CoLLEGE ToDAY Loca~ion .,....................................... The College Green................................. The College Buildings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bachelor of Arts Course. . . . . . . . . . . . . . . . . . . . . . . . Professional Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . Church Attendance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lectures and Concerts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student Activities ..................... ·. . . . . . . . . . . . Student Council . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Publications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Fraternities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Honorary Societies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Clubs ........ , . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Dramatics ·. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Musical Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Alumni Association . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 21 22 23 24 25 26 26 27 27 27 27 27 28 28 28 28 ADMISSION 29 PROCEDURE FOR NEW STUDENTS. . . . . . . . . . . . . . . . . . . . . . . . 33 FEES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Aw ARDS AND Arns' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 GENERAL REGULATIONS .................... " . . . . . . • . . . 46 COURSES OF INSTRUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 STUDENTS ENROLLED, I93.J-34; DEGREES CONFERRED AND PRIZES AWARDED, 1932-33 . . . . . . . . . . . . . . . . . . . . . . . . . • . . IOI Index ................................... ; ........... 109 �COLLEGE CALENDAR JULY 1935 1934 1933 JANUARY JULY JANUARY slMJTIWITIFls sJMJT/wjTjFJs sJMJTJwlTJFJs sJMJTlwJTIFls . . . . . . . . . . . . 1 .. 1 2 3 4 5 6 1 2 3 4 5 6 7 2 3 4 5 6 7 8 7 8 9 10 11 12 13 8 9 10 1112 13 14 9 10 11 12 13 14 15 14 15 16 17 18 19 20 15 16 17 18 19 20 21 16 17 18 19 20 21 22 21 22 23 24 25 26 27 22 23 24 25 26 27 213 23 24.o 25 26 27 28 29 28 29 30 31 ...... 29 30 31 . . . . . . . . 30 31 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . AUGUST FEBRUARY .... 1 2 3 4 5 . . . . . . . . 1 2 3 6 7 8 9 10 11 12 4 5 6 7 8 9 10 13141516H1819111213141516H 20 21 22 23 24 25 26 18 19 20 21 22 23 24 27 28 29 30 31 . . . . 25 26 27 28 . . . . . . .... 6 7 13 14 20 21 27 28 12345 8 9 10 11 12 15 16 17 18 19 22 23 24 25 26 29 30 31 ... . __!_!.----'.--L-L..:J..:.: AUGUST ...... 1234 . 5 6 7 8 9 10 11 3 4 5 6 7 8 9 1213141516171810111213141516 19 20 21 22 23 24 25 17 18 19 20 21 22 23 26 27 28 29 30 31 .. 24 25 26 27 28 ..•• ........................................................ SEPTEMBER SEPTEMBER MARCH . . . . . . . . . . 12 . . . . . . . . 1 2 3 3 4 5 6 7 8 9 4 5 6 7 8 9 10 10 11 12 13 14 15 16 1112 13 14 15 16 17 17 18 19 20 21 22. 23 18 19 20 21 22 23 24 24 25 26 27 28 29 30 25 26 27 28 29 30 31 ............................ OCTOBER 1 8 15 22 29 2 3 4 5 9 10 1112 16 17 18 19 23 24 25 26 30 31 .. APRIL MARCH ............ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 . . . . . . . . . . . . 3 4 5 6 7 8 9 10 11 12 13 14 1516 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . . . . . . . . . APRIL OCTOBER 6 7 1 2 3 4 5 6 7 .. 1 2 3 4 5 6 131 4 8 9 10 1112 13 14 7 8 9 10 11 12 13 20 2 11516171819 20 2114151617181920 27 2 8 22 23 24 25 26 27 28 21 22 23 24 25 26 27 . . 29 30 . . . . . . . . . . 28 29 30 31 ...•.. .. 7 14 21 28 12 3 4 5 6 8 9 10 11 12 13 1516171819 20 22 23 24 25 26 27 29 30 . . . . . . . . ··- .. .... .. .. .. .. .. . . .. . . .. .. .. . . .. . . .. .. .. . . .. ---'--'-----'-----'---'--'NOVEMBER ...... 5 6 7 121314 19 20 21 26 27 28 1234 8 9 10 11 15161718 22 23 24 25 29 30 .. '. MAY NOVEMBER 12345 6 7 8 9 10 11 12 13141516 171819 20 21 22 23 24 25 26 27 28 29 30 31 .... MAY ........ 123"""'12 4 5 6 7 8 9 10 5 6 7 8 9 10 11 1112 1314151617 12.13 14 15 161718 18 19 20 21 22 23 24 19 20 21 22 23 24 25 25 26 27 28 29 30 .. 26 27 28 29 30 31 .. ............................ . . . . . . . . . . . . .. . . . . .. .. .. .. .. DECEMBER . . . . . . . . . . 12 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . • . . . . . . . . . . JUNE .......... 3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 .. .. .. .. .. DECEMBER 12 8 9 15 16 22 23 29 30 .. .. 1933 1934 ember IS . . . . . . . . . . . Examinations for admission .... .September 2I and 22 onday Friday and Saturday ember I9 ........... Registration of all students ........... September 24 uesday · Monday tember 20 . . . . . . Formal opening: first half-year begins ...... September 25 ednesday (II a.m.)· Tuesday (II a.m.) ember 2I • . . . . . . . . . . . . . . . . Classes begin ................. September 26 hursday Wednesday ember I I ••..•••. November hour examinations end. . . . . . . . November IO turday Saturday ·ember 29 ........... Thanksgiving recess begins. . . . . . . . . . . November 28 ednesday (I2 m.) Wednesday (I2 m.) ember 3 .............. Thanksgiving recess ends .......... ,.... December 2 unday (6 p.m.) · Sunday (6 p.m.) ember 2I . . . . • . . . . . . . . . Christmas recess begins .............. December 22 hitrsday (I2 m.) Saturday (I2 m.) ............ 1 2 3 4 5 6 7 8 9 10 1112 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 . . . . . . . . . . JUNE .......... 2 3 4 5 6 9 10 11 12 13 16 17 18 19 20 23 24 25 26 27 30 . . . . . . . . .. 7 14 21 28 .. 8 15 22 29 .. 1935 1934 ary 2 • • • . . . • . . . . . . . . . . Christmas recess ends. . . . . . . . . . . . . . . . . January 2 uesday (6 p.m.) Wednesday (6 p.m.) y I8 ..........•.. Mid-year examinations begin ............ January I7 ~~ ~~ ary 27 . . . . . . . . . . . . . . Mid-year examinations end. . . . . . . . . . . . . January 26 aturday Saturday ............... ,Second half-year begins ............... January 28 onday Monday ruary 22 . . . . . . . . . Washington's Birthday: a holiday ......... Februa:ry 22 hursday Friday ch I7 . . . . . . . . . . . . . • March hour examinations end. . . . . . . . . . . . . March I6 aturday . Saturday ' ·z II . . . . • . . . . . .•••....• Easter recess begins ................... April IO ednesday (I2 m.) Wednesday (I2 m.) ' 'l I 8 ........ ; ........... Easter recess ends. . . . . . . . . . . . . . . . .... April I 7 Wednesday (6 p.m.) ednesday (6 p.m.) 24 ............... .... Final examinations begin ................. May 23 hursday · Thursday 2 .••••••••••...•.... Final examinations end. . . . . . . . . . . . . .. . . . . . June I aturday · Saturday 'e 6 ................... Commencement Day ................... June 5 ednesday Wednesday Summer Vacation, 1934, June 7 to September 20, inclusive �6 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 7 RIDGELY P. MELVIN ................••...•..•• Annapolis, Md. BOARD OF VISITORS AND GOVERNORS* His Excellency, ALBERT C. RITCHIE ............ Annapolis, Md. Governor of Maryland. President Ez Officio. HERBERT NOBLE .............. u5 Broadway, New York, N. Y. Lawyer. Chairman. Lemmon and Buck, Lawyers. Vice-Chairman. Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun. J. VINCENT JAMISON, JR ... I02 Prospect Street, Hagerstown, Md. President, Jamison Cold Storage Door Co. c. MARBURY rn15 16th St., N. W., Washington, D. C. Physician. LEWIS W. BALDWIN .. 2200 Missouri Pacific Bldg., St. Louis, Mo. EDWIN WARFIELD, JR .... 15 East Saratoga Street, Baltimore, Md. Editor. Secretary. President, Missouri Pacific Railroad. SYLVESTER W. LABROT ...................... Annapolis, Md. Labrot & Company, Bankers. A. WALTON .......................... Annapolis, Md. President, Annapolis Banking and Trust Co. Treasurer. DR. AMOS F. HUTCHINS .. IOIO N. Charles Street, Baltimore, Md. Surgeon. WILLIAM WooDWARD .......... I Wall Street, New York, N. Y. Chairman of the Board of the Central Hanover Bank and Trust Company. JUDGE WALTER I. DAWKINS ... Fidelity Building, Baltimore, Md. Associate Judge, Supreme Bench of Baltimore City. ELMER G. PARSLY ......... I500 Walnut Street, Philadelphia, Pa. Parsly Bros. & Company, Bankers. DR. JAMES BORDLEY, JR..... 330 N. Charles Street, Baltimore, Md. Physician. DR. RAYMOND PEARL .. I9QI East Madison Street, Baltimore, Md. Director, Institute for Biological Research, Johns Hopkins University. * The President of the Senate and the Speaker of the House of Delegates of the Maryland Genera~ Assembly and the Judges of the Maryland Court of Appeals are ez officio members of the Board. WALTER J. MITCHELL, President of the Senate . ............... La Plata, Md. T. BARTON HARRINGTON, Speaker of the House of Delegates ... . Baltimore, Md. CHARLES B. GILLET ...... Baltimore Trust Bldg., Baltimore, Md. The Baltimore-Gillet Company, Investment Bankers. RICHARD F. CLEVELAND ... Baltimore Trust Bldg., Baltimore, Md. Lawyer. DouGLAS H. GORDON .............. Brice House, Annapolis, Md. President of the College. Judges of the Court of Appeals CARROLL T. BoND, Chief Judge ........................... . Baltimore, JOHN R. PATTISON, Associate Judge ..................... . Cambridge, HAMMOND URNER, Associate Judge ........................ . Frederick, WILLIAM H. ADKINS, Associate Judge ...................•... . Easton, T. SCOTT OFFUTT, Associate Judge ........................... Towson, W. MITCHELL DIGGES, Associate Judge ...................... . LaPlata, FRANCIS NEAL PARKE, Associate Judge ........... ...... Westminster, D. LINDLEY SLOAN, Associate Judge ..................... . Cumberland, FRANK R. KENT .................•... The Sun, Baltimore, Md. DR. CHARLES WALTER H. BucK .... 809 Union Trust Building, Baltimore, Md. ]AMES Attorney-at-Law. Md. Md. Md. Md. Md. Md. Md. Md. WILLIAM H. STAYTON National Press Building, Washington, D. C. Captain, U.S. N. (Retired). CHARLES A. CuMMINS .. 20 East Franklin Street, Baltimore, Md. Vice-President, Consolidated Engineering Company, Baltimore. �8 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE COMMITTEES OF THE BOARD OF VISITORS AND GOVERNORS OFFICERS OF ADMINISTRATION Executive Committee MR. CUMMINS, Chairman MR. BucK PRESIDENT GORDON MR. LABROT MR. MELVIN Buildings and Grounds MR. LABROT, Chairman DR. BORDLEY DR. HUTCHINS MR. w OODWARD Elections to the Board JUDGE DAWKINS, Chairman MR. JAMISON MR. MELVIN MR. wARFIELD Finance MR. LABROT, Chairman MR. GILLET MR. WALTON MR. WooDWARD PRESIDENTS EMERITI THOMAS FELL ............... Grafton Hotel, Washington, D. C. President Emeritus Graduate, King's College, London, 1876; University of London, 1879; Ph.D., St. John's College, 1889; LL. D., Hampden-Sidney College, 1889, University of Pittsburgh, 1912, William a~d Mary College, 1921; D. C. L., University of the South, 1907; Litt. D., University of Maryland, 1923. President of St. John's College, 1886-1923. ENOCH BARTON GAREY .. The Garey School, Aberde~n, Maryland. President Emeritus B. A., St. John's College, 1903; Graduate, United States Military Academy, 1908; LL. D., Washington College, 1923. Professor of Military Science and Tactics, Johns Hopkins University, 1920-23; President of St. John's College, 1923-29; President, The Garey School, rw3-. 9 DouG::..As HUNTLY GoRDoN, A. B., LL. B., LL. D. 12 McDowell Hall President, and Dean of the Junior and Senior Classes NATHAN COMFORT STARR, A. B., A. M., Ph.D. II McDowell Hall Assistant to the President PAUL ALLEN, JR., A. B., A. M., Ph.D...... II McDowell Hall Dean of the Freshman Class GEORGE ALTHOFF BINGLEY, B. A., M.A .... 11 McDowell Hall Dean of the Sophomore Class MIRIAM STRANGE, A. B ..................... 11 McDowell Hall Registrar ELSA LOUISA BERKE ...................... II McDowell Hall Secretary LULU VroLA EBAUGH ........................ Woodward Hall Librarian ARTHUR CHEW MEADE, C. P.A ............. 13 McDowell Hall Auditor HAZEL VIRGINiA SEARS .................... I3 McDowell Hall Bookkeeper EVERETT WELCOME SMITH ..............•. I3 McDowell Hall Superintendent JAMES JOSEPH MURPHY, M. D ...............•...... Infirmary College Physician MAURICE TALBOTT RIGGS, B. S .................... Gymnasium Dire.ctar of Athletics I ! ! �~ -------------::""., . . . ' 1f 10 CATALOGUE OF ST. JOHN'S COLLEGE if 1: l FACULTY DouGLAS HUNTLY GORDON ...................... Brice House President A. B., Harvard College, 1926; LL. B., Harvard University, 1928; LL. D., University of Maryland, 1932. Secretary of the Board of Visitors and Governors, 1930-31; President of St. John's College, 1931-. JACOB BERN ARD SEGALL .............. 206 Prince George Street Professor of French B. L. and B.Sc., Lycee of Jassy, Roumania, 1884; Ph.D., Columbia University, 1893. Fellow in Romance Languages, Columbia University, 1892-93; Instructor in French, Cornell University, 1893-96; Sorbonne, Paris, 1896-97; Instructor in French, Cornell University, 1897-1900; Lecturer, Modern Languages, McGill University, 1900-01; Instructor in French, College of the City of New York, 1901-03; Professor of Romance Languages, University of Maine, 1903-20; Professor of French, University of Maine, 1920-28; Visiting Professor of French, Summer Session, Northwestern University, 1928; Professor of Romance Languages, St. John's College, 1928-29; Professor of French, St. John's College, 1929-. CLARENCE WILSON STRYKER ......... Bembe's Beach, Maryland Professor Emeritus of History B. A., Union College, 1885; A. M., Columbia University, 1914. Acting Professor of Economics, Kenyon College, 1912-13; Professor of History and Economics, St. John's College, 1904-12, 1916-23; Professor of History, 1923-32. REGINALD HEBER RIDGELY Revell Street, West Annapolis, Maryland Professor of Biology B. S., 1895, A. M., 1902, St. John's College; D. Sc., University of Maryland, 1920. Professor of Biology, St. John's College, 1912-. JAMES J osEPH MURPHY ............... I 39 King George Street Lecturer in Hygiene M. D., University of Maryland, 1896. College Physician, St. John's College, l91g-; Lecturer in Hygiene. St. John's College, 1929-. CATALOGUE OF ST. JOHN'S COLLEGE 11 MARION ALONZO EASON ................ Severnside, Maryland Assistant Professor of Physics E. E., University of Virginia, 1909. General Electric Company, 1909-II; Instructor in Mathematics and Physics, Fitchburg (Massachusetts) High School, 19u-13; Electrical Maintenance Department, Du Pont Powder Company, 1914-15; Instructor in Electrical Shop Practice, Department of Manual Arts, Boston, Mass., 1915-16; Instructor in Mathematics, United States Naval Academy, 1916-20, Assistant Professor, 1920-25; Instructor, Mathematics and Physics, Naval Academy Preparatory School, 1925-27; Assistant Professor of Physics, St. John's College, 1927-. GEORGE ALTHOFF BINGLEY ...................... Brice House Professor of M athema.tics B. A., l9IO, M.A.,, 1916, Princeton University. Instructor in Government Schools, Osaka, Japan, 1910-13; University of Goettingen, 1913-14; Elizabeth Gardner Scholar in Mathematics, Princeton University, 1915-16; Instructor in Mathematics, Georgia Institute of Technology, 1918-19; Instructor in Mathematics, United States Naval Academy, 1919-23; Assistant Professor of Mathematics, St. John's College, 1923-24; Associate Professor of Mathematics and Physics, St. John's College, 1924-27; Associate Professor of Mathematics, St. John's College, 1927-31; Professor of Mathematics, St. John's College, 1931-. THOMAS AusTIN FITZGERALD ................. 567 West Street Assistant Professor of Spanish Ped. B., Missouri Teachers' College, l9II; A. B., University of Missouri, 1913; A. Nl., University of Illinois, 1921; Certificado, Centro de Estudios Hist6ricos, Madrid, 1929· Instructor in Ancient and Modern Languages, Pensacola Classical School, 1913-14; Burlington (Iowa) High School, 191418; Terrill School (Dallas), 1918-20; Assistant in Romance Languages, University of Illinois, 1920-21; Assistant Professor of Spanish, University of Kansas, 1921-23; Instructor in Romance Languages, University of Illinois, 1923-27; Assistant Professor of Romance Languages, St. John's College, 1927-29; Assistant Professor of Spanish, St. John's College, 192g.----. HER.MANN BERNHARD ............... 176 Prince George Street Professor of Chemistry Student, Universities of Petrograd, Wuerzburg, and Leipzig; Ph.D., University of Berlin, 1913. Assistant in Chemistry, Institute of Agriculture, Berlin, 1913-14; Chemical Research, 1914-23; Instructor in Chemistry, Swarthmore College, 1923-25 ~ Assistant Professor of1 Chemistry, St. John's College, 1925-26; Associate Professor of Chemistry, St. John's College, 1926-30; Professor of Chemistry, St. John's College, 1930-. �I'" I'' I ~i ' 12 CATALOGUE OF ST. JOHN'S COLLEGE GEORGE CLARENCE VEDOVA .................. 73 Conduit Street Assistant Professor of Mathematics B. A., International College, Smyrna, 1913; A. M., Columbia University, 1925. Instructor in Mathematics, International College, 1914-19; Assistant in Mathematics, Columbia University, 1925-27; Instructor in Mathematics, Columbia University, 1927-28; Instructor in Mathematics, St. John's College, 1928-29; Assistant Professor of Mathematics, St. John's College, 1929-. MYRON McLAREN .............. The Pines, Arnold, Maryland A;sistant Professor of Psychology ' A. B., University of Michigan, 1914; LL. B., University of Michigan, 1916. Chicago Theological Seminary, 1921-22. Associate Professor of Law, University of Alabama School of Law, 1922-23; Instructor in English, College of the City of Detroit, 1923-26; University of Chicago, Departments of Philosophy and Psychology, Jan., 1927-Aug., 1929; Assistant Professor of Psychology, St. John's College, 1929-· CATALOGUE OF ST. JOHN'S COLLEGE 13 NATHAN COMFORT STARR ............ 243 King George Street Associate Professor of English A. B., Harvard College, 1917; A. B., Oxford University, 1922; A. M. Harvord University, 1924; A. M., Oxford University, 1925; Ph.D., Harvard University, 1928. Assistant in English, Harvard College, 1921-24; Assistant in English, Radcliffe College, 1923-24; Instructor in English and Tutor in the Division of Modern Languages, Harvard College, 1924-28; Tutor in English, Radcliffe College, 1926-28; Associate Professor of English, Colgate University, 1929-30; Associate Professor of English, St. John's College, 1930-. PAUL ALLEN, JR .......................... 24 Murray Avenue Assistant Professor of Chemistry A. B., Harvard College, 1919; A. M., 1922, Ph.D., 1924, Harvard University. Instructor in Chemistry, New York University, 1923-24; Research Chemist, 1924-29; Assistant Professor of Chemistry, St. John's College, 1929---· JOSEPH BusH KINGSBURY ........... 239 Prince George Street Associate Professor of Government RICHARD SCOFIELD ........................ 49 College Avenue Associate Professor of Art and English B. A., George Washington University, 1915; Ph.D., University of Chicago, 1923. Fellow in Political Science, University of Chicago, 1916-17; Assistant in Political Science, University of Chicago, 1919-21; Assistant Professor of Political Science, Washington University, 1919-25; Bureau of Public Personnel Administration, Washington, D. C., National Civil Service Reform League, 1926-27; Associate Professor of Political Science, St. John's College, 1928-29; Associate Professor of Government, St. John's College, 1929-. B. A., 1919, M.A., 1920, University of California; B. A., Oxford University, 1924. Assistant in English, University qf California, 1919-20; Commission for the Relief of Belgium Exchange Fellow, Universite libre de Bruxelles, 1920-21; Instructor in English, New York University, 1925-27; Associate Professor of Art and English, St. John's College, 1927-. JULIAN SMITH DUNCAN .......... ,. ........ 49 College Avenue Instructor in Economics and Government B. A., 1917, M.A., 1919, University of Mississippi; B. D., Emory University, 1924; Ph. D., Columbia University, 1932; Instructor in Economics, Hunter College, Feb. to June 1929; Lecturer in Economics, Bryn Mawr College, 1929-30; Research Fellow, Brookings Institution, Washington, D. C., 1930-31; Instructor in Economics and Government, St. John's College, 1931-. ADAM ALLES ............................ Edgewater, Maryland Assistant Professor of Philosophy B. A., Colorado State Teachers College, 1917; B. D., Oberlin College, 1920; M.A., 1921, Ph.D., 1926, Yale University. University of Berlin, 1922-23; University of Paris, 1923-24. Sterling Fellowship, Assistantship in Ethics, 1924-25, University Fellowship, 1925-26, Yale University; Instructor in German, Rutgers University, 1926-27; Assistant Professor of Philosophy, St. John's College, 1927-. FoRD KEELER BROWN .................... S Maryland Avenue Professor of English A. B., University of Washington, 1920; D. Phil., Oxford University, 1926. Assistant in English, 1919-20, Assistant Professor of English, 1923-25, University of Washington; Associate Professor of English, St. John's College, 1925-29; Prqfessor of English, St. John's College, 1929---· Lours CLAIR HUNTER ................... 83 Shipwright Street Assistant Professor of History A. B., Knox College, 1920; A. M., 1923, Ph.D., 1928, Harvard University. Instructor in American Economics and Social History, Carnegie Institute of Technology, 1923-28; Assistant Professor of History, Smith College, 1929-30; Assistant Professor of History, St. John's College, 1930-. VERTREES JuDSON WYCKOFF ............. I3 Thompson Street Associate Professor of Economics B. A., 1920, Ph.D., 1923, Johns Hopkins University. Research Student at the Bethlehem Steel Company, 1923-24; Assistant Professor of Economics, St. John's College, 1924-26; Associate Professor of Economics, St. John's College, 1926-. �14 RICHARD l 'I ,'~ CATALOGUE OF ST. JOHN'S COLLEGE KuEHNEMUND~ .....•.................. Brice House Associate Professor of German Ph. D., University of Goettingen, 1922. Assistant at the Philological Seminar, University of Goettingen, 1920-24; Instructor in Modern Languages, St. John's College, 1924-26; Assistant Professor of Modern Languages, St. John's College, 1926-29; Associate Professor of German, St. John's College, 192!}-. CATALOGUE OF ST. JOHN'S COLLEGE 15 GEORGE HAROLD MoFARLIN ................. Arnold, Maryland, Assistant Professor of Chemistry A. B., 1925, A. M., 1926, Indiana University. Instructor in Chemistry, Southeast Missouri State Teachers College, 1926-27; University of Chicago, 1927-29; Instructor in Chemistry, St. John's College, 1929-31; Assistant Professor of Chemistry, St. John's College, 1931~. Borns PENROSE, 2D ............................. Brice House Assistant Professor of History JOHN THOMAS RoDGERS ......................... Brice House Instructor in English and History A. B., Harvard College, 1925. Assistant Curator of Prints, The Pennsylvania Museum. Assistant Professor of History, St. John's College, 1932-. B. A., 1922, M. A., 1923, Princeton University. Instructor in English and History, St. John's College, 1931-. JoHN SPANGLER KIEFFER ............ 204 Prince George Street Instructor in Classical Languages PAUL EUGENE GROPP, .. Phillips Exeter Academy, Exeter, N. H. Assistant Professor of German B. A., 1923, M.A., 1926, George Washington University. Instructor in German, Wesleyan University (Connecticut), 1923-24; Instructor in German, George Washington University, 1924-30; University of Kiel (Germany), and Columbia University, 1930-31; Assistant Professor of German, St. John's College, 1931-. On leave of absence r933-34. FREDERICK WHIPPLE APPEL ............. 9f Southgate Avenue Associate Professor of Biology Ph. B., 1924, Ph.D., 1927, University of Chicago. National Research Fellow, University of Chicago, 1927-28; Assistant Professor of Biology, St. John's College, 1928-29; Associate Professor of Biology, St. John's College, 192!}-. WILLIAM HENRY BAYLIFF ................... I65 Green Street Assistant Professor of Biology B. A., 1924, M. S., 1928, University of Oklahoma. Instructor in Biology, Ponca City (Oklahoma) H. S., 1924-27; Assistant in ZoOlogy, University of Oklahoma, 1927-28; Instructor in Biology, St. John's College, 1928-30; Assistant Professor of Biology, St. John's College, 1930---. ROBERT WALLACE ELLIOTT, JR ................... Brice House Assistant Professor of French Litt., B., Rutgers University, 1924; Dipl6me de fram;ais, degr:e superieur, Universite de Dijon, 1925; M.A., Princeton University, 1928. Master, Newark (New Jersey) Academy, 1924-25; Instructor in French, Princeton University, 1925-27 and 1928-32; Fellow in Modern Languages, Princeton University, 1927-28; Assistant Professor of French, St.John's College, 1932-. A. B., Harvard College, 1927, as of 1926; A. M., 1929, Harvard University. Master in French and English, Litchfield (Connecticut) School, 1927-28; Instructor in Oassical Languages, St. John's College, 192!}-. REGINALD CLYDE SMITH ...................... 40 East Street Assistant in Economics and Government A. B., Johns Hopkins University, 1926. Assistant in Econoinics and Government, St. John's College, 1933-. How ARD PALMER JOHNSON) ..................... Brice House , Assistant iri History A. B., Yale University, 1931. Larned-Abernethy Fellowship in History, Yale University, 1932-33; Assistant in History, St. John's College, 1933-. PHYSICAL TRAINING STAFF MAURICE TALBOTT RIGGS .......•.......•••.. 450 West Street Director of Athletics; Head Coach of Football B. S., University of Maryland, 1920. VALENTINE LENTZ .............. The Pines, Arnold, Maryland Coach of Basketball; Assistant Coach of Football B. S., St. John's College, 1918. WILLIAM HANSON MooRE, III .... 107 Midhurst Road, Baltimore Head Coach of Lacrosse B. A., Johns Hopkins University, 1923· JosEPH NOVAK ...................... 250 Prince George Street Instructor in Physical Training; Director of Intramural Athletics; Coach of Cross Country and Track; Coach of Boxing. B. S., University of Illinois, 1929. �16 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 17 COMMITTEES OF THE FACULTY A SHORT HISTORY OF ST. JOHN'S COLLEGE Advisory Council PRE~IDENT GORDON., Chairman MR. ALLEN MR. BINGLEY MR. APPEL MR. STARR Committee on Admission and Advanced Standing MR. ALLES, Chairman MR. FITZGERALD The story of St. John's College begins in I696 with the establishment at Annapolis of King William's School. In that year an act was passed of which the following is an extract : MR. RIDGELY Committee on Curriculum PRESIDENT GoRDON, Chairman MR. ALLEN MR. KINGSBURY MR. APPEL MR. McLAREN MR. BROWN MR. SCOFIELD MR. WYCKOFF Committee on Scholarships and Prizes MR. VEDOvA, Chairman MR. BAYLIFF MR. KIEFFER Committee on the Library MR. BROWN, Chairman MR. BERNHARD MR. HUNTER MR. STARR Committee on Lectures and Concerts MR. BINGLEY, Cha4rman MR. APPEL MR. RODGERS Committee to Confer with the Executive Committee of the Board of Visitors and Governors MR. APPEL MR. BROWN CHAP. XVII A Petitionary act for free-schools. Lib. LL. No. 2. fol. us. Dread Sovereign .... Being excited by his present Excellency Francis Nicholson, Esq.; your Majesty's Governor of this your Province, his Zeal for your Majesty's Service, pious Endeavors and generous Offers for the Propagation of Christianity and good Learning, herein we become humble Suitors to your most sacred Majesty, to extend your Royal Grace and Favour to us your Majesty's Subjects of this Province, represented in this your Majesty's General Assembly thereof, THAT IT MAY BE ENACTED, II. AND MAY IT BE ENACTED, by the King's most excellent majesty, by and with the advice, prayer and consent of this present General Assembly, and the authority of the same, That for the propagation of the gospel, and the education of the youth of this province in good letters and manners, that a certain place or places, for a free-school, or place of study of Latin, Greek, writing, and the like, consisting of one master, one usher, and one writing-master, or scribe, to a school, and one hundred scholars, more or less, according to the ability of the said freeschool, may be made, erected, founded, propagated and established under your royal patronage. And that the most reverend father in God, Thomas, by Divine Providence lord-archbishop of Canterbury, primate and metropolitan of all England, may be chancellor of the said school; and that, to perpetuate the memory of your majesty, it may be called King William's School, and managed by certain trustees, nominated, and ap- . pointed by your sacred majesty. Laws of !Jfaryland, Session of July I-9, 1696. MR. WYCKOFF 2 �18 CATALOGUE OF ST. JOHN'S COLLEGE King William's School, established in accor~ance with :~s A~, flourished until the Revolution, .when, accordmg to tradition, its building became a gunshop. In 1784 the Legislature granted the charter for St. John's College; in the following year an act was passed which transferred the masters, students, and funds of King William's School to St. John's. The College has, therefore, a tradition reaching back to early colonial times. The General Assembly wrote into the charter of the College the principles of freedom which have earned for Maryland the name of the Land of Sanctuary. WHEREAS, Institutions for the liberal education of youth in the principles of virtue, knowledge and useful literature are of the highest benefit to society, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life, both civil and religious, with usefulness and reputation, and such institutions of learning have accordingly been promoted and encouraged by the wisest and best regulated States : II. Be it enacted, by the General Assembly of Maryland, that a college or general seminary of learning, by the name of Saint John's, be established on the Western Shore, upon the foll?wing 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 guardia~s to attend; nor shall any preference be given in the choice of a principal, vice-principal, or other professor, master or tutor, in the 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. The " fundamental and inviolable times maintained. An early map of Offices of Administration, designates all denominations." The College is, wholly non-denominational. principles " have been at all Annapolis, preserved in the St. John's as the" Collegeas it has at all times been, CATALOGUE OF ST. JOHN'S COLLEGE 19 President Washington visited the College in 1791. After his visit he addressed this letter to the Faculty of the College: To the Faculty of St. John's College: GENTLEMEN :-The satisfaction which I have derived from my visit to your infant seminary is expressed with much pleasure, and my wishes for its progress to perfection are proffered with sincere regard. The very promising appearance of its infancy must flatter all its friends (with whom I entreat you to class me) with the hope of an early and at the same time a mature manhood. You will do justice to the sentiments which your kind regard toward myself inspires, by believing that I reciprocate the good wishes contained in your address, and I sincerely hope the excellence of your seminary will be manifested in the morals and science of the youth who are favored with your care. GEORGE WASHINGTON. April 17, 1791. He gave further evidence; of his interest by sending to the College in 1798, his adopted son, George Washington Parke Custis, whose name may be found in the College records as a member of the class of 1799. In 1794 President Washington's nephews, Fairfax and Lawrence, attended the " school for grammar and the English language " and are inscribed as "Washington, sen., Virginia" and "Washington, jun., Do." in the roster of that school, which was printed in 1794 under the title, " An Address of the Visitors and Governors of St. John's College to the Senate of Maryland." Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase, and Thomas Stone, served on the Board of Visitors and Governors in the early days of St. John's, as did also John Eager Howard. A fourth signer, William Paca. was among the petitioners for the College charter. Francis Scott Key was graduated from St. John's in 1796, and Reverdy Johnson, Ambassador to Great Britian, in 18II. Founded at a time when problems of self-government were uppermost in men's minds, the College was, until the Civil War, a training school for many who were prominent in state and national affairs. The advantageous location of St. John's College became increasingly apparent. As early as 1841, David Ridgely, in his "Annals of Annapolis," writes, " The peculiar advantages to youth in being �20 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 21 ! educated at this seminary are numerous and evident ; with respect to health, as far as a high and dry soil, with pure air, will contribute to its preservation, or restore it when impaired, few places can be put in competition with it, and none can excel it. The sessions of the general assembly and the meetings of the courts of appeals, ,, chancery, and county, are so obviously beneficial to those young men who may be called to the public service, or enter: into the profession of the law, that no parent, especially a citizen of our State should hesitate a moment to send his son, whom he desires t~ become eminent in any of the professions, to a place where he is the most likely to acquire those qualifications which will render him useful and distinguished as a statesman, or afford him the greatest chance of professional improvement." D~ring the Civil War, St. John's was used as a Union Army hospital. At the close of the war Dr. Henry Barnard, later United , States Commissioner of Education, accepted the presidency. During his brief administration he reorganized the College to meet changed conditions. The years since his presidency are chiefly marked by the long and suc;cessful administration of Dr. Thomas Fell, inaugurated in 1886. Dr. Fell, now President Emeritus, retired in 1923, after thirty-seven years of service to the College. His successor, Dr. Enoch Barton Garey, also President Emeritus, a St. John's man of the class of 1903, served until June, 1929. In 1931, Douglas Huntly Gordon succeeded to the presidency. The names of the former presidents of the College, with the dates of their services, follow: John McDowell, 1789-1807; Bethel Judd, 18o7-1820; Henry Lyon Davis, 1820-1824; William Rafferty, 1824-1831; Hector Humphreys, 1831-1857; Cleland Kinloch Nelson, 1857-1861. (The college was closed for five years during the Civil War.) Henry Barnard, 1866-1867; James Clark Welling, 1867-1870; James Mercer Garnett, 1870-188o; John McDowell Leavitt, 1880-1884; William Hersey Hopkins, 1884-1886; Thomas Fell, 1886-1923; and Enoch Barton Garey, 1923-1929. THE COLLEGE TODAY Location. St. John's College is situated on a campus of thirty-five acres in the city of Annapolis. This beautiful town, so rich in tradition and in stately pre-Revolutionary buildings, is unique as the visible expression of eighteenth-century American civilization. Annapolis lies at the mouth of the Severn River, a tributary of Chesapeake Bay, and is not only the capital of Maryland but also the site of the United States Naval Academy, whose grounds and buildings have much to interest students of American Naval history. Within an hour one can reach either Baltimore or Washington. Students at the College have an opportunity to observe at first hand the houses of Congress, the Supreme Court, and the executive departments of the National Government ; likewise they can become familiar with the great collections in the Library of Congress, the Folger Shakespeare Memorial Library, and the various museums in the city. Baltimore also, with the Library of the Peabody Institute, the Walters' Gallery, the Baltimore Museum of Art, and the numerous concerts to be heard during the musical season, offers many resources to the student at St. John's. Annapolis is in close touch with the Eastern Shore of Maryland. Ferry and bus connect the city with points across the Bay and with Southern Maryland on the mainland. The College Green. On the St. John's College Green stand many reminders of the early history of Maryland. It is said that under the most ancient of its old trees, now known as the Liberty Poplar*, the colonists in 1652 concluded a treaty of peace with the Susquehannock Indians. During the troubled days before the Revolution the patriots gathered there to discuss their wrongs. The Annapolitans assembled there to greet General Lafayette in 1824. In 1781 French forces under Rochambeau camped in Annapolis on their way to Yorktown. A memorial was erected in 191 l to perpetuate the memory of the French soldiers and sailors who were buried on the campus. * This tree, which is marked by an appropriate tablet, has been preserved through the generosity of James T. Woodward, Esquire. ii �11 22 CATALOGUE OF ST. JOHN'S COLLEGE College Buildings. McDowell Hall, the central building on the College Green, was . egun m 1744 by Thomas Bladen as the Governor's Palace. Taken ?ver ~y the College in 1784, it now houses the offices of administration, the class rooms, and the Student Union. . The center portion of the first floor is occupied by the Great Hall where, in 1824, two banquets and a grand ball were held in honor of General Lafayett~. Flanking the Great Hall on either side are the offices of the President, the Deans, and the Registrar, and the offices of the Auditor. The upper floors include class rooms and the Carnegie Art Room. The latter contains a fine collection of books, pri~ts, photog~ap~s, and textiles, given to the college by the_ Carnegie Foundation m 1926. The ground floor is given over entirely to the Student Union. Here are to be found rooms for the recreation of students-pool and game room; card room. l~unge, in whi_ch the daily papers and selected magazines are pro~ vided ; the qmet room, in which quiet must be maintained at all times; and rest rooms. Here, also, in the Student Union are situated the College post office and the College book store. Humphreys Hall, built in 1835, was used as a hall of residence until June, 1929, when it was completely renovated. It now houses the Departments of Chemistry and Physics. On the ground floor are the Physics lecture room and laboratory; on th~ second and third floors are the Chemistry laboratories ; and on the fourth floor a large lec~ure room equipped with chemistry lecture table, and ~t the same time a stage, which is fully provided with the necessities for dramatic presentations. Each of the instructors in the Chemistry and Physics Departments has his individual private laboratory and office in this building. The Biology Building, on the corner of College Avenue and King George Street, houses the laboratories and lecture rooms of the Biology Department. This building, which was acquired by the College in 1929, is provided with new equipment. Here also are the offices of the Biology Staff. Woodward Hall, the College Library, erected in 1899, houses approximately twenty-seven thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the library selected by Bishop Bray and given in 1696 to b CATALOGUE OF ST.JOHN'S COLLEGE 23 the Maryland clergy. Among the subscribers who paid for the books was Princess Anne, later Queen Anne, for whom Annapolis was named. The books were early placed in the care of King William's School and were a part of the school's property transferred to St. John's in 1785. The growth of the library in recent years has been largely due to the Marcus H. Benjamin, the Samuel Garner, Jr., and other gifts. The Library was helped materially in previous years by gifts from the Carnegie Corporation. The Matthias Hammond House (also known as the Harwood House) was built during the years 1770 to 1774 and was bought by the College in 1926. It is an unsurpassed example of southern Georgian architecture. The College is refurnishing the house much as it was in 1774. As a museum of colonial art in Maryland, it is now open to the general public and to students of American history and the fine arts. The Brice House ( 1740) , and the Pinkney House (1750), are also recent additions to the college property. The Infirmary, in which there are three hospital wards, two private rooms, and an isolation ward, is housed in a separate building just across from the College Green on College A venue. Here the College Physician holds daily office hours. The Infirmary attendants, at least one of whom is always on duty, live in the building. The Gymnasium, built in 1910, is equipped with a maximumsize basketball floor, handball court, running track, boxing and wrestling rooms, and apparatus. For intramural and varsity sports the College has football, soccer, and lacrosse fields and tennis courts. There are two halls of residence on the College Green, Pinkney Hall ( 1855) and Randall Hall ( 1903), in addition to the five fraternity houses of the College. Randall Hall contains the College dining hall. The Bachelor of Arts Course. St. John's is a non-sectarian college for men. The purpose of the College is expressed in the charter granted originally to King William's School as "the education of youth in good letters and manners." To this end the College offers courses in the liberal �24 CATALOGUE OF S~. JOHN'S COLLEGE arts and sciences leading to the degree of Bachelor of Arts. This degree covers the work formerly covered by the degree of Bacheloi· of Science, and is accepted by institutions of advanced learning wherever that degree used to be required. Professional Preparation. Primarily a college of liberal arts, St. John's prepares its graduates to enter professional schools. The degree from St John's is recognized everywhere by graduate schools, and in many cases work taken at St. John's is accepted for advanced standing at these institutions. The specific courses which a student should take to prepare himself for graduate study in any department are indicated to some extent by the requirements for majors, described hereafter. The Faculty will be glad to entertain further inquiries, and to furnish information concerning preparation for any profession. For those who are interested, the foI!owing information may be offered here : Medicine. At St. John's, a specially planned program has been arranged for students who wish to go into medicine. This program, the essentials of which may be completed in two years, includes the work designated by the Council on Medical Education of the American Medical Association as the basic requirement for entrance into class A medical schools. Admission may be gained to some schools of medicine on the basis of the two-year course. The leading medical schools of the country, however, require more than the accepted minimum : they expect not only a grounding in the biological and physico-chemical sciences but also a broad and liberal general foundation. They recommend especially a thorough training in the use .of the English language for the clear and accurate expression of ideas. The best medical schools require the bachelor's degree for admission. St. John's students are strongly urged to spend at least three and preferably four years in preparation since, in four years, they can secure a thorough training which will fit them for entrance into any medical school in the United States. Each student is urged to choose as early as possible the medical school which he desires to enter so that he can fulfill its special requirements. A list is kept on file at the College showing the specific requirements of each medical school. CATALOGUE OF ST. JOHN'S COLLEGE 25 Engineering. The advisers of students intending to study engineering will plan programs of study covering the groundwork which leads to all branches of the profession. As many non-technical courses. as possible will be recommended, for leading engineers consider that it is unwise to work entirely in subjects of a professional character until general study has so broadened a student's views that he has an outlook valuable in itself as well as in assisting him to make a thoughtful choice of his precise field of technical work. Law. Students who are planning to study law are advised to diversify their studies as much as possible. It has been said by a prominent educator, that no law student can afford to ignore economics, government, psychology, the methods of the natural sciences, or English and American history. Courses in history and government are recommended as especiaI!y helpful in their professional study, and a thorough training in the expression of ideas in the English language is considered to be indispensable. The connection between other courses in the Division of the Social Sciences and Philosophy, and particular branches of the law will be pointed out to students by their Advisers. Business Administration. Students preparing to enter business, with or without training at graduate schools of business administration, should take work in the field of economics. Courses in economics will be of aid in the years of business apprenticeship, and should help to create that broad point of view expected of the business executive. Church Attendance. The College encourages, but does not compel, attendance at church. There are six churches and one synagogue in Annapolis, all of which invite attendance by students. The churches and their respective pastors are as follows: St. Anne's Protestant Episcopal, the Rev. Dr. Edward D. Johnson; Calvary Methodist Episcopal, the Rev. Dr. Joseph T. Herson; College Avenue Baptist, the Rev. Wilfred C. Tyler; First Presbyterian, the Rev. James J. Coale; St. Martin's Evangelical Lutheran, the Rev. Samuel G. Schick; St. Mary's Roman Catholic (Redemptorist Fathers), the Very Rev. Charles E. Crowe, C.SS.R. ; Kenesth Israel Synagogue, the Rev. Mordechai Cohen. �Z6 CATALOGUE OF ST. JOHN'S COLLEGE Lectures and Concerts. ;! A series of lectures and concerts, arranged to come at intervals throughout the year, is given, usually, in McDowell Hall. Although they are intended primarily for students, these occasional affairs are open to the friends of the College. The program of lectures for 1932-33 included Dr. F. A. Moss on "The Treatment of Mental Diseases"; Dr. Giovanni Macerata, "The Origin and Development of Venetian Architecture"; Dr. Henry E. Sigerist, "Medicine in the Renaissance." Musical recitals and concerts were given by Elizabeth Oppenheim, pianist; Austin Conradi, pianist; the Duchesse de Richelieu, soprano; and the Musical Art Quartet. Professor Richard Kuehnemund, aided by Mr. Benjamin Y. Morrison, gave an evening of interpretation of Franz Schubert's compositions. Guest artists appeared also with the St. John's Symphony Orchestra, which gave three concerts during the year. Lectures on topics of current interest, by prominent authorities, are also given throughout the year, on Friday evenings, at the United States Naval Academy. Library Lectures. Important in the life of the College are the informal meetings in the reading room of the Library, arranged by the Librarian and her Assistants. Short talks are given on topics especially chosen to encourage interest in books. During 1932-33, the series was sponsored by the Faculty Woman's Oub, which has continued to act as sponsor in 1933-34. The Library program for 1932-33 included General Pelham D. Glassford, speaking informally on the Bonus Army; Dr. Felix Morley, " This Changing World " ; E. P. Goldschmidt, " Manuscripts " ; Miss Belle Da Costa Greene, " The J. Pierpont Morgan Library"; and Dr. N. Bryllion Fagin, "The Russian Theater." Three members of the St. John's Faculty spoke: Dr. Ford K. Brown on" Sport in the Eighteenth Century," Dr. V. J. Wyckoff on "Technocracy," and Professor Richard Scofield on "Marcel Proust." Student Activities. The College encourages students to take part in activities outside the curriculum. New student organizations must receive the approval of the Student Council and the approval of the Advisory Council. CATALOGUE OF ST. JOHN'S COLLEGE Student C<:>uncil. In matters not related to the curriculum the College grants the students a large measure of self-government. All questions arising under this arrangement are referred to the Student Council. This Council, which meets weekly, has supervision particularly over questions of student conduct. Its membership consists of three Seniors, two Juniors, two Sophomores, and two Freshmen. Officers for the year 1933-34 are: Francis Gibbs LaMotte, Jr., '34, President; Allan Sheldon Woodle, III, '34, Secretary. Athletics. Varsity schedules are played in football, basketball, and lacrosse; informal games, in baseball and tennis. The students afso engage in cross-country running, track, boxing, fencing, and wrestling, although intercollegiate schedules are not maintained in all of these sports. Two athletic fields provide facilities for outdoor athletics. Indoor sports are held in a new and well-equipped gymnasium. All College students in good standing are permitted to engage in . varsity sports. Publications. The members of the Junior Class publish a year-book, The RatTat. The Collegian is a newspaper published by the undergraduates. A literary magazine, The Catalyst, made its initial anpearance in November, 1932. The student publications are free from faculty control. Fraternities. Three national fraternities, Phi Sigma Kappa, Kappa Alpha (Southern), and Alpha Kappa Pi, and two local fraternities, Theta Psi, and Delta Psi Omega, are provided with houses by the College. From one-third to one-half of the students are fraternity men. Honorary Societies. Delta Kappa Phi, an honorary scholastic society, recognizes high scholarship by electing to membership those Juniors who have been in the first group of the Rank List at the end of their Freshman and Sophomore years, and at mid-year of their Junior year; �28 CATALOGUE OF ST. JOHN'S COLLEGE and those Seniors who have been in the first or second groups of the Rank List at the end of their Freshman, Sophomore, and Junior years, and at mid-year of their Senior year, and who have been in the first group in at least two of these periods. Delta Omicron, another honorary organization, recognizes the , student's participation in extra-curricular activities. A point system devised by this fraternity evaluates the worth of each position or membership held by the student. Clubs. The Osler Club, the Erlenmeyer Chemical Club, the Liberal Club, the German Club, and the Fr.ench Club provide interesting programs for their members. Dramatics. A dramatic club, managed by students, offers opportunity for acquiring experience in dramatics. The King William Players presented the following plays in 1932-33 : J onesy,, by Anne Morrison and John Peter Toohey, and Old English by John Galsworthy. Musical Organizations. Under the direction of Mr. Adolph Torovsky the students maintain a concert orchestra and a band. The orchestra gave three concerts in 1931-32. Alumni Association. The officers of the Association are Mr. Luther S. Tall, '21, President; Mr. Roland Miller Wegner, '24, Secretary; Mr. Claxton Joseph O'Connor, '3 r, Assistant Secretary; and Mr. William Frank Stromeyer, '16, Treasurer. The headquarters of the Association are at St. John's College. Local associations are organized throughout the country. CATALOGUE OF ST. JOHN'S COLLEGE 29 ADMISSION Routine of Admission. Application for admission should be filed by every candidate as early as possible in the yea,,,. in which he hopes to enter. On the application form, supplied by the Registrar upon request, the candidate should furnish the names of the schools he has attended, and the names of persons who can submit testimonials concerning his character. It is customary for the Registrar to write directly to the principal of each school for a recommendation of the student and a transcript of the student's record. The Registrar writes also to the other persons who can certify to the applicant's character and personality. As soon as all credentials have been secured the candidate's record is considered and appraised; and as promptly as possible thereafter the applicant is notified of the action taken concerning his admission. Since considerable time may be spent in securing the proper credentials, it is desirable that application blanks, fully filled in, should be filed early, preferably before June first. Requirements for Admission. The general requirement for admission is the standard four-year high-school course, or its equivalent. More specifically, the requirement calls for (I) the recommendation of the school principal or head master, and ( 2) fifteen units of acceptable work of secondaryschool level. A unit of entrance credit in any subject except English represents four or five school periods of work a week for approximately thirty-six weeks; in other words, a full year's work in a secondary school. In English a unit is more than a full year's work, four years of work being valued as three entrance units. For a list of the subjects and units specifically required, see the " Summary of Subjects Which May Be Offered for Admission." Admission by Certificate. Graduates of accredited high schools, private schools, academies, and preparatory schools are admitted without examination if the transcripts of their records cover fully the fifteen units required for admission. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Admission by Examination. When there is doubt about the adequacy of an applicant's preparation, he may be required to take entrance examinations. Candidates who present less than fifteen units of entrance credit will be required to complete the conditions for regular admission in good standing by taking appropriate examinations. Candidates whose previous schooling has been interrupted or irregular, candidates who desire credit for private study or for vocational subjects, and candidates who graduated from high school a number of years before seeking admission, may be required to take examinations, or may be admitted as special students, or may be admitted on trial, depending on the circumstances. Entrance examinations may be taken in June, under the College Entrance Examination Board, at any one of the many places where the Board examinations are given in the United States and abroad; or examinations may be taken at the College in September, on the days indicated in the College Calendar. Students who expect to take the College examinations should communicate with the Registrar, who will furnish information about them. Students who expect to take the examinations of the College Entrance Examination Board should make application by mail to the Secretary of that Board at 431 West 117th Street, New York City. The Registrar of the College will be glad to help any student to arrange for either kind of examination. general average of C at the end of the second year,* and have completed the requirements for promotion to the Junior Class, they will be given full Junior rating and will be allowed to continue in college. Students who have graduated from an approved college may also be admitted as special students, but not as candidates for graduate degrees. 30 Admission on Trial. Occasionally St. John's College admits "on trial" a limited number of applicants whose school work has been of a standard below that required by their principals for unqualified recommendation, but who give evidence of sufficient ability and determination to do satisfactory college work. Students who are admitted on trial are told, at the time of admission, exactly what prescriptions they must fulfill in order to make up their deficiencies. As soon as these prescriptions are fulfilled and the student has presented a satisfactory record in his college work, he is relieved from the " on trial " restriction and is placed in good standing. Admission as Special Students. Exceptional students who lack the requisite entrance units may be admitted as special students. If such students have attained a 31 Summary of Subjects Which May Be Offered for Admission. For admission in good standing t a candidate must present fifteen units of college entrance credit in the subjects listed below: English: Four years. of work are required. This work counts as three units of credit. Foreign Languages: Greek, Latin, French, Spanish, German. Not fewer than two years of work (two units) and not more than four can be accepted in any one language, but up to a maximum of eight units may be accepted in foreign languages. Mathematics: In algebra one and one-half years of work (one and one-half units) are required. An additional half-unit of advanced algebra may be accepted. In plane geometry one year of work (one unit) is required. An additional half-unit in solid geometry may be accepted. In trigonometry no work is required but one-half unit in plane trigonometry may be accepted, and one-half unit in spherical trigonometry. Social Science: In history one year of work (one unit) is required, and as many as six units may be accepted. In civics one year of work (one-half unit) may be accepted. In "Problems of American Democracy" one year of work (one unit) may be accepted. In economics one year of work (one unit) may be accepted. In sociology one. year of work (one unit) may be accepted. *For purposes of averaging the mid-point of each grade-range in the following scale is used : A = roo-90, B = 89-80, C = 79-70, D = 69-60. t In certain cases entrance insufficiencies may be made up after the student has entered college. Such make-up work is an entrance prescription, is stated as such at the time of admission, and is entered as such on the student's record. If the work done in college in fulfillment of entrance requirements may not be counted toward graduation from college, the student is so informed at the time of admission. �32 CATALOGUE OF ST. JOHN'S COLLEGE Science: Unless the student has passed in his school work at least one full year of science (one unit) in which he has himself performed the laboratory work, he will be required to elect one full science course in college. One year of work (one unit) may be accepted in biology, botany, zoology, physics, chemistry, general science, physical geography, and (in special cases) in some other science. Drawing: One year of work (one-half unit) in free~hand drawing and one year of work (one-half unit) in mechanical drawing may be accepted. I I·. · Admission of Students from Other Colleges. Students who transfer to St. John's from other colleges and universities should file applications for admission similar to those filed by other new students. The routine of admission is the same as that followed in admitting high school graduates, but the student's college record, not his high school record, furnishes the basis for admission. Official statements must be submitted from the institutions which he has attended, showing his status· at the time of transfer and a list of the courses he has pursued, with the grades attained. Advanced Standing. Students who transfer from approved collegiate institutions may petition for advanced standing on the basis of the college courses they have taken and passed. In controversial cases examinations may be required before advanced standing can be granted. CATALOGUE OF ST. JOHN'S COLLEGE 33 PROCEDURE FOR NEW STUDENTS Routine of Admission. See "Admission." Residence Assignments at the College. All students not living at home are required to live in College buildings (all fraternities are hoi:ised in College buildings) and to take their meals in the College dining hall. The associations brought about by residence at the College are an essential part of college life. Most of the rooms in the residence halls are arranged so that two students may live together. A few rooms are arranged for three students. Freshmen are assigned to rooms in the dormitories in the order of their acceptance by the Committee on Admission. They are urged to indicate on their applications for admission the names of other students with whom they would like to live. Students who have no acquaintances at the College are given tentative assignments which are subject to change after the student arrives at the College. It should be noted that no room assignment can be made and no reservation held until the candidate for admission has paid to the College his matriculation fee of fifteen dollars. Room Furnishings. Each dormitory room is provided with the necessary furniture, including a single bed with mattress and pillow, a chiffonier, a study table, and chairs. Towels; bed linen, and blankets are to be supplied by the student, as are also such decorations as window draperies, dresser scarfs, and rugs. The student should consult his incoming room mate before decorating his room. The College maintains the care of the room. Arrival at the College. The residence halls and the dining room are ordinarily closed to students until noon of the Saturday preceding the opening of College. Students usually arrive on Monday of opening week.' All students, both new and old, are required to register for their �'I 'i I 34 CATALOGUE OF ST. JOHN'S COLLEGE courses on Tuesday (registration day), and to attend thereafter such academic exercises as they may have. The regular academic engagements are listed in the College Calendar, which thus gives to old as well as to new students a notice of when to come to College. Special academic functions are announced by occasional notices. College Routine. The section of the Catalogue dealing with "General Regulations " furnishes much additional information for the entering student. CATALOGUE OF ST. JOHN'S COLLEGE 35 FEES Matriculation Fee. For each new student there is a matriculation fee of $15. This fee is due and payable to the College at the time of application for admission. Since this fee covers the expense of admitting and enrolling the student, admission cannot be considered complete, and no dormitory room can be assigned or reserved, until it is paid. The matriculation fee is not refundable. Annual Fees. The fixed charges are those shown in the following table. They do not include special fees, nor the student's traveling expenses, laundry, and incidentals : Per year Tuition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $300 Room rent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Medical fee ..................... , . . . . . . . . . ro IO Athletic fee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Student-activities fee. . . . . . . . . . . . . . . . . . . . . . . IO , Total . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $780 State appropriations and endowment funds enable the College to maintain its faculty, its living conditions, and its physical plant at these reasonable charges. To facilitate payment, the Business Office maintains a schedule of quarterly assessments according to which the fixed charges become due as follows: * Sept. 26 Nov. 30 Feb. 15 April 30 Tuition ................ . $go Room rent . . . . . . . . . . . . . . 45 Board . . . . . . . . . . . . . . . . . . 90 Medical f~e . . . . . . . . . . . . . 5 Athletic fee . . . . . . . . . . . . . 5 Student-activities fee . . . . . 5 $go Totals . . . . . . . . . . . . . . $z40 $z25 45 go $60 30 60 $60 30 60 5 5 5 $150 * Students who enter at mid-years will be expected to pay one-half of the fixed charges in two equal assessments: one in February, the other in April. I' I �l 36 CATALOGUE OF ST. JOHN'S COLLEGE Bills are issued in advance of the dates when they become due, except the first quarterly bill, which becomes payable when a student registers.* Additional Course Fees. 't 'l 'I Additional course fees must be paid for all courses taken in addition to the seventeen required for the degree. These include: ( 1) courses taken on entrance prescription, if they cannot be counted toward graduation; (2) courses taken in repetition of, or in place of, courses dropped or failed; and (3) courses taken in excess of the normal program. Such courses will be charged to the student at the rate of $6o.oo for each additional full course and $30.00 for each additional halfcourse. These charges, which cannot be determined until after registration for the second half-year, will be due at the time the last quarterly bill is presented in April. The normal program in the Freshman year is four or five courses. Freshmen who carry programs of more than five courses will be charged additional course fees. English I, whether actually taken or anticipated by examination, counts as a course carried. In the Sophomore year students who carried five courses, including English 1, in the Freshman year will be allowed to carry four courses without the payment of additional course fees. Students who carried four courses in the Freshman year will be allowed to carry five courses in the Sophomore year without the payment of additional tuition. In the Junior and Senior years the regular tuition provides for four courses only, and students who take more than four courses must pay the additional course fees. Laboratory Fees. In the courses of biology, chemistry, and physics, special fees are charged to cover expenditures for materials and specimens. These fees, amounting to either $rn.oo or $15.00 per half-course and either $20.00 or $25.00 per full course, are specified under the descriptions of the individual courses. * In case any bill is not paid on or before the date when it is due,. a fine of $5.00 will be added. CATALOGUE OF ST. JOHN'S COLLEGE 37 Laboratory fees will be payable hereafter as follows: Nov. 30 For full courses ............................. half For half courses taken: · (I) In the first half-year ................ · · . all (2) In the second half-year ............ ·... April 30 half all In addition to the regular laboratory fee, students will be charged for any breakage for which they may be responsible. Graduation Fees. A diploma fee of $rn.oo and a fee of $z.50 for t~e rental of an academic cap and gown will be charged to all graduatmg students before Commencement Day. Students who wish to arrange for academic costumes otherwise than through the College should notify the Office to this effect by May first. i �l 38 CATALOGUE OF ST. JOHN'S COLLEGE AW ARDS AND AIDS f! ~j b il \l :I ,. ·!, Deserving students who need assistance may be aided somewhat at St. John's in meeting the expenses of a college education. Students are invited to apply for the forms of aid which require application, and to compete for those which are open to competition. There are several kinds of aids and awards, including fellowships, scholarships, prizes, assistantships, student service, and tuition loans. Certain scholarships are provided by the State of Maryland : these are awarded on the basis of competitive examinations, inquiry concerning which should be made in some cases to the student's county or city Board of Education, in other cases to the Registrar of the College. Certain other awards, which are made on the basis of the student's college record (the merit scholarships, the senior fellowships, and the merit prizes), do not require any formal application. All other aids require written application by the student on a. blank provided for the purpose, obtainable either from the Registrar or from the Business Office. Applications to the College, in order to be considered by the appropriate committees, should be filed: ( l) by students previously registered at St. John's, (a) before May I for all assistantships, and (b) before June I for all other aids; (2) by prospective students, before September IS. SENIOR FELLOWSHIPS The Senior Fellowships were created by the Board of Visitors and Governors in November, 1928. The resolution of the Board as amended at the meeting in May, 1930, follows: For the purpose of improving the scholarship and elevating the intellectual outlook of the student body of St. John's College, and for the further purpose of making clear the difference between academic freedom as a reality and academic freedom as a mere form of words, it is Resolved: 1. That there are hereby established the Senior Fellowships of St. John's College. 2. That annually there shall be elected at the last quarterly meeting of the Board, before Commencement of each year, not more than three members of the Junior Class of that year, to be Senior Fellows of St. John's College during the following year. 3. That election to the Senior FellowshiPt shall be made by the Board of Visitors and Governors of the College, upon the nomination and recommen- CATALOGUE OF ST. JOHN'S COLLEGE 39 dation of the President and Faculty. In making nominations and recommendations for the Senior Fellowships the President and Faculty shall take into consideration, and be guided by, not merely the academic grades attained by the students during the first three years of their course, though due weight shall be given to these grades; but also, and chiefly, by the interest in, devotion to, and promise of notable achievement in the intellectual life, as evidenced by the work and attitudes of the students during the first three years of their course. 4. That the sole requirement which shall be made of a Senior Fellow after his election shall be that he must be in residence at St. John's College during the academic year following his election. During the year of tenure of his Fellowship, the Fellow shall not be required to attend classes, or to take examinations, or to pay any fees whatever to the college. At the end of the year of the Fellowship, the Fellow shall be given his degree in course. During the tenure of his Fellowship, the Fellow shall be given complete and absolute freedom to pursue the intellectual life in residence at St. John's College in whatever manner and direction he himself chooses, as the guest of the college. 5. That a Senior Fellowship can be terminated during the year of its tenure only because of the commission of a crime, as defined by the laws of the State of Maryland, by the Fellow; or because the Fellow becomes insane, as defined by .the laws of the State of Maryland. 6. That this resolution shall become operative and go into effect immediately upon its passage, and that announcement of the existence of the Senior Fellowships of St. John's College, and the conditions of their award and tenure shall be made in all future catalogues of the college. HOLDERS OF SENIOR FELLOWSHIPS 1929-30. Robert John Klingenburg, '30. 1930-31. Philip Irvin Bowman, '31. Samuel Peaco Chew, Jr., '31. 1931-32. Robert Lemmon Burwell, Jr., '32. Henry Soladay Shryock, Jr., '32. 1932-33. John Boak Smith, '33. 1933-34. Robert Clifford Crawford, '34. Jerome Daniel Goodman, '34. Henry Oay Smith, Jr., '34. MARYLAND STATE SCHOLARSHIPS Senatorial Scholarships. To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a "senatorial scholarship " providing free tuition, board, and room rent. Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne Counties, should apply to the Registrar of the College for information regarding the com- �40 .r .,. '.I' JI CATALOGUE OF ST. JOHN'S COLLEGE petltlve examination ; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for the matriculation fee, extra-course fees, laboratory fees, or the medical, athletic, and student-activities fees. Tuition Scholarships. To one student from each county of Maryland and from each of the legislative districts of Baltimore City, a " tuition scholarship " providing free tuition. Candidates for these scholarships, residing in Baltimore City or in Dorchester, Kent, and Queen Anne Counties, should apply to the Registrar of the College for information regarding the competitive examination ; candidates residing in the other counties should apply to their respective county Boards of Education for this information. These scholarships do not provide for any fees other than regular tuition. SCHOLARSHIPS AW ARD ED BY PATRIOTIC SOCIETIES The Matthew Fontaine Maury S.cholarship. Awarded by the United Daughters of the Confederacy to a student of exceptional character and scholarship and of established Confederate lineage. This scholarship covers tuition, board, and room rent, and is awarded at present for four years unless the appointee fails to maintain the required standard in his academic record. CATALOGUE OF ST. JOHN'S COLLEGE 41 evidence that he is of colonial descent and that he himself reveres the ideals and standards of his forbears. This scholarship covers tuition, board, and room rent and is awarded for four years unless the appointee fails to maintain the required standard in his academic record. SCHOLARSHIPS AW ARD ED BY THE COLLEGE Merit Scholarships. To a student who, by his character and by his attainments in scholarship and in activities during his Freshman year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. To a student who, by his character and by his attainments in scholarship and in activities during his Sophomore year, has demonstrated his capacity for leadership, a scholarship providing free tuition for the succeeding year. These scholarships, which are awarded annually by the Faculty on the recommendation of the Committee on Scholarships and Prizes, are announced in September, at the formal opening of College. Foreign Scholarships. To foreign students, a limited number of scholarships providing free tuition. Holders of these scholarships may be required to do five hours of work each week, assisting in the language departments, tutoring, and so on. The scholar is expected to pay the regular charges for board and room rent, the matriculation fee, the medical, the athletic, and the student-activities fees. The Clifton C. Roehle Scholarship Fund. To be awarded annually in tuition, the income of six thousand dollars, the bequest of Mrs. Anna M. D. Roehle, in memory of her son Clifton C. Roehle. Scholarship of the Southern Maryland Society. Awarded .by the Southern Maryland Society to a student who enters St. John's College from that section of Maryland represented by the Southern Maryland Society. This scholarship covers tuition, board, and room rent, and is renewable provided that the appointee makes a creditable record in his college work. The Frederick Jonathan von Schwerdtner Scholarship. To be awarded, in tuition, to some deserving student, the income of fifteen hundred dollars, offered annually under the will of the late Frederick Jonathan van Schwerdtner, in memory of his son, Ernest. Scholarship of the Colonial Dames of America. Awarded by the Colonial Dames of America to a .student of unusual ability and integrity. The applicant is expected to submit RETENTION OF SCHOLARSHIPS In case any student holding a scholarship fails to pass all of his courses at the end of the college year with a general average of �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE C, * the Faculty will recommend that his scholarship be forfeited. If, for any reason, a student holding a scholarship leaves college before the end of the year, the scholarship held by him will be left vacant. It cannot be re-awarded before the beginning of the next academic year. 2. To the student who shall compose the best essay on the principles of free government, $25.00, offered under the will of the late Philo Sherman Bennett. A term thesis written in satisfaction of the regular course requirements in a course in the Division of the Social Sciences and Philosophy may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. 3. To the student who shall write the best essay on a subject taught regularly in the Division of the Sciences and Mathematics, a prize of $25.00, offered by the Reverend Doctor Thomas E. Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. 42 SCHOLARSHIPS AT OTHER INSTITUTIONS FOR ST. JOHN'S STUDENTS Scholarships in Engineering. Three scholarships in engineering are offered at the Johns Hopkins University to graduates of St. John's College. Students who are interested should confer with the major Advisers in the Departments of Mathematics, Physics, Chemistry, and Economics. Scholarship in Marine Biology. A tuition scholarship applicable to an approved course either at the Biological Laboratory at Cold Spring Harbor, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts, is offered annually to a biology or pre-medical major who is properly prepared and who is recommended by the Biology Department. Students who are interested should consult members of the Department. PRIZES The following prizes, some of them competitive, some honorary, are awarded each year. All but one are awarded in June, at the Commencement; the last one, a prize for improvement, is awarded in September, at the formal opening of College. Competitive Prizes. Essays and theses to be considered for these prizes must be submitted to the Chairman of the proper Division of the Callege on or before May IS, unless he announces a later date as a final limit. I. To the student who shall write the best essay on a subject taught regularly in the Division of the Languages, Literature, and Art, a prize of $25.00, offered by the Reverend Doctor Thomas E. Green. A term thesis, written in satisfaction of the regular course requirements, may be accepted in lieu of an essay provided it is graded B or higher by the instructor for whom it is written. *For purposes. of determining averages the mid-point of each grade-range in the following scale is used : A roo-90, B 89-80, C = 79-70, D 69-60. = = = 43 Merit Prizes.* I. To the member of the Senior Class who attains the highest average in his four years' academic work, $10.00 in currency, offered by the Board of Visitors and Governors. 2. To that member of the graduating class intending to study medicine and having the highest standing in courses in the Division of the Sciences and Mathematics, $5.00 in currency, offered by the Theta Psi Fraternity. 3. To the member of the Senior Class who, in the opinion of the Faculty, has shown the greatest general excellence during his college course, $20.00 in currency, offered by the Reverend Martin Aigner, D. D. 4. To the student who, in the opinion of the Faculty, has contributed most to the College during the year, $5.00 in currency, offered by the Phi Sigma Kappa Fraternity. 5. To the members of the Senior Class who, in the opinion of the Faculty, has best exemplified those principles of love for and service to men which were the dominant characteristics of Algernon Sydney Sullivan, a medallion and certificate of award, offered annually by the New York Southern Society in commemoration of Algernon Sydney Sullivan. 6. To some person not a student in the College but intimately connected with the affairs of the College, who, in the opinion of *For the purpose of determining students' averages the mid-point of eaCh grade-range in the following scale is used: A roo-90, B 89-80, C 79-70, and D 69-60. = = = = �44 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE the Faculty, possesses such characteristics of heart, mind, and conduct as evince a spirit of love for and helpfulness to other men and women, as were exemplified by Algernon Sydney Sullivan, a medallion and certificate of award, offered annually by the New York Southern Society in commemoration of Algernon Sydney Sullivan. 7. To the retiring President of the Student Council each year, a gavel, offered by the Beta Mu Chapter, Kappa Alpha Fraternity. 8. To that student who, in his record for the year, shows the greatest improvement over his record for the preceding year, $10.00 m currency. To be awarded in September, at the formal opening of College. Gymnasium Assistantship. A student is employed each year as an assistant in the Gymnasium. Students who are interested should consult the Assistant Director of Athletics. 45 STUDENT SERVICE A number of students' serve as waiters in the dining room. The stipend is credited toward the student's board. Ordinarily the waiters are upperclassmen who have proved themselves worthy of aid by their records in scholastic work and in student activities. Applications should be made on the regular Student-Aid form. ASSISTANTSHIPS Applications for assistantships should be filed before May first of each year, on the regular Student-Aid blank. Laboratory Assistantships. · A few upperelassmen, at present five, are employed each year as technical assistants in the biology, chemistry, and physics laboratories. The stipend, which varies according to the type of service rendered and the amount. of time required, is credited to the student's account. The character and the academic record of the applicant as well as his financial status will be considered by the committee making the appointments. Students .who file applications should indicate the departments in which they wish to assist. Men who have held assistantships previously must file new applications if they wish to be reappointed. Infirmary Assistantships. Two upperclassmen are appointed to take charge of the Infirmary and to assist the College Physician. The stipend is credited to the student's account in the Business Office. Students should consult the College Physician before applying. Library Assistantships. Three upperclassmen are employed as assistants in the College Library and the Carnegie Art Room. Students who are interested should consult the Librarian. STUDENT LOANS With a view to aiding those students who otherwise could not meet the necessary expenses of a college education, a system of loans has been arranged. Students who apply may be granted permission to give the College, in lieu of cash, Student-Aid notes payable two years after the student leaves the College, these notes to cover such portions of the fees as may be approved by the Committee. Student-Aid notes, executed under the same conditions as bank loans, bear interest at the rate of one per cent per annum from the date of making to the date of maturity. Applications for these student loans should be made on the regular Student-Aid blank. All students previously registered in St. John's, who desire aid, should file applications by June I; thereafter, until the middle of September, the applications of new students will be considered. Recipients of loans are required to maintain scholastic standing in the first three groups of the Rank List. Students who have been allowed to tender Student-Aid notes for one year may not be accorded this privilege in succeeding years unless they maintain satisfactory standing. Aids awarded in one year do not commit the College to any further award. Students who enjoy the privileges of securing such loans will be expected to reply promptly to all communications regarding their obligations. �11 46 CATALOGUE OF ST. JOHN'S COLLEGE GENERAL REGULATIONS The regulations and provisions contained in this Catalogue and constituting the basis for the governance of the College are subject at all times to the right of the Visitors and Governors and to the right of the Faculty to repeal, change, or add to any of them. I. HONOR REGULATIONS St. John's College aims to develop in its students a sense of responsibility to the community as well as a high standard of scholarship. To this end student self-government is encouraged. Each student is expected to conduct himself as a gentleman. Any student who is guilty of any dishonesty will be required to withdraw from the College. The Student Council cooperates with the Advisory Council of the Faculty in enforcing the honor regulations. The Student Council has power, accordingly, to take disciplinary action in any case of misconduct by any student. Any student who is unable to cooperate with the Student Council may be required to withdraw from the College. II. RESIDENCE REGULATIONS All students not living with parents or guardians are required to live in College buildings and to take their meals in the College dining hall. Occupancy of Rooms. Rooms in the halls of residence may not be occupied before ~oon of the Saturday preceding the opening of College except m the case of men who are returning to College early with the permission of the President. Rooms in the halls of residence may not be occupied during the Christmas or' the Easter recess. Assignment of Rooms. Before May first of each year the student may, if he wishes, indicate his desire concerning his rooming arrangement for the next year. For this purpose application blanks will be distributed by the Auditor's Office. Men who wish to room together must file their applications concurrently. Assignments are usually announced before May fifteenth. CATALOGUE OF ST. JOHN'S COLLEGE 47 Change of Rooms. No student living in the dormitories may change his room except with the approval of the room-assignment officer. College Rules for Dormitories. I. No radios, victrolas, or other instruments may be played, nor may any loud noise be made, in the College dormitories after IO: oo p. m. (Saturdays, II : 30 p. m.). Band instruments may be played in the dormitories only between 2: oo p. m. and the time when supper is served in the College dining room. 2. Intentional damage to College property is a serious offense against discipline, and is forbidden. 3. Any damage to College property will be charged to the occupant or occupants of the room, or to the occupants of the hall, in which the damage occurs, or to any person or persons whom the dormitory committee or the Student Council shall determine to have been responsible therefor. 4. The Student Council shall directly and through the dormitory committees enforce the above rules by disciplinary action taken at executive meetings to be attended only by those summoned by the Council. Such action shall be announced concurrently by the Student Council and by the College Office. 5. Any student who has been the object of such disciplinary action may appeal to his Dean for a change in the action taken. The College reserves the right to repair completely, at the expense of the occupant or occupants, any dormitory room, if any tacks have been driven into the walls, or if any matter has been pasted upon the walls, or if the walls are damaged in any other way. Dining Hall. The dining hall may be closed at any time when College is not in session, except for a holiday of only one day. Only breakfast and luncheon will be served on the Wednesday preceding Thanksgiving recess and only supper on the Sunday preceding the resumption of classes after Thanksgiving. Only breakfast will be served on the morning of the first day of the Christmas recess, and only supper will be served on the day just preceding the resumption of classes. A similar schedule will be maintained before and after the Easter recess. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Infirmary Service. Any illness must be reported to the Infirmary promptly by the student. Students suffering from contagious or infectious diseases must reside in the Infirmary until discharged by the College Physician, or until sent home. The College Physician maintains office hours each day at the Infirmary. During these hours his services are available without charge, since a medical fee covering this service is paid by all students. Each time, when a student is ready to make a choice of studies, he should go to his assigned Faculty Adviser. A study card, approved and signed by the Adviser, must be returned to the Office and filed before 4 p. m. on the day of registration. During May each student is required to fill out not only a list of the courses he will take during the next college year but also a comprehensive plan of the studies he will pursue toward the degree. A plan of study sheet as well as an early registration card should be filed by every student who has not previously filed one. Late registration, unless excused by the student's Dean, may involve the payment of $s.oo. Failure to file the registration forms on time, when there is no valid excuse, will involve the payment of a charge of $2.00. 48 III. SCHOLASTIC REGULATIONS Advisers. Each new student is assigned to a member of the Faculty who acts as his Adviser. The Adviser helps the student at registration times and confers with him occasionally throughout the year. The stude~t should call upon his Adviser ft:eely for assistance at any time. In assigning Advisers to new students, the Registrar considers the information which is furnished on the application for admission. Each student should give as much information about himself as possible, so that he may have sympathetic guidance. Before May first in his first year each Freshman chooses one subject in which he will do his major work. He is then assigned to an Adviser who teaches in the department of the major. The major Adviser takes the place of the Freshman Adviser: with his help the student plans his studies for the remaining years, and selects the courses he will take during the ensuing year. Deans. In addition to the Advisers there are Deans who act as counsellors to the Freshman, Sophomore, Junior, and Senior Classes. These Deans carry out the general regulations of the College, and act, jointly, as an Advisory Council. .:: Registration. All students, both new and old, are required to register at fixed times. The registration day for the first half-year is indicated in the College Calendar. At mid-years there is a registration for the second half-year, and in the spring there is an early registration for the year following. The times for these registrations are announced by special notices. 49 Change of Program. During the first two weeks in either half-year students may drop or add courses with the permission of the Registrar and with the approval of the Adviser. After this two-week period the student will be required to pay a charge of $2.oo if any change is made. After November I, no course may be dropped until mid-year, and after March I no further change may be made. Tuition will be charged for courses abandoned after these dates-tuition at the half-course rate for all half-courses and for full courses abandoned after November I, and tuition at the full-course rate for full courses abandoned after March I. A special form must be filed at the Registrar's Office for any change of program. Courses Required of Freshman. The course in prescribed English composition is required of every Freshman unless he satisfies the Department of English by examination that the prescription is not necessary in his case. In addition, every Freshman should register for hygiene and for physical training. The student's other courses may be elected from any of the courses regularly open to Freshmen. An examination for exemption from the prescribed course in English composition is required of all new students on the day of the formal opening of College. Students who originally register 3 �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE for only four courses, and who gain exemption from English r, will be required to register for an additional course, since no student may take fewer than four courses. At the end of the year credit for one full course in English will be entered on the records of exempted Freshmen. time require that a student's program be lightened, even if special permission to take additional courses has previously been granted. 50 Physical Training and Hygiene Requirements. Two years of physical training are required for the degree. These should be completed during the first two years of college work. A ten-week course in hygiene is also required, ordinarily during the first year. Amount of Work Required. No regular student in any year may take fewer than four courses. If the number of courses needed for promotion to the next higher class exceeds four, the student will be required to carry the requisite number for promotion, except by special dispensation from his Dean. Requirements for Promotion. For all students entering College for the first time in September, r93r, or thereafter, the requirements for promotion are as follows: To the Sophomore Class: A student must have passed in at least four courses, in two of which his grades must be C or higher. To the Junior Class: A student must have passed in at least nine courses, in five of which his grades must be C or higher. To the Senior Class : A student must have passed in at least thirtnn courses, in seven of which his grades must be C or higher. Requirements for promotion of all students entering before September, 1931, are as follows: To the Junior Class: Nine Courses (in addition to two years of Physical Training). To the Senior Class: Thirteen Courses. The consequences of failing to satisfy the promotion requirements are described under " probation." Amount of Work Permitted. No student will be permitted to take more than five courses in any one year except by special permission of his Dean. In no case may more than six courses be taken. The Dean may at any 51 Attendance at College Exercises. Attendance at all classes and at all other academic exercises is required. Each Dean will exercise his discretion in summoning men who ignore this rule, in warning them against further absences, and in placing on probation men who fail to cooperate. Unexcused absence from classes either immediately before or immediately after holidays or recesses will at all times be subject to discipline. Excused Absences. Absen~e from classes because of illness or because of some unavoidable occurrence may be excused by the class Dean. Absence because of illness is excused by the Dean only on the recommendation of the College Physician. See the section on " Infirmary Service," under " Residence Regulations." Examinations. Informal hour examinations, covering the work of approximately the first seven weeks of each half-year, are held in all courses in November and in March. Mid-year examinations are held at the end· of the first halfyear. For courses which end at mid-years, these are final examinations. Final examinations for full courses, and for half-courses which begin at mid-years, are held at the end of the year. Grades. Students are graded by letter grades as follows : A, Excellent; B, Very good; C, Satisfactory; D, Passing, but unsatisfactory; F, Failure; I, Incomplete. An incomplete grade is automatically changed to F in case the work is not completed within the following prescribed periods : at mid-year, within four weeks; at the end of the year, within the first six weeks of the following academic year. Reports. Reports are sent to each student, to his parents, and to his . Adviser after each grade period; that is, after the November hour- �:1 I ! 52 CATALOGUE OF ST. JOHN'S COLLEGE examinations, after the mid-year examinations, after the March hour-examinations, and at the end of the year. Reports of grades are not given out at the end of the school year, however, until the student's College bills are paid. Good Sta,nding. In order to remain in good standing, a student must maintain at all times a record which, if it were final, would entitle him to promotion to the next higher class or, in the case of a Senior, to the degree. 1: Ji 1. The Rank List. After the mid-year examinations and after the final examinations each student whose record is not unsatisfactory is assigned to one of the four groups of a Rank List on the basis of the work he has accomplished in the preceding half-year. Each student is ranked according to the grades attained in his best four courses except those men whose requirement for the Sophomore year is five courses. Grades required for standing in each of the groups follow: CATALOGUE OF ST. JOHN'S COLLEGE 53 Probation because of Unsatisfactory Scholarship. A student who fails to make at the mid-year grade period a record which, if it were final, would entitle him to promotion, may be placed on probation and warned by his Dean that unless his record improves, his probation may be closed. A student whose record is unsatisfactory as a result of the November or March hour-examinations ordinarily is warned by his Dean. However, if his record is exceedingly low, he may be placed on probation in November, or in March. A student who at the end of the year fails to make a record which entitles him to promotion is dropped to the next lower class and placed on probation. Continued Failure to Satisfy Promotion Requirements. Any student who has been dropped to the next lower class because of his failure to satisfy his promotion requirements, and who during his second year in the same class again fails to satisfy requirements for promotion to the next higher class, will have his connection with the College finally severed. Group I. Excellence. A minimum of three grades of A and one of B (with no failures in entire record). Group II. Distinction. A minimum of three grades of B and one of C (with no grades of D in best four courses). Group III. Satisfactory. A minimum of three grades of C and one of D. Group IV. Passing. A minimum which will satisfy promotion requirements but not high enough to fulfill the requirements of a higher group. Men on Probation. Men who are placed on probation are expected to exert every effort to regain good standing at the earliest possible moment. A student on probation for any cause will be required to maintain a perfect record in attendance. He may not participate in any athletic contest as a member of a team; and, at the discretion of his Dean, he may be required to withdraw from non-athletic activities. If the student is reported for any matter of discipline while on probation, his probation will, in most cases, be closed without further warning. The Deans' List. The Deans' List consists of the names of all students who have attained places in Groups I or II of the Rank List. Men on the Deans' List are trusted by the Deans with greater responsibility and discretion in the ordering of their college work; they are allowed to observe as they may wish the rules regarding attendance, and are not subject to discipline because of absences. Abuse of these privileges over an extended time may bring about , the removal of any man's name from the Deans' List. Any man on the List who for any reason is placed on probation automatically loses the aforesaid privileges. Probation as Discipline. A student may be placed on probation for failure to maintain a satisfactory attendance record. Unsatisfactory conduct or neglect of any summons from a College officer may also bring the penalty of probation. Relief from Probation. A student who has been placed on probation for disciplinary reasons is relieved from probation promptly when he has demonstrated that he no longer should be on probation. A student who has been placed on probation because of unsatisfactory scholarship �54 \;1 l_1 CATALOGUE OF ST. JOHN'S COLLEGE will, in most cases, be relieved from probation at the next grade period if a satisfactory record is then achieved. i:' CATALOGUE OF ST. JOHN'S COLLEGE Courses Required for the Degree. During the four years of the work for the Bachelor of Arts degree, the student must include in his program the following courses: 1. English I. 2. Required courses for fulfilling the prescription of his major department (approximately six courses). 3. Any language courses prescribed by the major department. 4. Three courses for distribution. (See Courses for Distribution.) 5. In addition to the above, elective courses sufficient to make a total of seventeen courses, exclusive of hygiene and physical training. 6. The course in hygiene, and two full courses or the equivalent in physical training. Repeating Courses. A course which has been passed may not be taken again in order to raise a grade. If a student has received the grade of F in any course, he may repeat the course, or he may substitute another course. If the course failed· is one required for the degree or for the fulfillment of the major requirements, it must be repeated. Continuation of Work in Prescribed English Composition. A student who has passed English 1 but who still needs training in writing English may, at any time during his Sophomore or Junior year, be required by any instructor, with the consent of the class Dean, to return to the English Department for supplementary work, and may be required to continue this work without credit until excused by the English Department or by the Dean. Transfer of Course Credits from Other Colleges. Students who take work at summer schools may petition for transfer of credits on the basis of the work taken at those institutions. Credit is not automatically transferred, but is subject to the approval of the Faculty member at St. John's who teaches the most nearly similar subject. In order to be certain that a given credit will be transferable, the student should confer with the proper Faculty members and with the Registrar before going to summer school. Upon his return the student must submit a transcript of his summer school record. Inasmuch as the formal approval of credit may take some time, the student is urged to submit his transcript and his petition for credit immediately after the conclusion of his summer course. In controversial cases examinations may be required before credit can be granted. IV. REQUIREMENTS FOR THE DEGREE A student must have passed seventeen ( 17) full courses, or their equivalent in full and half courses, in order to be recommended for the degree. He must, in addition, have attained grades of C or higher in at least nine (9) of these seventeen courses. Further, he must have secured credit for satisfactory work in the course in hygiene and in the courses in physical training (two years of work). 55 Major Courses. At the end of his Freshman year each student is required to designate his major subject. An instructor in that subject is assigned as his Adviser for the rest of his College course. Each student is required to plan, with his Adviser, a tentative program for the Sophomore, Junior, and Senior years, including all of the courses required for the chosen major. It is advisable for the student to take in the Sophomore year any elementary courses which are required. Language Requirements. Language requirements (if any) are prescribed by the individual major departments. Since the student does not announce the choice of his major until the end of his first year, Freshmen are advised to consider the matter of languages very carefully before finally submitting their study cards for the first year. Courses for Distribution. All courses offered are grouped in three Divisions : ( 1) The Division of Languages, Literature, and Art, (2) the Division of the Social Sciences and Philosophy, and (3). the Division of the Sciences and Mathematics. The student's major subject falls in one of these three divisions. The student must pass three courses divided between the other two divisions, in not less than two departments which are not represented by courses taken or to be taken in fulfillment of the requirements of the major. �56 CATALOGUE OF ST. JOHN'S COLLEGE Unless the student has passed in his preparatory school a course in laboratory science approved by the College, he must pass at least one college course in a laboratory science. Major Courses Counting for Distribution. No course taken to satisfy the requirements of the major may be used for distribution unless the major includes more than six full courses. V. REQUIREMENTS FOR MAJORS Biology. Four full courses (or their equivalent) in biology: Some work in each of the basic branches of the subject, if possible, such as ecology, physiology, embryology, morphology, and genetics. Courses 20, 21, 22, and 30 are primarily morphological; Two full courses (or their equivalent) in chemistry including comprehensive general chemistry and organic chemistry: Additional work may be recommended in analytical and colloidal chemistry; The language requirements are two years of college French (or their equivalent) and two years of college German (or their equivalent) . A reading knowledge of these languages is desirable as a preparation for graduate study. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 1 hf (Qualitative Analysis); Chemistry 22 2 hf (Quantitative Analysis, Part I); Chemistry 31 1 hf (Quantitative Analysis, Part II); Chemistry 32 2hf (Physical Chemistry, Part I); Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics) ; The language requirements are two years of college French or their equivalent and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21 1 hf. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32 2hf. CATALOGUE OF ST. JOHN'S COLLEGE 57 Classics. Three full courses (or their equivalent) in Latin, above Latin 1; Two full courses (or their equivalent) in Greek, above Greek 1 ; A full course (or its equivalent) in ancient history. Two electives selected with the approval of the Adviser. Economics. Economics 21 (General Principles of Economics) ; Two of the Junior courses in economics (two full courses or the equivalent) ; Economics 40 (Advanced Economics) ; Mathematics 26 2hf (Statistics) (This should be taken m the Sophomore year) ; One full course in psychology or in philosophy ; Government 11 (American Government). Beginning in 1932-33, students who major in economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. English. English 21 (Survey of English Literature) ; English 45 (Shakespere); Four other full courses in the Department of English, exclusive of English 1. It is urged that students majoring in English elect History 23 (English History), preferably in their Sophomore year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the history of English literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE French. See Romance Languages. German. Four full courses in German beyond German 10 (Intermediate German), including German 40 (Problems of Current German Life and Thought); A course in mediaeval European history and a course in modern European history or their equivalents. Mathematics 31 (Mathematical Analysis, Part I) ; Mathematics 35 (The Elements of Mechanics); Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. 58 NoTE.-German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 21 (Governments of Europe); Government 30 (Principles and Problems of Government) or Government 50 (Reading Course) ; Government 41 1hf (International Relations) and Government 42 2 hf (International Organization) or Government 43 1hf (Political Parties) and Government 44 2 hf (Constitutional Law); Economics 21 (General Principles of Economics) or a full year of psychology ; History 22 (Modern European History) or History 23 (English History) or History 25 (History of the United States). History. History 1 (European History from the Fall of Rome to the present Time) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (The History of the United States) ; Economics 21 (General Principles of Economics) or Government 11 (American Government) or one full course in psychology exclusive of Educational Psychology (Social Psychology recommended); English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 31 (History of Philosophy). Mathematics. Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus) ; 59 Philosophy. Philosophy ll 1hf (Logic); Philosophy 15 (Ethics); Philosophy 31 (History of Philosophy); Philosophy 34 2hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2hf (Psychology and Philosophy of Religion) ; Philosophy 41 1hf (Plato); Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in psychology or in history. Physics. Physics 21 (Elements of Physics); Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics) ; Physics 42 (Theory of Heat) or Physics 43 (Electricity); Mathematics 21 (Analytical Geometry and the Calculus) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Each student who wishes to study medicine is advised to take the six essential courses of the pre-medical major, whether he selects this major or some other. These are the courses stipulated by the Council on Medical Education of the American Medical Association as the minimal requirements for admission to the medical schools : �I' ,! 'I ~o CATALOGUE OF ST. JOHN'S COLLEGE Two full courses in biology: Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of Vertebrates) ; Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), and Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics); N oTE.-Mathematics 11 (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition, two years of college German or their equivalent and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these language requirements may be counted toward distribution. The student should become familiar with the specific requirements of the professional school he expects to enter, where additional requirements may be pre-requisite. For example, Latin is required for admission to the Johns Hopkins University School of Medicine. Some medical schools require "a reading knowledge,; of French and German. Analytical chemistry is required in some schools, and, indeed, work in colloidal chemistry and biochemistry would be desirable too. Psychology. Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B; Philosophy 31. One additional full course, or the equivalent, in philosophy, or in biology, or in psychology; or a full course in physics; One additional full course or two half-courses to be elected from the following list : Any philosophy course ; Any psychology course ; Biology 16 2 hf; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf; Biology 33 2 hf ; Biology 34 2 hf ; Chemistry 1 or Chemistry 2 ; Physics 21; Mathematics 26 2hf; Economics 38 1 hf and 39 2 hf; Economics 40; Greek 22 1 hf; Greek 23 1 hf; Greek 24 2hf; English 24 2hf ; English 49; English SO. CATALOGUE OF ST. JOHN'S COLLEGE 61 Any student who intends to do graduate work in psychology should learn to read both German and French. He should also take at least two full science courses or their equivalent. Two full years of biology and one of some other science, preferably physics, are recommended. The student should make as thorough a study as possible of physiology, especlally the physiology of the nervous system and the ductless glands. Romance Languages. Four full courses in one Romance language above French 2 or Spanish 2 (intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance language. French 17 does not count toward the major. Social Sciences. One course in each department. The courses prescribed are : Economics 21 (General Principles) ; . Government 11 (American Government) ; History 1 (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy); One full course in psychology, exclusive of Educational Psychology (Social Psychology is recommended) ; Three additional courses in the social sciences. These three courses must be distributed over three departments and must have the approval of the departments concerned. Spanish. See Romance Languages. VI. DEGREES WITH HONOR AND DISTINCTION In order to encourage high scholarship and serious interest in learning, the college in 1927 established degrees " with honor " and " with distinction." Degrees with Honor. Highest honor will be awarded to those students who have pursued during their last two years a course of study in some �62 CATALOGUE OF ST. JOHN'S COLLEGE measure independent of regular courses and leading to a comprehensive examination in one field of knowledge. Opportunity will be given to acquire a more complete mastery of one subject than has ordinarily been done under the course system. In some departments there will be opportunity for original research and the writing of a thesis. The examination may be conducted not only by the major department and other members of the Faculty, but also by competent persons outside the College. The requirements for the degree " with honor " or " cum honore " are as follows : a. The candidate shall, at some time before the end of the Junior year, make application to his Dean for acceptance as a candidate for honors, and must have therefor the approval of his Adviser and of the department of his major. b. He shall obtain a general average of at least 80 for the four years, and an average in his major subject of at least 85.* c. He shall, either during his Junior and Senior years, or during one of them, accomplish special work in his major subject, the type and amount of which shall be decided in conference between him and the instructors in his major department. d. He shall, towards the end of his Senior year, pass a comprehensive oral and written examination in his major subject before a board composed of the instructors of the major group, other members of the Faculty, and at least one visiting examiner. Degrees with Distinction. CATALOGUE OF ST. JOHN'S COLLEGE COURSES OF INSTRUCTION Freshman courses are numbered from 1to19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk (*). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN A degree " with distinction " or " cum laude " will be granted to any student who has done especially good work in all the courses which he has taken. A student to win this degree must, during a regularly required residence in the College, obtain an average of 85 or above.* Degrees "with great distinction,'' or "magna cum laude," will be granted by vote of the Faculty in rare cases to altogether exceptional students. A student may win a degree both " with distinction " in general studies and" with honor" in his major subject. *For determining comparable averages, the mid-point of each grade-range in the following scale is used : A = 100-90, B 89-80, C = 79-70, and D= 69-60. = 63 (Chairman), ELLIOTT, FITZGERALD, GROPP, KuEHNE- MUND, PENROSE, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KIEFFER AND RODGERS ART Art 21. Survey of the History of Art. (m) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. PROFESSOR SCOFIELD. [Art 31. The History of Painting in Western Europe.] (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives �CATALOGUE OF ST. JOHN'S COLLEGE 64 CATALOGUE OF ST. JOHN'S COLLEGE and to the great painters of the Renaissance in Italy; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 21. M-W-F at 9. Omitted in 1933-34. PROFESSOR SCOFIELD. Art 33 hf. Nineteenth-Century Painting. 1 English 23. Contemporary Literature. A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. PROFESSOR BROWN. [English 24 2hf. The Modem Drama.] (11) PROFESSOR SCOFIELD. Art 34 hf. Contemporary Art. 2 PROFESSOR SCOFIELD. (u) Studies in twentieth-century architecture, sculpture, and painting. M-W-F at 9. Second half-year. PROFESSOR SCOFIELD. ENGLISH English 1. Grammar, Composition, and Prose Forms. (xv) The course is intended to supply students with the elements of English grammar and the English language as a useful tool. Frequent papers; conferences; collateral reading. Required of all Freshmen unless they pass an anticipatory examil!:i,tion in grammar and composition. Does not count toward fulfillment of major or distribution. T-Th-S T-Th-S M-W -F M-W-F T-Th-S (1x) A course in rapid reading in the nineteenth- and twentieth-century drama, with special attention to the period after Ibsen. T-Th-S at9. Second half-year. Omitted in 1933-34. M-W-Fat9. First half-year. A; B; C; D; E; (m) M-W-F at 10. From David to Cezanne. Section Section Section Section Section 65 at 10. PROFESSOR ScoFIELD. at 9. PROFESSOR STARR. at 9. PROFESSOR BROWN. at 9. MR. RODGERS. at 9. MR. RODGERS. English 21. Survey of English Literature. [English 30 hf. History of the Printed Book.] (xm) The first half of the course, dealing with the printed book from modern times to the seventeenth century, will be taught by President Gordon; the second half, dealing with the printed book in the fifteenth and early sixteenth centuries, will be taught by Professor Penrose. Half-course running throughout the year. Tat 2. Omitted in 1933-34. PRESIDENT GORDON AND PROFESSOR PENROSE. *English 31.l 1 hf. The Theory of Literary Criticism. (x) The course will attempt to discuss the bases for critical judgment upon literature. Though in no sense intended as a history of literary criticism, the course will examine certain of the critics from Aristotle to the present. Students will be expected to analyse various kinds of literature. There will be frequent discussions and papers. T-Th-S at 10. First half-year. PROFESSOR STARR. (1x) A study of the main tendencies of English Literature from Beowulf to *English 31.2 2 hf. Advanced Composition. (x) the present time, with readings in great or characteristic writers and in social backgrounds. Required of all Sophomores who propose to major in English. Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. T-Th-S at 9. T-Th-S at 10. Second half-year. PROFESSOR SCOFIELD. PROFESSOR STARR. �66 CATALOGUE OF ST. JOHN'S COLLEGE [English 32. The Nineteenth Century.] CATALOGUE OF ST. JOHN'S COLLEGE (x) This course is intended to give a comprehensive view of the poetry and the prose (including the novel) of the ninetee~t~ century, from Byron to Oscar Wilde. The change from th_e ro:nantic1sm of the early nineteenth-century poets to that of the V1ctonans, and the gradual development of the didactic purpose in prose of the perio~ wil~ be especially emphasized. There will be frequent class-room d1scuss1ons, and occasional papers. T-Th-S at 10. Omitted in 1933-34. [English 36 1hf. Romantic Poetry of the Eighteenth Century.] A survey of English romantic poetry from Anne of Winchelsea to Wordsworth. Important poets studied will include Thomson, Gray, Cowper, Coleridge, and Wordsworth. Tat 10. First half-year. Omitted in 1933-34. PROFESSOR STARR. English 37. Poetry of the Nineteenth Century. PROFESSOR STARR. [English 33. The Sixteenth and Seventeenth Centuries.] (xm) This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, .voya~ing ?arrati~es, picaresque fiction, and translations, will be exammed m their relation to the English Renaissance. PROFESSOR STARR. [English 34 1hf. The Drama from 1588 to 1800.] A study of the English drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English 21. T-Th-S at 9. First half-year. Omitted in 1933-34. M-W-Fat9. PROFESSOR STARR. [English 38. American Literature.] M-W-F at 10. Omitted in 1933-34. PROFESSOR BROWN. [English 39. American Literature from 1870.] M-W-F at 1. Omitted in 1933-34. PROFESSOR SCOFIELD. PROFESSOR STARR. (xn) English literature from 1688 to the death of Shelley. The important writers of the Restoration, the eighteenth century, and the French Revolution will be studied with their political, social, and intellectual backgrounds. Pre-requisite: English 21. T from 1to3. PROFESSOR BROWN. (rr) In the first half-year the chief poets studied will include Wordsworth, Coleridge, Byron, Shelley, and Keats; in the second, Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. Puritan and Colonial writings; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman; the Frontier and the South. When possible this literature will be studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 25. T-Th from 2 to 3: 30. Omitted in 1933-34. *English 35. The Eighteenth Century. 67 English 41. Chaucer. The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-Wat 11. Required of those English Majors who want the recommendation of the Department for graduate study. PROFESSOR STARR. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 68 English 45. Shakespeare. (v) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the seco?d half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure and the five great tragedies. Special attention will be given to Sh~kespeare's theory of tragedy and to the philosophic and religious views contained iq his principal plays. Pre-requisite: French 1, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at 10. PROFESSOR ELLIOTT. French 11. Advanced French Prose. Rapid reading from representative works of nineteenth-century prose ; comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. M-W-F at 1. PROFESSOR BROWN. [English 49. The Novel.] A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. French 13. French Composition and Conversation. M-W-;F at 3. Omitted in 1933-34. PROFESSOR SCOFIELD. French 17. History of French Literature and Civilization. (xm) Comprehensive outside reading of modern prose; reports in French. Required of French Majors. Pre-requisite: French 1, or two years of high-school French. Th from 1 to 4. PROFESSOR ELLIOTT. (m) From the origins to the present time. Lectures; comprehensive outside reading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list, and not open to Freshmen. May not be counted toward the major in French. *English 50. Reading Course. *English 53 2hf. Reading Course. MEMBERS OF THE DEPARTMENT. M-W-F at 10. PROFESSOR SEGALL. *tEnglish 6o. Theses for Honors. *tEnglish 63 2h£. Theses for Honors. MEMBERS OF THE DEPARTMENT. French Survey of French Literature. (v) A summary of French literature illustrated by readings from representative works of the more important periods. Outside reading; reports. A good knowledge of French is required. FRENCH French 1. Beginning French. 20. (xvr) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. M-W-F at 11. [French 31. Eighteenth-Century French Literature.] PROFESSOR ELLIOTT. French 2. Intermediate French. (xm) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. (v1) The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, �----. ' 70 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE will be studied in some of their representative works. Comprehensive outside reading; theses. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. Omitted in 1933-34. PROFESSOR SEGALL. French 41. Nineteenth-Century and Contemporary French Literature. (vu) A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and nee-romanticism will be considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French Mat 3. PROFESSOR SEGALL. Subject to be arranged. Modern Literature. (vr) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German. M-W-F at 2. German 10, or three years of high-school PROFESSOR KUEHNEMUND. German 21. Scientific German. (1x) Intended for students specializing in the sciences. Pre-requisite: German 10, or three years of high-school German. T-Th-S at 9. PROFESSOR KuEHNEMUND. [*German 33. Advanced Composition and Conversation.] (vu) Required of German Majors. Pre-requisite : Two years of college German or the equivalent. M-F from 3 to 4: 30. Omitted in 1933-34. Pre-requisite : French 20. PROFESSOR SEGALL. *tFrench 62 1hf. Theses for Honors. Pre-requisite : French 20. First half-year. PROFESSOR SEGALL. *German 35. Introduction to the History of German Civilization. (v) GERMAN (1, xvr) Elements necessary for acquiring the language : grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. PROFESSOR KuEHNEMUND. Section B; M-W-F at 11. PROFESSOR KuEHNEMUND. German 10. Intermediate German. 20. Primarily for students who wish to acquire a better facility in writing and speaking German. *French 50. Reading Course. German 1. Beginning German. German 71 (n) Review of basic principles : grammar and composition; conversation; reading. from works of nineteenth-century and contemp-0rary authors. Pre-requisite: German 1, or two years of high-school German. M-W-F at 9. PROFESSOR KuEHNEMUND. A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. Pre-requisite: History 1 passed with grade of "C" or better. M-W-F at 1. PROFESSOR KUEHNEMUND. [*German 36. History of German Civilization during the Nineteenth and Twentieth Centuries.] ( v) A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. �---,,., ! I 'I 72 CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: German 35, or History M-W-F at 1. Omitted in 1933-34. CATALOGUE OF ST. JOHN'S COLLEGE 2I. Greek 24 2hf. Homer, the Odyssey. Pre-requisite: Greek 1 or its equivalent. M-W-F at 10. Second half-year. PROFESSOR KuEHNEMUND. [German 40. Problems of Current German Life and Thought.] (xvi) Ooen only to men majoring in German. T at 7:30 p. m. Omitted in 1933~34. 73 (rn) MR. KIEFFER. [Greek 31. Plato; Greek Tragedy.] (rn) Plato; Apology and Crito. Two Greek Tragedies. Pre-requisite : Greek 1. M-W-F at 10. Omitted in 1933-34. PROFESSOR KUEHNEMUND. *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. MR. KIEFFER. PROFESSOR KuEHNEMUND. Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets. *tGerman 60. Thesis for Honors. This course is to be taken in connection with either German 40 or German s.o. The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. PROFESSOR KuEHNEMUND. (rn) In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. M-W-F at 10. GREEK Greek 1. Beginning Greek. MR. KIEFFER. (IV) Elements of grammar and composition; readings in Greek prose. Special emphasis upon the Greek element in the English language. M-W-F at 11. MR. KIEFFER. Greek 22 1hf. Homer, the Iliad. Pre-requisite : Greek 1 or its equivalent. M-W-F at 10. First half-year. (rn) Greek 34 2hf. History of Greek Tragedy. T-Th-S at 10. Second half-year. MR. KIEFFER. MR. KIEFFER. *Greek 23 1 hf. History of Classical Mythology. LATIN (x) Study of the Myths as they appear in ancieI!t and modern literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. T-Th-S at 10. First half-year. Latin 1. Beginning Latin (xiv) Elements of grammar and composition; readings in Latin-prose authors. For students who have had little or no Latin. May not be taken by students who have had any college Latin. M-W-F at 4. MR. KIEFFER. (x) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. No knowledge of Greek is required. MR. KIEFFER. �74 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE (Ix) *Latin 15. Roman Law. Spanish 11. Introduction to Spanish Literature. 75 (vr) Readings principally from the Institutes of Justinian. ~tu~y of the development of legal procedure and the Roman constitut10n. For prospective law students. No pre-requisite. A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. T-Th-S at 9. Pre-requisite: Spanish 2, or threeyears of high-school Spanish. M-W-F at 2. MR. KIEFFER. PROFESSOR FITZGERALD. (xn) Latin 23 . Latin Comedy; Letters of Cicero and Pliny. Studies of Roman civilization as portrayed in these works. Collateral readings in English. . Pre-requisite: Latin 1, or three years of high-school Latin. T-Th at 1 :30. Spanish 13. Spanish Composition and Conversation. Pre-requisite: Spanish M-W-F at 3. MR. KIEFFER. (vn) A study of Spanish syntax; original compositions; practice in speaking Spanish. Required of all men majoring in Spanish. 2, or the consent of the instructor. PROFESSOR FITZGERALD. *Classics 50. Classical Philology. *Classics 51 hf. Classic Philology. . [Spanish 25. Spanish Life and Culture.] . Reading under the direction of the instructor, in Greek and Latin. !tter"t" ature an'd ant"1qm 1es. Open to approved candidates for honors m the Classics, and tq Juniors and Seniors generally. MR. KIEFFER. A study of the cultural background of Spanish civilization as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge qf Spanish required. Lectures, readings, discussions, reports. Not open to Freshmen. Hours to be arranged. Omitted in I933-34- *tClassics 60. Classical Philology. *tClassics 61 hf. Classical Philology. PROFESSoR FITZGERALD. Laboratory courses in thesis writing. MR. KIEFFER. [Spanish 31. Modern Spanish Novel.] SPANISH (r) Spanish 1. Elementary Spanish. Elements necessary for acquiring the language: grammar, pronun· ciation, conversation, reading of simple texts, composition. M-W-F at 8. A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors; reports and discussions; individual collateral reading and reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in I933-34- PROFESSOR FITZGERALD. Spanish 2. Intermediate Spanish. . PROFESSOR FITZGERALD. .. (_n)_ Review of basic principles : grammar and. compos1t10n; conversat10n, reading from the works of nineteenth-century and contemporary auth~rs. Prerequisite: Spanish 1, or two years of high-school Spamsh M-W-F at 9. PROFESSOR FITZGERALD. [Spanish 41. Spanish Drama.] Lectures on the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish. Spanish 11, or four years of high-school �76 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE [Economics 32. Financial Problems.] M-W-F at 3. Omitted in 1933-34. PROFESSOR FITZGERALD. The aim of this course is to make the student familiar with our banking system and its relation to business needs. The position of the private investor is also considered. *Spanish 50. The Romantic Movement in Spain. *Spanish 51 hf. The Romantic Movement in Spain. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish 11, or its equivalent. PROFESSOR FITZGERALD. Subject to be chosen after conference between student and instructor. Students must be able to read Spanish fluently. PROFESSOR FITZGERALD. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS KINGSBURY (Chairman), ALLES, HUNTER, McLAREN, PENROSE, AND WYCKOFF, DR. DUNCAN, AND MESSRS, JOHNSON, RODGERS AND SMITH. ECONOMICS See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2hf (Statistics). (rn) A study of the problems arising from the maintenance of life in a modern social group. Section A; M-W-F at 10. PROFESSOR WYCKOFF. Section B, for students majoring in Economics; M-W-F at 10. DR. DUNCAN. Economics 23 1 hf. Accounting. (v) The purpose of the course is to explain the fundamentals of accounting statements, and the principles of analysis. M-W-F at 1. First half-year. MR. SMITH. Pre-requisite: Economics 21. T -Th-S at 10. Omitted in 1933-34. PROFESSOR WYCKOFF. [*Economics 35. International Economic Problems.] *tSpanish 6o. Honors Thesis Course. *tSpanish 61 hf. Honors Thesis Course. Economics 21. General Principles. 77 (xI) This course will consist of discussions, readings, reports, and papers on selected problems in international economics including international business cycles, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 21 (Mathematics 26 2hf is advised, in addition). T-Th-S at 11. Omitted in I933-34· DR. DUNCAN. Economics 37. Government and Industry. (vn) The course will center its attention on the problem of government regulation of economic activity. It will begin with a consideration of that portion of industry where government supervision is now most extensive namely, public utilities; the second half will be devoted to the study of the increasing social control of all activities of business. Pre-requisite: Economics 21. M-W-F at 3. DR. DUNCAN. Economics 38 1 hf. Introduction to Business. (x) A study of the principles of the organization of industrial enterprises. Pre-requisite: Economics 21. T-Th-S at 10. First half-year. PROFES.SOR WYCKOFF. Economics 39 2hf. Forms of Social Organization. (x) A survey will be made of the more important economic forms of society-the philosophies and programs. Pre-requisite: Economics 21. T-Th-S at 10. Second half-year. PROFESSOR WYCKOFF. �78 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Economics 40. Advanced Economics. A conference course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in economics. M at 11, and individual conferences. PROFESSOR WYCKOFF AND DR. DUNCAN. *Economics *Economics *Economics *Economics (Iv) A more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into public life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Conference courses open to Juniors and Seniors who are interested in economics and are willing to read extensively. Pre-requisite : Economics 21. Hours to be arranged. PROFESSOR WYCKOFF. Pre-requisite : Government 11. M-W-F at 11. Omitted in I933-34· PROFESSOR KINGSBURY. Government 30. Principles and Problems of Government. (Iv) A study of some of the principle underlying the modern state and government; and selected problems in governmental organization and administration such as the budget and financial control, the problem of personnel, law enforcement and the administration of justice, public opinion and popular control of government. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. GOVERNMENT ( u) The introductory course required of all students majoring in government. Origins and development of the American form of government : federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. Section A; M-W at 9, PROFESSOR KINGSBURY. F. at 9, MR. SMITH. Section B; M-W at 9, PROFESSOR KINGSBURY. F. at 11, MR. SMITH. Section C; M-W-F at 2. DR. DUNCAN. Government 21. Governments of Europe. Pre-requisite: Government 11. T-Th-S at 9. PROFESSOR KINGSBURY. [Government 23. State and Local Government.] 50. Readings in Economics. 51 hf. Readings in Economics. 52 1 hf. Readings in Economics. 53 2 hf. Readings in Economics. Government 11. American Government. 79 Pre-requisite : Government 11. M-W-F at 11. PROFESSOR KINGSBURY. Government 41 1 hf. International Relations. (xu) A survey of the present-day factors affecting international relations : nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: (1) Government 11; (2) Government 21, or Government 30, or History 22. T-Th from 1 to 2 :30. First half-year. PROFESSOR KINGSBURY AND DR. DUNCAN. (Ix) An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms; the rise of autocracies in Italy and Russia, and other recent developments will be studied. Government 42 2hf. International Organization. (xu) The development of international cooperation, and the peaceful settlement· of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a law of nations. �So CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Pre-requisite: ( 1) Government 11 ; (2) Government 21, or Government 30, or History 22; (3) Government 41 1 hf. T-Th from 1 to 2 :30. Second half-year. PROFESSOR KINGSBURY. [Government 43 1 hf. Political Parties.] (xn) The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. Pre-requisite : ( 1) Government 11 ; ( 2) Government 23, or Government 30. T-Th from 1 to 2 :30. First half-year. Omitted in I933-34· 81 HISTORY History 1. European History from the Fall of Rome to the (m) Present Time. A general survey of the political, economic, religious, and intellectual history of Europe since 476 A. D. A pre-requisite for men majoring in history. Section A; M-W-F at 10. Section B; M-W at 10, F at 11. MR. RODGERS. [History 11. History of° Greece and Rome. J (x) Outline of the political history of ancient times and a study of classical society. T-Th-S at 10. Omitted in 1933-34. MR. KIEFFER. PROFESSOR KINGSBURY. [History 21. Mediceval European History.] [Government 44 2hf. Constitutional Law.] (xn) A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisite: (I) Government 11 ; ( 2) Government 23, or Government 30. T-Th from 1 to 2 :30. Second half-year. Omitted in I933-34· T-Th-S at 11. Omitted in I933-34· History 22. Modern European History. 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2hf. Reading Course. PROFESSOR KINGSBURY. *tGovernment 6o. Theses for Honors. (I) An outline of the history of Europe from the emergence of the national state to the present. M-W-F at 8. PROFESSOR HUNTER. PROFESSOR KINGSBURY. *Government *Government *Government *Government (xI) A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. History 23. English History. (m) A survey of English history. M-W-F at 10. PROFESSOR HUNTER. History 25. The History of the United States. (v) A survey of United States history from colonial times to the present. M-W-F at 1. PROFESSOR KINGSBURY. PROFESSOR HUNTER., 4 �82 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE History 32. American Constitutional History. Wat 8 p. m. i933-34 only. pleted three full courses in history, with grades of B or better in two of them. The approval of the Department is also necessary in each case. Oral and written reports. MR. RODGERS. History 37. History of the Renaissance. Th from 2 to 4. MEMBERS OF THE DEPARTMENT. (XIII) MR. JOHNSON. History 42. History of American Life. *t History 60. Theses for Honors. *tHistory 61 hf. Theses for Honors. MEMBERS OF THE DEPARTMENT. ( xm) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Pre-requisite : History 25 or its equivalent. T from 2 to 4. PHILOSOPHY Philosophy ll 1hf. Logic. (x1) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. PROFESSOR HUNTER. History 45 1 hf. Military and Political History of the Civil War. (vi) The course will commence with a study of the political theories underlying the Civil War, and will conclude with a study of the military strategy qf the War. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year.. PROFESSOR ALLES. Philosophy 12 2 hf. Introduction to Philosophy. Pre-requisite: History 25. M-W-F at 2. First half-year. (xi) The course deals with such problems in philosophy as the origin and nature of human know ledge ; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. MR. RODGERS. History 46 2 hf. The Modern Republic. 8..'I (vi) The course will commence with the conclusion of the Civil War, embracing the main course of events down to 1920. Emphasis will be laid upon the political history covered by the McKinley, Roosevelt, and Taft administrations. Pre-requisite: History 25. M-W-F at 2. Second half-year. MR. RODGERS. *History 50. Reading Course. *History 51 hf. Reading Course. The reading courses in history are intended particularly for Seniors who are majoring in history, and normally they are open only to such students. To be eligible for a reading course, a student must have com- Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. Philosophy 15. Ethics. (ix) A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. �~~~~~~~~~.1 ! 84 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T-Th-S at 10. Pre-requisite: Philosophy 12 2 hf, or 31, or 35 1 hf, or the consent of the instructor. M-W at 2. Omitted in 1933-34. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 34 2 hf. Locke; Berkley; Hume. 85 (v1) [Philosophy 41 1 hf. Plato.] (vu) An interpretation of their philosophy based on the reading of their works. An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite: Philosophy 12 2hf or 31, or the permission of the instructor. M-W-F at2. Second half-year. Pre-requisite: Philosophy 31. M-W-F at 3. First half-year. Omitted in 1933-34. PROFESSOR ALLES. PROFESSOR ALLES. Philosophy 35 1 hf. History of Religion. (vu) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 3. First half-year. PROFESSOR ALLES. Philosophy 36 2 hf. Psychology and Philosophy of Religion. (vu) The course falls into two parts : I. The psychology of religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. [Philosophy 42 2hf. Schopenhauer.] (vu) An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND !DEA. Pre-requisite : Philosophy 31. M-W-F at 3. Second half-year. Omitted in 1933-34. PROFESSOR ALLES. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. / Field or subject to be determined after consultation with the student. PROFESSOR ALLES. *t Philosophy 60. Theses for Honors. *tPhilosophy 61 hf. Theses for Honors. The work consists in the writing of a thesis in some field or on' a subject chosen by the student after consultation with the instructor. PROFESSOR ALLES. PROFESSOR ALLES. [Philosophy 38. Conceptions of Immortality.] (v1) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Greek conceptions as well as those of outstanding western thinkers (philosophers and scientists) down to the present. PSYCHOLOGY *Note concerning Educational Psychology: Any student who wishes to take a year's work in educational psychology should, after securing permission from the instructor, register in Psychology 50. i �'I I I [Psychology 19 2hf. EducationalTheory.] A study of the bearing of modern psychological theories and data upon educational theories and practices. The meaning of education as understood by progressive educators will be discussed and emphasized. Not open to first-year students. Second half-year. Omitted in 1933-34. [Psychology 35 2hf. Mental Hygiene and Abnormal Psychology.] Iri discussing behavior deviations, an attempt will be made to get at social causes and to steer a realistic course among numerous metaphysical and romantic theories. The course should be of especial value to pre-medical students and to students of literature. Second half-year. Omitted in 1933-34. PROFESSOR McLAREN. Psychology 20. Schools of Psychology. PROFESSOR McLAREN. (rx, xr) This course is designed to serve as a basis for further work in psychology. All of the modern schools of psychology-structuralism, functionalism, behaviorism, purposivism, gestaltism, p·sychoanalysis-will be analyzed and discussed; and throughout the course an attempt will be made to discover a biological foundation for the study of human behavior. Not open to first-year students, or to Sophomores who at the time of registration are not on the Rank List. Open to qualified Sophomores and to all Juniors and Seniors. Section A; T-Th-S at 9. Section B ; T-Th-S at 11. PROFESSOR McLAREN. Psychology 27. Social Psychology. Pre-requisite: Psychology 19 2 hf, or 20, or 29, or one year of biology, or one year of philosophy. M-W-F at 9. PROFESSOR McLAREN. These courses are intended for students who are in earnest about reading extensively and intensively in the field of psychology. Conferences, and assigned papers which must be turned in when due. Pre-requisite : Two full years of psychology, or one of psychology and one of biology, or one of psychology and one of philosophy. *tPsychology 60. Theses for Honors. PROFESSOR McLAREN. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS· EASON (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY, MCFARLIN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. (1v) A technical and scientific study of the biological and social phenomena underlying human behavior. Open to any Sophomore or Junior who has had one of the pre-requisite courses, and, with the permission of the instructor, to any Senior, regardless of pre-requisite requirements. Pre-requisite: Psychology 19 2 hf, or 20, or 27, or one year of biology, or one year of philosophy. M-W-F at 11. PROFESSOR McLAREN. *Psychology 50. Reading Course. *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. *Psychology 53 2hf. Reading Course. PROFESSOR McLAREN. (n) A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal ; and social psychology will be considered to be integral with biological psychology. The different schools of social psychology will be examined and discussed. Open to any Sophomore or Junior who is on the Rank List. Open, with the permission of the instructor, to any Senior, regardless of pre-requisite requirements. Psychology 29. Advanced Psychology. 87 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE 86 (rv, vrn) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. Laboratory fee, $10.00 per half-year. Section A; Recitation, M-F at 11. Laboratory, W-F from 1 to 4. PROFESSOR RIDGEL y. �88 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Section B ; (Pre-medical students) . Recitation, T -Th at 8. Laboratory, T-Th from 1 to 4. Biology 1 hf. Invertebrate Zoology. (v) The morphology and evolution of the invertebrates. Some attention to larvre, to extinct groups, and tot groups of uncertain phylogenetic position. A course parallel to Biology 21 1hf. Two !>ours of recitation and six hours of laboratory. PROFESSOR BAYLIFF. Biology 14 1 hf. Readings in Biology. 20 89 (xn) This course is intended for students who are not mai ormg in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Three hours weekly. Open only to upperclassmen who have had no biology. T-Th from 1 to 2 :30. First half-year. PROFESSOR RIDGELY. *Biology 15 2hf. Ecology. Observation o.f local animals and plants in their native habitats, both land and water; and an introduction to some methods of studying animal communities. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 16 2hf. Physiology. A general study of vital processes. The nature of life and its relationship to the environment. Laboratbry fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 19 2hf. History of the Germ Cells. Pre-requisite: Biology 11 or the equivalent. Biology· 19 2hf advised. Laboratory fee, $10.00. Recitation and Laboratory, W-F from 1 to 5. First half-year. PROFESSOR BAYLIFF. Biology 21 1 hf. Comparative Anatomy of Vertebrates. (nr) A history of the successive types of structure found in the higher animals. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR APPEL. Biology 22 2 hf. Embryology of the Vertebrates. (m) A further study of the higher types of animal structure as seen in developmental anatomy. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. Biology 30 1hf. Histology. (I) A study of the mechanism of early development, and of the regulation of development by environmental and hereditary factors. Microscopic study of normal cells and tissues. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. Pre-requisites: Biology 21 1 hf and 22 2 hf. Laboratory fee, $10.00. Recitations, W-F at 8. Laboratory, M from 1 to 4, W from 7 to 10. First half-year. PROFESSOR APPEL. PROFESSOR APPEL. �90 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST; JOHN'S COLLEGE *Biology 33 2hf. Microscopical Technique. Training in laboratory methods, especially in the use of precision instruments. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 19 2 hf or 30 1 hf. Laboratory fee, $10.00. Hours to be arranged. Second half-year. PROFESSOR APPEL. A study of the principles of heredity and variation, and of the relation of these two phenomena to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Three hours of recitation and four hours of laboratory. Pre-requisite: Biology 11 or the equivalent. Biology 19 2 hf is recommended. Laboratory fee, $10.00. H.ours to be arranged. PROFESSOR BAYLIFF. (Biology 37 1 hf. Parasitology.] (vm) A study of the morphology and of the life histories of the internal parasites of vertebrates, particularly birds and mammals. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 11 or the equivalent. Biology is recommended. Laboratory fee, $10.00. Recitation, T -Th at 9. Laboratory, Section A, M-W from 1 to 4; Section B, M from 1 to 4, W from 9 to 12. First half-year. Omitted in 1933-34. PROFESSOR BAYLIFF. With the approval of the department courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for a biology major, or the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. See "Awards and Aids." *Biology 52 1 hf. Readings for Advanced Students. Biology 34 2hf. Genetics. Second half-year. 91 20 1 hf Marine Biology. Advanced students, particularly biology majors, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversity of animals available at sueh institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. A three-hour course of intensive independent reading, with conferences weekly. Ordinarily topics will be assigned, but students may choose topics of their own on suitable subjects not covered by other courses. Students who wish to prepare for Biology 63 2hf will be assigned readings leading to thesis subjects. First half-year. Individual conferences. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. *t Biology 63 2 hf. Theses for Honors. Individual problems involving laboratory work and reading equivalent in amount to the work of an eight-hour laboratory course. A short thesis will be required of each student, summ;:i,rizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. CHEMISTRY Chemistry 1. General Chemistry. (rn) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS ALLEN AND McFARLIN. �92 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 2. General Chemistry for Science Students. (m) A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that the Friday recitation is conducted separately from Chemistry 1. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students h_a,ving difficulties with the course. Students who at the beginning of their Sophomore year choose a science as their major and have taken Chemistry r must take the one-hour recitation given in Chemistry 2 on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M~W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. (xn) Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee $15.00 and breakage. Recitation, T-Th at 1. Laboratory, W-F from 1 to 4. First half-year. Chemistry 31 1 hf. Quantitative Analysis, Part II. (v) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 22 2hf. Laboratory fee, $15.00 and breakage. M-W-F from 1 to 4. First half-year. Substances in the gaseous, liquid, and solid states; the structure of matter; energy changes; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties. etc. Three hours of lectures and four hours of laboratory. Pre-requisite: Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W 1 to 5. Second half-year. PROFESSOR ALLEN. Chemistry 33. Organic Chemistry. (1v) An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds. of the aliphatic and aromatic series and their reactions. Two hours of lectures and recitation and six hours of laboratory. PROFESSOR MCFARLIN. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. PROFESSORS ALLEN AND McFARLIN. Chemistry 32 2hf. Physical Chemistry, Part I. The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns " and to the separation and identification of the metals and acid radicals usually met with in inorganic chemistry. Two hours of lectures and recitations and six hours of laboratory. Chemistry 22 2hf. Quantitative Analysis, Part I. Recitation, M at L Laboratory, M from 2 to 4. W-F from 1to4. Second half-year. PROFESSOR ALLEN. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. Chemistry 21 1hf. Qualitative Analysis. 93 Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T -Th from 1 to 4. PROFESSOR BERNHARD. �94 CATALOGUE OF ST. JOHN'S COLLEGE Chemistry 42. Advanced Organic Chemistry. CATALOGUE OF ST. JOHN'S COLLEGE (vm) Selected topics of organic chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes quantitative organic analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on soi:ne small research problem. Two hours of lectures and six hours of laboratory. Pre-requisite : Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. PROFESSOR BERNHARD. Chemistry 43 1 hf. Physical Chemistry, Part II. M-W-F at 8. First half-year. PROFESSOR VEDOVA. Mathematics 2 2 hf. Plane Geometry. (l) M-W-F at 8. Second half-year. PROFESSOR V EDOVA. (1v) Pre-requisite : Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. PROFESSOR ALLEN. (vI) A reading and seminar course in the history of chemistry. Three hours. Pre-requisite: Chemistry 21 1hf and 33. M-W-F at 2. First half-year. PROFESSOiR BERNHARD. *tChemistry 6o. Thesis and Laboratory Work. *tChemistry 61 hf. Thesis and Laboratory \Vork. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. Mathematics 11. Introduction to Mathematical Analysis. (I) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school ( xn) This course aims to give a survey of the essentials of trigonometry college algebra, a,nd analytic geometry. The two-fold purpose of mathe~ matical study is emphasized; to enable the student to use mathematical p:ocesses as a tool in his scientific studies, and to enable him to recogmze the cultural value of rigorous thinking. Section A; M-W-F at 9. PROFESSOR VEDOVA. Section B; T-Th-S at 9. PROFESSOR BINGLEY. Section C; T-Th-S at 11. PROFESSOR BINGLEY. Mathematics 21. Analytic Geometry and the Calculus. (m) Plane analytic geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to analytic geometry of three dimensions. Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Beginning with the year 1934-35, this. course will deal exclusively with the elements of the differential and integral calculus, the part now devoted to analytic geometry being made a part of the pre-requisite course ' Mathematics 11. Pre-requisite: Mathematics 11. M-W-F at 10. PROFESSOR BINGLEY. Mathematics 25 1 hf. The Mathematics of Finance. MATHEMATICS Mathematics l 1hf. Algebra. algebra ·through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. This course is required of all students who have not offered plane geometry for admission. No credit toward the degree. The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. *Chemistry 52 1hf. Readings in Chemistry. 95 (1v) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at 11. First half-year. ' PROFESSOR BINGLEY. �CATALOGUE OF ST. JOHN'S COLLEGE 96 Mathematics 26 2 hf. Statistical Methods. CATALOGUE OF ST. JOHN'S COLLEGE (iv) A study of the classical and recent statistical methods. PROFESSOR BINGLEY. (ix:) An advanced course in the calculus with an introduction to differential geometry. The applicatiqn~ of mathematical analysis to the physical sciences are stressed. T-Th-S at 8. PROFESSOR V EDOVA. *Mathematics 50. Reading Course. (m) The subject or subjects will be determined in consultation with the instructor. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR (vm) Mathematics 45. Differential Equations. Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive knowledge of the underlying theory. M-W-F at 11. Second half-year. Mathematics 31. Mathematical Analysis, Part I. 97 M-W-F at 10. \T EDOVA. PROFESSOR VEDOVA. Mathematics 33. Higher Algebra. (xI) In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at 11. PROFESSOR BINGLEY. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. at 10. T~Th-S PROFESSOR BINGLEY. Mathematics 41. Mathematical Analysis, Part II. A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 31. T-Th-S at 11. PROFESSOR V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite : Mathematics 33. Hours to be arranged. PROFESSOR V EDOVA. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR V EDOVA. Mathematics 35. The Elements of Mechanics. *Mathematics 53 2hf. Selected Topics in the History of Science. *tMathematics 63 2hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be based, if possible, upon the reading done in Mathematics 50. Conference hours to be arranged. PROFESSOR V EDOVA. PHYSICS Physics 21. Elements of Physics. (vm) This course covers the elements of mechanics, heat, electricity, magnetism, sound, and light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily .life. Three hours of recitation and four hours of laboratory. Pre-requisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. �98 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE Physics 43. Electricity. Section B; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. Physics 31. Electricity and Magnetism. (r) Beginning with the fundamental ideas underlying electrical science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. 99 (n) This is an advanced course in Electricity. The treatment is largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 21; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. [Physics 4L Physical Optics.] This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the theory of relativity. The student must realize that the subject of light is a broad one and requires thorough preparation in mathematics and chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. Pre-requisite: Physics 21 ; Mathematics 31 (which may be taken concurrently) I Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T -Th from 2 to 4. Omitted in 1933-34. PROFESSOR EASON. [Physics 42. Theory of Heat.] An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 21 ; Mathematics 21 ; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1933-34 and 1934-35. PROFESSOR EASON. *Physics 50. Reading Course. (xn) Independent reading of books and current periodicals covering some particular field of physics. Frequent conferences. Pre-requisite, Physics 21. Tat 1. PROFESSOR EASON. "'tPhysics 6o. Theses for Honors. PROFESSOR EASON. Hygiene 1. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods ; heat regulation of the body ; removal of waste material from the body ; physical exercise ; the nervous system ; mental hygiene; diseases in general ; particular diseases. One lecture each week for ten weeks, beginning with the first Monday in October. Required of all freshmen. M at4. DR. MURPHY. �IIi 100 CATALOGUE OF ST. JOHN'S COLLEGE Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus wc.rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. Physical Training NOVAK. 2. Advanced course in physical training. Two years of physical training are required of all students. Students who fail to fulfill the requirements in physical training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. NovAK. CATALOGUE OF ST. JOHN'S COLLEGE 101 STUDENTS ENROLLED IN ST. JOHN'S COLLEGE, 1933-34 * SENIORS-CLASS OF 1934 Jesse Baptista Stanley John Bartis Eugene Paul Belcher Bel"'1ard Joseph Casassa Harold Way Conn Henry Merryman Cooper, Jr. Robert Clifford Crawford Edwin Pountney Davis Samuel Busey Dove, Jr. Paul Charles Dunleavy Harrison Golshan Dyar Charles Joseph Eastman Herbert Joseph Florestano Joseph Michael Florestano Jerome Daniel Goodman Charles Gardner Granniss Edward Edgecomb Gray Lewis Herbert Griffith, Jr. Milton Aaron Katz John Harold Kilmore Francis Gibbs LaMotte, Jr. Robert Crane Leatherbee Howard Archibald Legg James Frederick Leslie William Thetford LeViness Ernest Carl Lyon Carl Charles MacCartee Carl Edmund Maffeo Raymond Thomas Malley William Bernard Matthews, Jr. Vincent Edward Mayer Robert Leutze Orvis William Selby Purnell Jesse Oliver Purvis, Jr. John Douglas Ramsay William Evans Reese Robert H. Sander, Jr. Michael John Scelsi Lewis Emil Scheffenacker Gust Skordas Henry Clay Smith, Jr. Harry Wellington Stevens, Jr. Norman Veitch Stevens Paul Edward Watson, Jr. Edmund Parker Wells Walter Miller White Horace William Witman Allan Sheldon Woodle, III New Bedford, Massachusetts 29 Pinkney Hall Nashua, New Hampshire 31 Pinkney Hall Eastport Home, Washington Street Washington, District of Columbia Kappa Alpha House Philadelphia, Pennsylvania Infirmary Baltimore Theta Psi House Baltimore Alpha Kappa Pi House Westfield, New Jersey Delta Psi Omega House Annapolis Home, 42! Southgate Avenue Annapolis Home, :a Locust Avenue Washington, District of Columbia rr Randall Hall Laurel Delta Psi Omega House Annapolis Home, 102 Prince George Street Annapolis Home, 134 Prince George Street Annapolis 6 Pinkney Hall Saybrook, Connecticut 22 Randall Hall Annapolis Delta Psi Omega House Easton Theta Psi House Westminster 44 Pinkney Hall Baltimore 12 Randall Hall Baltimore Kappa Alpha House Baltimore Delta Psi Omega House Stevensville 22 Pinkney Hall Towson Delta Psi Omega House Salisbury ro Pinkney Hall Indian Head Theta Psi House Washington, District <>/ Columbia Kappa Alpha House Newark, New Jersey 35 Pinkney Hall Terryvil/e, Connecticut 8 Randall Hall Baltimore Kappa Alpha House Rockville Centre, New York Alpha Kappa Pi House BaJdwinsvil/e, New York Phi Sigma Kappa House Ber/i,. 4 Randall Hall A nnapo/is Home, 40 Franklin Street Baltimore Theta Psi House Baltimore Kappa Alpha House Rutherford, New Jersey Delta Psi Omega House Pittsfield, Massachusetts 19 Randall Hall Baltimore Kappa Alpha House Annapolis Home, S Washington Street Catonsville Delta Psi Omega House Winchester, Massachusetts Infirmary Washington, District of Columbia Alpha Kappa Pi House Salisbury Theta Psi House Larchmont, New York Phi Sigma Kappa House Salisbury Phi Sigma Kappa House Rising Sun 22 Pinkney Hall Ridley Park, Pennsylvania Alpha Kappa Pi House *This list includes only those students who were enrolled during the first half-year, prior to the publication of the Catalogue. �CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE JUNIORS-CLASS OF 1935 102 Louis Eickwort, III Flushing, New York Phi Sigma Kappa House Harry Ferguson West Hartford, Connecticut 8 Randall Hall George Morris Gelston Lutherville Kappa Alpha House Frank Richard Gessner, Jr. Annapolis Home, 49 Murray Avenue William Gottschalk Gideon Pleasant Plains Home, Pleasant Plains Max Glickman Annapolis Home, 145 Main Street Joseph Burnham Gray Annapolis Home, 141 Fifth Street John Donald Hampshire Baltimore 29 Pinkney Hall James Leslie Hays, III Baltimore Kappa Alpha House Edward Tyler Heise Annapolis Home, R. F. D., No. 3, Annapolis William McDowell Herson Annapolis Home, 95 College Avenue Samuel Milton Ivrey Annapolis Home, 101 Compromise Street Clarence Leather bury Johnson Annapolis Home, 21 Randall Street Lawrence Kantor East Orange, New Jersey 5 Pinkney Hall Louis Elbert Kemp, Jr. Hanover Theta Psi House William Munsey Kennedy, Jr. Washington, District of Columbia 14 Pinkney Hall Paul Joseph Kesmodel Baltimore Kappa Alpha House Charles Jacob Kibler Greensboro Alpha Kappa Pi House William Calvin ·Lotz Ellicott City Theta Psi House Daniel Hutchinson Mathers Annapolis Home, 79 Shipwright Street Charles Benson McClure, Jr. Lakewood, Ohio 6 Randall Hall Henry David McCool Philadelphia, Pennsylvania Delta Psi Omega House Edwin Kay McCrea Rock Hall 32 Pinkney Hall Stephen Philip McCrea Rock Hall 32 Pinkney Hall Donald Edward Stuart McGarrowBaltimore Phi Sigma Kappa House Baltimore Irvin Meginnis 14 Randall Hall Baltimore 7 Pinkney Hall Joseph N ovey Ridgely William Nelson Rairigh IO Randall Hall Roy Lewis Rascovar Baltimore 7 Randall Hall Baltimore Ralph Murray Schley Pbi Sigma Kappa Honse Richard Brooke Sellman Poolesville Theta Psi House Garr·isonville, Virginia Morris Ezra Stoner 29 Pinkney Hall Baltimore Joseph Albert Sutton, Jr. Kappa Alpha House Richard Brimmer Taylor Lima) Ohio 3 Randall Court Leroy Gardner Webster Deal' s Island 14 Pinkney Hall Henry Reginald Weeks Little Neck, New York Alpha Kappa Pi House Baltimore Charles Tylden Westcott 2 5 Pinkney Hall Richard Talbot Williams Waterbury Home, Waterbury Wethersfield, Connecticut James Cornelius Wilson, Jr. Alpha Kappa Pi House Charles Oliver Wingate, Jr. Baltimore Theta Psi House Baltimore Waitman Burgess Zinn Phi Sigma Kappa House Charles Brooks Anderson Roland James Bailey, Jr. Gordon Keith Boucher Charles Schoch Catherman, Jr. Charles Patton Clark, Jr. Frank William Connor, Jr. Charles Edwin Dearing, II Edward DeLisio William Robert Eaton Walther Frederick William Evers Alphonse .Emanuel Farone Morton Norman Fine Fiorino Peter Froio Bryan Hancock David Arthur Harkness Francis Geoghegan Hurlock James Richard Kelly Graham Kent Gerald Independence Kurtz Angus Lamond Arthur Hungerford LaMotte Robert Henry Lampee John Robinson Magruder Elmer Lacy Meredith David Eugene Nopper Lawrence Joseph O'Connor, Jr. John Brophy O'Donnell Otto Ronald Peterson Philip Joseph Russillo Ephraim Roy Shawn, Jr. Robert Allison Sindall, Jr. Louis Ambrose Snyder Robert Noble Sosman Edward Maurice Sullivan David King Usher Dalton Middlekauff Welty Frank Kennedy Wilson, Jr. Austin William Winston Richard Sage Woodman Glenmont, New York 36 Pinkney Hall Hebron Delta Psi Omega House Grantsville Kappa Alpha House Cumberland Delta Psi Omega House Summit, New Jersey Phi Sigma Kappa House Wayne, Pennsylvania Phi Sigma Kappa House Newton Centre, Massachusetts Alpha Kappa Pi House Washington, District of Columbia Kappa Alpha House Chester 42 Pinkney Hall Baltimore Phi Sigma Kappa House Saratoga Springs, New York 3 Pinkney Hall Baltimore 15 Pinkney Hall Pittsfield, Massachusetts 9 Randall HalI Indian Head 42 Pinkney Hall Mutual Theta Psi Honse Cambridge 24 Randall HalI Thurmont 24 Randall Hall Washington, District of Columbia 34 Pinkney Hall Paterson, New Jersey 37 Pinkney HaU Washington, District of Columbia Kappa Alpha House Baltimore Kappa Alpha House New York, New York Delta Psi Omega House Baltimore Kappa Alpha House Federalsburg 8 Pinkney Hall Baltimore Theta Psi House Annapolis Home, 133 Duke of Gloucester Street Baltimore Delta Psi Omega House Manasquan, New Jersey Alpha Kappa Pi House Norwich, Connecticitt 163 Prince George Street West Annapolis Home, West Annapolis Baltimore 26 Pinkney Hall Hager st own Theta Psi House Westfield, New Jersey Delta Psi Omega House Hartford, Connecticut 9 Randall Hall Baltimore Phi Sigma Kappa House Funkstown Theta Psi House Baltimore 138 Conduit Street Washington, District of Columbia Kappa Alpha House Tenafly, New Jersey Alpha Kappa Pi House SOPHOMORES-CLASS OF 1936 Carvil Reid Archer Melville Lewis Bisgyer John Reeves Blakistone James Pierce Bradley James McCombs Brown Edward James Butterworth Timothy Andrew Callahan, Jr. Thomas Linwood Carter Burton Chance, Jr. Garnett Yelverton Clark Lawrason Levering Crane John Charles Donohue Robertson Drake Herbert Henry Eccleston Bel Air Kappa Alpha House Brooklyn, New York 5 Pinkney Hall Bushwood Alpha Kappa Pi House California Alpha Kappa Pi House Baltimore 45 Pinkney Hall Paterson, New Jersey Phi Sigma Kappa House Bel Air Phi Sigma Kappa House Arnold Home, Arnold Radnor, Pennsy~van-fri, Phi Sigma Kappa House Annapolis Home, l 83 Prince George Street Baltimore 25 Pinkney Hall Baltimore Theta Psi House Maplewood, New Jersey 32 Pinkney Hall Hackensack, New Jersey Alpha Kappa Pi House 103 FRESHMEN-CLASS OF 1937 Willard Osborne Ash Charles Chester Atwater Lewis Allan Bevier Robert Leon Baro Chauncey Brooks, Jr. Harold Leroy Brooks John Harrington Brown John Wheelwright Browne James Joseph Buchheister Harry Pattey Calhoun ·Thomas Warren Chandlec Herbert Keith Clayton William Francis Coleman John Raymond Cooper Cumberland I I Pinkney Hall Chestertown l 6 Pinkney Hall Elkridge 20 Pinkney Hall Severna Park Home, Severna Park Annapolis Home, 4 Randall Place Washington, District of Columbia 2 Randall Hall Wye Mills 20 Randall Hall Merion, Pennsylvania, 12 Pinkney Hall Upper Marlboro 40 Pinkney Hall Ocean City 23 Pinkney Hall Delta, Pennsylvania Phi Sigma Kappa House Baltimore l Randall Hall Cumberland 37 Pinkney Hall Baltimore l Randall Hall �104 CATALOGUE OF ST. JOHN'S COLLEGE 40 Pinkney Hall College Park So State Circle Annapolis Camp Parole Wetumpka, Alabama I 9 Pinkney Hall Cumberland 35 Pinkney Hall Hartford, Connecticut 12 Pinkney Hall Philadelphia, Pennsylvania Home, 77 Conduit Street Annapolis Home, Odenton Odenton 35 Pinkney Hall Newark, New 1 ersey I s Pinkney Hall New York, New York 28 Pinkney Hall Nashua, New Hampshire Kappa Alpha House Baltimore Is Randall Hall Accident Home, R. F. D., Annapolis Annapolis Phi Sigma Kappa House Baltimore Kappa Alpha House Baltimore 23 Randall Hall Baltimore 33 Pinkney Hall Cumberland 2 I Pinkney Hall Philadelphia, Pennsylvrwia Horne, IS Maryland Avenue Annapolis 20 Pinkney Hall Baltimore 44 Pinkney Hall Atlantic City, New Jersey I 6 Pinkney Hall Crumpton I 3 Randall Hall Hampstead Home, 55 East Street Annapolis 2 I Randall Hall Relay Washington, District of Columbia Kappa Alpha House 5 Randall Hall River Edge, New Jersey I7 Pinkney Hall Quantico I7 Randall Hall Clearfield, Pennsylvania Baltimore 4 Pinkney Hall Phi Sigma Kappa House Baltimore 38 Pinkney Hall Bridgeton, New Jersey I9 Pinkney Hall Prince Frederick I 8 Randall Hall Woodmere, New York 33 Pinkney Hall Baltimore Chevy Chase, District of Columbia Delta Psi Omega House I 7 Pinkney Hall William Balfour McDonald, Jr. Wilson, North Carolina Home, 44 West Street Isadore ·Irvin Miller Annapolis Theta Psi House William Robert Miller Baltimore 23 .Pinkney Hall Lewis Lee Moore, Jr. Cambridge Horne, I44 Duke of Gloucester Street Robert Graham Moss Annapolis Kappa Alpha House Cyril Raymond Murphy, Jr. Baltimore Home, Boucher's Point John Burneston Owens Annapolis Kappa Alpha House William Burton Parsons Onley, Virginia I 6 Randall Hall Albert Francis Patrick Yonkers, New York Home, Round Bay Charles Francis Peace, III Round Bay Home, Round Bay Robert Lee Peace Round Bay Home, Ferry Farms Langdon Dominique Pickering, Jr.Ferry Farms 7 Randall Hall Lewi• Putzel Baltimore 26 Pinkney Hall William Reed Quimby Bar Harbor, Maine 3 Pinkney Hall Sylvester Joseph Ramos, Jr. Saratoga Springs, New York 45 Pinkney Hall Turner Reuben Russell Baltimore 27 Pinkney Hall Isadore Scher Baltimore Home, 85 Main Street Charles Schiff Annapolis Home, I I I Market Street William Morris Shannon Annapolis 27 Pinkney Hall Irving Lloyd Silver Clifton, New Jersey Horne, I33 Fifth Street Jesse Campbell Simpson Annapolis Ernest Neal Cory, Jr. Gilbert Albert. Crand'all Richard Gunter Crommelin Charles Joseph Cunningham Stuart Henry DePathy Henry Herman Fahrig, Jr. Bernard Gregory Fold Frank Anderson Gale Ralph Joseph Giordano Merrill Morse Goldstein Charles George Goy Calvert Michel Haas William Edward Harman William Preston Harrison Charles Parish Hebb John Sebastian Hodges Asher Hollander Jesse W. Holmes, Jr. George Richard Hoover John Trenholm Hopkins Calvin Lewis Horn, Jr. Louis Rosin Horn Edward Conquest Hudson Charles David Hyson Alexander Noble Jarrell Norval Foard Kemp Donald Dodge Kneessi George Worthington Kopp Richard Lee Layfield Asbury Wright Lee, III Robert Levin Robert Glyn Lewis James Frederic Lummis Thomas Frank Lusby, II Harry Patrick Luz Everett Paul Mason, Jr. Harold Olin McCallum CATALOGUE OF ST; JOHN'S COLLEGE Arthur Robert Smith Everett Welcome Smith, Jr. Marcus Edward Smith Robert McCawley Snibbe Emanuel Philip Snyder William Burns Sohn John Ferguson Somerville, Jr. Cyrus William Straw John Leslie Sullivan John Henry Von Dreele, III Lester Aubrey Wall, Jr. Richard Lawrence Waters, Jr. George Thomas Wingate John Mackall Young Oradell, New Jersey Annapolis Cambridge BaltimOf'e Annapolis Towson Cumberland Scranton, Pennsylvania Annapolis Baltimore Baltimore Rockville Baltimore Elkton 105 s Randall Hall Home, 6I College Avenue 20 Randall Hall 2I Pinkney Hall Home, 78 Maryland Avenue Io Randall Hall I I Pinkney Hall I8 Pinkney Hall Home, 23 Francis Street Phi Sigma Kappa House r 3 Randall Hall 3 Randall Hall Theta Psi House Alpha Kappa Pi House SPECIAL STUDENTS Henry Gannett Backus H. Millard Chew Henry Hall Kyle Johri Dudley Martin Leigh Allison Miner Oscar Mir6-Quesada, Jr. Bertram Earle Spriggs Washington, District of Columbia 2 Randall Hall Bridgeton, New Jersey 3~ Pinkney Hall Waterbury Home, Waterbury Eastport Home, Boucher's Point Owosso, Michigan 39 Pinkney Hall Lima, Peru I8 Pinkney Hall Eastport Home, 484 Chesapeake Avenue NON-MATRICULATED STUDENTS James Wilson Macey Joseph Hornsby Spear Annapolis Annapolis Home, I I Dean Street Home, IO Porter Road SUMMARY OF ENROLLMENT BY CLA:SSES * SENIORS •••••••••••••••••••••••••••••••••••••••.••••••••••••••••••••••••••• ~~=~~~OR-.,;; ... •••.••.•.. •••... •.••••.•.. •••••••.•••••••.•.•••.••.•••••' ' ' ' • ······························································· ~==~::E~T;~~~~~ •::::::::::::::::::::::::::::::::::::::::::••.••••• : . • •. ••• NON-MATRICULATED STUDENTS ••••••••••••••• ··················· ····························· 48 39 55 86 7 2 ................................................................. 237 SUMMARY: GEOGRAPHICAL* DISTRIBUTION Maryland ....................... . I58 New Jersey , .................... . I9 New York ....................... . I3 District of Columbia ............. . I3 Pennsylvania .... , ........... , ... . I I Connecticut ...................... . 7 Massachusetts . , . , ............... . New Hampshire ................. . 2 Ohio ............................ . 2 Virginia Alabama Maine ••....•.................... Michigan ........................ . North Carolina ..................• Peru ···························· Total 237 •Including only students who enrolled during the first half-year, prior to the publication of the Catalogue. �106 CATALOGUE OF ST. JOHN'S COLLEGE CATALOGUE OF ST. JOHN'S COLLEGE DEGREES CONFERRED, JUNE 7, 1933 . BACHELOR OF ARTS HONORS AND PRIZES AWARDED ' JUNE 7, 1933 Magna cu.m Lau.de et cum Hono1·e Visitors and Governors' Prize Charles Gilbert Hill, Jr. (in Philosophy) ............................ ····· .An~apolis Edward Marion Kenly (in History) ........................ · · · · · · · · ·······Claiborne EDWARD MARION KENLY Theta Psi Fraternity Prize Cum Laude et cum Honore George Dugan Johnson (in Mathematics) ............................. · · Severna 107 NATHANIBL JOHN CHEW Pa~k Phi Delta Sigma Fraternity Prize Cum Laude Nathaniel J oh n Ch ew . ...................................... ·. .......... West River . . . ... Princess Anne James Wesley Gray Hampton. : ................................. ." .......... Oakland Leonard Joseph Murphy .......... · · · · .. · · · · · · · · · · · · · · · · · · · · · · Allan Ell10tt Anderson................................... . . . .... St. Louis, Missouri . ........ Davidsonville Thoburn James· Bard.······································· Rh d dale James Rona!~ Bennett.···.··································::::::::::: ...0.{~urel James Gamaliel Boss. · · · · · · · · · · · · · · · · · " · · · · · · · · · · · · · · · · · · · · . N J Edward Daniel Capell, Jr ..... , ...................... Hasbrouck Heights, ~w .ersey 1 William James Carter ....... ··.··········· · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · S \~:ore ~0o;:ri!':;;:~a;i;goe:~ .. '. '. '. '. '. ·. '. '. ·. '. '. '. '. '. '.'. ·. '. '. '. '. ·. '. ·. ·. ·. ·. ·. ·. '. ·.·. '. ·. '. '. '. ·.-.·.·.·.'.'.'.'. ·. '.'.'.". -~~;1::~ EVERETT IRVING SMITH Prize offered by the Reverend Martin Aigner, D. D. EVEru;TT IRVING SMITH Phi Sigma Kappa Fraternity Prize AUSTIN WILLIAM WINSTON Prize offered b;,i the Reverend Thomas E. Green, D. D. In the Division of the Languages, Literature and Art ALFRED WANNER SAT!'ERTHW AITE George Robert Gallagher .................. · · · · · · . · · · · · · · · · · · · · · · · · · · · · · · ·Baltimore Philo Sherinan Bennett Prize ~~~~~~ H;;:~: ~:~~~~~" "":::"":·. ::":::::::::::::::::::::::::::::::::::::n:~~:~: In the Division of the Soci'al Sciences and Philosophy John Sebald Hofmeister, Jr ............... · ........ · · · · · · · · · · · · · · · · · · · · · · Baltim~re James Herbert Fielding Jukes ...................... · . · · · . · · · · · · · · · · · · · · · · · Quantii;o Karl Franklin Jund .............................. ··················· .Dayton, Oh10 Lawrence Joseph Kelly ........................... Cedarhurst, Lo':g Island, New ~ark Stanley Russell Mitchell ................................... Wallingford, Connec~icut David Campbell Ninde ......................................... Fort Wayne, In~iana William Algernon Percy, Jr ............................ ·.·.· .... ·········· .Vie_nna Philip Rumrill Piper .................................... West Hartford, Connecti:ut John Anthony Raudonis .................................... Hudson, New Hampshi~e Joseph Crandell Russell .................................... ············· .Ann~pohs William Christian Sandrock .............................................. Baltimore Everett Irving Smith .......................................... Oradell, New ~ersey David Reisinger Steele ............................................. · · ... Baltimo~e Enrico Joseph Tarantino ........................... · · · · · · · · · · · · · · · · · · · · · ·Annapolis Leroy Samuel Taylor ........................................ · . · .. · · · · · · · · · Chest:r Carl Strohm Thomas ................ · ...... · ..... · · · · · · · · · · · · · · · · : · · · · · ·Annapolis Urban Chester Ullman ..................................... Woodbridge, New Jersey Daniel Junior ward .......................................... Paterson, New ~ersey Joseph Kennard Wright. .......... ' ..................................... Baltimore DOCTOR OF LAWS (Honoris causa) Major Enoch Barton Garey, President Emeritus of St. John's College President, The Garey School. ................................... Aberdeen, Maryland CANDIDATE FOR CERTIFICATE JUSSERAND SCHOLAR, 1932-33 Pierre de Douville-Maillefeu ..................... , .................... Paris, France HARRISON GoLSHAN DYAR Prize offered by the Reverend Thmnas E. Green, D. D. In the Division of the Sciences and Mathematics GEORGE DUGAN JOHNSON lHonorable Mention: NATHANIEL JOHN CHEW, HERBERT JosEPH FLORE- STANO, HowARD ARCHIBALD LEGG, LEONARD JosEPH MURPHY.] Algernon Sydney Sullivan Student Award GEORGE ROBERT GALLAGHER Algernon Sydney Sullivan Award MIRIAM STRANGE Kappa Alpha Fraternity Award WILLIAM ALGERNON PEROY, JR. MERIT SCHOLARSHIPS AND PRIZES AWARDED AT THE FORMAL OPENING OF COLLEGE, SEPTEMBER 20, 1933 Sophomore Merit Scholarships LAWRENCE JOSEPH O'CONNOR, JR. JOHN BROPHY O'DONNELL Freshman Merit Scholarship JOSEPH NOVEY �-- CATALOGUE OF ST. JOHN'S COLLEGE 109 INDEX Absences, from class ............ 51 before and after holidays ...... 51 Administration, officers of. . . . . . 9 regulations of . . . . . . . . . . . . . . . . 46 Admission . . . . . . . . . . . . . . . . . . . . . 29 advanced standing . . . . . . . . . . . . 32 applications for . . . . . . . . . . . . . . 29 by certificate . . . . . . . . . . . . . . . . 29 by examination . . . . . . . . . . . . . . 30 from other colleges. . . . . . . . . . . 32 on trial ..................... 30 routine of . . . . . . . . . . . . . . . . . . . 29 special students . . . . . . . . . . . . . . 30 subjects accepted . . . . . . . . . . . . . 31 units ........................ 31 Advanced standing . . . . . . . . . . . . . 32 Advisers . . . . . . . . . . . . . . . . . . . . . . 48 Aids to students. . . . . . . . . . . . . . . . 38 Alumni association . . . . . . . . . . . . . 28 Amount of work carried. . . . . . . . 50 permitted . . . . . . . . . . . . . . . . . . . 50 required for promotion. . . . . . . . 50 Applications, for admission ...... 29 for aid ...................... 38 for rooms . . . . . . . . . . . . . . . . . . . 46 Arrival at college. . . . . . . . . . . . . . 33 Art, courses in. . . . . . . . . . . . . . . . . 63 Assignments, rooms . . . . . . . . . . . . 46 Athletic schedules . . . . . . . . . . . . . 27 Attendance, church . . . . . . . . . . . . 25 classes ..................... 51 college functions ............ 51 official summons ............. 51 A wards, Commencement ........ 107 competitive . . . . . . . . . . . . . . . . . . 42 Biology, courses in ............. 87 major in .................... 56 Board of Visitors and Governors. 6 Buildings, college . . . . . . . . . . . . . . 22 Business Administration .... : . . 25 Calendar, days of the year...... 4 college events . . . . . . . . . . . . . . . 5 Campus ....................... 21 Catalyst ....................... 27 Change of Program. . . . . . . . . . . . . 49 Change of registration .......... 49 Charges ....................... 35 Chemistry, courses in ..... , ..... 91 major in .................... 56 Churches, Annapolis . . . . . . . . . . . 25 Classics, courses in. . . . . . . . . . . . . 74 major in .................... 57 Clubs, college . . . . . . . . . . . . . . . . . . 28 College Entrance Examination Board .................... 30 College Green ................. 21 College Routine . . . . . . . . . . . . . . . 34 College rules .................. 46 Collegian . . . . . . . . . . . . . . . . . . . . . . 27 Commencement ................ 106 Committees, of the Board....... 8 of the Faculty. . . . . . . . . . . . . . . 16 Concerts, student orchestra. . . . . . 26 visiting performers . . . . . . . . . . . 26 ·Course numbers ............... 63 Courses for distribution. . . . . . . . . 55 Courses of instruction. . . . . . . . . . . 63 Courses, repeated . . . . . . . . . . . . . 54 required . . . . . . . . . . . . . . . . . . . . . 49 summer school . . . . . . . . . . . . . . . 54 Courses requiring consent of instructor . . . . . . . . . . . . . . . . . 63 Credit Units, see requirements for the degree. Credits, entrance . . . . . . . . . . . . . . . 31 summer school . . . . . . . . . . . . . . . 54 Curriculum, see courses of instruction, regulations, requirements, etc. Deans ........................ 48 Deans' list . . . . . . . . . . . . . . . . . . . . 52 Degree, requirements for the .... 54 Degrees, conferred ............. 106 offered ..................... 23 with distinction . . . . . . . . . . . . . . 62 with honor . . . . . . . . . . . . . . . . . . 61 Delta Kappa Phi. . . . . . . . . . . . . . . 27 Delta Omicron . . . . . . . . . . . . . . . . 28 l �110 CATALOGUE OF ST. JOHN'S COLLEGE Departments, Art . . . . . . . . . . . . . . 63 Biology .................... 81,7 Chemistry . . . . . . . . . . . . . . . . . . . 9I Economics . . . . . . . . . . . . . . . . . . 76 English ..................... 64 French ...................... 68 German ..................... 70 Government . . . . . . . . . . . . . . . . . 78 Greek ....................... 72 History ..................... 8I Latin ....................... 73 Mathematics . . . . . . . . . . . . . . . . 94 Philosophy . . . .. . . .. . .. .. . .. . 83 Physics ..................... 97 Psychology .. . . .. . . .. .. .. . .. . 8S Spanish ..................... 74 Description of the College ...... I7 of the courses. . . . . . . . . . . . . . . . 63 Dining room . . . . . . . . . . . . . . . . . . 47 Distribution, courses for. . . . . . . . SS of students, geographic ........ ros Division of the Languages, Literature, and Art. . . . . . . . . . . . . . . 63 of the Social Sciences and Philosophy .. .. . .. .. .. . . .. . 76 of the Sciences and Mathematics .................... 87 Dramatics ..................... 28 Economics, courses in ........... 76 major in .................... S7 Engineering, preparation for. . . . 2s scholarships at Hopkins. . . . . . . 42 English, courses in ............. 64 major in .................... S7 students sent back for work in. S4 Entrance examinations . . . . . . . . . 30 Examination groups . . . . . . . . . . . . 63 schedules . . . . . . . . . . . . . . . . . . . SI Excuse, for absence ............. SI Exemption, from English I. . . . . . 49 Expenses . . . . . . . . . . . . . . . . . . . . . . 3S Faculty ....................... IO Fees, annual . . . . . . . . . . . . . . . . . . . 3S additional courses . . . . . . . . . . . . 36 graduation . . . . . . . . . . . . . . . . . . 37 laboratory . . . . . . . . . . . . . . . . . . . 36 matriculation . . . . . . . . . . . . . . . . 3S Fellowships ................... 38 Filing of study cards. . . . . . . . . . . . 49 Fines, registration . . . . . . . . . . . . . 49 Fraternities . . . . . . . . . . . . . . . . . . . 27 French, courses in .............. 68 major in .................... S8 Freshmen, list of. .............. 103 Geographic distribution, students. ros German, courses in. . . . . . . . . . . . . 70 major in .................... S8 Good standing . . . . . . . . . . . . . . . . . s2 Government, courses in ......... 78 major in .................... S8 Grades ........................ SI Greek, courses in. . . . . . . . . . . . . . . 72 major in .................... S7 History, courses in ............. 8I major in .................... S8 of the College. . . . . . . . . . . . . . . . I7 Honor regulations . . . . . . . . . . . . . 46 societies . . . . . . . . . . . . . . . . . . . . . 27 system ...................... 46 Honors and prizes awarded ...... 107 Hygiene, course in. . . . . . . . . . . . . . 99 Infirmary service . . . . . . . . . . . . . . 48 Information, general ........... 2I procedure for new students . . . . 33 Juniors, list of ................. I02 King William Players . . . . . . . . . . 28 King William's School .......... I7 Laboratory charges . . . . . . . . . . . . 36 Language requirements . . . . . . . . . SS Latin. courses in. . . . . . . . . . . . . . . 73 major in .................... S7 Law, preparation for ............ 2S Lectures, public . . . . . . . . . . . . . . . . 26 Library teas . . . . . . . . . . . . . . . . . . . 26 List of students ................. IOI Literature, courses in. . . . . . . . . . . 63 Location of the College. . . . . . . . . 2I Majors, requirements for ........ s6 Marine biology . . . . . . . . . . . . . . . . 42 Marks ........................ SI Mathematics, courses in ......... 94 major in .................... S8 Matriculation . . . . . . . . . . . . . . . . . . 35 CATALOGUE OF ST. JOHN'S COLLEGE Medicine, preparation for. . . . . . . . 24 Music, college band. . . . . . . . . . . . . 28 public concerts . . . . . . . . . . . . . . . 26 student orchestra . . . . . . . . . . . . 28 Numbering system, courses. . . . . . 63 Occupancy of rooms, dormitories. 46 Officers of administration. . . . . . . . 9 Philosophy, courses in .......... 83 major in .................... S9 Physical training, courses ....... Ioo requirements . . . . . . . . . . . . . . . . so staff . . . . . . . . . . . . . . . . . . . . . . . . IS Physics, courses in. . . . . . . . . . . . . 97 major in .................... s 9 Pre-medical major, ............. s 9 Preparation for professional school ....................... 24 Presidents, former . . . . . . . . . . . . . 20 Emeriti . . . . . . . . . . . . . . . . . . . . . 8 Prizes, awarded ................ 107 offered ...................... 42 Probation, disciplinary . . . . . . . . . S3 scholastic . . . . . • . . . . . . . . . . . . . S3 relief from . . . . . . . . . . . . . . . . . . S3 Professional preparation . . . . . . . 24 Promotion, requirements for. . . . . so Psychology, courses in .......... 8S major in .................... 60 Purpose of the College. . . . . . . . . . 23 Rank list . . . . . . . . . . . . . . . . . . . . . . s2 Rat-Tat ....................... 27 Registration . . . . . . . . . . . . . . . . . . . 48 changes in .. . .. .. .. .. .. . .. . .. 49 Regulations, dining-room . . . . . . . 47 dormitories . . . . . . . . . . . . . . . . . . 47 honor ....................... 46 residence . . . . . . . . . . . . . . . . . . . . 46 scholastic . . . . . . . . . . . . . . . . . . . 48 Relief from probation. . . . . . . . . . . S3 Repeating courses . . . . . . . . . . . . . S4 Reports ........... ; ........... SI Requirements, admission . . . . . . . 29 distribution .. . .. .. . . . . . .. .. .. SS for graduation . . . . . . . . . . . . . . . S4 for honors and distinction. . . . . 6 I for promotion . . . . . . . . . . . . . . . . 50 ~. >I' v" " .. ,,'· ·~, 111 hygiene ..................... so language ........... SS major .............. ·. · · · · · · s6 .......... physical training . . . . . . . . . . . . . so residence 46 specific co~~~~~·:::::::::::::: SS Romance major ................ 6I Rooms, assigned to new students. 33 assigned to old students. . . . . . . 46 furnishings .................. 33 occupancy ................... 46 Routine of admission 29 Rules for dormitories: : : : : : : : : : : 47 Schedules, examination ....... . SI course ..................... . 63 Scholarships .................. . 39 Sciences, courses in ........... . 87 Senior Fellowships . . . . . . . . . . . . . 38 Seniors, list of. ................ IOI Social Sciences, courses in ....... 76 major ....................... 6I Sophomores, list of. ............. 102 Spanish, .courses in ............ . 74 . major m .................... 6I Speakers at the College ......... 26 Special students ............... lOS Staff, administration . . . . . . . . . . . 9 faculty . . . . . . . . . . . . . . . . . . . . . . ro physical training . . . . . . . . . . . . . IS Standing, rank-list . . . . . . . . . . . . . s2 Student activities . . . . . . . . . . . . . . 26 aid . . . . . . . . . . . . . . . . . . 38 band ........................ 28 Council ..................... 27 loans ....................... 4s orchestra . . . . . . . . . . . . . . . . . . . 28 publications . . . . . . . . . . . . . . . . . 27 roll \' ........................ IOI Study cards . . . . . . . . . . . . . . . . . . 48 Summer school courses, credits. . S4 Transfer of credits. . . . . . . . . . . . . . s 4 Tuition ....................... 3S Work required .... , ........... so permitted . . . . . . . . . . . . . . . . . . . . so Year book . .. . .. .. .. .. . .. .. .. .. 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis: Catalogue Number for 1933-1934 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 111 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-01 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Source A related resource from which the described resource is derived Bulletin of St. John's College: Volume IV, Number 1 Description An account of the resource Volume IV, number 1 issue of the Bulletin of St. John's College in Annapolis. Published in January 1934. College catalog for the years 1933-1934 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/242309b9782fb6eb20d2a09c9bf96685.pdf 55231ecf85787ef04ea123b435a2d3c3 PDF Text Text VOLUME IV NUMBER 4 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS ANNOUNCEMENTS FOR 1934-35 /', ANNAPOLIS, MARYLAND SEPTEMBER, 1934 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �COURSES OF INSTRUCTION Freshman courses are numbered from 1 to 19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class ; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk (*). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). SCHEDULE OF EXAMINATIONS, 1934-35 The first fourteen examination groups correspond to the regular class periods occurring at 8,.9, 10, 11, 1, 2, and 3 o'clock on M-~-F and T-Th-S. Groups XV and XVI are special. The following schedule has been found to meet the requirements of the student body and of the Faculty better than any other. Changes in this schedule can be made only for most exceptional reasons. Day of Examination Period: Examination Time Group 9 A. M.-12 M ........... Group VIII { 2 P. M.- 5 P. M ......... Group IX Mid-Year Thursday, January 17 Final Thursday, May23 Friday, January 18 Friday, May24 Saturday, January 19 Saturday. May25 9 A. M.-12 M ........... Group XV Monday, January 21 Monday, May27 { 9 A. M.-12 M ........... Group III 2 P. M.- 5 P. M ......... Group VI Tuesday, January22 Tuesday, May28 M.-12 M ........... Group XI { 9 A. 2 P. M.- 5 P. M ... : . .... Group I Wednesday, January 23 Wednesday, May29 { Thursday, January 24 Thursday, May30 { Friday, January 25 Friday, May31 { 9 A. M.-12 M ........... Group XII . 2. P. M.- 5 P. M ......... Group VII Saturday, January 26 Saturday, June 1 9 A. M.-12 M ........... Group XIII { 9 A. M.-12 M ........... Group II 2 P. M.- 5 P. M ......... Group XVI I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART 9 A. M.-12 M ........... Group V 2 P. M.- 5 P. M ......... Group X PROFESSORS BROWN (Chairman), ELLIOTT, FITZGERAl.D, KIEFFER, KUEHNE- MUND, SCOFIELD, AND SEGALL, AND MESSRS. RODGERS AND TILGHMAN. 9 A. M.-12 M ........... Group IV 2 P. M.- 5 P. M ......... Group XIV ART Art 21. Survey of the History of Art. r (m) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. PROFESSOR SCOFIELD. [Art 31. The History of Painting in Western Europe.] (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives �BULLETIN OF ST. JOHN'S COLLEGE 4 BULLETIN OF ST. JOHN'S COLLEGE and to the great painters of the Renaissance in Italy; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 21. M-W-F at 9. Omitted in 1934-35. PROFESSOR SCOFIELD. [Art 33 1 hf. Nineteenth-Century Painting.] in social backgrounds. Required of · all Sophomores who propose to major in English. T-Th-S at 9. PROFESSOR BROWN. English 23. Contemporary Literature. (n) M-W-Fat9. PROFESSOR SCOFIELD. M-W-F at 9. First half-year. Omitted in 1934-35. [English 24 2 hf. The Modern Drama.] (n) [Art 34 2 hf. Contemporary Art.] T-Th-S at 9. Second half-year. Omitted in 1934-35. PROFESSOR SCOFIELD. Studies in twentieth-century architecture, sculpture, and painting. M-W-F at 9. Second half-year. Omitted in 1934-35. English 29.1 1 hf. Great Books. English 29.2 2 hf. Great Books. M-W-F at 10. ENGLISH English 1. Grammar, Composition, and Prose Forms. PROFESSOR BROWN. (xv) The course is intended to supply students with the elements of English grammar and the English language as a useful tool. Frequent papers; conferences; collateral reading. Required of_ all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. T-Th-S T-Th-S M-W-F M-W-F at 10. at 9. at 9. at 1. MR. MR. MR. MR. TILGHMAN. TILGHMAN. RODGERS. RODGERS. English 21.. Survey of English Literature. (m) A course designed for students who would like some familiarity with the great works of literature. The Bible, Homer, Dante, Shakespeare, Goethe, etc. PROFESSOR SCOFIELD. A; B; C; D; (Ix) A course in rapid reading in the nineteenth- and twentieth-century drama, with special attention to the period after Ibsen. PROFESSOR SCOFIELD. ,-;_Section '•(Section Section Section (n) A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. From David to Cezanne. i (i 5 [*English 31.2 2 hf. Advanced Composition.] T-Th-S at 10. Second half-year. Omitted in 1934-35. [English 33. The Sixteenth and Seventeenth Centuries. J (Ix) A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and (x) Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. (xm) This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, voyaging narratives, picaresque fiction, and translations, will be examined in their relation to the English Renaissance. T-Th from 2 to 3: 30. Omitted in 1934-35. �------,,< 6 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE English 34 1 hf. The Drama from 1588 to 1800. (x) A study of the English drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English 21. T-Th-S at 10. First half-year. PROFESSOR SCOFIELD. English 35. The Eighteenth Century. (x) English literature from 1688 to the death of Shelley. The important writers of the Restoration, the eighteenth century, and the French Revolution will be studied with their political. social, and intellectual backgrounds. T-Th-S at 10. PROFESSOR BROWN. English 37 2 hf. Victorian Poetry. (x) (1v) [English 41. Chaucer.] The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-Watll. Required of those English Majors ie;ho want the recommendation of the Department for graduate study. Omitted in 1934-35. English 45. Shakespeare. M-W-F at 1. PROFESSOR BROWN. English 49. The Novel. PROFESSOR SCOFIELD. l English 38. American Literature.] Puritan and Colonial writings ; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and vyhitman · the Frontier and the South. \\'hen possible this literature will be studled as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 25. M-W-F at 10. Omitted in 1934-35. PROFESSOR BROWN. (rx) A study of the novel primarily as a form of literary art, but with some . attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from 'the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No. one should elect the course who is not able to read a novel of average length each week. Open to Juniors. T-Th-S at 9. PROFESSOR SCOFIELD. *English 50. Reading Course. *English 53 2hf. Reading Course. MEMBERS OF THE DEPARTMENT. [English 39. American Literature from· I 870.] *tEnglish 60. Theses for Honors. *tEnglish 63 2hf. Theses for Honors. M-W-F at 1. Omitted in 1934-35. PROFESSOR BROWN. (v) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. The chief poets read will be Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. T-Th-S at 10. 7 MEMBERS OF THE DEPARTMENT. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 8 French FRENCH French 1. Beginning French. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. PROFESSOR ELLIOTT. French 2. Intermediate French. Pre-requisite: French 1, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at 10. PROFESSOR ELLIOTT. (IV) Rapid reading from representative works of nineteentl>.-century prose;" comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. French 13. French Composition and Conversation. (xm) Comprehensive outside reading of modern prose; reports in French. Required of French Majors. Pre-requisite: French 1, or two years of high-school French. Th from 1 to 4. PROFESSOR ELLIOTT. French 17. History of French Literature and Civilization. (m) From the origins to the present time. Lectures; comprehensive outside reading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list, and not open to Freshmen. May not be counted toward the major in French. M-W-F at 10. PROFESSOR SEGALL. Survey of French Literature. (v) A summary of French literature. Readings of representative works of the more important periods. A good knowledge of French is required. Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. [French 31. Eighteenth-Century French Literature.] (xm) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. French 11. Advanced French Prose. 20. 9 (v1) The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. Comprehensive outside reading; theses. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. Omitted in 1934-35. PROFESSOR SEGALL. French 41. Nineteenth-Century and Contemporary French Literature. The literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neoromanticism will he considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. Hours to be arranged. ' PROFESSOR SEGALL. *French 50. Reading Course. Subject to be arranged. Pre-requisite: French 20. PROFESSOR SEGALL. *tFrench 62 1 hf. Theses for Honors. Pre-requisite: French 20. First half-year. PROFESSOR SEGALL. �:• .I BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 10 [*German 35. Introduction to the History of German Civilization. J (v) GERMAN German 1. Beginning German. (xv1) A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at ll. PROFESSOR KUEHNEMUND. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. l ' Pre-requisite: German 10, or three years of high-school German. M-W-F at 2. \ German 10. Intermediate German. (n) Review of basic principles : grammar and composition; conversation; reading from works of nineteenth-century and contemporary authors. Pre-requisite: German 1, or two years of high-school German. M-W-F at 9. PROFESSOR KuEHNEMUND. German 20. Modern Literature. (v1) PROFESSOR KuEHNEMUND. German 21. Scientific German. Pre-requisite: History 1 passed with grade of " C" or better. M-W-F at 1. Omitted in 1934-35. PROFESSOR KUEHNEMUND. *German 36. History of German Civilization during. the Nineteenth and Twentieth Centuries. ( v) A lecture course in English, with outside reading and written reports. The course offers to any student an. opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Pre-requisite: German 35, or History· 2r. M-W-F at 1. PROFESSOR KuEHNEMUND. I [German 40. Problems of Current German Life and Thought.] (1x) Intended for students specializing in the sciences. Pre-requisite: German 10, or three years of high-school German. T-Th-S at 9. PROFESSOR KuEHNEMUND. [*German 33. Advanced Composition and Conversation.] 11 (vn) Primarily for students who wish to acquire a better facility in writing and speaking German. Required of German Majors. Pre-requisite: Two years of college German or the equivalent. M-F from 3 to 4: 30. Omitted in 1934-35. Open only to men mai oring in German. (XVI) T at 7:30 p. m. Omitted in 1934-35. PROFESSOR KuEHNEMUND. *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. PROFESSOR KuEHNEMUND. *tGerman 6o. Thesis for Honors. This course is to be taken in connection with either German 40 or German 5.0· The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. PROFESSOR KuEHNEMUND. �12 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE [*Latin 15. Roman Law.] GREEK (1v) Greek 1. Beginning Greek. Elements of grammar and composition; readings in Greek prose. Emphasis upon the Greek element in the English language. 13 (1x) Readings principally from the Institutes of Justinian. Study of the development of legal procedure and the Roman constitution. For prospective law students. No pre-requisite. T-Th-S at 9. Omitted in 1934-35. M-W-F at 11. PROFESSOR KIEFFER. PROFESSOR KIEFFER. [*Greek 23 1 hf. History of Classical Mythology.] (x) Study of the Myths as they appear in anciel!t and modern literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. T-Th-S at 10. First half-year. Omitted in 1934-35. Latin 35. Readings in Latin Literature. A conference course with material adapted to the needs of individual students. May be taken in successive years by properly qualified students. Pre-requisite: Latin 1, or two years of high school Latin. Hours to be arranged. PROFESSOR KIEFFER. [Greek 34 2hf. History of Greek Tragedy.] PROFESSOR KIEFFER. (x) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre.· No knowledge of Greek is required. T-Th-S at 10. Second half-year. Omitted in 1934-35. *Classics 50. *Classics 51 hf. Classics 50 and 51 hf are conference courses for majors in Classics or seniors in the first two groups of the rank list. Readings may be done in English. Hours to be arranged. PROFESSOR KIEFFER. PROFESSOR KIEFFER. Greek 35. Readings in Greek Literature. A conference course with material adapted to the needs of individual students. May be taken in successive years by properly qualified students. Pre-requisite: Greek 1, or two years of high school Greek. Hours to be arranged. PROFESSOR KIEFFER. SPANISH Spanish 1. Elementary Spanish. (I) Elements necessary for acquiring the language: grammar pronun· ciation, conversation, reading of simple texts, composition. ' M-W-F at 8. PROFESSOR FITZGERALD. LATIN Latin 1. Beginning Latin. (x) Elements of grammar and composition; readings in Latin-prose authors. For students who have had little or no Latin. May not be taken by students who have had any college Latin. · T-Th-S at 10. PROFESSOR KIEFFER. Spanish 2. Intermediate Spanish. (n) Review of basic principles : grammar and composition· conversation· reading from the works of nineteenth-century and contem~orary authors'. Pre-requisite: Spanish 1, or two years of high-school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. �'" '· 14 (v1) Spanish 11. Introduction to Spanish Literature. A general view of Spanish literature, illustr~ted by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite : Spanish 2, or three years of high-school Spanish. M-W-F at 2. [Other hours may be arranged.] PROFESSOR FITZGERALD. [Spanish 13. Spanish Composition and Conversation.] (vn) A study of Spanish syntax ; original compositions ; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish M-W-F at 3. Omitted in 1934-35. 2, or the consent of the instructor. *Spanish 50. The Romantic Movement in Spain. *Spanish 51 hf. The Romantic Movement in Spain. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish 11, or its equivalent. PROFESSOR FITZGERALD. *tSpanish 6o. Honors Thesis Course. *tSpanish 61 hf. Honors Thesis Course. Subject to be chosen l/.fter conference between student and instructor, Students must be able. to read Spanish fluently. PROFESSOR FITZGERALD. PROFESSOR FITZGERALD. (Iv) Spanish 25 1 hf. Spanish Life and Cultur!'!. A study of the cultural background of Spanish civilizatiqn as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, read· ings, discussions, reports. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS WYCKOFF PROFESSOR FITZGERALD. Spanish 25 2hf. (The same course is repeated the second half year.) (vn) Spanish 31. Modern Spanish Novel. A study of the development of the Spanish, novel from .the nineteenth century on. Reading of novels from the more important authors; reports and discussions ; individual collateral reading and reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. [Other hours may be arranged.] ' [Spanish 41. Spanish Drama.] Lectures on the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in 1934-35. PROFESSOR FITZGERALD. (Chairman), ALI.Es, HUNTER, KINGSBURY, AND McLAREN, DR. DuNcAN, AND MR. RoDGERs. Not open to Freshmen in September. M-W-F at 11. [Other hours may be arranged.] PROFESSOR FITZGERALD. 15 BULLETIN OF ST. JOHN'S COLLEGE , BULLETIN OF ST. JOHN'S CO~LEGE ECONOMICS See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2 hf (Statistics). Economics-Government 1. (n) (v1) An introduction to the study of the economic and political .problems of today. This course, although not required, is strongly recommended for those !freshmen who expect to major in Economics or Government. Not open to Juniors or Seniors; or to Sophomores (Class of 1937) who intend to major in Economics or Government. Section A; M-W-F at 9. DR. DUNCAN. Section B ; M-W-F at 2. DR. DUNCAN. Economics 21. General Principles. (m) A study of the· problems arising from the maintenance of life in a mod~ ern social group. M-W-F at 10. PROFESSOR WYCKOFF. �16 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE [Economics 38 1 hf. Introduction to Business.] [Economics 23 1 hf. Principles of Accounting.] (x) Economics 32 hf. Money and Banking. 1 Fiscal and monetary problems; the banking system and its relation to business needs. Pre-requisite: Economics 21. T -Th-S at 10. PROFESSOR WYCKOFF. (x) Economics 33 2 hf. Investment and Speculation. I Pre-requiSite: Economics 21. T-Th-S at 10. First half-year. Omitted in 1934-35. PROFESSOR WYCKOFF. [Economics 39 2 hf. Forms of Social Organization.] Pre-requisite: Economics 21. T-Th-S at 10. Second half-year. Omitted in 1934-35. (1n) DR. DUNCAN. (m) This course will center its attention on the problems of government regulation of economic activity. It will begin with that portion of industry where Government supervision is now most extensive, namely : public utilities; it will conclude with a study of the increasing social control of all types of business enterprise. DR. DUNCAN. Open only to Seniors majoring in Economics. M at 11, and individual conferences. PROFESSOR WYCKOFF AND DR. DUNCAN. *Economics *Economics *Economics *Economics Pre-requisite : Economics 21. M-W-F at 10. Pre-requisite: Economics 21. M-W-F at 10. (1v) A conference course in economic theory and the major subjects of economic controversy. This course will consist of discussions, readings, reports, and papers on selected problems in international business- cycles, international control of raw materials, and economic imperiali~m. . Economics 35 2 hf. Government and Industry. PROFESSOR WYCKOFF. Economics 40. Advanced Economics. PROFESSOR WYCKOFF. Economics 34 1 hf. International Economic Problems. (x) A survey will be made of the more important economic forms of society-the philosophies and programs. An analysis of securities and the principles underlying investments. Open to Juniors and Seniors. No pre-requisite. T-Th-S at 10. (x) A study of the principles of the organization of industrial enterprises. The purpose of the course is to explain the fundamentals of accounting statements, and the principles of analysis. M at 1, F 1 to 3. First half-year. Omitted in 1934-35. 17 50. Readings in Economics. 51 hf. Readings in Economics. 52 1 hf. Readings in Economics. 53 2 hf. Readings in Economics. Conference courses open to Juniors and Seniors who are interested in Economics and are willing to read extensively·. Pre-requisite : Economics 21. Hours to be arranged. PROFESSOR WYCKOFF. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. �18 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE GOVERNMENT Economics-Government 1. (See under EcoNOMICS.) Government 21. Comparative Government. Government 43 1 hf. Political Parties. (Ix) Pre-requisites: At least three of the •following courses: History 25, Government 21, Government 31, Government 32. T-Th from 1 to 2 :30. First half-year. PROFESSOR KINGSBURY. Not open to Freshmen. T-Th-S at 9. PROFESSOR KINGSBURY. (m) Theories o.f politics and of government from classical times to the present day, showing the evolution of systematic political thought, and the bases of modern political ideas. The ideas of political thinkers on such subjects as the origin of the state, bases of political authority, sovereignty, democracy, socialism, communism, fascism, and the like, will be studied. Pre-requisite: Economics-Government 1, or Government 21. M-W-F at 10. PROFESSOR KINGSBURY. [Government 32. Government in the United States.] (m) A more advanced and systematic study of American political institutions and practices, with emphasis on constitutional development; relations between State and National governments; the growth of administrative activities ; political parties and other agencies. of public opinion. Pre-requisite: Economics-Government 1, or Government 21. M-W-F at 10. Omitted in 1934-35. PROFESSOR KINGSBURY. Government 41. International Politics. l f Government 44 2 hf. Constitutional Law. Pre-requisites: at least two of the following courses: Government 21, Government 31, Economics 34 1 hf, History 38. M-W-F at 9. PROFESSOR KINGSBURY. (xn) A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisites: At least three of the following courses : Economics-Government 1, Government 32, Economics 35, History 39. T-Th from 1 to 2 :30. Second half-year. PROFESSOR KINGSBURY. *Government *Government *Government *Government 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2 hf. Reading Course. PROFESSOR KINGSBURY AND DR. DUNCAN. *tGovernment 6o. Theses for Honors. PROFESSOR KINGSBURY. (n) A survey of present-day factors affecting international relations: nationalism, imperialism, armaments, trade rivalries, 'etc. ; the development of international cooperation and the peaceful settlement of international disputes, with particular reference to the League of Nations, the W arid Court, international conferences, and the evolution of a law of nations. (xn) The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include -nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. A survey of the types of modern government. Comparison of the structure and functioning of typical foreign governments with that of the United States. Required of all students majoring in Government. Government 31. History of Political Ideas. 19 HISTORY History 1. European History from the Fall of Rome to the Present Time. ( n~) A general survey of the political, economic, religious, and intellectual history of Europe since 476 A. D. A pre-requisite for men majoring in history. M-W-F at 10. MR. RODGERS. �20 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE History 11. History of Greece and Rome. (x) T-Th_.S at 10. PROFESSOR KIEFFER. (1v) A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. M-W-F at 11. 22. Pre-requisite: History 25. M-W-F at 11~ PROFESSOR HUNTER. [History 42. History of American Life.] (xrn) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. MR. RODGERS. History (1v) The principal emphasis in this course will be placed upon the e~nomic and social aspects of American development .during the past seventy years. The political and social history of ancient times. History 21. Mediceval European History. History 39. History of the United States Since' 1865. 21 Modern European History. An outline of the history of Europe from the emergence of the national · state to the present. Pre-requisite: History 25 or its equivalent. T from 2 to 4. Omitted in 1934-35. i PROFESSOR HUNTER. M-W-F at 8. PROFESSOR HUNTER. [History 23. English History.] (m) The reading courses in history are intended particularly for Seniors who are majoring in history, and normally they are open only to such students. To be eligible for a reading course, a student must have completed three full courses 'in history, with grades qf B or better in two of them. The approval of the Department is also necessary in each case. A survey of English history. M-W-F at 10. Omitted in 1934-35. PROFESSOR HUNTER. History 25. The History of the United States. *History 50. Reading Course. *Hi'story 51 hf. Reading Course. (v) Oral and written reports. MEMBERS OF THE DEPARTMENT. A survey of United States history from colonial times to the present. *tHistory 6o. Theses for Honors. *tHistory 61 hf. Theses for Honors. M-W-F at 1. PROFESSOR HUNTER. MEMBERS OF THE DEPARTMENT. [History 37. History of the Renaissance.] Th from 2 to 4. Omitted in 1934-35. History 38. History of Europe Since 1870. (xm) PHILOSOPHY Philosophy l l 1hf. Logic. (1x) The study of the political and economic development of Europe since the unification of Germany and Italy, with particular attention to the post-war years and current development in world affairs. Pre-requisite: History 1 or History 22. T-Th-S at 9. PROFESSOR HUNTER. (x1) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year. PROFESSOR ALLES. �22 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Philosophy 12 2 hf. Introduction to Philosophy. (xx) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation ; God ; freedom ; and immortality. Open to qualified Freshmen after consdltation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion.] 23 (vn) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judai~m, Mohammedanism, and Christianity. M-W-F at 3. First half-year. Omitted in 1934-35. PROFESSOR ALLES. [Philosophy 36 2 hf. Psychology and Philosophy of Religion.] (vn) The course falls into two parts : The psychology of religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. · 1. (xx) Philosophy 15. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Gi::eek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1934-35. PROFESSOR ALLES. Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T -Th-S at 10. PROFESSOR ALLES. [Philosophy 34 2 hf. Locke; Berkeley; Hume.] (vr) An interpretation of their philosophy based on the reading of their works. Pre-requisite: Philosophy 12 2 hf or 31, or the permission of the instructor. M-W-Fat2. Second half-year. Omitted in 1934-35. PROFESSOR ALLES. Philosophy 38. Conceptions of Immortality. (vr) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Greek conceptions as well as those of outstanding western thinkers (philosophers and · scientists) down to the present. Pre-requisite: Philosophy 12 2 hf, or 31, or .35 1 hf, or the consent of the instructor. M-W at 2. PROFESSOR ALLES. Philosophy 41 1 hf. Plato. (vrr) An interpretation' of Plato's philo~ophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite: Philosophy 31. M"'W-F at 3. First half-year.. · PROFESSOR ALLES. �'I ' !. 24 BULLETIN OF ST. JOHN'S COLLEGE Philosophy 42 2 hf. Schopenhauer. BULLETIN OF ST. JOHN'S COLLEGE (vn) An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND IDEA. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. Psychology 14 2 hf. Mental Hygiene. 25 (x1) This course, like Psychology 13 1hf, will be designed primarily for first and second year men. It will be only incidentally a course in abnormal psychology. T-Th-S at 11. PROFESSOR McLAREN. PROFESSOR ALLES. Psychology 27. Social Psychology. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. Field or subject to be determined after consultation with the student. PROFESSOR ALLES. *tPhilosophy 60. Theses for Honors. *tPhilosophy 61 hf.· Theses for Honors. The work consists in the writing of a thesis in some field or on a subject chosen by the student after consultation with the instructor. PROFESSOR ALLES. Any student who wishes to take a year's work in Educational Psychology should, after securing permission from the instructor, register in Psychology 50. Psychology 13 I.hf must also be taken, unless the student already has credit for a Psychology course offered at St. John's College; and Psychology 14 2 hf should be taken. (x1) This is not to be a technical course either in what is called Educational Psychology or in what is called the History of Education. It is, rather, to be a survey from an historical point of view, and from a psychological and sociological point of view, of educational theories, and is designed primarily for first and second year students ; the purpose being to assist students as soon as possible after they enter college, to arrive at a workable and integrated understanding of the meaning of a liberal and humane education in a rapidly changing society. The basic text will probably be Joseph K. Hart's "Creative Moments in Education." PROFESSOR McLAREN. Pre-requisite: Either one year of Psychology, or one year of Biology, or one year of Philosophy. M-W-F at. 9. Psychology 29. General Psychology. *Note concerning Educational Psychology: T-Th-S at 11. A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal; and social psychology will be considered to be organismic and biological psychology, or bionomics. The different schools of social psychology will be examined and discussed. Open, with the consent of the instructor, to any Senior regardless of pre-requisite requirement. This course should be taken by Social Science majors. PROFESSOR McLAREN. PSYCHOLOGY Psychology 13 1 hf. Introduction to Education. (11) (1v) A technical and scientific study of human behavior. Emphasis will be placed on a bio-social and physiological approach. The different modern schools of Psychology will be.discussed. Open; with the consent of the instructor, to any Senior, regardless of pre-requisite requirement. Pre-requisite: One year of Biology or one year of Philosophy. The pre-requisite course may be taken concurrently with the course. M-W-F at 11. PROFESSOR McLAREN. *Psychology 50. Reading Course. *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. *Psychology 53 2 hf. Reading Course. These reading courses are intended for students who are in earnest about reading inte~sively and extensively in the field of Psychology. �I I BULLETIN OF ST. JOHN'S COLLEGE 26 Conferences and assigned papers. Not open to students who have a grade below C in the pre-requisite courses. No examinations. Pre-requisite: Two full years of Psychology; or. one year· of Psychology and one year of Biology; or one year of Psychology and one year-of Philosophy. *Psychology 60. Theses for Honors. PRoFEssoR McLAREN. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS EASON (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY, McFARLIN, RIDGELY, AND VEDOVA. Biology 10 hf. Biology and Human Social Welfare. Biology 1.4 1 hf. Readings in Biology. 27 (xn) . This course is intended for students who are not mai ormg in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Three hours weekly. Open only to upperclassmen who have had no biology. T-Th from 1 to 2 :30. First half-year. PROFESSOR RIDGELY. [*Biology 15 2hf. Ecology.] Observation of local animals and plants in their native habitats, both land and water ; and an introduction to some methods of studying animal communities. BIOLOGY 2 I BULLETIN OF ST. JOHN'S COLLEGE (xrn) Population problems ; food supply; climate and the gecigraphical distribution of human progress ; heredity and environment; the effects of mal-nutrit!on, disease, parasites, war. T-Th from 2.30 to 4. Second half-year. Laboratory fee, $10.00. Hours· to be arranged (eight hours a week) . Second half-year. Omitted in 1934-35. PROFESSOR APPEL. *Biology 16 2hf. Physiology. A general study of vital processes. The physico-chemical nature of life and its relationship to the environment. PROFESSOR APPEL. Biology 11. Beginning Zoology. (IV, VIII) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. Laboratory fee, $10.00 per half-year. Section A; Recitation, M-F at 11. Laboratory, W-F from 1 to 4. PROFESSOR RIDGELY. Section B; (Pre-medical students). Recitation, T -Th at 8. Laboratory, T-Th from 1 to 4. PROFESSOR BAYLIFF. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 19 2 hf. General Embryology. Studies in the cellular basis of development. An attempt to analyze the early formative processes in terms of hereditary and environmental factors. Pre-requisite : Biology 11. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. �28 T BULLETIN OF ST. JOHN'S COLLEGE [Biology 20 1 hf. Invertebrate Zoology.] The morphology and evolution of the invertebrates. Some attention to larvae to extinct groups, and to groups of uncertain phylogenetic positi~n. Many of the specimens t~ be used in the laboratory are deepsea and mid-Atlantic forms taken by the "Atlantis" in 1931 and 1933. The specimens were given to the department through the kindness of Doctor Henry B. Bigelow of the Oceanographic Institute, and Mr. Joseph S. Bigelow of Annapolis. Two hours of recitation and six hours of laboratory. 1 Histological and cytological methods, and their bearing on the study of protoplasmic structure. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 19 2 hf or 30 1 hf. Laboratory fee, $10.00. Hours to be arranged. Second half-year. (III) PROFESSOR APPEL. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. First half-year. Biology 34 2 hf. Genetics. A study of the principles of heredity and variation, and of the relation of these to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Three hours of recitation and four hours of laboratory. PROFESSOR APPEL. (m) A further study of the higher types of animal structure as seen m developmental anatomy. An introduction to human biology. Two hours of recitation and six hours of laboratory. ' PROFESSOR RIDGELY. The comparative study of normal cells and tissues. Two hours of recitation and six hours of laboratory. *Biology 33 2 hf. Microscopical Technique. A history of the successive types of structure found in the higher animals. An introduction to human anatomy. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation W-F at 10. Laboratory, T-Th from 9 to 12. Second half-year. Biology 30 1 hf. Histology. PROFESSOR APPEL. PROFESSOR BAYLIFF. Biology 22 2 hf. Embryology of Vertebrates. 29 Pre-requisites: Biology 21 1 hf and 22 2 hf. Laboratory fee, $10.00. Recitations, W-F at 8. Laboratory, M from 1to4, W from 7 to 10. First half-year. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. Omitted in 1934-35. Biology 21 1 hf. Comparative Anatomy of Vertebrates. BULLETIN OF ST. JOHN'S COLLEGE 1 1 J I Pre-requisite: Biology 11 or the equivalent. Biology 19 2hf is recommended. Laboratory fee, $10.00. Hours to be arranged. Second half-year. PROFESSOR BAYLIFF. ( Biology 37 1 hf. Parasitology. Evolutionary and general biological significance of the parasitic mode of life. Consideration of the ecological relationships i;>etween parasite and host. Internal parasites only; chiefly those of vertebrates. Laboratory work largely on the morphology and life history of representative �30 BULLETIN OF ST. JOHN'S COLLEGE forms infesti~g mammals. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 11 or the equivalent; Biology 20 1 hf recommended. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. PROFESSOR BAYLIFF. Marine Biology. Advanced students, particularly biology majors, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversity of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for a biology major, or the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. *Biology 52 1 hf. Readings for Advanced Students. A three-hour course of intensive independent reading, with conferences weekly. Ordinarily topics will be assigned, but students may choose topics of their own on suitable subjects not covered by ~ther courses. Students who wish to prepare for Biology 63 2 hf will · be assigned readings leading to thesis subjects. First half-year. Individual conferences. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. *tBiology 63 2 hf. Theses for Honors. Individual problems involving laboratory work ~nd reading equivalent in amount to the work of an eight-hour laboratory course. A short thesis will be required of each student, summarizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. BULLE-TIN OF ST. JOHN'S COLLEGE 31 CHEMISTRY Chemistry 1. General Chemistry. (m) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS ALLEN AND McFAR!.IN. Chemistry 2. General Chemistry for Science Students. (nI) A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that the Friday recitation is conducted separately from Chemistry 1. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a science as their major and have taken Chemistry r must take the one-hour recitation given in Chemistry 2 on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. (xn) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In �I 32 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of " unknowns " and to the separation and identification of the metals and acid radicals usually met with in inorganic chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisites: Chemistry 2 and Mathematics 11. Laboratory fee $15.00 and breakage. Recitation, T-Th at 1. Laboratory, W-F from 1 to 4. First half-year. 22 2 hf. Quantitative Analysis, Part I. Pre-requisites : Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W 1 to 5. Second half-year. Chemistry 33. Organic Chemistry. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. Recitation, M at 1. Laboratory, M from 2 to 4. W-F from 1 to 4. Second half-year. (Iv) An. introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds of the aliphatic and aromatic series and their reactions. Two hours of lectures and recitation and six hours of laboratory. Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1 to 4. PROFESSOR· BERNHARD. PROFESSORS ALLEN AND MCFARLIN. Chemistry 31 1 hf. Quantitative Analysis, Part II. terminations of molecular weights, measurements of physical properties. etc. Three hours of lectures and four hours of laboratory. PROFESSOR ALLEN. PROFESSOR MCFARLIN. Chemistry 33 Chemistry 42. Advanced Organic Chemistry. (v) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. M-W-F from 1to4. First half-year. (vm) Selected topics of organic chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes quantitative organic analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. Pre-requisite:. Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to I2. PROFESSOR ALLEN. PROFESSOR BERNHARD. Chemistry 32 2 hf. Physical Chemistry, Part I. (I) Substances in the gaseous, liquid, and solid states ; the structure pf matter ; energy changes ; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes de- , Chemistry 43 1hf. Physical Chemistry, Part II. (1v) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures �BULLETIN OF .ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 34 35 and recitations with reports on assigned reading in the o!iginal literature. processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. Pre-requisites; Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. PROFESSOR ALLEN. Section A ; M-W-F at 9. PROFESSOR V EDOVA. Section B; T-Th-S at 9.· PROFESSOR BINGLEY. Section C; T-Th-S at 11. PROFESSOR BINGLEY. *Chemistry 52 1hf. Readings in Chemistry. Mathematics 21. Differential and Integral Calculus. (vi) A reading and seminar course in the history of chemistry. Three hours. Pre-requisites: Chemistry 21 1hf and 33. M-W-F at 2. First half-:-year. PROFESSOR BERNHARD. Pre-requisite: Mathematics 11. M-W-F at 10. PROFESSOR BINGLEY. Mathematics 25 1hf. The Mathematics of Finance. *tChemisti;y 6o. Thesis and Laboratory Work. *tChemistry 61 hf. Thesis and Laboratory Work. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. MATHEMATICS Mathematics l 1hf. Algebra. This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year. Mathematics 2 2 (I) This course is required of all students who have not. offered plane geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. M-W-F at 11. First half-year. PROFESSOR BINGLEY. I Mathematics 26 2 hf. Statistical Methods. A study of the classical and recent statistical methods. M-W-F at 11. Second half-year. PROFESSOR BINGLEY. Mathematics 31. Mathematical Analysis, Part I. (Ix) Pre-requisite : Mathematics 21. T-Th-S at 9. PROFESSOR \TEDOVA. Mathematics PROFESSOR V EDOVA. Mathematics 11. Introduction to Mathematical Analysis. . (Iv) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. An advanced course in the calculus with an introduction to differential geometry. The applications of mathematical analysis to the physical sciences are stressed. PROFESSOR V EDOVA. hf. Plane Geometry. (rn) Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures and moments of inertia. ( xn) This course aims to give a survey of the essentials of trigonometry, college algebra, a,nd analytic geometry. The two-fold purpose of mathematical study is emphasized : to enable the student to use mathematical 3J-. Higher Algebra. (xI) In this course such .topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at 11. PROFESSOR V EDOVA. I �36 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Mathematics 35. The Elements of Mechanics. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at 10. 37 *tMathematics 63 2hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be basea, if possible, upon the reading dbne in Mathematics 50. Conference hours to be arranged. PROFESSOR V EDOVA. PROFESSOR BINGLEY. Mathematics 41. Mathematical Analysis, Part II. A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre~requisite: Mathematics 33. Hours to be arranged. PROFESSOR V EDOVA. Mathematics 45. Differential Equations. (vm) Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive lrnowledge of the underlying theory. T-Th-S at 8. PROFESSOR VEDOVA. (m) *Mathematics 50. Reading Course. The subject or subjects will be determined in consultation with the instructor. M-W-F at 10. PROFESSOR Physics 21. Elements of Physics. (vm) This course covers the elements of mechanics, heat, electricity, magnetism, sound, and light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite: Mathematics 31. T-Th-$ at 11. PROFESSOR PHYSICS V EDOVA. Pre-requisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section Bi Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. Physics 31. Electricity and Magnetism. (1) Beginning with the fundamental ideas underlying electrical science, this course explains how such principles may be ai:>plied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisites: Physics 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. *Mathematics 53 2 hf. Selected Topics in the History of Science. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR BINGLEY. [Physics 41. Physical Optics.] This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the theory of relativity. The student must realize that the subject of light is a broad one and requires thorough preparation �38 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE in mathematics and chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. *'t Physics 60. Pre-requisites: Physics 21; Mathematics 31 (which may be taken concurrently) ; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from 2 to 4. Omitted in 1934-35. p E 39 Hygiene 1. General Principles of Hygiene. ROFESSOR PROFESSOR EASON. Lectures on the science of health. Biology ; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods; heat regulation of the body ; removal of waste material from the body ; physical exercise; the nervous system ; mental hygiene ; diseases in general ; particular diseases. · ASON. [Physics 42. Theory of Heat.] An attempt is made to acq~int the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisites: Physics 21; Mathematics 21; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1934-35. PROFESSOR EASON. Physics 43. Electricity. (11) This is an advanced course in Electricity. The treatment is, largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisites: Physics 21; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. *Physics 50. Reading Course. (xu) Independent reading of books and current periodicals covering some particular field of physics. Frequent conferences. Pre-requisite: Physics 21. Tat 1. PROFESSOR EASON. Theses for Honors. One lecture each week for ten weeks, beginning with the second Monday in October,. Required of all freshmen. M at4. DR. MURPHY. l Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus w6rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter ; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. LENTZ. Physical Training 2. Advanced course in physical training. Two years of physical training are required of all students. Students who fail to fulfill the requirements in physical training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. LENTZ. �,i ! i 'I 40 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE , Economics. REQUIREMENTS FOR MAJORS Economics-Government 1 (advised) ; Economics 21 (General Principles of Economics); Two of the Junior courses in Economics (full courses or the equivalent) ; Economics 40 (Advanced Economics) ; Economics SO (Reading); Mathematics 26 2 hf (Statistics) (This should be taken in the Sophomore year) ; . One full course in Psychology or in Philosophy ; Students who major in Economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. Biology. Four full courses (or their equivalent) in biology: Some work in each of the basic branches of the subject, if possible, such as ecology, physiology, embryology, morphology, and genetics. Courses 20 lhf, 21 lhf, 22 2hf, and 30 lhf are primarily morphological; Two full courses (or their equivalent) in chemistry including comprehensive general chemistry and organic chemistry : Additional work may be recommended in analytical and physical chemistry; The language requirements are two years of college French (or their equivalent) and two years of college German (or their equivalent) . A reading knowledge of these languages is desirable as a preparation for graduate study. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) : Chemistry 21 1 hf (Qualitative Analysis) ; Chemistry 22 2 hf (Quantitative Analysis, Part I) ; Chemistry 31 1hf (Quantitative Analysis, Part II); Chemistry 32 2 hf (Physical Chemistry; Part I); Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics); The language requirements are two years of college French or their equivalent and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21 1 hf. Mathematics 21 (Differential and Integral Calculus) is a pre-requisite for Chemistry 32 2hf. Classics. , Three full courses (or their equivalent) in Latin, above Latin 1; Two full courses (or their equivalent) in Greek, above Greek 1; A full course (or its equivalent) in ancient history. Two electives selected with the approval qf the Adviser. 41 English. I English 21 (Survey of English Literature) ; English 45 ( Shakespere) ; Four other full courses in the Department of English, exclusive of English 1. It is urged that students majoring in English elect History 23 (English History), preferably in their Sophomore year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the history of English literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. French. See Romance Languages. �BULLETIN OF ST. JOHN'S COLLEGE 42 German. Four full courses in German beyond German 10 (Intermediate German), including German 40 (Problems of Current German Life and Thought); A course in mediaeval European history and a course in modern European history or their equivalents. NOTE.-German 21 (Scientific German) does not count toward the major. Government. Economics-Government 1 (advised); Government 21 (Comparative Government) ; Any three of the four Junior and Senior courses in Government; Economics 21 or a full year of Psychology or a full year of Sophomore History ; Economics 34 1hf (International Economic Problems) and Economics 35 2 hf (Government and Industry) or a full year of Junior History. Beginning in 1934-35, students who major in Government will be required to take a comprehensive written examination covering the field of their major courses at the end of the Senior Year. History. History 1 (Historical Survey); History 21 (Mediceval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (History of the United States) ; Economics-Government 1, or Economics 21 (General Principles of Economics) or Government 21 (Comparative Government) or a full course in Psychology exclusive. of Educational Psychology (Social Psychology recommended) ; English 21 (Survey of English Literature) or Art 2.1 ( Introduction to Art) or Philosophy 31 (History of Philosophy) . 1 j ':j I BULLETIN OF ST. JOHN'S COLLEGE Mathematics~ Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Differential and Integral Calculus); Mathematics 31 (Mathematical Analysis, Part I); Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Differential and Integral Calculus); Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics); Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of P.hysics). A reading knowledge of French or German is advised. Philosophy. Philosophy ll 1hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2 hf ('.Psychology and Philosophy of Religion) ; Philosophy 41 1hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in psychology or in history. Physics. Physics 21 (Elements of Physics) ; Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics); Physics 42 (Theory of }Jeat) or Physics 43 (Electricity); Mathematics 21 (Differential and Illtegral Calculu,s) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. 43· �-----T 44 BULLETIN OF ST. JOHN'S COLLEGE Pre-Medical Sciences. Each student who wishes to study medicine is advised to take the six essential courses of the pre-medical major, whether he selects this major or some other. These are the courses stipulated by the Council on Medical Education of the American Medical Association as the minimal requirements for admission to the medical schools : Two full courses in biology : Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of Vertebrates); Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), and Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics); NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition, two years of college German or their equivalent and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these ianguage requirements may be counted toward distribution. The student should become familiar with the specific requirements of the professional school h.e expects to enter, where additional requirements may be pre-requisite. For example, Latin is required for admission to the Johns Hopkins University School of Medicine. Some medical schools require "a reading knowledge" of French and German. Analytical chemistry is required in some schools, and, indeed, work in physical chemistry would be desirable. Psychology. Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B; Philosophy 31. One additional full course, or the equivalent, in philosophy, or in biology, or in psychology; or a full course in physics; One additional full course or two half-courses to be elected from the following list : Any philosophy course; Any psychology course; ,, ~~~~~~~~~~~~~~~---- I BULLETIN OF ST. JOHN'S COLLEGE 45 Biology 16 2hf; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf ; Biology 33 2 hf ; Biology 34 2hf ; Chemistry 1 or Chemistry 2; Physics 21; Mathematics 26 2 hf ; Economics 38 1 hf and 39 2 hf; Economics 40; Greek 23 1 hf ; English 24 2 hf ; English 49; English SO. Any student who intends to do graduate work in psychology should learn to read both German and French. He should also take at least two full science courses or their equivalent. Two full years of biology and one of some other science, preferably physics, are recommended. The student should make as thorough a study as possible of physiology, especially the physiology of the nervous system and the ductless glands. Romance Languages. Four full courses in one Romance language above French 2 or Spanish 2 (intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance language. French 17 does not count toward the major. Social Sciences. One course in each department. The courses prescribed are : Economics 21 (General Principles) ; Government 21 (Comparative Government) ; History 1 (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy); One full course in psychology, exclusive of Educational Psychology (Social Psychology is recommended) ; Three additional courses in the social sciences. These three courses must be distributed over three departments and must have the approval of the departments concerned. Spanish. See Romance Languages. �Room Assignments, 1934-35 NoTE.-Courses bearing the announcement, "Hours to be arranged" will meet at f and places designated by the instructor in consultation with the Registrar. Course Hall and Room Art 21 ...................... McDowell 24 Biology, all courses . ..... Biology Building Chemistry, all courses . .... Humphrey's Hall Economics-Government 1 A ... McDowell 36 Economics-Government 1 B ... McDowell 36 Economics 21 ............... McDowell 33 Economics 32-lhf, 33-2hf ..... McDowell 21 Economics 34-lhf, 35- 2hf ..... McDowell 21 Economics 40 ............... McDowell 24 English l A ................ McDowell 36 English 1 B ................ McDowell 36 English 1 C ................ McDowell 32 English 1 D , ............... McDowell 21 English 21 .................. McDowell 32 English 23 .................. McDowell 24 English 29.l-1 hf, 29.2- 2hf .... McDowell 23 English 34-1 hf .............. McDowell 22 English 35 .................. McDowell 35 English 37-2hf ............... McDowell 32 English 45 .................. McDowell. 23 English 49 .................. McDowell 24 French 1 ................... McDowell 36 French 2 A ................. McDowell 34 French 2 B ................. McDowell 36 French 11 .................. McDowell 22 French 13 .................. McDowell 32 French 17 .................. McDowell 22 French 20 ................... McDowell 22 German 1 .................. McDowell 21 German 10 ................. McDowell 21 German 20 ................. McDowell 24 German 21 ................. McDowell 21 German 36 ................. McDowell 34 Government 21 .............. McDowell 33 Government 31 .............. McDowell 32 Government 41 .............. McDowell 31 Course Hall and Governme~t 43-1 hf, 44- 2hf .. '.. McDowell Greek 1 .................... McDowell History 1 ................... McDowell History 11 .................. McDowell History 21 .................. McDowell History 22 .................. McDowell History 25 .................. McDowell History 38 .................. McDowell History 39 .................. McDowell Hygiene 1 ...... Humphrey's Lecture R Latin 1 ..................... McDowell Mathematics 1-1 hf, 2- 2hf ..... McDowell Mathematics 11 A ........... McDowell Mathematics 11 B ........... McDowell Mathematics 11 C ........... McDowelll Mathematics 21 ............. McDowell Mathematics 25-1 hf, 26- 2hf ... McDowell Mathematics 31 ............. McDowell Mathematics 3·3 ............. McDowell Mathematics 35 ............. McDowell Mathematics 41 ............. McDowell Mathematics 45 ............. McDowell Philosophy 11-lhf, 12- 2hf ..... McDowell Philosophy 15 ............... McDowell Philosophy 31 ... , ........... McDowell Philosophy 38 ............... McDowell Philosophy 4l-1hf, 42- 2hf ..... McDowell Physics, all courses . ....... Humphrey's H Psychology 13-lhf, 14- 2hf .. : .McDowell Psychology 27 ............... McDowell Psychology 29 .............. McDowell Spanish 1 ................... McDowell Spanish 2 ................... McDowell. Spanish 11 .................. McDowell Spanish 25-lhf, 25-2hf ....... McDowell Spanish 31 .................. McDowell . 1 I � VOLUME IV NUMBER 4 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS ANNOUNCEMENTS FOR 1934-35 /', ANNAPOLIS, MARYLAND SEPTEMBER, 1934 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �COURSES OF INSTRUCTION Freshman courses are numbered from 1 to 19, Sophomore courses from 20 to 29, Junior Courses from 30 to 39, and Senior courses from 40 up. The numbers of full courses are unqualified, halfcourses running throughout the year are indicated by hf following the number, and half-courses given only in the first or the second half-year are designated by 1 hf or 2 hf. Courses not given in the current year are bracketed. The Roman numeral in parentheses after the name of each course indicates the examination group to which the course is assigned. Separate sections have their examination groups listed successively. Courses are open ordinarily to members of a higher class ; and occasionally members of a lower class may obtain the permission of an instructor to register for a higher class. The previous consent of the instructor is required for registration in courses indicated by an asterisk (*). The reading courses numbered in the fifties are open to Juniors regularly. The thesis courses numbered in the sixties are open only to Seniors who are candidates for departmental honors ; such courses are marked by a dagger ( t). SCHEDULE OF EXAMINATIONS, 1934-35 The first fourteen examination groups correspond to the regular class periods occurring at 8,.9, 10, 11, 1, 2, and 3 o'clock on M-~-F and T-Th-S. Groups XV and XVI are special. The following schedule has been found to meet the requirements of the student body and of the Faculty better than any other. Changes in this schedule can be made only for most exceptional reasons. Day of Examination Period: Examination Time Group 9 A. M.-12 M ........... Group VIII { 2 P. M.- 5 P. M ......... Group IX Mid-Year Thursday, January 17 Final Thursday, May23 Friday, January 18 Friday, May24 Saturday, January 19 Saturday. May25 9 A. M.-12 M ........... Group XV Monday, January 21 Monday, May27 { 9 A. M.-12 M ........... Group III 2 P. M.- 5 P. M ......... Group VI Tuesday, January22 Tuesday, May28 M.-12 M ........... Group XI { 9 A. 2 P. M.- 5 P. M ... : . .... Group I Wednesday, January 23 Wednesday, May29 { Thursday, January 24 Thursday, May30 { Friday, January 25 Friday, May31 { 9 A. M.-12 M ........... Group XII . 2. P. M.- 5 P. M ......... Group VII Saturday, January 26 Saturday, June 1 9 A. M.-12 M ........... Group XIII { 9 A. M.-12 M ........... Group II 2 P. M.- 5 P. M ......... Group XVI I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART 9 A. M.-12 M ........... Group V 2 P. M.- 5 P. M ......... Group X PROFESSORS BROWN (Chairman), ELLIOTT, FITZGERAl.D, KIEFFER, KUEHNE- MUND, SCOFIELD, AND SEGALL, AND MESSRS. RODGERS AND TILGHMAN. 9 A. M.-12 M ........... Group IV 2 P. M.- 5 P. M ......... Group XIV ART Art 21. Survey of the History of Art. r (m) A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. M-W-F at 10. PROFESSOR SCOFIELD. [Art 31. The History of Painting in Western Europe.] (n) From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives �BULLETIN OF ST. JOHN'S COLLEGE 4 BULLETIN OF ST. JOHN'S COLLEGE and to the great painters of the Renaissance in Italy; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 21. M-W-F at 9. Omitted in 1934-35. PROFESSOR SCOFIELD. [Art 33 1 hf. Nineteenth-Century Painting.] in social backgrounds. Required of · all Sophomores who propose to major in English. T-Th-S at 9. PROFESSOR BROWN. English 23. Contemporary Literature. (n) M-W-Fat9. PROFESSOR SCOFIELD. M-W-F at 9. First half-year. Omitted in 1934-35. [English 24 2 hf. The Modern Drama.] (n) [Art 34 2 hf. Contemporary Art.] T-Th-S at 9. Second half-year. Omitted in 1934-35. PROFESSOR SCOFIELD. Studies in twentieth-century architecture, sculpture, and painting. M-W-F at 9. Second half-year. Omitted in 1934-35. English 29.1 1 hf. Great Books. English 29.2 2 hf. Great Books. M-W-F at 10. ENGLISH English 1. Grammar, Composition, and Prose Forms. PROFESSOR BROWN. (xv) The course is intended to supply students with the elements of English grammar and the English language as a useful tool. Frequent papers; conferences; collateral reading. Required of_ all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. T-Th-S T-Th-S M-W-F M-W-F at 10. at 9. at 9. at 1. MR. MR. MR. MR. TILGHMAN. TILGHMAN. RODGERS. RODGERS. English 21.. Survey of English Literature. (m) A course designed for students who would like some familiarity with the great works of literature. The Bible, Homer, Dante, Shakespeare, Goethe, etc. PROFESSOR SCOFIELD. A; B; C; D; (Ix) A course in rapid reading in the nineteenth- and twentieth-century drama, with special attention to the period after Ibsen. PROFESSOR SCOFIELD. ,-;_Section '•(Section Section Section (n) A study of European and contemporary American art and social thought in poetry, prose fiction, and drama. From David to Cezanne. i (i 5 [*English 31.2 2 hf. Advanced Composition.] T-Th-S at 10. Second half-year. Omitted in 1934-35. [English 33. The Sixteenth and Seventeenth Centuries. J (Ix) A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and (x) Intended for students who wish further opportunity to practice composition. So far as possible, the work of the course will be covered in individual conferences. (xm) This course will study the poetry and prose of England from 1485 to 1650. Various types such as lyric poetry, voyaging narratives, picaresque fiction, and translations, will be examined in their relation to the English Renaissance. T-Th from 2 to 3: 30. Omitted in 1934-35. �------,,< 6 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE English 34 1 hf. The Drama from 1588 to 1800. (x) A study of the English drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English 21. T-Th-S at 10. First half-year. PROFESSOR SCOFIELD. English 35. The Eighteenth Century. (x) English literature from 1688 to the death of Shelley. The important writers of the Restoration, the eighteenth century, and the French Revolution will be studied with their political. social, and intellectual backgrounds. T-Th-S at 10. PROFESSOR BROWN. English 37 2 hf. Victorian Poetry. (x) (1v) [English 41. Chaucer.] The Prologue and ten of the Canterbury Tales will be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gawain and the Green Knight and The Pearl will be read. M-Watll. Required of those English Majors ie;ho want the recommendation of the Department for graduate study. Omitted in 1934-35. English 45. Shakespeare. M-W-F at 1. PROFESSOR BROWN. English 49. The Novel. PROFESSOR SCOFIELD. l English 38. American Literature.] Puritan and Colonial writings ; the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and vyhitman · the Frontier and the South. \\'hen possible this literature will be studled as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 25. M-W-F at 10. Omitted in 1934-35. PROFESSOR BROWN. (rx) A study of the novel primarily as a form of literary art, but with some . attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from 'the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No. one should elect the course who is not able to read a novel of average length each week. Open to Juniors. T-Th-S at 9. PROFESSOR SCOFIELD. *English 50. Reading Course. *English 53 2hf. Reading Course. MEMBERS OF THE DEPARTMENT. [English 39. American Literature from· I 870.] *tEnglish 60. Theses for Honors. *tEnglish 63 2hf. Theses for Honors. M-W-F at 1. Omitted in 1934-35. PROFESSOR BROWN. (v) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. The chief poets read will be Tennyson, Browning, Arnold, Swinburne, Morris, and Rossetti. T-Th-S at 10. 7 MEMBERS OF THE DEPARTMENT. �BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 8 French FRENCH French 1. Beginning French. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. PROFESSOR ELLIOTT. French 2. Intermediate French. Pre-requisite: French 1, or two years of high-school French. Section A; M-W-F at 9. PROFESSOR ELLIOTT. Section B; M-W-F at 10. PROFESSOR ELLIOTT. (IV) Rapid reading from representative works of nineteentl>.-century prose;" comprehensive collateral reading; reports. Pre-requisite: French 2, or three years of high-school French. M-W-F at 11. PROFESSOR SEGALL. French 13. French Composition and Conversation. (xm) Comprehensive outside reading of modern prose; reports in French. Required of French Majors. Pre-requisite: French 1, or two years of high-school French. Th from 1 to 4. PROFESSOR ELLIOTT. French 17. History of French Literature and Civilization. (m) From the origins to the present time. Lectures; comprehensive outside reading in English; weekly reports. No knowledge of French is required. Open only to men who stand in the first three groups of the rank list, and not open to Freshmen. May not be counted toward the major in French. M-W-F at 10. PROFESSOR SEGALL. Survey of French Literature. (v) A summary of French literature. Readings of representative works of the more important periods. A good knowledge of French is required. Pre-requisite: French 11, or four years of high-school French. M-W-F at 1. PROFESSOR SEGALL. [French 31. Eighteenth-Century French Literature.] (xm) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. French 11. Advanced French Prose. 20. 9 (v1) The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. Comprehensive outside reading; theses. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. M-W-F at 2. Omitted in 1934-35. PROFESSOR SEGALL. French 41. Nineteenth-Century and Contemporary French Literature. The literary tendencies of the age and the social and political conditions underlying them. The eighteenth-century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neoromanticism will he considered. Students taking this course should be able to read French with ease. Pre-requisite: French 11, or four years of high-school French. Hours to be arranged. ' PROFESSOR SEGALL. *French 50. Reading Course. Subject to be arranged. Pre-requisite: French 20. PROFESSOR SEGALL. *tFrench 62 1 hf. Theses for Honors. Pre-requisite: French 20. First half-year. PROFESSOR SEGALL. �:• .I BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 10 [*German 35. Introduction to the History of German Civilization. J (v) GERMAN German 1. Beginning German. (xv1) A lecture course in English, with outside reading and written reports. Open to Juniors and Seniors who want an opportunity to become acquainted with German life, thought, and art up to the end of the eighteenth century. Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at ll. PROFESSOR KUEHNEMUND. Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. l ' Pre-requisite: German 10, or three years of high-school German. M-W-F at 2. \ German 10. Intermediate German. (n) Review of basic principles : grammar and composition; conversation; reading from works of nineteenth-century and contemporary authors. Pre-requisite: German 1, or two years of high-school German. M-W-F at 9. PROFESSOR KuEHNEMUND. German 20. Modern Literature. (v1) PROFESSOR KuEHNEMUND. German 21. Scientific German. Pre-requisite: History 1 passed with grade of " C" or better. M-W-F at 1. Omitted in 1934-35. PROFESSOR KUEHNEMUND. *German 36. History of German Civilization during. the Nineteenth and Twentieth Centuries. ( v) A lecture course in English, with outside reading and written reports. The course offers to any student an. opportunity to become acquainted with German life, thought, and art during the nineteenth and twentieth centuries. Some account of the Germans in America will be included. Pre-requisite: German 35, or History· 2r. M-W-F at 1. PROFESSOR KuEHNEMUND. I [German 40. Problems of Current German Life and Thought.] (1x) Intended for students specializing in the sciences. Pre-requisite: German 10, or three years of high-school German. T-Th-S at 9. PROFESSOR KuEHNEMUND. [*German 33. Advanced Composition and Conversation.] 11 (vn) Primarily for students who wish to acquire a better facility in writing and speaking German. Required of German Majors. Pre-requisite: Two years of college German or the equivalent. M-F from 3 to 4: 30. Omitted in 1934-35. Open only to men mai oring in German. (XVI) T at 7:30 p. m. Omitted in 1934-35. PROFESSOR KuEHNEMUND. *German 50. Readings in German Literature and History. Pre-requisite: A fluent reading knowledge of German. PROFESSOR KuEHNEMUND. *tGerman 6o. Thesis for Honors. This course is to be taken in connection with either German 40 or German 5.0· The work consists in the writing of a thesis in some special field chosen by the student with the approval of the instructor. PROFESSOR KuEHNEMUND. �12 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE [*Latin 15. Roman Law.] GREEK (1v) Greek 1. Beginning Greek. Elements of grammar and composition; readings in Greek prose. Emphasis upon the Greek element in the English language. 13 (1x) Readings principally from the Institutes of Justinian. Study of the development of legal procedure and the Roman constitution. For prospective law students. No pre-requisite. T-Th-S at 9. Omitted in 1934-35. M-W-F at 11. PROFESSOR KIEFFER. PROFESSOR KIEFFER. [*Greek 23 1 hf. History of Classical Mythology.] (x) Study of the Myths as they appear in anciel!t and modern literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. T-Th-S at 10. First half-year. Omitted in 1934-35. Latin 35. Readings in Latin Literature. A conference course with material adapted to the needs of individual students. May be taken in successive years by properly qualified students. Pre-requisite: Latin 1, or two years of high school Latin. Hours to be arranged. PROFESSOR KIEFFER. [Greek 34 2hf. History of Greek Tragedy.] PROFESSOR KIEFFER. (x) A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre.· No knowledge of Greek is required. T-Th-S at 10. Second half-year. Omitted in 1934-35. *Classics 50. *Classics 51 hf. Classics 50 and 51 hf are conference courses for majors in Classics or seniors in the first two groups of the rank list. Readings may be done in English. Hours to be arranged. PROFESSOR KIEFFER. PROFESSOR KIEFFER. Greek 35. Readings in Greek Literature. A conference course with material adapted to the needs of individual students. May be taken in successive years by properly qualified students. Pre-requisite: Greek 1, or two years of high school Greek. Hours to be arranged. PROFESSOR KIEFFER. SPANISH Spanish 1. Elementary Spanish. (I) Elements necessary for acquiring the language: grammar pronun· ciation, conversation, reading of simple texts, composition. ' M-W-F at 8. PROFESSOR FITZGERALD. LATIN Latin 1. Beginning Latin. (x) Elements of grammar and composition; readings in Latin-prose authors. For students who have had little or no Latin. May not be taken by students who have had any college Latin. · T-Th-S at 10. PROFESSOR KIEFFER. Spanish 2. Intermediate Spanish. (n) Review of basic principles : grammar and composition· conversation· reading from the works of nineteenth-century and contem~orary authors'. Pre-requisite: Spanish 1, or two years of high-school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. �'" '· 14 (v1) Spanish 11. Introduction to Spanish Literature. A general view of Spanish literature, illustr~ted by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite : Spanish 2, or three years of high-school Spanish. M-W-F at 2. [Other hours may be arranged.] PROFESSOR FITZGERALD. [Spanish 13. Spanish Composition and Conversation.] (vn) A study of Spanish syntax ; original compositions ; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish M-W-F at 3. Omitted in 1934-35. 2, or the consent of the instructor. *Spanish 50. The Romantic Movement in Spain. *Spanish 51 hf. The Romantic Movement in Spain. The ability to read Spanish fluently is necessary to these reading courses. Pre-requisite: Spanish 11, or its equivalent. PROFESSOR FITZGERALD. *tSpanish 6o. Honors Thesis Course. *tSpanish 61 hf. Honors Thesis Course. Subject to be chosen l/.fter conference between student and instructor, Students must be able. to read Spanish fluently. PROFESSOR FITZGERALD. PROFESSOR FITZGERALD. (Iv) Spanish 25 1 hf. Spanish Life and Cultur!'!. A study of the cultural background of Spanish civilizatiqn as seen in the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, read· ings, discussions, reports. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS WYCKOFF PROFESSOR FITZGERALD. Spanish 25 2hf. (The same course is repeated the second half year.) (vn) Spanish 31. Modern Spanish Novel. A study of the development of the Spanish, novel from .the nineteenth century on. Reading of novels from the more important authors; reports and discussions ; individual collateral reading and reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. [Other hours may be arranged.] ' [Spanish 41. Spanish Drama.] Lectures on the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish 11, or four years of high-school Spanish. M-W-F at 3. Omitted in 1934-35. PROFESSOR FITZGERALD. (Chairman), ALI.Es, HUNTER, KINGSBURY, AND McLAREN, DR. DuNcAN, AND MR. RoDGERs. Not open to Freshmen in September. M-W-F at 11. [Other hours may be arranged.] PROFESSOR FITZGERALD. 15 BULLETIN OF ST. JOHN'S COLLEGE , BULLETIN OF ST. JOHN'S CO~LEGE ECONOMICS See also Mathematics 25 1 hf (The Mathematics of Finance), and Mathematics 26 2 hf (Statistics). Economics-Government 1. (n) (v1) An introduction to the study of the economic and political .problems of today. This course, although not required, is strongly recommended for those !freshmen who expect to major in Economics or Government. Not open to Juniors or Seniors; or to Sophomores (Class of 1937) who intend to major in Economics or Government. Section A; M-W-F at 9. DR. DUNCAN. Section B ; M-W-F at 2. DR. DUNCAN. Economics 21. General Principles. (m) A study of the· problems arising from the maintenance of life in a mod~ ern social group. M-W-F at 10. PROFESSOR WYCKOFF. �16 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE [Economics 38 1 hf. Introduction to Business.] [Economics 23 1 hf. Principles of Accounting.] (x) Economics 32 hf. Money and Banking. 1 Fiscal and monetary problems; the banking system and its relation to business needs. Pre-requisite: Economics 21. T -Th-S at 10. PROFESSOR WYCKOFF. (x) Economics 33 2 hf. Investment and Speculation. I Pre-requiSite: Economics 21. T-Th-S at 10. First half-year. Omitted in 1934-35. PROFESSOR WYCKOFF. [Economics 39 2 hf. Forms of Social Organization.] Pre-requisite: Economics 21. T-Th-S at 10. Second half-year. Omitted in 1934-35. (1n) DR. DUNCAN. (m) This course will center its attention on the problems of government regulation of economic activity. It will begin with that portion of industry where Government supervision is now most extensive, namely : public utilities; it will conclude with a study of the increasing social control of all types of business enterprise. DR. DUNCAN. Open only to Seniors majoring in Economics. M at 11, and individual conferences. PROFESSOR WYCKOFF AND DR. DUNCAN. *Economics *Economics *Economics *Economics Pre-requisite : Economics 21. M-W-F at 10. Pre-requisite: Economics 21. M-W-F at 10. (1v) A conference course in economic theory and the major subjects of economic controversy. This course will consist of discussions, readings, reports, and papers on selected problems in international business- cycles, international control of raw materials, and economic imperiali~m. . Economics 35 2 hf. Government and Industry. PROFESSOR WYCKOFF. Economics 40. Advanced Economics. PROFESSOR WYCKOFF. Economics 34 1 hf. International Economic Problems. (x) A survey will be made of the more important economic forms of society-the philosophies and programs. An analysis of securities and the principles underlying investments. Open to Juniors and Seniors. No pre-requisite. T-Th-S at 10. (x) A study of the principles of the organization of industrial enterprises. The purpose of the course is to explain the fundamentals of accounting statements, and the principles of analysis. M at 1, F 1 to 3. First half-year. Omitted in 1934-35. 17 50. Readings in Economics. 51 hf. Readings in Economics. 52 1 hf. Readings in Economics. 53 2 hf. Readings in Economics. Conference courses open to Juniors and Seniors who are interested in Economics and are willing to read extensively·. Pre-requisite : Economics 21. Hours to be arranged. PROFESSOR WYCKOFF. *tEconomics 60. Theses for Honors. PROFESSOR WYCKOFF. �18 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE GOVERNMENT Economics-Government 1. (See under EcoNOMICS.) Government 21. Comparative Government. Government 43 1 hf. Political Parties. (Ix) Pre-requisites: At least three of the •following courses: History 25, Government 21, Government 31, Government 32. T-Th from 1 to 2 :30. First half-year. PROFESSOR KINGSBURY. Not open to Freshmen. T-Th-S at 9. PROFESSOR KINGSBURY. (m) Theories o.f politics and of government from classical times to the present day, showing the evolution of systematic political thought, and the bases of modern political ideas. The ideas of political thinkers on such subjects as the origin of the state, bases of political authority, sovereignty, democracy, socialism, communism, fascism, and the like, will be studied. Pre-requisite: Economics-Government 1, or Government 21. M-W-F at 10. PROFESSOR KINGSBURY. [Government 32. Government in the United States.] (m) A more advanced and systematic study of American political institutions and practices, with emphasis on constitutional development; relations between State and National governments; the growth of administrative activities ; political parties and other agencies. of public opinion. Pre-requisite: Economics-Government 1, or Government 21. M-W-F at 10. Omitted in 1934-35. PROFESSOR KINGSBURY. Government 41. International Politics. l f Government 44 2 hf. Constitutional Law. Pre-requisites: at least two of the following courses: Government 21, Government 31, Economics 34 1 hf, History 38. M-W-F at 9. PROFESSOR KINGSBURY. (xn) A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisites: At least three of the following courses : Economics-Government 1, Government 32, Economics 35, History 39. T-Th from 1 to 2 :30. Second half-year. PROFESSOR KINGSBURY. *Government *Government *Government *Government 50. Reading Course. 51 hf. Reading Course. 52 1 hf. Reading Course. 53 2 hf. Reading Course. PROFESSOR KINGSBURY AND DR. DUNCAN. *tGovernment 6o. Theses for Honors. PROFESSOR KINGSBURY. (n) A survey of present-day factors affecting international relations: nationalism, imperialism, armaments, trade rivalries, 'etc. ; the development of international cooperation and the peaceful settlement of international disputes, with particular reference to the League of Nations, the W arid Court, international conferences, and the evolution of a law of nations. (xn) The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include -nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. A survey of the types of modern government. Comparison of the structure and functioning of typical foreign governments with that of the United States. Required of all students majoring in Government. Government 31. History of Political Ideas. 19 HISTORY History 1. European History from the Fall of Rome to the Present Time. ( n~) A general survey of the political, economic, religious, and intellectual history of Europe since 476 A. D. A pre-requisite for men majoring in history. M-W-F at 10. MR. RODGERS. �20 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE History 11. History of Greece and Rome. (x) T-Th_.S at 10. PROFESSOR KIEFFER. (1v) A course in the foundations of modern Europe from the breakdown of the Roman Empire in the west to the establishment of the national state. M-W-F at 11. 22. Pre-requisite: History 25. M-W-F at 11~ PROFESSOR HUNTER. [History 42. History of American Life.] (xrn) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. MR. RODGERS. History (1v) The principal emphasis in this course will be placed upon the e~nomic and social aspects of American development .during the past seventy years. The political and social history of ancient times. History 21. Mediceval European History. History 39. History of the United States Since' 1865. 21 Modern European History. An outline of the history of Europe from the emergence of the national · state to the present. Pre-requisite: History 25 or its equivalent. T from 2 to 4. Omitted in 1934-35. i PROFESSOR HUNTER. M-W-F at 8. PROFESSOR HUNTER. [History 23. English History.] (m) The reading courses in history are intended particularly for Seniors who are majoring in history, and normally they are open only to such students. To be eligible for a reading course, a student must have completed three full courses 'in history, with grades qf B or better in two of them. The approval of the Department is also necessary in each case. A survey of English history. M-W-F at 10. Omitted in 1934-35. PROFESSOR HUNTER. History 25. The History of the United States. *History 50. Reading Course. *Hi'story 51 hf. Reading Course. (v) Oral and written reports. MEMBERS OF THE DEPARTMENT. A survey of United States history from colonial times to the present. *tHistory 6o. Theses for Honors. *tHistory 61 hf. Theses for Honors. M-W-F at 1. PROFESSOR HUNTER. MEMBERS OF THE DEPARTMENT. [History 37. History of the Renaissance.] Th from 2 to 4. Omitted in 1934-35. History 38. History of Europe Since 1870. (xm) PHILOSOPHY Philosophy l l 1hf. Logic. (1x) The study of the political and economic development of Europe since the unification of Germany and Italy, with particular attention to the post-war years and current development in world affairs. Pre-requisite: History 1 or History 22. T-Th-S at 9. PROFESSOR HUNTER. (x1) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 11. First half-year. PROFESSOR ALLES. �22 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Philosophy 12 2 hf. Introduction to Philosophy. (xx) The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation ; God ; freedom ; and immortality. Open to qualified Freshmen after consdltation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. [Philosophy 35 1 hf. History of Religion.] 23 (vn) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism, Zoroastrianism, Judai~m, Mohammedanism, and Christianity. M-W-F at 3. First half-year. Omitted in 1934-35. PROFESSOR ALLES. [Philosophy 36 2 hf. Psychology and Philosophy of Religion.] (vn) The course falls into two parts : The psychology of religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The philosophy of religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. · 1. (xx) Philosophy 15. Ethics. A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Gi::eek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified Freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1934-35. PROFESSOR ALLES. Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T -Th-S at 10. PROFESSOR ALLES. [Philosophy 34 2 hf. Locke; Berkeley; Hume.] (vr) An interpretation of their philosophy based on the reading of their works. Pre-requisite: Philosophy 12 2 hf or 31, or the permission of the instructor. M-W-Fat2. Second half-year. Omitted in 1934-35. PROFESSOR ALLES. Philosophy 38. Conceptions of Immortality. (vr) A study of different conceptions of immortality covering primitive, Babylonian, Egyptian, Hebrew, early Christian, and Greek conceptions as well as those of outstanding western thinkers (philosophers and · scientists) down to the present. Pre-requisite: Philosophy 12 2 hf, or 31, or .35 1 hf, or the consent of the instructor. M-W at 2. PROFESSOR ALLES. Philosophy 41 1 hf. Plato. (vrr) An interpretation' of Plato's philo~ophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite: Philosophy 31. M"'W-F at 3. First half-year.. · PROFESSOR ALLES. �'I ' !. 24 BULLETIN OF ST. JOHN'S COLLEGE Philosophy 42 2 hf. Schopenhauer. BULLETIN OF ST. JOHN'S COLLEGE (vn) An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND IDEA. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. Psychology 14 2 hf. Mental Hygiene. 25 (x1) This course, like Psychology 13 1hf, will be designed primarily for first and second year men. It will be only incidentally a course in abnormal psychology. T-Th-S at 11. PROFESSOR McLAREN. PROFESSOR ALLES. Psychology 27. Social Psychology. *Philosophy 50. Reading in Philosophy. *Philosophy 51 hf. Reading in Philosophy. Field or subject to be determined after consultation with the student. PROFESSOR ALLES. *tPhilosophy 60. Theses for Honors. *tPhilosophy 61 hf.· Theses for Honors. The work consists in the writing of a thesis in some field or on a subject chosen by the student after consultation with the instructor. PROFESSOR ALLES. Any student who wishes to take a year's work in Educational Psychology should, after securing permission from the instructor, register in Psychology 50. Psychology 13 I.hf must also be taken, unless the student already has credit for a Psychology course offered at St. John's College; and Psychology 14 2 hf should be taken. (x1) This is not to be a technical course either in what is called Educational Psychology or in what is called the History of Education. It is, rather, to be a survey from an historical point of view, and from a psychological and sociological point of view, of educational theories, and is designed primarily for first and second year students ; the purpose being to assist students as soon as possible after they enter college, to arrive at a workable and integrated understanding of the meaning of a liberal and humane education in a rapidly changing society. The basic text will probably be Joseph K. Hart's "Creative Moments in Education." PROFESSOR McLAREN. Pre-requisite: Either one year of Psychology, or one year of Biology, or one year of Philosophy. M-W-F at. 9. Psychology 29. General Psychology. *Note concerning Educational Psychology: T-Th-S at 11. A study of the integration and development of the human personality and character within a society. Emphasis will be placed upon the postulate that man is a socialized animal; and social psychology will be considered to be organismic and biological psychology, or bionomics. The different schools of social psychology will be examined and discussed. Open, with the consent of the instructor, to any Senior regardless of pre-requisite requirement. This course should be taken by Social Science majors. PROFESSOR McLAREN. PSYCHOLOGY Psychology 13 1 hf. Introduction to Education. (11) (1v) A technical and scientific study of human behavior. Emphasis will be placed on a bio-social and physiological approach. The different modern schools of Psychology will be.discussed. Open; with the consent of the instructor, to any Senior, regardless of pre-requisite requirement. Pre-requisite: One year of Biology or one year of Philosophy. The pre-requisite course may be taken concurrently with the course. M-W-F at 11. PROFESSOR McLAREN. *Psychology 50. Reading Course. *Psychology 51 hf. Reading Course. *Psychology 52 1 hf. Reading Course. *Psychology 53 2 hf. Reading Course. These reading courses are intended for students who are in earnest about reading inte~sively and extensively in the field of Psychology. �I I BULLETIN OF ST. JOHN'S COLLEGE 26 Conferences and assigned papers. Not open to students who have a grade below C in the pre-requisite courses. No examinations. Pre-requisite: Two full years of Psychology; or. one year· of Psychology and one year of Biology; or one year of Psychology and one year-of Philosophy. *Psychology 60. Theses for Honors. PRoFEssoR McLAREN. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS EASON (Chairman), ALLEN, APPEL, BAYLIFF, BERNHARD, BINGLEY, McFARLIN, RIDGELY, AND VEDOVA. Biology 10 hf. Biology and Human Social Welfare. Biology 1.4 1 hf. Readings in Biology. 27 (xn) . This course is intended for students who are not mai ormg in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Three hours weekly. Open only to upperclassmen who have had no biology. T-Th from 1 to 2 :30. First half-year. PROFESSOR RIDGELY. [*Biology 15 2hf. Ecology.] Observation of local animals and plants in their native habitats, both land and water ; and an introduction to some methods of studying animal communities. BIOLOGY 2 I BULLETIN OF ST. JOHN'S COLLEGE (xrn) Population problems ; food supply; climate and the gecigraphical distribution of human progress ; heredity and environment; the effects of mal-nutrit!on, disease, parasites, war. T-Th from 2.30 to 4. Second half-year. Laboratory fee, $10.00. Hours· to be arranged (eight hours a week) . Second half-year. Omitted in 1934-35. PROFESSOR APPEL. *Biology 16 2hf. Physiology. A general study of vital processes. The physico-chemical nature of life and its relationship to the environment. PROFESSOR APPEL. Biology 11. Beginning Zoology. (IV, VIII) An introduction to animal biology. General principles of morphology, physiology, ecology, histology, genetics, embryology, etc., and a survey of the common groups of animals. Two hours of recitation and six hours of laboratory. Laboratory fee, $10.00 per half-year. Section A; Recitation, M-F at 11. Laboratory, W-F from 1 to 4. PROFESSOR RIDGELY. Section B; (Pre-medical students). Recitation, T -Th at 8. Laboratory, T-Th from 1 to 4. PROFESSOR BAYLIFF. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. Biology 19 2 hf. General Embryology. Studies in the cellular basis of development. An attempt to analyze the early formative processes in terms of hereditary and environmental factors. Pre-requisite : Biology 11. Laboratory fee, $10.00. Hours to be arranged (eight hours a week). Second half-year. PROFESSOR APPEL. �28 T BULLETIN OF ST. JOHN'S COLLEGE [Biology 20 1 hf. Invertebrate Zoology.] The morphology and evolution of the invertebrates. Some attention to larvae to extinct groups, and to groups of uncertain phylogenetic positi~n. Many of the specimens t~ be used in the laboratory are deepsea and mid-Atlantic forms taken by the "Atlantis" in 1931 and 1933. The specimens were given to the department through the kindness of Doctor Henry B. Bigelow of the Oceanographic Institute, and Mr. Joseph S. Bigelow of Annapolis. Two hours of recitation and six hours of laboratory. 1 Histological and cytological methods, and their bearing on the study of protoplasmic structure. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 19 2 hf or 30 1 hf. Laboratory fee, $10.00. Hours to be arranged. Second half-year. (III) PROFESSOR APPEL. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. First half-year. Biology 34 2 hf. Genetics. A study of the principles of heredity and variation, and of the relation of these to each other and to evolution. Laboratory work to consist of breeding experiments with different strains of Drosophila and of calculations in practical breeding problems. Three hours of recitation and four hours of laboratory. PROFESSOR APPEL. (m) A further study of the higher types of animal structure as seen m developmental anatomy. An introduction to human biology. Two hours of recitation and six hours of laboratory. ' PROFESSOR RIDGELY. The comparative study of normal cells and tissues. Two hours of recitation and six hours of laboratory. *Biology 33 2 hf. Microscopical Technique. A history of the successive types of structure found in the higher animals. An introduction to human anatomy. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation W-F at 10. Laboratory, T-Th from 9 to 12. Second half-year. Biology 30 1 hf. Histology. PROFESSOR APPEL. PROFESSOR BAYLIFF. Biology 22 2 hf. Embryology of Vertebrates. 29 Pre-requisites: Biology 21 1 hf and 22 2 hf. Laboratory fee, $10.00. Recitations, W-F at 8. Laboratory, M from 1to4, W from 7 to 10. First half-year. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. Omitted in 1934-35. Biology 21 1 hf. Comparative Anatomy of Vertebrates. BULLETIN OF ST. JOHN'S COLLEGE 1 1 J I Pre-requisite: Biology 11 or the equivalent. Biology 19 2hf is recommended. Laboratory fee, $10.00. Hours to be arranged. Second half-year. PROFESSOR BAYLIFF. ( Biology 37 1 hf. Parasitology. Evolutionary and general biological significance of the parasitic mode of life. Consideration of the ecological relationships i;>etween parasite and host. Internal parasites only; chiefly those of vertebrates. Laboratory work largely on the morphology and life history of representative �30 BULLETIN OF ST. JOHN'S COLLEGE forms infesti~g mammals. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 11 or the equivalent; Biology 20 1 hf recommended. Laboratory fee, $10.00. Hours to be arranged. First half-year in alternate years. PROFESSOR BAYLIFF. Marine Biology. Advanced students, particularly biology majors, are urged to take at least one summer course at some marine biological laboratory. The season of the year and the diversity of animals available at such institutions combine to give the student opportunities for study which cannot be duplicated during the regular school year. With the approval of the department courses taken at a marine laboratory may be counted toward the fulfillment of the requirements for a biology major, or the requirements for the degree. To encourage and assist worthy biology and pre-medical students to attend such laboratories, the College offers annually a scholarship applicable either at the Biological Laboratory, Cold Spring Harbor, Long Island, New York, or at the Marine Biological Laboratory, Woods Hole, Massachusetts. *Biology 52 1 hf. Readings for Advanced Students. A three-hour course of intensive independent reading, with conferences weekly. Ordinarily topics will be assigned, but students may choose topics of their own on suitable subjects not covered by ~ther courses. Students who wish to prepare for Biology 63 2 hf will · be assigned readings leading to thesis subjects. First half-year. Individual conferences. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. *tBiology 63 2 hf. Theses for Honors. Individual problems involving laboratory work ~nd reading equivalent in amount to the work of an eight-hour laboratory course. A short thesis will be required of each student, summarizing the results of his work. Pre-requisite: Three years of college biology. PROFESSORS RIDGELY, APPEL, AND BAYLIFF. BULLE-TIN OF ST. JOHN'S COLLEGE 31 CHEMISTRY Chemistry 1. General Chemistry. (m) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS ALLEN AND McFAR!.IN. Chemistry 2. General Chemistry for Science Students. (nI) A more comprehensive course in General Chemistry; the same course as Chemistry 1 with the exception that the Friday recitation is conducted separately from Chemistry 1. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Two hours of lectures, one hour of recitation, and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a science as their major and have taken Chemistry r must take the one-hour recitation given in Chemistry 2 on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at 1. PROFESSORS BERNHARD, ALLEN, AND McFARLIN. Chemistry 21 1 hf. Qualitative Analysis. (xn) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In �I 32 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of " unknowns " and to the separation and identification of the metals and acid radicals usually met with in inorganic chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisites: Chemistry 2 and Mathematics 11. Laboratory fee $15.00 and breakage. Recitation, T-Th at 1. Laboratory, W-F from 1 to 4. First half-year. 22 2 hf. Quantitative Analysis, Part I. Pre-requisites : Chemistry 21 1 hf and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W 1 to 5. Second half-year. Chemistry 33. Organic Chemistry. (v) The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 21 1 hf. Laboratory fee, $15.00 and breakage. Recitation, M at 1. Laboratory, M from 2 to 4. W-F from 1 to 4. Second half-year. (Iv) An. introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds of the aliphatic and aromatic series and their reactions. Two hours of lectures and recitation and six hours of laboratory. Pre-requisite: Chemistry 1 or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at 11. Laboratory, T-Th from 1 to 4. PROFESSOR· BERNHARD. PROFESSORS ALLEN AND MCFARLIN. Chemistry 31 1 hf. Quantitative Analysis, Part II. terminations of molecular weights, measurements of physical properties. etc. Three hours of lectures and four hours of laboratory. PROFESSOR ALLEN. PROFESSOR MCFARLIN. Chemistry 33 Chemistry 42. Advanced Organic Chemistry. (v) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 22 2 hf. Laboratory fee, $15.00 and breakage. M-W-F from 1to4. First half-year. (vm) Selected topics of organic chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes quantitative organic analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. Pre-requisite:. Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to I2. PROFESSOR ALLEN. PROFESSOR BERNHARD. Chemistry 32 2 hf. Physical Chemistry, Part I. (I) Substances in the gaseous, liquid, and solid states ; the structure pf matter ; energy changes ; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes de- , Chemistry 43 1hf. Physical Chemistry, Part II. (1v) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures �BULLETIN OF .ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 34 35 and recitations with reports on assigned reading in the o!iginal literature. processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. Pre-requisites; Chemistry 32 2 hf; ability to read French and German. M-W-F at 11. First half-year. PROFESSOR ALLEN. Section A ; M-W-F at 9. PROFESSOR V EDOVA. Section B; T-Th-S at 9.· PROFESSOR BINGLEY. Section C; T-Th-S at 11. PROFESSOR BINGLEY. *Chemistry 52 1hf. Readings in Chemistry. Mathematics 21. Differential and Integral Calculus. (vi) A reading and seminar course in the history of chemistry. Three hours. Pre-requisites: Chemistry 21 1hf and 33. M-W-F at 2. First half-:-year. PROFESSOR BERNHARD. Pre-requisite: Mathematics 11. M-W-F at 10. PROFESSOR BINGLEY. Mathematics 25 1hf. The Mathematics of Finance. *tChemisti;y 6o. Thesis and Laboratory Work. *tChemistry 61 hf. Thesis and Laboratory Work. Laboratory fee, $25.00 for the full course (eight hours) ; $15.00 for the half-course (four hours). PROFESSORS BERNHARD AND ALLEN. MATHEMATICS Mathematics l 1hf. Algebra. This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year. Mathematics 2 2 (I) This course is required of all students who have not. offered plane geometry for admission. No credit toward the degree. M-W-F at 8. Second half-year. M-W-F at 11. First half-year. PROFESSOR BINGLEY. I Mathematics 26 2 hf. Statistical Methods. A study of the classical and recent statistical methods. M-W-F at 11. Second half-year. PROFESSOR BINGLEY. Mathematics 31. Mathematical Analysis, Part I. (Ix) Pre-requisite : Mathematics 21. T-Th-S at 9. PROFESSOR \TEDOVA. Mathematics PROFESSOR V EDOVA. Mathematics 11. Introduction to Mathematical Analysis. . (Iv) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. An advanced course in the calculus with an introduction to differential geometry. The applications of mathematical analysis to the physical sciences are stressed. PROFESSOR V EDOVA. hf. Plane Geometry. (rn) Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures and moments of inertia. ( xn) This course aims to give a survey of the essentials of trigonometry, college algebra, a,nd analytic geometry. The two-fold purpose of mathematical study is emphasized : to enable the student to use mathematical 3J-. Higher Algebra. (xI) In this course such .topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at 11. PROFESSOR V EDOVA. I �36 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Mathematics 35. The Elements of Mechanics. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at 10. 37 *tMathematics 63 2hf. Theses for Honors. The subject of each thesis will be decided upon after consultation with the instructor, and will be basea, if possible, upon the reading dbne in Mathematics 50. Conference hours to be arranged. PROFESSOR V EDOVA. PROFESSOR BINGLEY. Mathematics 41. Mathematical Analysis, Part II. A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. V EDOVA. Mathematics 43. Introduction to Modern Geometry. Pre~requisite: Mathematics 33. Hours to be arranged. PROFESSOR V EDOVA. Mathematics 45. Differential Equations. (vm) Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive lrnowledge of the underlying theory. T-Th-S at 8. PROFESSOR VEDOVA. (m) *Mathematics 50. Reading Course. The subject or subjects will be determined in consultation with the instructor. M-W-F at 10. PROFESSOR Physics 21. Elements of Physics. (vm) This course covers the elements of mechanics, heat, electricity, magnetism, sound, and light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite: Mathematics 31. T-Th-$ at 11. PROFESSOR PHYSICS V EDOVA. Pre-requisite: Mathematics 11 or Plane Trigonometry. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section Bi Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. Physics 31. Electricity and Magnetism. (1) Beginning with the fundamental ideas underlying electrical science, this course explains how such principles may be ai:>plied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisites: Physics 21 and Mathematics 11. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. *Mathematics 53 2 hf. Selected Topics in the History of Science. A reading course in topics selected from the history of the natural sciences and mathematics of the Greek period, the Renaissance, and the seventeenth and eighteenth centuries in Europe. Conference hours to be arranged. PROFESSOR BINGLEY. [Physics 41. Physical Optics.] This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the theory of relativity. The student must realize that the subject of light is a broad one and requires thorough preparation �38 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE in mathematics and chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. *'t Physics 60. Pre-requisites: Physics 21; Mathematics 31 (which may be taken concurrently) ; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, T-Th-S at 9. Laboratory, T-Th from 2 to 4. Omitted in 1934-35. p E 39 Hygiene 1. General Principles of Hygiene. ROFESSOR PROFESSOR EASON. Lectures on the science of health. Biology ; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods; heat regulation of the body ; removal of waste material from the body ; physical exercise; the nervous system ; mental hygiene ; diseases in general ; particular diseases. · ASON. [Physics 42. Theory of Heat.] An attempt is made to acq~int the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisites: Physics 21; Mathematics 21; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1934-35. PROFESSOR EASON. Physics 43. Electricity. (11) This is an advanced course in Electricity. The treatment is, largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisites: Physics 21; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. PROFESSOR EASON. *Physics 50. Reading Course. (xu) Independent reading of books and current periodicals covering some particular field of physics. Frequent conferences. Pre-requisite: Physics 21. Tat 1. PROFESSOR EASON. Theses for Honors. One lecture each week for ten weeks, beginning with the second Monday in October,. Required of all freshmen. M at4. DR. MURPHY. l Physical Training 1. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall ; apparatus w6rk, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter ; with outdoor competitive sports again in the spring. Section A; M-W-F at 3. Section B; M-W-F at 4. MR. LENTZ. Physical Training 2. Advanced course in physical training. Two years of physical training are required of all students. Students who fail to fulfill the requirements in physical training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training 1. T-Th from 3 to 4.30. MR. LENTZ. �,i ! i 'I 40 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE , Economics. REQUIREMENTS FOR MAJORS Economics-Government 1 (advised) ; Economics 21 (General Principles of Economics); Two of the Junior courses in Economics (full courses or the equivalent) ; Economics 40 (Advanced Economics) ; Economics SO (Reading); Mathematics 26 2 hf (Statistics) (This should be taken in the Sophomore year) ; . One full course in Psychology or in Philosophy ; Students who major in Economics will be required to take a comprehensive written examination at the end of the Senior year. The courses of concentration will be stressed, but familiarity with adjoining fields of knowledge will be expected. Biology. Four full courses (or their equivalent) in biology: Some work in each of the basic branches of the subject, if possible, such as ecology, physiology, embryology, morphology, and genetics. Courses 20 lhf, 21 lhf, 22 2hf, and 30 lhf are primarily morphological; Two full courses (or their equivalent) in chemistry including comprehensive general chemistry and organic chemistry : Additional work may be recommended in analytical and physical chemistry; The language requirements are two years of college French (or their equivalent) and two years of college German (or their equivalent) . A reading knowledge of these languages is desirable as a preparation for graduate study. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) Chemistry. Chemistry 2 (Comprehensive General Chemistry) : Chemistry 21 1 hf (Qualitative Analysis) ; Chemistry 22 2 hf (Quantitative Analysis, Part I) ; Chemistry 31 1hf (Quantitative Analysis, Part II); Chemistry 32 2 hf (Physical Chemistry; Part I); Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics); The language requirements are two years of college French or their equivalent and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. (Courses taken in satisfaction of these language requirements may be counted toward distribution.) NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21 1 hf. Mathematics 21 (Differential and Integral Calculus) is a pre-requisite for Chemistry 32 2hf. Classics. , Three full courses (or their equivalent) in Latin, above Latin 1; Two full courses (or their equivalent) in Greek, above Greek 1; A full course (or its equivalent) in ancient history. Two electives selected with the approval qf the Adviser. 41 English. I English 21 (Survey of English Literature) ; English 45 ( Shakespere) ; Four other full courses in the Department of English, exclusive of English 1. It is urged that students majoring in English elect History 23 (English History), preferably in their Sophomore year. By the end of their Junior year, students who major in English must have a reading knowledge of either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the history of English literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French or German. English 41 (Chaucer) must be taken by students who wish the recommendation of the Department for graduate study. French. See Romance Languages. �BULLETIN OF ST. JOHN'S COLLEGE 42 German. Four full courses in German beyond German 10 (Intermediate German), including German 40 (Problems of Current German Life and Thought); A course in mediaeval European history and a course in modern European history or their equivalents. NOTE.-German 21 (Scientific German) does not count toward the major. Government. Economics-Government 1 (advised); Government 21 (Comparative Government) ; Any three of the four Junior and Senior courses in Government; Economics 21 or a full year of Psychology or a full year of Sophomore History ; Economics 34 1hf (International Economic Problems) and Economics 35 2 hf (Government and Industry) or a full year of Junior History. Beginning in 1934-35, students who major in Government will be required to take a comprehensive written examination covering the field of their major courses at the end of the Senior Year. History. History 1 (Historical Survey); History 21 (Mediceval European History) or History 23 (English History) ; History 22 (Modern European History); History 25 (History of the United States) ; Economics-Government 1, or Economics 21 (General Principles of Economics) or Government 21 (Comparative Government) or a full course in Psychology exclusive. of Educational Psychology (Social Psychology recommended) ; English 21 (Survey of English Literature) or Art 2.1 ( Introduction to Art) or Philosophy 31 (History of Philosophy) . 1 j ':j I BULLETIN OF ST. JOHN'S COLLEGE Mathematics~ Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Differential and Integral Calculus); Mathematics 31 (Mathematical Analysis, Part I); Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Differential and Integral Calculus); Mathematics 33 (Higher Algebra); Mathematics 35 (The Elements of Mechanics); Mathematics 43 (Introduction to Modern Geometry); Physics 21 (Elements of P.hysics). A reading knowledge of French or German is advised. Philosophy. Philosophy ll 1hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2 hf ('.Psychology and Philosophy of Religion) ; Philosophy 41 1hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in psychology or in history. Physics. Physics 21 (Elements of Physics) ; Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics); Physics 42 (Theory of }Jeat) or Physics 43 (Electricity); Mathematics 21 (Differential and Illtegral Calculu,s) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. 43· �-----T 44 BULLETIN OF ST. JOHN'S COLLEGE Pre-Medical Sciences. Each student who wishes to study medicine is advised to take the six essential courses of the pre-medical major, whether he selects this major or some other. These are the courses stipulated by the Council on Medical Education of the American Medical Association as the minimal requirements for admission to the medical schools : Two full courses in biology : Biology 11 (Beginning Zoology), Biology 21 1 hf (Comparative Anatomy of Vertebrates), and Biology 22 2 hf (Embryology of Vertebrates); Two full courses in chemistry : Chemistry 2 (Comprehensive General Chemistry), and Chemistry 33 (Organic Chemistry) ; One full course in physics: Physics 21 (Elements of Physics); NoTE.-Mathematics 11 (Introduction to Mathematical Analysis) is prerequisite to Physics 21. One full course in English, which must be actually taken in college. In addition, two years of college German or their equivalent and two years of college French, or their equivalent, are required. Courses taken in fulfillment of these ianguage requirements may be counted toward distribution. The student should become familiar with the specific requirements of the professional school h.e expects to enter, where additional requirements may be pre-requisite. For example, Latin is required for admission to the Johns Hopkins University School of Medicine. Some medical schools require "a reading knowledge" of French and German. Analytical chemistry is required in some schools, and, indeed, work in physical chemistry would be desirable. Psychology. Three full courses, or their equivalent, in psychology; Biology 11, either section A or section B; Philosophy 31. One additional full course, or the equivalent, in philosophy, or in biology, or in psychology; or a full course in physics; One additional full course or two half-courses to be elected from the following list : Any philosophy course; Any psychology course; ,, ~~~~~~~~~~~~~~~---- I BULLETIN OF ST. JOHN'S COLLEGE 45 Biology 16 2hf; Biology 21 1 hf; Biology 22 2 hf; Biology 30 1 hf ; Biology 33 2 hf ; Biology 34 2hf ; Chemistry 1 or Chemistry 2; Physics 21; Mathematics 26 2 hf ; Economics 38 1 hf and 39 2 hf; Economics 40; Greek 23 1 hf ; English 24 2 hf ; English 49; English SO. Any student who intends to do graduate work in psychology should learn to read both German and French. He should also take at least two full science courses or their equivalent. Two full years of biology and one of some other science, preferably physics, are recommended. The student should make as thorough a study as possible of physiology, especially the physiology of the nervous system and the ductless glands. Romance Languages. Four full courses in one Romance language above French 2 or Spanish 2 (intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance language. French 17 does not count toward the major. Social Sciences. One course in each department. The courses prescribed are : Economics 21 (General Principles) ; Government 21 (Comparative Government) ; History 1 (European History from the Fall of Rome to the Present Time); Philosophy 31 (History of Philosophy); One full course in psychology, exclusive of Educational Psychology (Social Psychology is recommended) ; Three additional courses in the social sciences. These three courses must be distributed over three departments and must have the approval of the departments concerned. Spanish. See Romance Languages. �Room Assignments, 1934-35 NoTE.-Courses bearing the announcement, "Hours to be arranged" will meet at f and places designated by the instructor in consultation with the Registrar. Course Hall and Room Art 21 ...................... McDowell 24 Biology, all courses . ..... Biology Building Chemistry, all courses . .... Humphrey's Hall Economics-Government 1 A ... McDowell 36 Economics-Government 1 B ... McDowell 36 Economics 21 ............... McDowell 33 Economics 32-lhf, 33-2hf ..... McDowell 21 Economics 34-lhf, 35- 2hf ..... McDowell 21 Economics 40 ............... McDowell 24 English l A ................ McDowell 36 English 1 B ................ McDowell 36 English 1 C ................ McDowell 32 English 1 D , ............... McDowell 21 English 21 .................. McDowell 32 English 23 .................. McDowell 24 English 29.l-1 hf, 29.2- 2hf .... McDowell 23 English 34-1 hf .............. McDowell 22 English 35 .................. McDowell 35 English 37-2hf ............... McDowell 32 English 45 .................. McDowell. 23 English 49 .................. McDowell 24 French 1 ................... McDowell 36 French 2 A ................. McDowell 34 French 2 B ................. McDowell 36 French 11 .................. McDowell 22 French 13 .................. McDowell 32 French 17 .................. McDowell 22 French 20 ................... McDowell 22 German 1 .................. McDowell 21 German 10 ................. McDowell 21 German 20 ................. McDowell 24 German 21 ................. McDowell 21 German 36 ................. McDowell 34 Government 21 .............. McDowell 33 Government 31 .............. McDowell 32 Government 41 .............. McDowell 31 Course Hall and Governme~t 43-1 hf, 44- 2hf .. '.. McDowell Greek 1 .................... McDowell History 1 ................... McDowell History 11 .................. McDowell History 21 .................. McDowell History 22 .................. McDowell History 25 .................. McDowell History 38 .................. McDowell History 39 .................. McDowell Hygiene 1 ...... Humphrey's Lecture R Latin 1 ..................... McDowell Mathematics 1-1 hf, 2- 2hf ..... McDowell Mathematics 11 A ........... McDowell Mathematics 11 B ........... McDowell Mathematics 11 C ........... McDowelll Mathematics 21 ............. McDowell Mathematics 25-1 hf, 26- 2hf ... McDowell Mathematics 31 ............. McDowell Mathematics 3·3 ............. McDowell Mathematics 35 ............. McDowell Mathematics 41 ............. McDowell Mathematics 45 ............. McDowell Philosophy 11-lhf, 12- 2hf ..... McDowell Philosophy 15 ............... McDowell Philosophy 31 ... , ........... McDowell Philosophy 38 ............... McDowell Philosophy 4l-1hf, 42- 2hf ..... McDowell Physics, all courses . ....... Humphrey's H Psychology 13-lhf, 14- 2hf .. : .McDowell Psychology 27 ............... McDowell Psychology 29 .............. McDowell Spanish 1 ................... McDowell Spanish 2 ................... McDowell. Spanish 11 .................. McDowell Spanish 25-lhf, 25-2hf ....... McDowell Spanish 31 .................. McDowell . 1 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 Bulletin of St. John's College in Annapolis: Announcements for 1934-35 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 45 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource St. John's College Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1934 Date A point or period of time associated with an event in the lifecycle of the resource 1934-09 Format The file format, physical medium, or dimensions of the resource pdf Type The nature or genre of the resource text Language A language of the resource English Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Publisher An entity responsible for making the resource available St. John's College Description An account of the resource Volume IV, number 4 issue of the Bulletin of St. John's College in Annapolis. Published in September 1934. Announcements for 1934-35. College catalog for the years 1934-1935 Bulletin Catalogue College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/675984672e457a309b37bfc050040a75.pdf 5086faec880282a21780bfc4842db4b9 PDF Text Text VOLUME I NUMBER 2 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS ANNOUNCEMENT OF COURSES 1931-32 ANNAPOLIS, MARYLAND SEPTEMBER, 1931 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �COURSES OF INSTRUCTION MID-YEAR EXAMINATION SCHEDULE January 21 to 30, 1932 f 9 A. M.-I2 M ........ Group XX Thursday, January 21 ......... \ P. M.- 5 P. M ..... Group IX f 9 A. M.-I2 M ........ Group II Friday, January 23...........| 2 p M _ 5 p M.....'GrQup xyi Freshman courses are numbered from I to 10 and n to 20, Sophomore courses from 21 to 30, Junior courses from 31 to 40, Senior courses from 41 to 50. A course offered to any specific class is ordinarily open to any member of a higher class. A student may register for any course offered to a higher class provided he obtains the permission of the instructor concerned and the approval of the Dean. Courses not given in the current academic year are bracketed. All courses are full courses running throughout the year except where designated by 4if or 2 hf. The Roman numeral in parentheses after the name and number of each course indicates the examination group to which the course is assigned. Saturday, January 23 ......... | 9 A. M.-I2 M ........ Groups VI, XV f 9 A. M.-I2 M { 2 P. M.- 5 P. M v Monday, January 25 jr, Group III Group XVII f9 A. M.-I2 M ........ Group XI Tuesday, January 26. . ....... |2p M _ g p M ..... f 9 A. M.-I2 M ........ Group XIX Wednesday, January 27 ..... : • ( 2 P. M.- 5 P. M ..... Group X I. DIVISION OF THE LANGUAGES, LITERATURE, AND ART PROFESSORS BROWN (Chairman), ARNAUD, BACON, FITZGERALD, GROPP, HALSEY, KUEHNEMUND, SCOFIELD, SEGALL, AND STARR, AND MESSRS. KlEFFER AND RODGERS ART Art 21. Survey of the History of Art. (m) f9 A. M.-I2 M ........ Group IV Thursday, January 28 ......... \ p. M.- 5 P. M ..... Group VIII A survey of the history of art in Western Europe with special emphasis on the Greeks in the first half-year and on the Italian Renaissance in the second half-year. f9 A. M.-I2 M ........ Groups XII, XVIII Friday, January 29 ........... \ P. M.- 5 P. M ..... Group XIII M-W-F at 10. Saturday, January 30 ......... j 9 A. M.-I2 M ........ Group V PROFESSOR SCOFIELD. [Art 31. The History of Painting in Western Europe.] From the beginnings to impressionism. During the first half-year special attention will be given to the Sienese and Florentine primitives and to the great painters of the Renaissance in Italy; during the second half-year to the Flemish primitives and to the Flemish, Dutch, and Spanish schools of the seventeenth century. Pre-requisite: Art 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR SCOFIELD. �4 BULLETIN OF ST. JOHN'S COLLEGE Art 32. The Art of Classical Antiquity. (i) A study of the Greeks and Romans as we know them through their fine and applied arts. M-W-Fat8. BULLETIN OF ST. JOHN'S COLLEGE English 23. Contemporary Literature. (v) A study of American and European art and social thought in poetry, prose fiction, and the drama. M-W-F at i. PROFESSOR SCOFIELD. Art 41. The Background of American Life. (iv) A study of Colonial America, its architecture, its furniture, its silver, glass, and pottery. Lectures, discussion, and conferences. Frequent opportunity will be given the student to examine the materials of the course at first hand. W-Fat ii. PROFESSOR HALSEY. ENGLISH English i. Grammar, Composition, and Prose Forms. (xv) The course is intended to supply students with the elements of English Grammar and the English Language as a useful tool. Frequent papers ; conferences; collateral reading. Required of all Freshmen unless they pass an anticipatory examination in grammar and composition. Does not count toward fulfillment of major or distribution. Section A ; T-Th-S at 10. PROFESSOR SCOFIELD. Section B; T-Th-S at 9. PROFESSOR STARR. Section C; M-W-F at 9. PROFESSOR BROWN. Section D; T-Th-S at 10. MR. RODGERS. Section E; T-Th-S at 9. MR. RODGERS. [English 10. General Literature.] An introduction to the study of literature, with class discussions, independent readings, and written reports. This course is offered as an elective for students who are excused from the prescribed course in English Composition. T-Th-S at 8. Omitted in 1931-32. PROFESSOR BROWN. English 21. Survey of English Literature. ( In ) A study of the main tendencies of English Literature from Beowulf to the present time, with readings in great or characteristic writers and in social backgrounds. Required of all Sophomores who propose to major in English. M-W-F at 10. PROFESSOR BACON. PROFESSOR BROWN. [English 24 2 hf. The Modern Drama.] A course in rapid reading in the nineteenth and twentieth century drama, with special attention to the period after Ibsen. T-Th-S at 9. Second half-year. Omitted in 1931-32. PROFESSOR SCOFIELD. [English 261hf. The Bible as Literature: The Old Testament.l A reading course in the literature of the King James Version of the Bible. T-Th-S at 8. First half-year. Omitted in 1931-32. [English 27 2 hf. The Bible as Literature: The New Testament.] T-Th-S at 8. Second half-year. Omitted in 1931-32. [English 28 Mif. The Legend of King Arthur.] The historical Arthur of the sixth century will be discussed in relation to the romantic figure of the Middle Ages, especially in Geoffrey of Monmouth and in Malory. The later stories of Arthur down to Tennyson and Edwin Arlington Robinson will be included. M-W-F at 9. First half-year. Omitted in 1931-32. PROFESSOR STARR. �6 BULLETIN OF ST. JOHN'S COLLEGE [English 29 2 hf. English Nautical Literature.] The course will discuss particularly sea-stories in English from Beowulj to John Masefield. Especial emphasis will be placed on the sea-novel. Defoe, Smollett, Marryat, Cooper, Melville, and Conrad will be studied carefully. M-W-F at 9. Second half-year. Omitted in 1931-32. PROFESSOR STARR. [English 30 2 hf. Advanced Composition.'] Practice in the writing of prose, chiefly narrative. Admission by the consent of the instructor. . Hours to be arranged. Second half-year. Omitted in 1931-32. [English 31. Types of Literature.] A study of the various types of poetry in the first half-year, of prose in the second half-year. Intended primarily for students whose major subject lies without the field of literature. Omitted in 1931-32. PROFESSOR BACON. English 32. The Nineteenth Century. (x) This course is intended to give a comprehensive view of the poetry and the prose (including the novel) of the nineteenth century, from Byron to Oscar Wilde. The change from the romanticism of the early nineteenth century poets to that of the Victorians, and the gradual development of the didactic purpose in prose of the period will be especially emphasized. There will be frequent class-room discussions, and occasional papers. T-Th-S at 10. PROFESSOR STARR. [English 33. The Seventeenth Century.] Particular attention will be paid to John Donne and his School, Ber Jonson, Milton, Dryden, and the Restoration Dramatists. Hours to be arranged. Omitted in 1931-32. PROFESSOR STARR. BULLETIN OF ST. JOHN'S COLLEGE 7 [English 34 Uif. The Drama from 1588 to 1800.] A study of the English Drama, exclusive of Shakespeare, from Marlowe to Sheridan. Pre-requisite: English 21. T-Th-S at 9. First half-year. Omitted in 1931-32. PROFESSOR SCOFIELD. English 35. The Eighteenth Century. English Literature from 1688 to the death of Shelley. The important writers of the Restoration, the Eighteenth Century, and the French Revolution will be studied with their political, social, and intellectual backgrounds. Admission by consent of the instructor. Pre-requisite: English 21. Hours to be arranged. PROFESSOR BROWN. [English 36 x hf. Romantic Poetry of the Eighteenth Century.] A survey of English romantic poetry from Anne of Winchelsea to Wordsworth. Important poets studied will include Thomson, Gray, Cowper, Coleridge, and Wordsworth. Tuesday at 10. First half-year. Omitted in 1931-32. PROFESSOR STARR. [English 37 *hf. Romantic Poetry of the Nineteenth Century.] Byron, Shelley, Keats, Arnold, Browning, Tennyson, and Swinburne will be studied in detail. Tuesday at 10. Second half-year. Omitted in 1931-32. PROFESSOR STARR. �8 BULLETIN OF ST. JOHN'S COLLEGE [English 38. American Literature.] Puritan and Colonial writings, the literature of the Revolution; the New England school; Cooper, Poe, Hawthorne, Melville, and Whitman ; the Frontier and the South. When possible this literature will be studied as creative art, otherwise as the expression of national or sectional culture. Students electing this course are recommended to elect at the same time History 41. M-W-F at 10. Omitted in 1931-32. PROFESSOR BROWN. [English 39. American Literature from 1870.] M-W-F at i. Omitted in 1931-32. PROFESSOR BROWN. English 41. Chaucer. (iv) The Prologue and ten of the Canterbury Tales wilf be carefully read in class. In addition the minor poems, The Book of the Duchess, and Troilus and Criseyde will be studied less in detail. Other important works of the fourteenth century, especially Gaivain and the Green Knight and The Pearl will be read. M-W-F at ii. Required of English Majors. PROFESSOR STARR. [English 43. Mediaeval Literature.] A Study of the most important writings in English from the twelfth to the fifteenth Centuries. Pre-requisite: English 21. M-W-F at 8. Omitted in 1931-32. PROFESSOR STARR. English 45. Shakespere. (in) A general course with little emphasis on technical problems. In the first half-year the student will read about twenty plays, and make some study of social and cultural backgrounds. In the second half-year there will be a detailed examination of Troilus and Cressida, Measure for Measure, and the five great tragedies. Special attention will be given to Shakespere's theory of tragedy and to the philosophical and religious views contained in his principal plays. M-W-F at 10. PROFESSOR BROWN. BULLETIN OF ST. JOHN'S COLLEGE 9 English 49. The Novel. A study of the novel primarily as a form of literary art, but with some attention to its sociological usefulness. In the first half-year the course will be concerned chiefly with the types and forms of the novel and the craftsmanship of the novelist. In the second half-year a few great novels, probably selected from the works of Tolstoy, Dostoievsky, Turgeniev, Balzac, and Stendhal, will be studied thoroughly. No one should elect the course who is not able to read a novel of average length each week. Open to Juniors. Hours to be arranged. PROFESSOR SCOFIELD. English 50 hf. English Conference. Course 50 is intended for those who like to read widely and independently. The subject matter of the course will vary with each^student, according to his needs and inclinations. Members of the course will meet the instructor once a week individually, or in small groups. Papers on assigned topics will occasionally be required. Half course extending throughout the year. Hours to be arranged. PROFESSOR STARR. FRENCH French i. Beginning French. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 11. PROFESSOR ARNAUD. French 2. Intermediate French. (xvn) Review of basic principles: grammar and composition, conversation, reading from the works of nineteenth century and contemporary authors. Pre-requisite: French i, or two years of high school French. Section A ; M-W-F at 9. PROFESSOR ARNAUD. Section B ; M-W-F at 10. PROFESSOR ARNAUD. French 11. Introduction to French Literature. (iv) A summary view of French literature illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: French 2, or three years of high school French. M-W-F at 11. PROFESSOR SEGALL. �10 BULLETIN OF ST. JOHN'S COLLEGE French 13. French Composition and Conversation. BULLETIN OF ST. JOHN'S COLLEGE 11 (v) French 41. Nineteenth Century and Contemporary French Literature. (vi) Pre-requisite: French i, or two years of high school French. M-W-F at i. PROFESSOR SEGALL. A study of the literary tendencies of the age and the social and political conditions underlying them. The eighteenth century precursors, the literature of the Empire, romanticism, realism, naturalism, symbolism, and neo-romanticism will be considered. Students taking this course should be able to read French with ease. Required of French Majors. French 15 4if. French Literature and Civilization. (in) From the origins to the French Revolution. In English translations. M-W-F at 10. First half-year. PROFESSOR SEGALL. French 16 2 hf. French Literature and Civilization from the French Revolution. M-W-F at 10. Second half-year. PROFESSOR SEGALL. French 21. Voltaire. A study of his life and works. Aspects of Voltaire as a poet, conteur, dramatist, historian, wit, correspondent, etc. His debt to foreign literature; his influence. Lectures and collateral reading in French and English. Hours to be arranged. PROFESSOR ARNAUD. [French 25. Sixteenth Century French Literature.] Hours to be arranged. Omitted in 1931-32. PROFESSOR ARNAUD. [French 31. Eighteenth Century French Literature.] The literary movements of the Age of Reason and their relations to the social and political conditions of the period. Outstanding authors, such as Lesage, Marivaux, Montesquieu, Voltaire, Diderot, Rousseau, will be studied in some of their representative works. A good reading knowledge of French is required. Pre-requisite: French 11. M-W-F at 2. Omitted in 1931-32. PROFESSOR SEGALL. Pre-requisite: French 11. M-W-F at 2. PROFESSOR SEGALL. GERMAN German i. Beginning German. (xvi) Elements necessary for acquiring the language: grammar, pronunciation, conversation, reading of simple texts, composition. Section A; M-W-F at 8. PROFESSOR GROPP. Section B; M-W-F at n. PROFESSOR GROPP. German 10. Intermediate German. (n, vin) Review of basic principles: grammar and composition; conversation; reading from works of nineteenth century and contemporary authors. Pre-requisite: German i, or two years of high school German. Section A; M-W-F at 9. PROFESSOR KUEHNEMUND. Section B; T-Th-S at 8. PROFESSOR GROPP. German 20. Modern Literature. (vi) Training to enable the student to translate German rapidly. Oral and written reports on prepared translation; sight translation. Pre-requisite: German 10, or three years of high school German. M-W-F at 2. PROFESSOR KUEHNEMUND. German 21. Scientific German. (v) Intended for students specializing in sciences. Pre-requisite: German 10, or three years of high school German. M-W-F at i. PROFESSOR GROPP. �• 12 BULLETIN OF ST. JOHN'S COLLEGE German 25. Introduction to the History of German Civilization. BULLETIN OF ST. JOHN'S COLLEGE (v) 13 Greek 23 *hf. History of Classical Mythology. A lecture course in English, with outside reading and written reports. To give any student an opportunity to become acquainted with German life, thought, and art in the past and present time. Study of the Myths as they appear in Ancient and Modern Literature with discussion of the light they throw on early history and on social conditions. Knowledge of Greek and Latin not required. M-W-Fat i. M-W-F at i. MR. KIEFFER. PROFESSOR KUEHNEMUND. [German 26. History of German Civilization during the Nineteenth and Twentieth Centuries.] A lecture course in English, with outside reading and written reports. The course offers to any student an opportunity to become acquainted with German life, thought, and art in the past and present time. Some account of the Germans in America will be included. Pre-requisite: German 25, or History 21 with consent of the instructor. M-W-F at i. Omitted in 1931-32. PROFESSOR KUEHNEMUND. German 40. Problems of Current German Life and Thought. (xvi) Greek 24 2 hf. Homer: the Odyssey. Readings from the second Homeric poem; study of its literary influence. Pre-requisite: Greek i. M-W-F at 10. MR. KIEFFER. [Greek 31. Plato; Greek Tragedy.] Readings from Plato. Study of two representative plays of the tragic poets, together with the historical development of the Greek theatre. Pre-requisite: Greek 21. M-W-F at 9. Omitted in 1931-32. Open only to men majoring in German. [Greek 33. Herodotus; Greek Comedy; Greek Lyric Poets.] Tuesday at 7: 30 p. m. PROFESSOR KUEHNEMUND. In addition to the reading and study of Herodotus, the course will include study of Greek Comedy and Aristophanes and reading of two representative plays. Reading and study of poets from Tyrtaeus to Simonides of Ceos, including Archilochus, Sappho, and Anacreon. GREEK Greek i. Beginning Greek. (iv) Elements of grammar and composition; readings from simple texts. M-W-F at 11. Pre-requisite: Greek 21. T-Th-S at n. Omitted in 1931-32. MR. KlEFFER. Greek 21 4if. Xenophon. (in) Reading of the first four books of the ANABASIS. Pre-requisite: Greek i. M-W-F at 10. First half-year. MR. KIEFFER. Greek 34 2 hf. History of Greek Tragedy. A study of the extant Greek tragedies. A study of the development of the tragic form and of its influence on later literature and on the modern theatre. NO knowledge of Greek is required. M-W-F at i. Second half-year. MR. KIEFFER. �14 BULLETIN OF ST. JOHN'S COLLEGE Greek 36 2 hf. Greek Cults and Religious Practice. A study^of the origins and development of the forms, rites, and beliefs of Greek religion from the earliest times to the establishment of Christianity. Open only to Juniors and Seniors with the consent of the instructor. Will be offered only if there is sufficient demand. T-Thati. Second half-year. MR. KIEFFER. [Greek 41 hf. Greek Prose Composition.] Study of the structure of the language by means of composition in Greek. Both set exercises for translation and original composition will be used. Half-course running throughout the year. Hours to be arranged. Omitted in 1931-32. LATIN [Latin i. Beginning Latin.] Elements of grammar and composition; first four books of Caesar's Gallic Wars. T-Th-S at 10. Omitted in 1931-32. [Latin 11 2 hf. Nepos and Sallust.] Readings principally from Cornelius Nepos, together with advanced study of Latin prose composition. General introduction to Roman civilization. Pre-requisite: Latin i, or two or three years of high school Latin. T-Th-S at ii. Second half-year. Omitted in 1931-32. Latin 12 2 hf. Virgil, y£neid. Reading of the first six books of the Aeneid. Study of the literary and historical value of Virgil and the epic as a poetic form. Collateral study of the literature and history of the Augustan Age. BULLETIN OF ST. JOHN'S COLLEGE 15 Pre-requisite: Latin i, or two or three years of high school Latin. T-Th-S at 10. Second half-year. MR. KIEFFER. Latin 13 4if. Cicero, Caesar, and the Historians. (x) Selections from Caesar not read in high school, from Cicero's Orations, . Sallust, and Livy. Pre-requisite: Latin i, or two years of high school Latin. * T-Th-S at 10. MR. KIEFFER. Latin 15. Roman Law. Readings principally from the Institutes of Justinian. Study of the development of legal procedure and the Roman constitution. For prospective law students. Pre-requisite: Latin i, or two years of high school Latin. Hours to be arranged. MR. KIEFFER. [Latin 21 Hif. Lyric Poetry of the Golden Age.] Careful survey of Latin poetry from Ennius to Juvenal, completed with intensive study of the works of Horace and Catullus in their literary and historical backgrounds. Pre-requisite: Latin n and 12, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in 1931-32. [Latin 22 2 hf. Silver Latin: Tacitus, Martial, Juvenal.] M-W-F at 2. Second half-year. Omitted in 1931-32. [Latin 23 Mif. Letters of Cicero and Pliny.] Detailed studies of those aspects of Roman civilization portrayed by these authors. Collateral readings in English. �16 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Pre-requisite: Latin n and 12, or four years of high school Latin. M-W-F at 2. First half-year. Omitted in 1931-32. [Latin 24 2 hf. Plautus and Terence.] Reading of a representative play of each; study of the antecedents, development, and historical influence of the Roman theatre. M-W-F at 2. Second half-year. Omitted in 1931-32. Spanish 2. Intermediate Spanish. 17 (n) Review of basic principles: grammar and composition; conversation; reading from the works of nineteenth century and contemporary authors. Pre-requisite: Spanish i, or two years of high school Spanish. M-W-F at 9. PROFESSOR FITZGERALD. Spanish 11. Introduction to Spanish Literature. (iv) A general view of Spanish literature, illustrated by reading from representative works of the more important periods. Collateral reading and reports. Pre-requisite: Spanish 2, or three years of high school Spanish. M-W-F at ii. PROFESSOR FITZGERALD. , [Latin 31 hf. Latin Prose Compostion.] Spanish 13. Spanish Composition and Conversation. Study of the structure of the language by means of Composition in Latin. Both set exercises for translation and original composition will be used. Half-course running throughout the year. Thursday at 2. Omitted in 1931-32. (vi) A study of Spanish syntax; original compositions; practice in speaking Spanish. Required of all men majoring in Spanish. Pre-requisite: Spanish 2, or three years of high school Spanish. M-W-F at 2. PROFESSOR FITZGERALD. [Spanish 25. Spanish Life and Culture.] Latin 33. Roman Philosophy and Science. (xi) Class study of Lucretius' De rerum natura, Cicero's Tusculan Disputations, Seneca's Moral Essays, with collateral readings in other philosophical works of Cicero, in Virgil, Manilius, and others. Pre-requisite: Latin 21, 22, 23, or 24, or four years of high school Latin passed with grades of B or better. T-Th-S at ii. MR. KlEFFER. (i) Elements necessary for acquiring the- language: grammar, pronunciation, conversation, reading of simple texts, composition. M-W-F at 8. PROFESSOR FITZGERALD. Not open to Freshmen. Hours to be arranged. Omitted in 1931-32. PROFESSOR FITZGERALD. [Spanish 31. Modern Spanish Novel.] SPANISH Spanish 1. Elementary Spanish. A study of the cultural background of Spanish civilization as seen it the literature, and to some extent in the art and architecture, of the Spanish people. No knowledge of Spanish required. Lectures, readings, discussions, reports. A study of the development of the Spanish novel from the nineteenth century on. Reading of novels from the more important authors; reports and discussions; individual collateral reading and reports. Pre-requisite: Spanish n, or four years of high school Spanish. M-W-F at 3. Omitted in 1931-32. PROFESSOR FITZGERALD. �18 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Economics 35. International Economic Problems. [Spanish 41. Spanish Drama.] Lectures on the literary movements affecting the drama. Reading of representative plays from the Golden Age to the present; discussion; collateral reading; reports. Pre-requisite: Spanish n, or four years of high school Spanish. M-W-F at 3. Omitted in 1931-32. PROFESSOR FITZGERALD. II. DIVISION OF THE SOCIAL SCIENCES AND PHILOSOPHY PROFESSORS ALLES (Chairman), HUNTER, KINGSBURY, MCLAREN, STRYKER, AND WYCKOFF, AND MESSRS. DUNCAN AND RODGERS. (in) A study of the economics of living and an analysis of economic laws, Section A ; M-W-F at 10. PROFESSOR WYCKOFF. Section B; M-W-F at 10. MR. DUNCAN. Economics 31. Industrial Problems. (xi) This course will consist of discussions, readings, reports, and papers on assigned topics on selected problems in International Economics including reparations, war debts, international control of raw materials, and economic imperialism. Pre-requisite: Economics 21. T-Th-S at ii. MR. DUNCAN. Economics 41. History of Economic Thought. (iv) A conference and reading course in economic theory and the major subjects of economic controversy. Open only to Seniors majoring in Economics. M-W-F at ii. PROFESSOR WYCKOFF. GOVERNMENT ECONOMICS Economics 21.. General Principles. 19 (ix) This course will consider problems of industrial relations and the significance of tendencies in the forms of business organization. Pre-requisite: Economics 21. T-Th-S at 9. PROFESSOR WYCKOFF. Government 11. American Government. (n) The introductory course required of all students majoring in Government. Origins and development of the American form of government: federal, state, and local. About two-thirds of the year will be devoted to the federal government; one-third to state and local government. Emphasis on present day problems of government, and on the rights, duties, and responsibilities of citizens. The class will meet as a group for the lecture on Monday, and will be divided into three sections for the additional two hours. M-W-F at 9. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 21. Governments of Europe. (ix) The subject of money, credit, and banking will be studied in its relation to investment and corporation finance. A survey rather than specialization will be the purpose of this course. An analysis of the structure and functioning of the governments of the principal European states, and a comparison with American institutions and practices. The shift from monarchical to democratic forms; the rise of autocracies in Italy and Russia, and other recent developments will be studied. Pre-requisite: Economics 21. T-Th-S at 10. PROFESSOR WYCKOFF. Pre-requisite: Government n. T-Th-S at 9. PROFESSOR KINGSBURY. Economics 32. Financial Problems. (x) �20 BULLETIN OF ST. JOHN'S COLLEGE Government 23. State and Local Government. (iv) A more detailed study of the organization and functioning of state, municipal, and local governments for the student who may go into public life in this country. Problems of the electorate, of political parties, of legislative organization and procedure, and of state and local administration, including the administration of justice, will be studied, with special reference to the State of Maryland. Pre-requisite: Government n. M-W-F at ii. PROFESSOR KINGSBURY. Government 31. History of Political Ideas. (in) A study of the theories of politics and of government from classical times to the present day, intended to show the evolution of systematic political reasoning and the basis of modern political thought. The ideas of the philosophers on such subjects as political liberty, democracy, sovereignty, the best form of government, anarchism, socialism, and problems of international order, will be studied. Open only with the consent of the instructor to students whose interests and training fit them for the course. M-W-F at 10. PROFESSOR KINGSBURY. Government 41 Hif. International Relations. A survey of the present-day factors affecting international relations: nationalism, imperialism, exploitation of backward nations, racial minorities, militarism and armaments, tariff wars, etc. Pre-requisite: ( i ) Government n ; (2) Government 21, or Government 31, or History 31. Hours to be arranged. First half-year. PROFESSOR KINGSBURY AND MR. DUNCAN. Government 42 2 hf. International Organization. The development of international cooperation, and the peaceful settlement of international disputes, with particular reference to the work of the League of Nations and the World Court, and the evolution of a law of nations. Pre-requisite: ( i ) Government 11; (2) Government 21, or Government 31, or History 31 ; (3) Government 41. Hours to be arranged. Second half-year. PROFESSOR KINGSBURY. BULLETIN OF ST. JOHN'S COLLEGE 21 [Government 43 x hf. Political Parties.] The history, organization, functions, and methods of political parties particularly in the United States. Topics studied will include nominating and election methods, the boss, the machine, the spoils system, campaign methods, and the problems of government by public opinion. Pre-requisite: ( i ) Government n ; (2) Government 23, or Government 31. T-Th-S at 9. First half-year. Omitted in 1931-32. PROFESSOR KINGSBURY. [Government 44 2 hf. Constitutional Law.] A study of the leading cases in American constitutional law illustrating the evolution of governmental powers and the rights of individuals under the constitution. Pre-requisite: (i) Government n ; (2) Government 23, or Government 31. T-Th-S at 9. Second half-year. Omitted in 1931-32. PROFESSOR KINGSBURY. HISTORY History i. Historical Survey. « (xx) An outline of human development, political, economic, religious, intellectual. Intended for students taking but one course in history and as a pre-requisite for men majoring in history. Section A; T-Th-S at 9. Section B; T-Th-S at n. PROFESSOR STRYKER. [History 21. Mediaeval European History.] A course in the foundations of modern Europe and America from the breakdown of the Roman Empire in the west to the establishment of the national state. T-Th-S at II. Omitted in 1931-32. �22 BULLETIN OF ST. JOHN'S COLLEGE History 23. English History. BULLETIN OF ST. JOHN'S COLLEGE (in) A survey of English history. M-W-F at 10. PROFESSOR HUNTER. History 25. The History of the United States. (vi) M-W-F at 2. MR. RODGERS. History 31. Modern European History. (xx) An outline of the history of Europe from the emergence of the national state to the European War of 1914-1918. Section A ; M-W-F at 8. Section B ; T-Th-S at 8. PROFESSOR HUNTER. [History 32. Constitutional History.] A study of constitutional development in England and the United States. A lecture course with required readings and semester reports. Pre-requisite: History I or History 23 or Government n. T-Th-S at 10. Omitted in 1931-32. [History 34. American Economic History.] The study of the development of American economic life from the colonial beginnings to the present. Conducted as a seminar. Pre-requisite: History 25 or its equivalent. Omitted in 1931-32. PROFESSOR HUNTER. History 42. History of American Life. (xm) This course will deal with a selected phase of the history of American life approached from the point of view of the common man. Pre-requisite: History 25 or its equivalent. T from 2 to 4. PROFESSOR HUNTER. History 44. American History Since the Civil War. The rise and development of the modern political system. Pre-requisite: History 25 or its equivalent. M-W-F at ii. MR. RODGERS. PHILOSOPHY Philosophy 11 x hf. Logic. A survey of United States history from colonial times to the present. (iv) 23 (xi) The course is chiefly concerned with the study of valid and invalid forms of reasoning in deductive and inductive logic. Open to qualified freshmen after consultation with the instructor. T-Th-S at n. First half-year. PROFESSOR ALLES. Philosophy 12 2 hf. Introduction to Philosophy. The course deals with such problems in philosophy as the origin and nature of human knowledge; the origin and development of life; the problem of matter and of mind and their relation; God; freedom; and immortality. Open to qualified freshmen after consultation with the instructor. T-Th-S at 11. Second half-year. PROFESSOR ALLES. Philosophy 15. Ethics. (IX) A study of the moral development of mankind from primitive man to the present, with special emphasis on such outstanding ethical systems as Buddhism, Christianity, Greek Ethics (Plato and Aristotle), Stoicism, Kant, etc. Open to qualified freshmen after consultation with the instructor. T-Th-S at 9. PROFESSOR ALLES. Philosophy 31. History of Philosophy. (x) A study of philosophic speculation from the early Greeks to modern times. T-Th-S at 10. PROFESSOR ALLES. �24 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE 25 [Philosophy 42 2 hf. Schopenhauer.] [Philosophy 34 2 hf. Locke; Berkeley; Hume.] An interpretation of their philosophy based on the reading of their works. An interpretation of Schopenhauer's philosophy based on the reading of THE WORLD AS WILL AND IDEA. Pre-requisite: Philosophy 12 or 31, or the permission of the instructor. M-W-F at 3. Second half-year. Omitted in 1931-32. PROFESSOR ALLES. Pre-requisite: Philosophy 31. M-W-F at 3. Second half-year. Omitted in 1931-32. PROFESSOR ALLES. Philosophy 35 x hf. History of Religion. (vi) A study of the development of religion including primitive religion (Mana, Fetiches, Magic), Buddhism,.Zoroastrianism, Judaism, Mohammedanism, and Christianity. M-W-F at 2. First half-year. PSYCHOLOGY Psychology n 1 hf. Introduction to Psychology. (x, xi) A survey course intended to develop some insight into the modern trends in psychology. Outside reading required and emphasized. Section A; T-Th-S at 10. Section B; T-Th-S at n. PROFESSOR ALLES. Philosophy 36 2 hf. Psychology and Philosophy of Religion. The course falls into two parts: 1. The Psychology of Religion in which are studied the contributions of modern psychology toward an understanding of religion and the different types of religious experience. 2. The Philosophy of Religion which tests the validity of the claim which religion makes, i. e., it wants to know whether that which religion claims is true. Pre-requisite: A half-course in Philosophy or Psychology, or the permission of the instructor. M-W-F at 2. Second half-year. PROFESSOR ALLES. [Philosophy 41 x hf. Plato.] An interpretation of Plato's philosophy based on the reading of his dialogues including the REPUBLIC. Pre-requisite: Philosophy 31. M-W-F at 3. First half-year. Omitted in 1931-32. PROFESSOR ALLES. PROFESSOR MACLAREN. Psychology 30. Advanced Psychology. (vm) Many of the fundamental problems of human behavior will be analyzed from an objective and naturalistic point of view. Pre-requisite: One year of a natural science (preferably Biology) or one year of Philosophy (preferably History of Philosophy). T-Th-S at 8. PROFESSOR MACLAREN. Psychology 31 1 hf. Social Psychology. (xm) A course in social behavior, and the contributions of psychology to the solutions of its problems, rather than a course strictly in the psychology of social behavior. It will stress the individual's social relations, social adjustments, and social control. Pre-requisite: Psychology 21 (General Introduction to Psychology, as given up to 1930-31) or one full course in Biology, Economics, or Philosophy or two full courses in Government. T-Th from ? to 3.30. PROFESSOR MACLAREN. �26 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE i Psychology 32 2 hf. The Nature of Human Nature. In this course an attempt will be made to discover and explain how habit patterns are built into the human organism. Pre-requisite: First half of Psychology 21, or the equivalent. Second half-year. PROFESSOR MCLAREN. [Psychology 34 2 hf. Mental Hygiene and Abnormal Psychology.] This course will present the common deviations from the normal, but with the main purpose of pointing out the ways and means of achieving, preserving, or restoring the normal. It will lay minimum stress on the morbid, and maximum on those principles which have constructive value for healthful living. Pre-requisite: Psychology 21, or the equivalent. T-Th-S at 8. Second half-year. Omitted in 1931-32. PROFESSOR MCLAREN. Laboratory fee, $20.00. Section A; Recitation, M-F at n. Laboratory, W-F from i to 4. PROFESSOR RIDGELY. Section B; (Pre-medical students). Recitation, W-F at 2. Laboratory, T-Th from i to 4. PROFESSOR BAYLIFF. Biology 15 2 hf. Field Zoology. Observation of local animals in their native habitats, both land and water. Animals collected may be brought to the laboratory for further study and classification. Hours to be arranged. Second Half Year. PROFESSORS APPEL AND BAYLIFF. [Psychology 41. Modern Educational Practices.] This course should be taken by prospective teachers as fundamental background for future study. The course will aim to set up a sound concept of the purpose of education in the broadest sense, and then to discover the best means of achieving the ends of such education. Particular emphasis will be given to organization, administration, teaching methods, curriculum contents, and student activities in high school and college. Pre-requisite: Psychology 21, or the equivalent. T-Th from 2 to 3.30. Omitted in 1931-32. PROFESSOR MCLAREN. III. DIVISION OF THE SCIENCES AND MATHEMATICS PROFESSORS BERNHARD (Chairman), ALLEN, APPEL, BAYLIFF, BINGLEY, EASON, McFARLiN, RIDGELY, AND VEDOVA. BIOLOGY Biology 11. Beginning Zoology. 27 (xvm) General principles of animal life, with an introduction to Histology, Embryology, and Genetics; and a survey of the common groups of animals, with laboratory work on the anatomy and physiology of type forms. Two hours of recitation and six hours of laboratory. Biology 19 2 hf. History of the Germ Cells. A study of the mechanics of the genesis of the germ cells, of fertilization, and of early development prior to organogeny. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 8. Laboratory, T-Th from i to 4. Second half-year. PROFESSOR APPEL. Biology 20 Hif. Readings in Biology. (XII) This course is intended for students who are not majoring in the sciences, but who wish some cultural knowledge of them. It will not be credited for distribution as a laboratory science. The course will cover biological literature which is of a general rather than a technical interest. The content of the course will vary from year to year. Two hours of recitation. Open only to students who have had no Biology. T-Th at i. First half-year. PROFESSOR RIDGELY. �28 f BULLETIN OF ST. JOHN'S COLLEGE Biology 21 1 hf. Comparative Anatomy of Vertebrates. (ni) BULLETIN OF ST. JOHN'S COLLEGE 29 Biology 34 2 hf. Genetics. A history of the highest type of animal structure as revealed throughout the vertebrate series. An introduction to human biology. Two hours of recitation and six hours of laboratory. A study of the principles of heredity and variation. Laboratory work will consist of experiments in breeding and problems for calculation. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. First half-year. PROFESSOR APPEL. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, T-Th at 10. Laboratory, W-F from 9 to 12. Second half-year. PROFESSOR BAYLIFF. Biology 22 2 hf. Embryology of the Vertebrates. A history of the highest type of animal structure as seen in the development of the chick and the pig. An introduction to human biology. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college biology. Laboratory fee, $10.00. Recitation, W-F at 10. Laboratory, T-Th from 9 to 12. Second half-year. PROFESSOR RIDGELY. Biology 30 ^f. Histology. (i) Microscopic study of normal cells and tissues of mammals. Two hours of recitation and six hours of laboratory. Pre-requisites: Biology 21 and 22. Laboratory fee, $10.00. Recitation, M-W-F at 8.20. Laboratory, M-W from i to 4. First half-year. PROFESSOR APPEL. Biology 33 2 hf. Microscopical Technique. Training in laboratory methods, making microscope slides especially. Register only with consent of instructor. Two hours of recitation and six hours of laboratory. Pre-requisite: Biology 30. Laboratory fee, $10.00. Recitation, T-Th at 8. Laboratory, M-W from i to 4. Second half-year. PROFESSOR APPEL. Biology 36 2 hf. Physiology. An introduction to the mechanics of living matter, as evident from experiments. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college work in Biology, Chemistry, and Physics. Laboratory Fee, $10.00. Hours to be arranged. Second half-year. PROFESSOR APPEL. [Biology 37 Hif. Parasitology.] A study of parasitic organisms as related to medicine and daily life This course alternates in successive years with Biology 38 *hf. Two hours of recitation and six hours of laboratory. Pre-requisite: One year of college Biology. Laboratory fee, $10.00. Recitation, T-Th at 10. Laboratory, W-F from 9 to 12. First half-year. Omitted in 1931-32. PROFESSOR BAYLIFF. Biology 38 4if. Invertebrate Zoology. (x) A survey of the invertebrate animals, their morphology, physiology, and embryology. Special attention to forms transitional among the phyla. This course alternates in successive years with Biology 37'hf. Two hours of recitation and six hours of laboratory. �r 30 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Pre-requisite: One year of college Biology. Laboratory fee, $10.00. Recitation, T-Th at 10. Laboratory, W-F from 9 to 12. First half-year. PROFESSOR BAYLIFF. Chemistry 21 x hf. Qualitative Analysis. CHEMISTRY Chemistry i. General Chemistry. (ill) An introductory course in which phenomena of chemistry and the underlying principles are studied. Lectures are given with experiments on the elements and their compounds. This is a cultural course intended for students who will not take their major in the sciences. Two hours of lectures, one hour of recitation, and four hours of laboratory. An extra hour will be required of all students having difficulties with the course. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at i. PROFESSORS ALLEN AND MCFARLIN. Chemistry 2. General Chemistry for Science Students. (in) A more comprehensive course in General Chemistry; the same course as Chemistry i with the exception that a one hour lecture replaces the one hour of recitation on Friday. The lectures and laboratory work will include topics which are in part introductory to Qualitative Analysis. Three hours of lectures and four hours of laboratory. Required of all students majoring in Biology, Chemistry, and Physics. An extra hour will be required of all students having difficulties with the course. Students who at the beginning of their Sophomore year choose a Science as their major and have taken Chemistry i must take the one hour lecture given in Chemistry 2 on Friday. Laboratory fee, $25.00 and breakage. Section A; Recitation, M-W-F at 10. Laboratory, T-Th from 10 to 12. Section B; Recitation, M-W-F at 10. Laboratory, T-Th from 2 to 4. Make-up for both sections, M at i. PROFESSORS BERN HARD, ALLEN, AND MCFARLIN. 31 (i) The aim of this course is to give to the student a thorough grounding in the principles involved in the detection of unknown substances. In the lectures and recitations special emphasis is given to the theoretical foundations of analytical chemistry. The laboratory work is devoted to the qualitative analysis of "unknowns" and to the separation and identification of the metals and acid radicals usually met with in Inorganic Chemistry. Two hours of lectures and recitations and six hours of laboratory. Pre-requisite: Chemistry 2 and Mathematics 11. Laboratory fee, $15.00 and breakage. Recitation, W-F at 8. Laboratory, W-F from i to 4. First half-year. PROFESSOR MCFARLIN. Chemistry 22 2 hf. Quantitative Analysis, Part I. The theory of volumetric and gravimetric analysis. Exercises in acidimetry and alkalimetry, and gravimetric determination of simple compounds. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 21. Laboratory fee, $15.00 and breakage. Recitation, M at i. Laboratory, M from 2 to 4. W-F from i to 4. Second half-year. PROFESSORS ALLEN AND MCFARLIN. Chemistry 31 x hf. Quantitative Analysis, Part II. (vin) Continuation of Part I, including volumetric and gravimetric methods for the determination of salts, minerals, and alloys. One hour lecture and eight hours of laboratory. Pre-requisite: Chemistry 22. Laboratory fee, $15.00 and breakage. Recitation, Th at 8. Laboratory, M from 2 to 4; W-F from i to 4. First half-year. PROFESSORS ALLEN AND MCFARLIN. �32 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Chemistry 32 2 hf. Physical Chemistry, Part I. Substances in the gaseous, liquid, and solid states; the structure of matter; energy changes; chemical equilibria; and substances in dilute solution form the basis of study. The laboratory work includes determinations of molecular weights, measurements of physical properties, etc. Three hours of lectures and four hours of laboratory. Chemistry 33. Organic Chemistry. Pre-requisite: Chemistry 33. Laboratory fee, $25.00 and breakage. Recitation, T-Th at 8. Laboratory, T-Th from 9 to 12. PROFESSOR BERNHARD. Chemistry 43 4if. Physical Chemistry, Part II. Pre-requisite: Chemistry 21 and Mathematics 21. Laboratory fee, $15.00 and breakage. Recitation, M-W-F at 8. Laboratory, W i to 5. Second half-year. PROFESSOR ALLEN. 33 (IV) The topics treated include electrochemistry, theory of strong electrolytes, colloid chemistry, and photochemistry. Three hours of lectures and recitations with reports on assigned reading in the original literature. Pre-requisite: German. (iv) An introductory course in the chemistry of carbon compounds. The lectures and laboratory are designed to give a fundamental knowledge of the representative compounds and their reactions in the aliphatic and aromatic series. Two hours of lectures and recitation and six hours of laboratory. Pre-requisite: Chemistry I or 2. Laboratory fee, $25.00 and breakage. Recitation, M-W at n. Laboratory, T-Th from I to 4. PROFESSOR BERNHARD. Chemistry 32; ability to read French and M-W-F at ii. First half-year. PROFESSOR ALLEN. MATHEMATICS Mathematics i x hf. Algebra. (i) This course is required of students who have failed to present sufficient algebra for admission. The subject matter of secondary school algebra through the solution of quadratic equations is thoroughly reviewed. No credit toward the degree. M-W-F at 8. First half-year. Chemistry 41 x hf. History of Chemistry. (in) A seminar course. Two hours a week. PROFESSOR VEDOVA. Mathematics 2 2 hf. Plane Geometry. Pre-requisite: Chemistry 21 and 33. This course is required of all students who have not offered Plane Geometry for admission. No credit toward the degree. M-W at 10. First half-year. M-W-F at 8. PROFESSOR BERNHARD. Second half-year. PROFESSOR VEDOVA. Chemistry 42. Advanced Organic Chemistry. (vin) Selected topics of Organic Chemistry are discussed in greater detail. Readings in the original literature are assigned. The laboratory work in the first half-year includes Quantitative Organic Analysis and the preparation of organic compounds. During the second half-year students majoring in chemistry are expected to concentrate on some small research problem. Two hours of lectures and six hours of laboratory. Mathematics 11. Introduction to Mathematical Analysis. (xix) This course aims to give a survey of Trigonometry, College Algebra, Analytic Geometry, and an introduction to the fundamental concepts of the Calculus. The two-fold purpose of mathematical study is emphasized: to enable the student to use mathematical processes as a tool in his scientific studies, and to enable him to recognize the cultural value of rigorous thinking. �34 BULLETIN OF ST. JOHN'S COLLEGE Section A ; M-W-F at 9. PROFESSOR VEDOVA. Section B; T-Th-S at 9. PROFESSOR BINGLEY. Section C; T-Th-S at n. PROFESSOR BINGLEY. Mathematics 21. Analytic Geometry and the Calculus. (in) Plane Analytic Geometry, the straight line, circle, parabola, ellipse, and hyperbola, with a short introduction to Analytic Geometry of three dimensions. Methods of differentiation, series, indeterminate forms, etc., with the simpler applications to mechanics and the higher plane curves. Formulas of integration, with applications to the determination of length, areas, volumes, centers of gravity, pressures, and moments of inertia. Pre-requisite: Mathematics n. M-W-F at 10. PROFESSOR BINGLEY. Mathematics 25 Hif. The Mathematics of Finance. (iv) Derivation and application of general formulas for the value of single sums of money, annuities certain, life annuities, and life insurance. M-W-F at 11. First half-year. PROFESSOR BINGLEY. Mathematics 26 2 hf. Statistical Methods. A study of the classical and recent statistical methods. M-W-F at II. Second half-year. PROFESSOR BINGLEY. Mathematics 31. Mathematical Analysis, Part I. (ix) An advanced course in the Calculus with an introduction to Differential Geometry. The applications of mathematical analysis to the physical sciences are stressed. Pre-requisite: Mathematics 21. T-Th-S at 9. PROFESSOR VEDOVA. Mathematics 33. Higher Algebra. (xi) In this course such topics as matrices, linear transformations, forms, etc., are studied with a view to preparing the student for further work in pure mathematics. Pre-requisite: Mathematics 21. T-Th-S at ii. PROFESSOR VEDOVA. BULLETIN OF ST. JOHN'S COLLEGE 35 Mathematics 35. The Elements of Mechanics. (x) The principles of statics and dynamics, with applications to particles and rigid bodies. Pre-requisite: Mathematics 21. T-Th-S at 10. PROFESSOR BINGLEY. Mathematics 41. Mathematical Analysis, Part II. (vm) A continuation of Mathematics 31 with an introduction to differential equations and functions of a complex variable. The partial differential equations of physics are studied. Pre-requisite: Mathematics 31. T-Th-S at 8. PROFESSOR VEDOVA. Mathematics 43. Introduction to Modern Geometry. Pre-requisite: Mathematics 33. Hours to be arranged. PROFESSOR VEDOVA. Mathematics 45. Differential Equations. Intended primarily for the student of physics or engineering, this course emphasizes applications to geometry and physics and aims to equip the student with some of the means used for the ready solution of the commoner types of equations, rather than to impart to him any extensive knowledge of the underlying theory. Hours to be arranged. PROFESSOR VEDOVA. PHYSICS Physics 21. Elements of Physics. (vm) This course covers the elements of Mechanics, Heat, Electricity, Magnetism, Sound, and Light. It is designed to give the student an acquaintance with, and an explanation of, the natural phenomena which envelop his daily life. Three hours of recitation and four hours of laboratory. Pre-requisite: Mathematics n. Laboratory fee, $20.00 and breakage. Section A; Recitation, T-Th-S at 8. Laboratory, T-Th from 2 to 4. Section B; Recitation, T-Th-S at 8. Laboratory, W-F from 2 to 4. PROFESSOR EASON. �36 BULLETIN OF ST. JOHN'S COLLEGE BULLETIN OF ST. JOHN'S COLLEGE Physics 31. Electricity and Magnetism. (i) Beginning with the fundamental ideas underlying Electrical Science, this course explains how such principles may be applied in industry, the arts, and to the problems of everyday life. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 21 and Mathematics 21. Mathematics 21 may be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 10 to 12. PROFESSOR EASON. [Physics 41. Physical Optics.] This course deals with the subject of light very thoroughly, both from the physical and mathematical points of view and terminates with a short study of the Theory of Relativity. The student must realize that the subject of light is a broad one and requires thorough preparation in Mathematics and Chemistry. He will be expected to read much from the available literature and to do considerable laboratory work. Pre-requisite: Physics 21; Mathematics 31; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, T-Th from 2 to 4. Omitted in 1931-32. PROFESSOR EASON. [Physics 42. Theory of Heat.] An attempt is made to acquaint the student with the modern theory regarding the nature of heat and its practical application. The course will be carried on both by text-book readings and lectures. Much parallel reading will be assigned throughout the year and extensive laboratory work done. Pre-requisite: Physics 21 ; Mathematics 31 ; Chemistry 2. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 8. Laboratory, W-F from 2 to 4. Omitted in 1931-32. PROFESSOR EASON. 37 (n) Physics 43. Electricity. This is an advanced course in Electricity. The treatment is largely mathematical supplemented with appropriate laboratory experiments. The historical development of the subject is followed closely. Some account of positive ray analysis, isotopes, and the modern theory of the atom is included. The latter part of the course is devoted to the study of the theory and practice of wireless telegraphy and telephony. Three hours of recitation and four hours of laboratory. Pre-requisite: Physics 31; Mathematics 21. It is strongly advised that Mathematics 31 be taken concurrently. Laboratory fee, $20.00 and breakage. Recitation, M-W-F at 9. Laboratory, W-F from 2 to 4. PROFESSOR EASON. Hygiene i. General Principles of Hygiene. Lectures on the science of health. Biology; the supply of oxygen and the elimination of carbon dioxide; food and the digestion of foods; heat regulation of the body; removal of waste material from the body; physical exercise; the nervous system; mental hygiene; diseases in general; particular diseases. One lecture each week from October 5 to December 7. Required of all freshmen. M at 4. DR. MURPHY. Physical Training i. Three hours a week required of all freshmen. A thorough physical examination by the College Physician is required of all entering men. All men competing for freshman teams are excused from taking regular class work while reporting regularly for any varsity sports. Required physical training consists of outdoor competitive games in the fall; apparatus work, hand ball, indoor baseball, cage ball, basketball, and other competitive sports in the winter; with outdoor competitive sports again in the spring. Section A ; M-W-F at 3. Section B; M-W-F at 4. MR. NOVAK. �38 BULLETIN OF ST. JOHN'S COLLEGE Physical Training 2. Advanced course in Physical Training. Two years of Physical Training are required of all students. Students who fail to fulfill the requirements in Physical Training will not be allowed to graduate. Open only to those men who have passed satisfactorily in Physical Training I. T-Th from 3 to 4.30. MR. NOVAK. REQUIREMENTS FOR MAJORS Biology. Four full courses or their equivalent in Biology, including Biology ii (Beginning Zoology), Biology 21 Mif (Comparative Anatomy of Vertebrates) and Biology 22 2 hf (Embryology of Vertebrates) ; Two courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry) and Chemistry 33 (Organic Chemistry) ; The language requirements are two years of college French and two years of college German or their equivalent. Chemistry. Chemistry 2 (Comprehensive General Chemistry) ; Chemistry 21 Mif (Qualitative Analysis) ; Chemistry 22 2hf (Quantitative Analysis, Part I ) ; Chemistry 31 J hf (Quantitative Analysis, Part II) ; Chemistry 32 2hf (Physical Chemistry, Part I) ; Chemistry 33 (Organic Chemistry) ; Chemistry 42 (Advanced Organic Chemistry) ; Physics 21 (Elements of Physics) ; The language requirements are two years of college French and two years of college German or their equivalent. It is strongly urged that the German requirement be fulfilled before the end of the Junior year. NOTE.—Mathematics n (Introduction to Mathematical Analysis) is a pre-requisite for Chemistry 21. Mathematics 21 (Analytic Geometry and the Calculus) is a pre-requisite for Chemistry 32. BULLETIN OF ST. JOHN'S COLLEGE 39 Classics. Three full courses (or their equivalent) in Latin, above Latin i. Two full courses (or their equivalent) in Greek, above Greek i. A full course (or its equivalent) in Ancient History. Two electives selected with the approval of the adviser. Economics. Economics 21 (General Principles of Economics) ; Economics 31 (Industrial Problems) ; Economics 32 (Financial Problems) ; Economics 41 (-History of Economic Thought) ; Mathematics 26 2hf (Statistics) ; Psychology 21 (General Psychology) ; Government n (American Government). English. English 21 (Survey of English Literature) ; English 41 (Chaucer) ; History 23 (English History) ; Three other full courses in the department of English, exclusive of English i. By their Junior year, students who major in English must have a reading knowledge of two foreign languages one of which shall be either French or German. At the end of the Senior year, they will be required to take a comprehensive written examination covering the entire field of English literature. Papers will be set in the History of English Literature, and in the appreciation of literature. Some works and tendencies of modern foreign literature will be included in the latter paper, and some of the questions will be set in French and German. French. See Romance Languages. �40 BULLETIN OF ST. JOHN'S COLLEGE German. Four full courses in German beyond German 10 (Intermediate German), including German 40 (Problems of Current German Life and Thought). History 21 (Mediaeval European History) and History 31 (Modern European History) or its equivalent. NOTE.—German 21 (Scientific German) does not count toward the major. Government. Government 11 (American Government) ; Government 31 (History of Political Ideas) or Philosophy 31 (History of Philosophy) ; Government 21 (Governments of Europe) or Government 23 (State and Local Government) ; Government 41 x hf (International Relations) and Government 42 2 hf (International Organization) or Government 43 *hf. (Political Parties) and Government 44 2 hf. (Constitutional Law) ; Economics 21 (General Principles of Economics) or History 23 (English History) or History 21 (Mediaeval European History) : Psychology 21 (General Psychology) or Biology 11 (Beginning Zoology). History. History i (Historical Survey) ; History 21 (Mediaeval European History) or History 23 (English History) ; History 31 (Modern European History) ; History 25 (The History of the United States) or Government 11 (American Government) ; Economics 21 (General Principles of Economics) or Biology 11 (Beginning Zoology) or Psychology 21 (General Psychology) ; English 21 (Survey of English Literature) or Art 21 (Introduction to Art) or Philosophy 31 (History of Philosophy). Mathematics. Mathematics 11 (Introduction to Mathematical Analysis) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 31 (Mathematical Analysis, Part I) ; BULLETIN OF ST. JOHN'S COLLEGE 41 Mathematics 35 (The Elements of Mechanics) ; Mathematics 41 (Mathematical Analysis, Part II) ; Physics 21 (Elements of Physics). Or: Mathematics 11 (Introduction to Mathematical Analysis); Mathematics 21 (Analytical Geometry and the Calculus) ; Mathematics 33 (Higher Algebra) ; Mathematics 35 (The Elements of Mechanics) ; Mathematics 43 (Introduction to Modern Geometry) ; Physics 21 (Elements of Physics). A reading knowledge of French or German is advised. Philosophy. Philosophy n x hf (Logic); Philosophy 15 (Ethics) ; Philosophy 31 (History of Philosophy) ; Philosophy 34 2 hf (Locke, Berkeley, Hume) ; Philosophy 35 1hf (History of Religion) ; Philosophy 36 2 hf (Psychology and Philosophy of Religion) ; Philosophy 41 x hf (Plato) ; Philosophy 42 2 hf (Schopenhauer) ; One full course or its equivalent in Psychology or in History. Physics. Physics 21 (Elements of Physics) ; Physics 31 (Electricity and Magnetism) ; Physics 41 (Physical Optics) ; Physics 42 (Theory of Heat) or Physics 43 (Electricity) ; Mathematics 21 (Analytical Geometry and the Calculus) ; Chemistry 2 (Comprehensive General Chemistry). Reading knowledge of French and German. Pre-Medical Sciences. Two full courses in Biology: Biology n (Beginning Zoology), Biology 21 x hf (Comparative Anatomy of Vertebrates), Biology 22 2hf (Embryology of Vertebrates) ; Two full courses in Chemistry: Chemistry 2 (Comprehensive General Chemistry), Chemistry 33 (Organic Chemistry); One full course in Physics: Physics 21 (Elements of Physics). NOTE.—Mathematics n (Introduction to Mathematical Analysis) is prerequisite to Physics 21. �42 Room Assignments, 1931-32 BULLETIN OF ST. JOHN'S COLLEGE One full course in English, which must be actually taken in college. In addition to the six courses of the major two full courses or their equivalent in college German and two full courses in college French. Additional courses advised: Chemistry 21 (Qualitative Analysis), Chemistry 22 (Quantitative Analysis), Chemistry 32 2 hf (Physical Chemistry, Part I) ; (Note pre-requisites.) Biology 30 (Histology) ; Enough German and French to satisfy proficiently examinations in the medical school, that is, " a reading knowledge " of scientific material. Psychology. Three full courses or the equivalent in Psychology ; Philosophy n Hif (Logic) ; Philosophy 12 2hf (Introduction to Philosophy) ; A full course in Philosophy in addition to the two half-courses mentioned above; Biology ii (Beginning Zoology). Romance Languages. Four full courses in one Romance Language above French 2 or Spanish 2 (Intermediate courses). One of these four must be a course in composition and conversation. In addition, two full courses in another Romance Language. Social Sciences. One course in each Department. The courses prescribed are: Economics 21 (General Principles) ; Government n (American Government) ; History i (Historical Survey) ; Philosophy 31 (History of Philosophy) ; Psychology 21 (General Introduction to Psychology). Three additional courses in the Social Sciences. These three courses must be distributed over three Departments and must have the approval of the Departments concerned. Spanish. See Romance Languages. Course Art 21 Art 32 Art 41 Room McDowell 24 McDowell 24 BordleyRandall House Course Government 11 (Monday) Room . Chemistry Lecture Room Section A .McDowell 32 Section B . McDowell Biology 11, Section A ... Section C . McDowell Section B , Government 21 McDowell 32 Biology 20 'hf I Biology .Government 23 McDowell 32 Biology 21 *hf f Building Government 31 McDowell 36 Government 41 'hf McDowell Biology 30 'hf Greek 1 McDowell 21 Biology 38 'hf Greek 21 'hf : Instructor's Chemistry 1, Section A .. Office Section B .. Greek 23 'hf McDowell 35 Chemistry 2, .Section A .. History 1, Section A McDowell 34 Section B . . . . I Chemistry Section B McDowell 34 Chemistry 21 *hf I Lecture Chemistry 31 *hf Room and History 23 '... .McDowell 31 McDowell 23 Chemistry 33 Laboratories History 25 Chemistry 41 *hf History 31, Section A McDowell 23 Section B McDowell 23 Chemistry 42 History 42 McDowell 23 Chemistry 43'hf . McDowell 23 Economics 21, Section A McDowell 33 History 44 Chemistry Section B McDowell 21 Hygiene 1 Economics 31 McDowell 33 Lecture . Economics 32 McDowell 33 Room Economics 35 McDowell 24 Latin 13 'hf McDowell 21 Economics 41 McDowell 24 Latin 15 McDowell English 1, Section A McDowell 36 Latin 33 McDowell 21 Section B McDowell 36 Mathematics 1 'hf McDowell 36 Section C McDowell 22 Mathematics 11, Section A ...McDowell 36 Section D McDowell 22 Section B ...McDowell 31 • Section E McDowell 22 Section C ...McDowell 31 English 21 • . McDowell 23 Mathematics 21 McDowell 34 English 23 McDowell 32 Mathematics 25 'hf McDowell 34 English 32 McDowell 32 Mathematics 31 McDowell 21 English 35 McDowell Mathematics 33 McDowell 36 English 41 McDowell 36 Mathematics 35 McDowell 34 English 45 McDowell 32 Mathematics 41 McDowell 21 English 49 McDowell Mathematics 43 McDowell English 50 hf McDowell McDowell French 1 McDowell 35 Mathematics 45 McDowell 23 French 2, Section A McDowell 35 Philosophy 11 'hf McDowell 23 Section B McDowell 35 Philosophy 15 McDowell 23 French 11 McDowell 22 Philosophy 31 McDowell 24 French 13 McDowell 22 Philosophy 35 'hf , Physics LeeFrench 15 'hf McDowell 22 Physics 21, Section A Section B I ture Room French 21 f and LaboFrench 41 McDowell 22 Physics 31 J ratories German 1, Section A McDowell 31 Physics 43 Section B McDowell 31 Psychology 11'hf, Section A..McDowell 35 Section B..McDowell 35 German 10, Section A McDowell 21 McDowell 35 Section B McDowell 31 Psychology 30 McDowell 24 German 20 McDowell 21 Psychology 31 'hf -... McDowell 33 German 21 McDowell 31 Spanish 1 McDowell 33 German 25 McDowell 21 Spanish 2 Spanish 11 McDowell 33 German 40 Instructor's Spanish 13 McDowell 33 Study NOTE : Courses bearing the announcement " Hours to be arranged " will meet at times and places designated by the instructor in consultation with the Dean. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 42 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, September 1931 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1931-09 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Description An account of the resource Volume I, number 2 of the Bulletin of St. John's College in Annapolis. Published in September 1931. College catalog for the years 1931-1932. College catalog https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/f9f35cc60a066b19b48107f0cf9e6ea9.pdf 498d12169feff1fe76cb1a694ccf2518 PDF Text Text ALUMNI BULLETIN Alumni Elect Walter Baird and Charles Nelson to Serve on Board of Visitors and Governors w ALTER S. CHARLES BAIRD When the alumni ballots were counted last October Walter S. Baird, 1930, and Charles A. Nelson, 1945, were the successful candidates. These men were elected to the Board of Visitors and Governors for the usual threeyear term. Mr. Baird, president of Baird Associates, Inc. in Cambridge, Massachusetts, is engaged in manufacturing and scientific research. Mr. Nelson is Director of the American Foundation for Political Education in Chi- A. NELSON cago. Actively supported by the Ford Foundation's Fund for Adult Education, he is considered by them to have one of the most successful adult programs in the country. Class of 1959 Comes from Seventeen States The largest freshman class in many years enrolled in September-79 students, 25 of them girls. They came from seventeen states, the District of Columbia, and two foreign • 1 • �,countries: Maryland (32), ,New York (12), Ohio (6), California (4) , Connecticut (4), Pennsylvania (4), Virginia (3), Illinois (2), Colorado, Delaware, Florida, Indiana, Michigan, Missouri, New Jersey, Rhode Island, Texas, the District of Columbia, Mexico, and .. the Bahamas. Nine are veterans. The freshman class brought the total student body to 163, of whom 55 are girls. Twentytwo men are studying on the G. I. Bill. Additional states represented by upperclassmen are Oklahoma, Massachusetts, Georgia, New Hampshire, and Wisconsin; and there is one student from Korea. Alumni Elect Baxter and Honor Lentz at Annual Homecoming Highlights of another successful Homecoming last October were the election of William C. Baxter, 1923, as president of the Alumni Association and the presentation of the Alumni Award of Merit to William Lentz, 1912, for his services to the College and for outstanding performance in the legal profession. To guide the Association through • 2 the coming year five vicepresidents were elected: Warren Bomhardt, 1942; Edward A. Kimpel, 1931; William A. Barr, 1942; John S. Price, 1931; John C. Smedley, 1944. Charles W. Whayland, 1925, was elected secretary and Myron L. Wolbarsht, 1950, is treasurer. Mr. Baxter is a colonel in the Maryland National Guard, war veteran and assistant general counsel of the Baltimore Gas and Electric Co. Mr. Lentz was Secretary to the College's Board of Visitors and Governors and has practiced law in Baltimore for many years. The usual pleasant Maryland Fall weather prevailed, and Homecoming was a successful culmination of alumni efforts. Lunch was served in the College dining hall and the annual business meeting took place in the library. The Alumni Association gave a reception for the alumni, members of the Board of Visitors and Governors, members of the faculty and staff and senior students. Faculty wives and staff members acted as hostesses and the Great Hall provided a pleasant background for this enjoyable Paca-Carroll House Sans Wings During the Spring and Summer an extensive renovation transformed the appearance of Paca-Carroll House, once the homes of Kappa Alpha and Phi Sigma Kappa fraternities. Both old kitchen wings were demolished and new bathroom facilities installed in the basement. Other improvements included removal of partitions on the top B.oor, installation of closets and complete decoration from top to bottom. The above picture was taken from the rear of Campbell Hall across the newly paved parking lot. occasion. The reception was followed by the annual alumni dinner which was held this year at Carvel Hall. None of our recent feminine graduates appeared, so it was still a strictly male affair. It is hoped that when their numbers give them sufficient strength, the girls will attend the banquet. The following alumni registered at Homecoming: 1903: John L. Blecker; 1904: J.M. J. Hodges; 1905: Thomas S. Trail; 1906: Charles Chance, E. H. Harrison, E. E. Hearn, Amos Hutchins, Richard Hodgson, H. F. Sturdy, D. J. Thompson; 1907: John Harrison; 1908: P. H. Harrison, A. C. Quimby; 1910: Leonard Kolmer, H. C. Ruhl; 1911: C. L. Dickinson, C. L. Johnsori, J. L. Morris; 1912: Wm. Lentz, Nick Pulos; 1913: W. S. Fitzgerald, R. S. G. Welch; 1915: Wilbert Merriken, • 3 • �H. B. Mathews, 0. M. Moore, C. V. Wilson; 1916: Fred Bielaski, D, C. Downs, J. T. Duke, J. I. Heise, R. 0. Jones, T. W. Ligon, J. A. Worthington; 1917: R. H. Elliott, John Storm, G. D. Thompson; 1918: C. W. Burton, R. E. Smith; 1919: R. A. Bier, George Wohlgemuth; 1920: J. D. Alexander, S. R. Hetzer; 1921: R. F. Duer, Frank Hall, E. R. Keller, W. P. Maddox, T. B. Turner; 1922: R. P. Brown, J. W. Everett, W. V. Martin; 1923: Wm. Baxter, A. S. Deringer; 1925: Frank Barger, J. G. Bassett, H. M. Helm, Wm. Holmes, R. N. King, Frank Schouten, J. W. Tolson; 1926: R. C. Bean, Joe Erberts; 1927: D. H. Andrews, B. F. Gessner, E. M. Jackson, Ed. Lush; 1928: D. F. Crowley, J. F. Miller; 1929: L. L. Keown; 1930: G. E. Cunniff, D. B. Jenkins, A. E. Landers, C. J. O'Connor; 1931: Ed Kimpel, J. S. Price; 1932: W. B. Athey, R. F. Blau!, D. A. Cole, Jim Morris, W. T. D. Pumphrey, H. S. Shryock; 1934: B. J. Cassassa, A. W. Winston; 1935: J. C. Donohue, R. H. Lampee; 1936: Frank Gessner; 1939: E. W. Hearn, W. D. MacMillan, E. L. Medford; 1941: Henry Robert; 1942: Warren Barnhardt; 194 3: Alan Eckhart; 1944: Dave Dobreer, C. T. Krol, T. E. Prout, Jake Smedley, T. H. Taylor; 1947: Archer Jones; 1948: H. B. Higman, L. W. Smith; 1950: J. H. Frame, T. W. Hendricks, Myron W olbarsht; 19 51: D. A. Brown, H. V. Herman, L. D. Koontz; 1953: Bill Aston, J. D. Alexander, E. E. Dietrich, Stewart Greenfield; 19 54: Bernard Jacob, R. A. Smith; 19 55: Lydia Aston. A walking tour of local historic landmarks provided entertainment for the alumni wives, followed by a dinner at Carvel Hall. The dinner was in honor of Mrs. Weigle who has in past years entertained alumni wives at her home. The following ladies attended: Mrs. William Athey, Mrs. Frank Barger, Mrs. Robert Bier, Mrs. Charles Burton, Mrs. Charles Chance, Mrs. John Donohue, Mrs. Dunlevy Downs, Mrs. James Duke, Mrs. Joseph Erberts, Mrs. Amos Hutchins, Mrs. Elmer Jackson, Mrs. Earl Keller, Mrs. Roland King, Mrs. Leonard Kolmer, Mrs. Thomas Ligon, Mrs. Edward Lush, Mrs. Leslie Medford, Mrs. Wilbert Merriken, Mrs. Orville Moore, Mrs. Henry Shryock, Mrs. Stewart Stackhouse, Mrs. Guy Thompson, Mrs. Thomas Trail, Mrs. Victor Wilson and Mrs. George Wohlgemuth. Mid-Winter Dinner Set for February 10th Plans are being completed for the Annual Mid-Winter Dinner of the St. John's Alumni Association to be held in Baltimore on the evening of Friday, February 10th, at Munder's Restaurant, 4536 Harford Road. Warren Barnhardt, '42, has been named by President Baxter to head the committee of arrangements. As is customary, the dinner falls on the evening preceding the regular mid-winter meeting of the Board of Visitors and Governors in Annapolis. Ligon Issues Call for Annual Giving During the 1955 Annual Giving Campaign 406 alum- • 4 • President Baxter's Message A liberal arts college, like man, does not exist on b~ead alone. However, it is equally true that without bread neither academic institution nor man can exist at all. It must therefore be gratifying to all frie_nd~ of St. Jo~n' s and, in particular, to its Alumni that never m its long history has the College been so sound financially or so well ofl i? physical I?lant. Further, the future holds definite promise of contmued strengthening in these areas wh_ere for _so many y~ars there was such pitiful weakness. President F:ich_a~d W ei~le, more than any other individual or group of md1v1duals, 1s responsible for this happy condition. I~ must be apparent that under his continued leadership and with an established sound phy~­ ical base the old school will achieve new heights of academic distincti~n. Even a Weigle, however, cannot achieve thes~ goals without the full and continuing support of the Alumm . The annual giving campaign is about to st~rt: The A!um_m body can in no better way sh?w its. apprecia~10n and 1ustify its existence than by supportmg this campaign. Insure the future of the College with your contribution, no matter how modest, for in numbers there is strength. '23 President, Alumni Association WILLIAM BAXTER, ( Continued on page 6) • 5 • �(Continued from page 4) ni contributed $12,600.00, more money from more donors than in any previous yearly campaign. Over 20% of the alumni participated in the campaign this year as compared to only 10 % last year. The average gift per donor this year was $31.03. The sum contributed this year represents the income the College would have received from approximately $300,000 in fixed endowment at a 4% rate of return. This one factor serves to emphasize the importance of Annual Giving. The 19 56 Annual Giving Campaign will start in Febru- ary and I hope that each alumnus will express his confidence in his Alma Mater and at the same time show other friends of the College what St. John's alumni are doing to help. Are you willing to invest in the future of St. John's to the extent of $1.00, $2.00, $5.00, $10.00 or perhaps $50.00 a year? The amount is for you to decide, but it would be wonderful if we could get every alumnus to acquire the habit of contributing yearly to the Annual Giving Campaign. Can we count on you? ToMMY LicoN '16 Chairman Annual Giving Campaign Board of Visitors and Governors Adopts Report of Its Athletic Committee Since the formation of this and can submit a report to committee, originally under the Board in some detail at the chairmanship of Mr. Paul this time. Some of the questions the Swett, there have been five meetings including a joint committee focused its attenmeeting with the student rep- tion on were the following: 1. To what extent do the resentatives of the college and a meeting with the Faculty St. John's students, of their Committee on athletics. It is own volition, participate in believed that we now have a the Intramural athletic profull cross-section of opm1on gram? • 6 • 2. Is the program adequate and of sufficient interest to encourage the participation by all students? 3. Does the St. John's academic program allow sufficient time for physical development and organized Intramural athletics? 4. \Vhat is the faculty attitude toward athletics? 5. Are the athletic facilities adequate under present conditions? 6. Would· corn pulsory physical education or athletics be compatible to the St. John's program? 7. What effect does the athletic program as it now exists have on admissions to the college? 8. Do intercollegiate athletics have a place in the St. John's program? During the meetings the above questions have been given full consideration, and we are now in a position to draw certain conclusions concerning the athletic policy at St. John's. The participation by the students has become healthier and much more complete in the Intramural program than at any time since 1937. Of the 118 students at the col- lege in 19 54-5 5, 86 parbc1pa ted in athletics in some form during that year; 42 participated in all forms during the entire academic year; and 44 are what might be termed partial participants. Of the total of 79 boys, 49 participated in the program; and out of a total of 39 girls, 23 participated in the pro~ gram. The Facultv Committee suggested that' a program be adopted to improve the health habits of the student body and the appointment of a doctor to better serve the college community was given full discussion. Certain members of the Faculty Committee were of the opinion that admissions to the college would be aided greatly by improving the physical as well as the mental health of the students. At the time of our meeting with the Faculty Committee on May 3, 1955, it was clearly indicated that greater interest and participation in the sports program have been brought about by full encouragement on the part of the administration and faculty as well as student leaders to stimulate the desire for athletic compe- • 7 • �tition. It is obvious that there is now a large segment of the faculty who are encouraging sports and extra-curricular activities, whereas this encouragement did not emanate from the faculty to such a degree heretofore. The facilities now offered are adequate but the need for indoor facilities will increase in proportion to the increase in the student bodv. Within the student body' there are men and women of above normal athletic ability and St. John's is attracting students who have had highschool interest and background of sports participation and some of the students are considered outstanding . m their athletic prowess. Certain conclusions can be offered at this time, i.e., the Intramural athletic program will be greatly improved by a healthy increase in the student body. It takes numbers in order to set up a workable program. The attitude of the administration and faculty toward the intramural program has improved and full encouragement is being given to all extra-curricular activities. It has been emphasized in • all meetings that the necessary time and concentration required to organize teams for intercollegiate competition cannot be achieved within the present program. Regularly scheduled practice sessions, training, travel time, etc. would break down the continuity of the academic program. The college curriculum could not provide for advance scheduling of contests in the manner which is now customary in most colleges. Both students and faculty expressed definite agreement that compulsory athletics and/or physical education cannot be compatible with the present college curriculum. It has been suggested that informal competition in a modest way with other colleges might be possible whereby groups could be invited to St. John's to review the program and at the same time compete in a seasonal sport. This might be done in order to encourage better understanding of St. John's program by others as well as expose the St. John's student to life on other campuses within this area. President Weigle has often ~xpressed 8 • the desirability of this type of relationship with other institutions. It was emphasized that admissions are not affected by the lack of an intercollegiate athletic program but on the contrary, the type of student who wants the St. John's program is inclined favorably toward the voluntary Intramural program rather than intercollegiate competition. It is generally concluded by the Committee after exhaustive discussion and study that the athletic policy at St. John's should not be changed at this time and that the growth of the college must be dependent upon thegreater attraction of students which will, in turn, bring about a smooth-working Intramural athletic program with the full cooperation and encouragement of the administration, faculty, and student leadership. JoHN C. DoNOHUE, Chairman Athletic Committee Class News long and successful career as a civil 1899 engineer, having built the House of Mr. and Mrs. Tom Collison of Mt. Vernon, Illinois, celebrated their Gold- Representatives office building in Washen Wedding Anniversary on October ington, D. C., the Baltimore War Memorial and a number of structures 23, 1955. on the campuses of Johns Hopkins 1902 University and the University of MaryA letter received from Major Edward land. He is survived by his widow, two C. Tarbutton, USAF told of the death sons, Albert S. Cummins and John R. of Colonel Edward H. Tarbutton. Cummins, and a daughter, Mrs. FlorBorn at Sudlersville, Md., Col. Tar- ence C. Vaughan, all of Baltimore. -Secretary: John L. Blecker, 5 E. button grew up in the Church Hill and Crumpton community. He graduated Hamilton St., Baltimore, Md. in 1902 and accepted a commission as 1907 a 2nd Lt. in the Infantry in 1903. He retired from the service in 1934 John T. Harrison's partners in the and lived at his ranch at Kyle, Texas. insurance firm of Flynn, Harrison and -Secretary: Dr. W. 0. Lamotte, Conroy celebrated his 25th anniversary 410 Medical Arts Bldg., \Vilmington, with a reception at The WaldorfDelaware. Astoria in November of last year. -Secretary: John T. Harrison, 99 1903 John Street, New York, N. Y. A letter from a classmate reports the death of Charles A. Cummins on 1912 December 21, 1955. Mr. Cummins William Lentz received the Annual was born in .Baltimore and graduated with honors from St. John's. He had a Alumni Award of Merit. Dr. J. M. • 9 • �Hundley has resigned as professor of gynecology at University of Maryland School of Medicine. He has been head of the department since 1934. Relie_ved of administrative work and teachmg, he will continue private practice and aid in investigative problems at the University. -Secretary: Nicholas G. Pulos, 2625 Garrett Ave., Baltimore 18, Md. 1915 Allen L. Fowler has been elected a vice-president of Day and Zimmermann, Inc., Engineers, of Ph1ladelph1a. ~r. Fowler has been with Day and Zimmermann, Inc., a total of nearly thirty years. He has served as a director since 1946 and was manager of the Reports Department from 1945 to 1955. -Secretary: Howard B. Mathews, 607 w. 39th St., Baltimore 11, Md. 1916 The Class of 1916 is now planning for their fortieth reunion next October and all members who by chance have not been contacted please write to your secretary and advise of your present address. Fred Bielaski, who flew in from Mexico City for Homecoming Day 1955, promises to be present at the fortieth reunion. We have also heard from Charles Hartsock and he too promises to be present next year. Come on, you members of '16 and let's rally together for a big, grand and glorious fortieth reunion. Fred Bielaski was married to the former Miss Josefina Zubaran on August 15, 19 5 5. They live in Mexico City where Mr. Bielaski is a business and financial consultant to corporations in that city. -Secretary: Dunlevy C. Downs, 4301 Massachusetts Ave., N.W., Washington, D. C. 1917 General Harrison's daughter has requested that we publish the following information about her father: Brig. General William Hartwell Harrison, USMC Ret. died on August 19, 1955, in the Philadelphia Naval Hospital, following a short illness. He is survived by his widow, Moe Hopkins Harrison; a daughter, Mrs. Thomas S. Ivey; two grandsons; and his sisters, Mrs. Jolm A. Greene of Cleveland, Ohio and Mrs. C. H. Metcalfe of Sudlersville, Md. He was the son of the late John Winfield and Frances Gwynne Harrison of Baltimore. General Harrison graduated from St. John's in 1917 and immediately accepted a commission in the Marine Corps as a 2nd lieutenant. He retired in 1948, having served in both World \;v'ars. For his meritorious service in World War II he was awarded the Legion of Merit and the Bronze Star. 1920 Robert E. Coughlan, Jr., a member of the Bar of Baltimore City, was elected vice-president of the Baltimore Bar Association at its December meeting. -Secretary: John D. Alexander, Maryland Trust Building, Baltimore, Md. 1924 Major General Ridgely Gaither, Jr., was appointed Chief of U. S. Army Intelligence in August, 19 5 5. -Secretary: George L. Darley, 503 Radnor Ave., Baltimore, Md. 1925 Our Class celebrated its 30th Anniversary with a reunion the evening preceding Homecoming Day at Roland King's home near Annapolis. A most enjoyable time was had and those present were grateful to Roland and Mrs. King for their hospitality. At the Alumni Meeting on Homecoming Day it was announced that our Class was one of two classes that participated 100 % in the 19 5 5 Annual Giving Campaign. Congratulations to all of you and also to Roland King, who acted as our class representative, for a job well done. Frank Schouten flew to Holland for the Christmas holidays. Frank spent three weeks in his native country visiting relatives and friends. -Secretary: John W. Tolson, 1775 Grand Concourse, New York, N. Y. 1921 Dr. Albert L. Anderson, Annapolis surgeon, has been elected a fellow in the International College of Surgeons. William P. Maddox, formerly American Consulate General, Port of Spain, Trinidad, B. W. I., is now Deputy Ambassador to the Union of South Africa. -Secretary: Robert F. Duer, 1717 Park Ave., Baltimore, Md. 1923 Dr. Jose E. Arraras of Mayaguez, Puerto Rico, visited the College on November 15th. He had been spending sometime in Philadelphia with his son. Dr. Arraras was at St. John's in a pre-medical course and is a graduate of Temple University. Maj. General Reginald H. Ridgely, Jr., assumed command of the second Marine division in July, 1955, during an impressive and colorful ceremony. -Secretary: William C. Purnell, 519 Piccadilly Road, Baltimore, Md. • , 10 • 1931 Dr. Philip I. Bowman, executive vice-president of Bristol Laboratories in Syracuse, New York, flew via Toronto and Edmonton to White Horse to prospect for uranium. He was gone for six weeks on the big trek into the Canadian wilds. This is Dr. Bowman's second expedition of this kind. Snowden Hoff, Jr., vice-president of the Equitable Trust Co., is president of the Heart Association of Maryland. -Secretary: Dr. E. I. Combrooks, 208 Regester Ave., Baltimore, Md. 1932 Dr. Charles J. Hathaway visited the College during September of last year. -Secretary: Paul E. Casassa, 1225 Tuckerman St., N.W., Washington, D. C. 1934 Charles E. Jenkins is Sales Manager of the automotive division of Joseph Strauss Co., Inc., of Buffalo, New York. -Secretary: L. E. Scheffenacker, 405 Wingate Road, Baltimore, Md. 1936 Gilbert A. Crandall has been named public relations officer to the New York office of The Economic Development Administration of the Commonwealth of Puerto Rico. In joining the staff of the Ec:onomic Development Administration, Mr. Crandall has become associated with the agency of the Commonwealth of Puerto Rico that directs "Operations Bootstrap," an over-all term used to describe Puerto Rico's program to industrialize and diversify its economy. John S. (Moose) Hodges, 805 West University Parkway, Baltimore, is now conducting his own insurance agency in BaltimoreThe John S. Hodges Agency. Konrad D. (Curly) Young, formerly from Akron, Ohio, is now located in Inwood, West Virginia, where he is engaged in the development of jet fighters for the armed forces. "Memphis Mike" Haas, 1834 Tyndale Avenue, Memphis, Tenn., is special agent for the United States Fidelity and Guaranty Company there. Mike is a vestryman of the Calvarv Episcopal Church and a former offi.cer of the Memphis K. A. Alumni Association. His wife, Elva, is a fashion coordinator for one of the better stores in town, and in addition is active in TV work both as writer and actress. Harry P. Luz, now in the regular Army, is stationed at Fort Huachua~a, Arizona, with the 6944th Service Umt. William R. Rairigh, one of the stalwarts at the Pratt Library in Baltimore, is a good man to know on any research problem. Bill can be reached at the Main Branch. -Secretary: Cyril R. Murphy, Jr., 1508 1st National Bank Bldg., Baltimore, Md. 1937 George R. Hoover has been elected to the Board of Directors of the Chamber of Commerce of Greater Philadelphia. Mr. Hoover is executive vice- • 11 • �president of a lithographing and publishing firm, Joseph Hoover & Sons Co. -Secretary: E. Paul Mason, Jr., Wyman Park Apartments, Baltimore, Md. tion, I must rest. Or else, as a class, you are lazy and uncommunicative. Oh yes, I call myself "Wil" instead of "Herb," but that shouldn't deter anyone. The real news is about my family. The second child, a girl, Ellen Sue, was born three months ago. The boy, Edward, is now two years old. As for me, I have been teaching in a junior high school in Philadelphia. What am I teaching? Math!!! Also, am working toward permanent certification and attending Temple University for a Master's in Education. I find that I enjoy teaching. This brings me up to date. How many kids do you have? Claude S. Leffel, Jr., was married to Miss Sarah Elizabeth Smith on October 22nd at Church Hill, Md. Mr. Leffel is working on his doctorate in Physics. John Fulton Lewis is assistant director of information in the Washington office of American Farm Bureau Federation. -Secretary: H. Willard Stern, 2033 Pine St., Philadelphia, Pa. 1938 Ned Lathrop has taken command of the Naval Reserve Training Center at Austin, Texas. He will be in charge of the operation of some 500 Naval Reservists, including Seabees. Commander Lathrop was called to duty at the outbreak of the Korean War. J. S. Baker Middelton has been appointed staff personnel manager for Scott Paper Co. in Chester, Pa. -Secretary: R. Warren Hammann, 206 N. Liberty St., Baltimore, Md. 1939 Frank A. White, Jr., has been named manager of the Southeast division of Pennsylvania Lumbermans Mutual Insurance Co. of Philadelphia. -Secretary: William Macmillan, Jr., 1402 Fidelity Bldg., Baltimore, Md. 1944 James Poe says, "I am still writing pictures for Hollywood. Forthcoming are 'The Big Knife,' based on Clifford Odets' Broadway play; 'Around the W arid in 80 Days,' based on Jules Verne's novel; and 'The Fragile Fox,' based on the Broadway play by Norman Brooks. I want every alumni member to see all three and take friends because I own a piece of each." -Secretary: Alexander Koukly, 6849 218th St., Bayside, New York, N. Y. 1941 Danny Hill asks that we correct the news item in the last Bulletin. He is athletic news director at San Jose State College and not publicity director for the Los Angeles Rams. -Secretary: Paul R. Comegys, StroleWright Bldg., Hagerstown, Md. 1942 Hirsch Nadel and his wife visited the College this fall. Mr. Nadel is snccessfully operating a poultry business in a converted barn, using wire floor and tripling housing capacity. The birds are producing more eggs than those housed under conventional conditions. Poultrymen have shown great interest in his unusual flock management. -Secretary: Ernest HeinmuUer, 402 Goldsboro St., Easton, Md. 1947 John Van Doren was married to Miss Mira Jedwabnik on August 9th in New York City. -Secretary: Stephen Benedict, 209 Prince Street, Alexandria, Va. 1948 Harris Collingwood is now rector at The Church of the Covenant in Junction City, Kansas. His address is 315 W. Fourth St. -Secretary: Ray Cave, 1313 Woodington Road, Baltimore 29, Md. 1943 "No news is good news," says the modest philosopher. On this assump12 neer where his family of three girls and the new baby are living. 1949 Paul A. Frasca has accepted a teaching position in Williams, Arizona. Eric A. Teel was married to Miss Gloria Frewen on August 13th. They will be at home at 1740 Chapman Ave. E., Cleveland, Ohio. -Secretary: Chester A. Johnson, RFD, Winthrop St., Medway, Massachusetts. 1952 Dick Haberman will study pnntmg management at Carnegie Tech. Jacob E. Holzman was married to Miss Iris A. Merrick of Ossining, New York, on December 24th. Adam Pinsker was released from military service in September and will be studying music for a while in Stuttgart, where his address will be: c/o Eytel, 79 Gansheidestr., Stuttgart, Germany. Bradford Walker is stationed at Moody Air Force Base, Valdosta, Georgia. He is a jet pilot and was married to Miss Shirley Racine in November, 19 54. -Secretary: Paul N. Rickolt, 114 Main St., Muncy, Pa. 1950 Dr. Henry Higman, now interning at a hospital near Wilmington, Del., came down for Homecoming this year. Also at Homecoming, Myron Wolbarsht was praised by an auditing committee for his work as treasurer of the association. Irwin Hunt is co-leader of an adult discussion group sponsored by the American Foundation for Political Education in New York. The Foundation is the group for which both Bob Goldwin and Marvin Zetterbaum do work. Marvin and Bob recently edited a three-volume collection of readings in Russian Foreign Policy for the group. Bob is writing a thesis for a doctorate in political science from the University of Chicago and Marvin is also back at the University studying adult education and political science. Herb Feinberg and Elaine, a first grade schoolteacher whom he married two years ago, live in Pittsburgh, where Herb practices law. Fred Beardsley is now studying at Mt. St. Mary's of the West in Ohio. After a five year program he hopes to join the Glenmary Missioners to do missionary work in the South. "I guess it's no surprise," he writes in telling of his new interests in the seminary. Joe Nadler has a new daughter, Dena Rachel. Joe lives in Santa Barbara, Calif., where he rents fishing equipment and serves snacks to sportsmen. Milton Clifton writes he and Cindy and their two boys live an outdoor life of camping, fishing and picnicking when Milton takes time off from his job with a nursery. John Sterrett and Ruth have a son, Paul, born in September, 195 5. John recently took a job in Chicago as a telephone engi- 1953 Raymond L. McKane was married to Miss Joyce N. Filipovitz on November 26, 19 5 5. He is employed as a social worker with the Washington County Public Welfare Department. Stewart Greenfield writes that he is working as a systems analyst in Detroit, Michigan. His address is New Center Hotel, 59 Seward, Apt. 27A, Detroit 2, Michigan. -Secretary: C. E. Dietrich, P. 0. Box 246, St. John's College. 1954 Hilyer and Al Sugg have a son named Carroll, and Joan and Sinclair Gearing's daughter is named Sinclair. -Secretary: Steve Mainella, 259 Hanover St., Annapolis, Md. 1955 What do most St. Johnnies do as soon as they either graduate or just "get out"? According to what has become a pattern, they go to school somewhere else, get jobs, get drafted or hang around Annapolis. The class of '5 5 is holding pretty much true to form. Right now there are four of us living in Annapolis, but they all have an excuse; to my knowledge, none of us has yet elected to stay around for the 13 �Fifth Year. Lydia Aston has succeeded Miss Hopkins as College Nurse, and is no doubt answering Mr. Buchanan's plea for a revival of the liberal arts in the practice of medicine. Barbara Sandek and Hugh McKay are now seniors. Hugh is also playing trumpet weekends in a Baltimore jazz band with John Alexander, and Joan McKay, though no longer a student, is also, understandably, still present. Of those who began graduate school in the fall, it is good to report that nearly all have managed to remain there and seem to find it rewarding and worthwhile. To my knowledge, these include Priscilla Husted at the University of Chicago, Sandy Culbertson at L' Alliance Francaise in Paris, Sarah Covington (Mrs. Eric Crooke) at Ohio Wesleyan, where she is also an Assistant Resident Counselor, trafficking with sign-in books and other residential trappings. Arthur Reisz is at Harvard, a little disappointed but still game, and I am teaching and studying in English at the University of Connecticut, less, perhaps, out of conviction than habit. The onlv casualty I know of to date is Jim Chrestensen who in November wrote that he had left Brandeis but planned to stay in Boston a while. In explanation, he said: "I had no complaints with the school, but feel that I was not ready to give the total devotion to composing and theoretical practice that would have been necessary, to do well. I am much more concerned at the moment to be playing a lot and hearing a lot." Of the employed, Barbara Oosterhout is teaching mathematics at an elementary school in Beaumont, Texas, while John is studying math at Univ. of Texas. Peter McGhee did a brief stint with a film-producing outfit and is now waiting to begin his officer training program with the Navy at the end of January. As far as the draft goes, Paul Lowdenslager is "in" and when I last saw them, Jim Kibler and Jim Stone were "waiting." Incidental trivia: Emily Martin (Mrs. Samuel Kutler) writes that "suburban life is fine as long as one keeps out of civic clubs, church socials, and neighbors' gardens"; she and Sam are expecting a baby in May. I saw Dorothy Olim in New York not too long ago. She is being diligently dramatic at Columbia, writing many papers and acting in many plays; she now has an elegant apartment with a piano. I must confess that I would need my own secretary to keep track of all the shreds of information and gossip I've managed to pick up in the last month or so; I know I have heard more than I can recall now, and apologize for the people whose activities and wherabouts I once knew but find I have forgotten. I will welcome any indignant letters or telegrams filling me in on what I've left out, or setting me straight on what I've managed to get twisted in my mind. Richard D. Heywood is with the armed forces on patrol duty in Germany on the border of Russia. Jack Schott is a member of the 25th Infantry Division in Hawaii. -Secretary: James Taylor, c/o English Dept., University of Conn., Box 93, Storrs, Conn. 1957 Alexander D. Fountain, Jr., married Miss Dorothy Ann Bennett on November 25, 1955. He is serving with the U. S. Marines and is stationed in Cherry Point, North Carolina. Allen Stafford is an air cadet at the Naval Air Training Station, Pensacola, Florida. Additional Class Secretaries '00-Dr. J. 0. Purvis, 40 Franklin St., Annapolis, Md. '01-Andrew H. Krug, College Manor, Lutherville, Md. '04-H. B. Scarborough, Buckingham High School, Berlin, Md. '06-Henry F. Sturdy, 85 Shipwright St., Annapolis, Md. '08-Frank H. Gauss, 4604 Georgia Ave., N.W., Washington, D. C. '09-C. T. Johnson, 2606 G St., San Bernardino, California. '10-W. S. Blades, Fidelity Bldg., Baltimore, Md. '11-Wilbur L. Koontz, 2713 The Alameda, Baltimore, Md. '13-William A. Ruhl, 2906 Evergreen Ave., Baltimore, Md. '14-Godfrey Child, Pocomoke City, Md. '18-Frank W. Elzey, 603 S. Wayne Ave., Bluffton, Ind. '19-Wm. H. L. Slade, Reisterstown, Md. '22-Charles C. G. Sack, 15 Aintree Rd., Towson, Md. '26-William H. M. Smith, 11 School St., Annapolis, Md. '27-E. M. Jackson, Jr., Tidewater Terrace, Wardour, Annapolis, Md. '28-David F. Crowley, Jr., 3527 Newland Rd., Baltimore 18, Md. '29-Reginald Orem, Democrat & News, Cambridge, Md. '30-Lester H. Palmer, 710 Wicklow Rd., Baltimore, Md. '33-James J. Dunleavy, 111 Smith Ave., Annapolis, Md. '34-John B. O'Donnell, 22 Briarwood Rd., Catonsville, Md. '40-R. H. Reynolds, 1730 Gordon Rd., Hagerstown, Md. '45-Stephen W. Terry, Jr., 810 Fletcher Trust Bldg., Indianapolis, Indiana. '46-John J. Lobell, 4309 Wendover Rd., Baltimore, Md. '51-L. D. Koontz, 3 Heath Ave., Linthicum Hgts., Md. Deceased Charles Ellinghausen, '91, Annapolis, Md., January 1, 1956. Gen. Walter D. Smith, '97, Washington, D. C., September 20, 1955. E. Clarke Fontaine, '01, Pocomoke City, Md., September 10, 1955. Col. E. H. Tarbutton, '02, Kyle, Texas, 1955. Charles A. Cummins, '03, Baltimore, Md., December 21, 1955. William A. Strohm, '07, Annapolis, Md., December 15, 1955. Allan W. Fulton, Sr., '07, Severna Park, Md., January 1, 1956. Frederick E. Hoover, '09, Ceciltown, Md., July 16, 1955. Julian D. Carey, '10, Martinsburg, ·west Virginia, July 27, 1955. Brig. General William H. Harrison, '17, Lansdowne, Pa., August 19, 1955. Prof. John S. Strahorn, Jr., '22, Baltimore, Md., November 14, 1955. Edmund H. Engelke, '24, Annapolis, Md., December 3, 1955. Arthur B. O'Hara, '31, Everett, Massachusetts, December 7, 19 5 5. George Worthington Kopp, '38, La Grange, Illinois, October 26, 19 5 5. Edward P. Taylor, '45, West Provo, Utah, October, 1955. MID-WINTER DINNER IN BALTIMORE FRIDAY, FEBRUARY 10th Munder's Restaurant 4536 Harford Rd. 14 Warren Bomhardt '42 Chairman 15 � 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 Alumni Bulletin-1956 Title A name given to the resource Alumni Bulletin, 1956 Description An account of the resource Alumni Bulletin for the year 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956 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/ed16d718b59569ef1518c6c9ca0b0efc.pdf f9958394cbb454022d9571d68036b6cc PDF Text Text Volume IX No. 2 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS Teaching and Writing A measure of the literary activity at St. John's is to be found in an article by James H. Bready, reprinted here from the Baltimore Sun. The number of books which College tutors have recently published or have now in progress seems impressive when viewed in proportion to a faculty of twenty-eight. It is true, however, that St. John's College considers scholarly research to be a function of the university aml not a responsibility of the liberal arts college. Professional investigation and publication have therefore never been considered criteria for evaluating members of the faculty. As a matter of fact, the teaching duties of a St. John's tutor are so demanding and all-engrossing that there is relatively little opportunity for research and extra-curricular activity except during vacation periods. The College curriculum is such that no tutor can teach in the St. John's program without receiving the constant stimulation of new ideas and insights. Hence the usual reason for requiring scholarly activity, namely to combat staleness in faculty members, does not apply at St. John's. Faculty members do work on new translations of certain texts. In a certain sense they are also engaged in "horizontal" rather than "vertical" research, that is, the discovery of new understandings of the relationships between the several fields of knowledge, rather than the more intensive work in a specialized field. This year a small group of tutors have been engaged in a new project known as the Faculty Study Group and financed by a special grant from the Fund for the Advancement of Education, established by the Ford Foundation. Five tutors have been relieved of part of their normal teaching load to study ancient logic and modern symbolic logic and thus to increase their own understandings in a new field. In spite of the demands of the College's regular program, tutors and students still find time for extra-curricular pursuits, some of which lie beyond the scope of Mr. Bready's article. During the past winter, for example, musical compositions by Douglas Allanbrook have been performed in Baltimore, Washington and New York. These include Songs to Shakespeare's Sonnets, First String Quartet, Concerto for Harpsichord and Orchestra and Fantasy for Violin and Piano. RICHARD D. WEIGLE Annapolis, Maryland April, 1957 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �THE SUN THE SUN, BALTIMORE, SUNDAY MORNING, APRIL 7, 1957 Books And Authors By JAMES H. BREADY ST. JOHN'S COLLEGE includes on its list of 'Jrescribed readings no books· by people at or from St. John's. Next September a full score of years will have gone by since the college installed its celebrated New Program or nonelective curriculum of lib· eral arts and natural s!!iences, based upon the great books of Western civilization. No student or faculty member in these twenty years would ask serious comparison of anything under his byline with major works, or portions of works, by Kepler al}d Kierkegaard, by Spinoza and Adam Smith and Sophocles. A mathematical physicist, Louis Victor, Prince de J3:ro· glie, happens to be the one living man on the current year's list of 94 authors (the titles, contrary to legend, well exceed 100) . There are, moreover, prac· tical discouragements: tutorials and labs and seminars and summer reading keep stu· dents only too occupied; for tutors, the emphasis is on teaching rather than publish· lng. Book Census Taken This much said, a book census of St. John's College is still both possible and· due. Books, great or small, have come from its colonial ( and contemp.or.ary and coeducational) campus; the compiler's real danger is inadvertehi omission. A ringing example of pro· ductivity is Victor Zucker· kandl, who, as of the current academic year, has one book out, another book at the print· er's and still a third in his typewriter. Mr. Zuckerkandl's forte is music-before coming to this country, a . refugee from Nazism, he conducted opera, took a Ph.D. in musi~ cology and philosophy from the University of Vienna, was music critic for Germany's most important newspaper chain and published two other books. Bumpy Going For Layman His "Sound and Symbol," published last fall by the Bollingen Foundation in English tran$lation, is bumpy going for a layman. It treats of music in the abstract; a ser quel, "Man the Musician," Will relate music to the indi· vidual. In between, he has written-for his first time, in English""'."" a shorter work, not yet titled, systematically in· tfoducing ~rdirtary readers to the serious aspects of music. Princeton University Press expects to bring it out next fall. Meantime, 1a pianist himself. Mf. Zuckerkimdl exem· plifies the versatility expect· ed of a St. John's tutor: he has been presiding over a course in optics. Another worl;t· of which the noncampus public may ·soon be aware ·is "The Levellers and the Origin of the Theory of Natural Rights," by Harvey Poe .. Begun during a Rhodes scholarship at Oxford and completed last fall in Annap· olis, the book brings to light a politico-religious group in Cromwell's day who, regarded then as extremist utopians, :ftrst effectively phrased var· ious principles that are now held basic to the democratic way. A look at the manuscript drew from Supreme Court Justice Black the half-humor· ous suggestion that a movie be made of the life of John Lilburne, the most gaudy sol· dier and prolific pamphleteer among the Levellers. Perhaps two· dozen tutors, from the late Charles Glenn Wallis down through J. Winfree Smith, Jr., on the pres· ent faculty, have toiled to convey the meanings of paragraphs as well as of ilidividual words. The "ean of the faculty, Jacob Klein, known to all post-1937 students as Jascha, has· been toiling to find new meanings for entire Platonic dialogues, a labor that should some day evolve into a major exegesis or work of interpretation. Tw-0 further books, to which the contrast may lend an unduly conventional sound, are "William Heytesbury - Mediaeval Logic and the Rise of l\;Iathematical Physics," pub· hshed last year by the University of Wisconsin Press, and the detailed inquiry into an early Nineteenth Century evangelical movement within the Anglican Church, led in part by Bishop Samuel Wilberforce, that engages Ford K. Brown. Poet's Side Suits C.impus-Life N ot'el Other tutors have set off on more individualistic trails. Charles G. Bell, another former Rhodes scholar , and a man whose career has alternated between 'literature and physics, was a published poet before coming to Annapolis last fall; he offers strong· side suits ii} musiC and the history of art. His major current enterprise. is a cultural history of Western man, tentatively titled "Spirit Takes Form" and laid out for five. volumes. · Nothing daunted, his colleague Thomas K. Simpson <himself St. Jbl\n's '50) is at. Wi>rk upon a history· of the liberal' arts, with no commit· . 1'tent as to length. On the -other hand, Henry V. Grattan has just finished rendering into English a book by his wife, who is Fre~ch. The book, to be published by Viking, is for children. The present purpose excludes work of pedagogy long and short. having to do' with the college program. It excludes works by men who have ~ome an_d gone and put no evidence of St. John's into their subsequent writingswhile he was at St. John's creative literary impetus did not engage the current New York novelist and biographer, Charles Van Doren. The present purpose excludes women, but by no dire'ct intention-just for lack of data. A woman member of the Class of '57 turned in her senior essay recently, a compressed thing of 41 pages that maybe could become a book sometime. The title 'is "Space and Time in. Newton's Principia and Einstein;s Theory of Relativity." It'll keep an ordinary reader on his toes looking for typographical er: rors in all those equations. Not all St. John's books are •pe<:ulative-or even nonfic· tion. Joy and sorrow amid its scholastic rigors somehow ought t.o have inspired a clus· ter of campus-life riovels from former students; the only one recalled, however ( and copies are scarce at that) , is "But A Little Moment," by James C. Ballard, an episodic 500-page effort, with many noncollege settings, that appeared in 1950. One reviewer called him "a young author who will make his mark when he learns • . . to lean less heav· Hy upon his Great Books dis· cussions at St. John's." In point of quantity, far and away the greatest amount of material published is translations, of Greek and Latin and German works, ·assigned as readfo.g and previ· ously ·nonexlstent in English. Woman's Senior Essay �Bulletin of St. John's College Annapolis, Md. Vol. IX April, 1957 No. 2 Published Quarterly Entered as Second-class matter, Feb. 18, 1949, at the Post Office at Annapolis, Maryland, under the Act of Aug. 24, 1912. � 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. 4 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin April 1957 Vol IX No. 2-Teaching and Writing Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1957 Description An account of the resource Volume IX, No. 2 of the Bulletin of St. John's College in Annapolis. Published in April 1957. Date A point or period of time associated with an event in the lifecycle of the resource 1957-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/32a9ca9463dfdbd40fe0b17a84a762ba.pdf 86c74167f9654d0e9a38bcea9217b696 PDF Text Text �A college is ... a curriculum ... a faculty ... a student body ... its graduates, and notably those who believe in it and support it. These elements determine the dimensions and the spirit of a college. In a series of pamphlets, St. John's College will discuss these principal elements. This one deals with the most significant and certainly the liveliest of them, the student body. The college must be small enough and coherent enough to be in a vital and dominating sense a community which will bind together all. its teachers and all its students in the .car1·ying on of their common enterprise. Alexander Meiklejohn. ��curriculum The St. John's curriculum is based on the continuous study of the great books and significant documents that form the foundation of the philosophic, literary, and scientific tradition of our civilization. This work is supported by a four-year required course of study in mathematics (which includes astronomy and theoretical physics) through elementary calculus. It is also supported by a four-year course in language in which the grammar and syntax of Greek, English, German, and French are studied carefully and in which the student learns how to translate and interpret a given text. Each student is, furthermore, required to work through a four-year laboratory course in which he performs crucial experiments in physics, chemistry, and biology. In the freshman and sophomore years a music tutorial instructs the student in the elements of music. The curriculum is supplemented by Formal Lectures, given once a week, on subjects related to the program. The faculty is not departmentalized; there are no 6majors'. I i :I ' ii �St. John's College receives inquiries from prospective students all over the world. Out of the flow of applications it receives, the Admissions Office selects its limited number of freshmen. This selection is not confined to the most hrilliant. The College admits the first 110 applicants who evidence the rnaturity, intelligence and selfdiscipline needed for St.John's all-required fouryear program in the liberal arts. If one index to the quality of the College is the list of those who elect it as their choice for the single most important experience of their lives, who, then, are the incoming freshmen? 1. 2. 3. 4. 5. DEGREE REQUIREMENTS The satisfactory completion of the all-required, four-year course of study; The passing of a reading knowledge examination in two foreign languages; The passing of the Oral Enabling Examination; A senior thesis in which the skills acquired in the use of the liberal arts are demonstrated; The successful defending of the thesis in an oral examination. ��rounds: The freshman class of 1961 entered St. John's on the 261st anniversary of its founding. For contrast in growth one may compare the composition of the Class of 1942 with that of the Class of 1961: STUDENTS enter St. John's only as freshmen; no one may be admitted touppercfass standing. Class of 1942 :46 Members California Connecticut Delaware District of Columbia Maryland New Jersey New York Pennsylvania Virginia 1 2 1 2 29 2 2 2 5 Arizona California Colorado Connecticut Delaware District of Columbia Florida Illinois Kentucky Maryland Massachusetts Michigan Missouri New Hampshire New Jersey New Mexico New York Ohio Pennsylvania Texas Virginia West Virginia Wisconsin Germany Hungary India Japan Thailand From 9 states to 23 states and 5 foreign countries measures St. John's growth. 2 1 3 1 3 1 30 3 3 1 1 5 1 13 3 Only a common· beginning will meet the need for continuous study of the all-required four-year curriculum in the disciplines and traditions of the liberal arts. Nearly all of the 107 members of the class of 1961 entered St. John's in the usualway as regu·1arly graduateg seniors from high schools or preparatory schools of the United States. All gave evidence of being able and willing to complete the required curriculum satisfactorily. 13 2 2 1 2 There are eight .veterans in the class of 1961. One analyzes his case in this tersely cogent statement: ''I will be twenty,;.five by September. It would be foolhardy on my part if l did not realize the difficult task before me; it would be more so if I did not do it." �- - \1 NOWADAYS the business of choosing a college is the business of the whole family. This is quite true of the St. John's applicants, as it should be. The kind of family, then, that selects St. John's is, in a significant way, another index to the quality of the College. Fifty-six per cent ( 60) of these families are the families of professional people; forty-four per cent ( 47) are families of business men or industrial workers. One-quarter (14) of the professional group are members of college or school faculties, including the president of a university, the dean of another, and six professors in colleges or universities. It is one thing to be selected by experienced educators; it is another thing and even more significant that highly skilled specialists-as well as their academic brothers-believe that the disciplines and the traditions of the liberal arts provide the best preparation for an interesting and a successful career. These specialists, it seems, consider undergraduate specialization premature, and therefore recommend this four-year liberal arts College for their sons and daughters. Forty-five members of the Class of 1961, or about forty-two per centJ are receiving financial aid, either through scholarships or grants. Of these, thirty-three are receiving $500 or more per year. Eleven are on full scholarships of $1,750. One-third (18) of these professional men and women are scientists, engineers, doctors of rnedicine or surgeons. Scholarships and grants total $45,011, which is about twenty-five per cent of the possible tuition income from this class. Among the twenty-odd categories in the business and industrial group only one is large enough to identify: Ten skilled mechanics sent their sons and daughters to St. John's. St. John's carries this loss in operating revenue so that no student able and willing to benefit from this liberal arts program shall be denied the opportunity. fi I I I �From the Class of 1961. "St. John's seems to pull the student into his education as an active participant, not to leave him a passive recipient of a professor's knowledge.'' "I never felt college was meant to be a vocational school on a higher level. Other colleges seem to place much stress on majors and specialization, and real learning. must surely be lost in the shuffle." "The St. John's program for education vs. training is my main interest in the college." "I don't want to be mill-processed or ground out with the essential me neglected." "This atmosphere seems to encourage intellectual curiosity." "I found I was very much in sympathy with the ideas, the methods of teaching, the small classes, the student discussions, the complete independence, and the learning from sources." "I was, I admit, somewhat skeptical, it having been my observation that college catalogues and seed catalogues exhibit a very close resemblance.'' "For a foundation that will make my life itself a liberal education." "I came to think of St. John's not so much as an institution but as an atmosphere." "I find myself exe:rc1smg sloppiness in thought and :reading, and wish to study under a system which requires study to become a more responsible thinker." "St. John's is solid enough to offer a firm starting point, and yet flexible enough to offer individuality." "[My son] is as certain as ever of his decision to apply only to St. John's and we are encouraging him in the belief that it is the best thing for him, and cannot really do much harm to such an old established institution." �AS is normal, about one-half of the group are able to identify their major interests, but have not formulated definite plans beyond graduate school. Some will await the perspective of time. Of those who have definite commitments, ten are determined to become doctors of medicine or surgeons. (It is of interest to note that in three instances the fathers of these students are themselves doctors.) Fourteen more have selected the teaching profession. Their fields will include science, English, electronics and mathematics. It is significant that one-fifth of the class enteredSt.John's as freshmen even though they had satis}actory academic standing as sophomores or higher other col[eges. They thought the St. John's experience worth this sacrifice oftime. Eight will enter law schools after graduation; seven will take graduate work in some area of writing and communication; four will aim for scientific fields. [It is the distinctive merit of the four-year liberal.arts program that its graduates, who, in the process of development and study may have reconsidered their goals, will find themselves prepared for any career,] ��THE steady increase in the number of entering freshmen: From forty-six in the Class of 1942 to one hundred seven (capacity in 1957) in the Class of 1961; THE widening spread in the geographical distribution: Nine states represented in the Class of 1942 as against twenty-three states and five foreign countries in the Class of 1961; THE willingness of twenty upperclassmen in good academic standing in other colleges to accept freshman standing at St. John's; 'fHE high percentage of professional families represented: 60; THE number of these parents who are experienced educators ( 14) and the number who are highly skilled specialists, such as scientists and doctors ( 18), as well as the number of skilled mechanics ( 10) ; THE many freshmen who plan to become specialists and to attend graduate schools: 65. Medicine ( 10), Education ( 14), Law ( 8), English ( 7 J, Science ( 4 J, other areas (22 J • �National growth and international recognition indicate that St. John's, the third oldest ( 1696) college in the United States, has changed from regional to national status. The required program of the liberal arts: matheniatics, the physical sciences, the biological sciences, the sciences of language-grammar, rhetoric and logic-and the great works of literature, is acknowledged to be good, for specialist and non-specialist alike. ��For information: Mr. James M. Tolbert, Admissions Officer St. John's College, Annapolis, Maryland � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 28 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin April 1958-Vol X No 2-The Student Body Title A name given to the resource Bulletin of St. John's College, April 1958 Description An account of the resource Volume X, Number 2 of the [Bulletin of St. John's College], The Student Body. Published April 1958. Date A point or period of time associated with an event in the lifecycle of the resource 1958-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/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 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/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/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/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/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/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