1 20 91 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/d6d1eff7259148a73c48657d10857dbc.pdf 3a5486327dfd5419c3dfd581ab9c69dd Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <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. 139 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin of St. John's College in Annapolis-Vol VII No 2-April 1955 Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1955 Description An account of the resource Volume VII, Number 2 of the Bulletin of St. John's College in Annapolis, "A Report on a Project of Self Study." Published in April 1955. Date A point or period of time associated with an event in the lifecycle of the resource 1955-04 Creator An entity primarily responsible for making the resource The St. John's College Press Publisher An entity responsible for making the resource available The Waverly Press, Inc. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/115dcc8aa529dc8f9316239c82e8ad21.pdf 9c26bcf619bd3ae7752e7a9ee1513580 PDF Text Text VOLUME VIII No. 2 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS Iglehart Hall-Gymnasium ANNAPOLIS, MARYLAND APRIL, 1956 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �WOODROW WILSON CENTENNIAL ADDRESS BY MILTON KATZ In this issue the BuLLETIN prints an address given by Milton Katz on a Friday night in January. The occasion was the College's celebration at the Woodrow Wilson Centennial. The centennial was followed by a Faculty seminar Saturday morning on Walter Lippmann's Public Philosophy in the light at Wilsonian principles. It is planned to print significant lectures from time to time in the hope that the BULLETIN may become a forum for the presentation at opinions and the discussion at ideas. Alumni and friends at the College are invited to enter into this discussion whenever they teel moved to do so. Volume VIII APRIL, 1956 Number 2 Published quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. Woodrow Wilson was the first President of the United States to take office as head of the union of forty-eight states. On February 14, 1912, only nine months before the election of Wilson, Arizona was admitted to the republic as the fortyeighth state. The event marked something more than the symmetry and completeness of the roster. It symbolized the closing of the frontier. Nineteen years earlier, at a meeting of the American Historical Association in 1893, Frederick Jackson Turner had delivered his paper on "The Significance of the Frontier in American History," which set the theme for a generation of historians. It was Turner's thesis that the open and moving frontier had been a major force in shaping American society, and that large changes must be anticipated upon its disappearance. Large changes had been in process while Turner spoke, deriving from forces independent of the passing of the frontier but coinciding with it. The Industrial Revolution was moving into the phase of mass production; and the lawyer and the banker kept pace with the engineer, constructing the modern corporation and the instruments of corporate finance as the engineer built the modern factory and assembly line. The dimensions of change expanded, and the rate accelerated, during the decades which spanned the turn of the century. In 1913, a group of manufacturers in Indianapolis organized to initiate a project for an ocean to ocean highway, and launched a fleet of automobiles to demonstrate the feasibility of transcontinental motor transport. In 1915, the production of motor cars climbed beyond one million a year. In 1913, the elder J.P. Morgan died, the exemplar of an era of corporate growth and involution. In the same year, the Pujo Committee of the House of Representatives, after two years of investigation, published its report dramatizing the magnitude and intricacy of the corporate structure of the nation's business. • 1 • �The implications of this vast industrial and financial process, and the concurrent disappearance of the frontier, were perceived by a few. The consequences were felt by many. In their feelings, a new sense of insecurity mingled with a new sense of opportunity. In increasing numbers, Americans began to feel themselves somehow helplessly enmeshed in giant machinery and propelled by giant forces. They began also to feel these forces capable of producing an abundance adequate to put their fears of want to rest. In casting about for a power which might bridle and harness these forces, they tended to look increasingly to the national government. Woodrow Wilson felt their mood and understood their need. If this was in part a politician's response to the inarticulate demand of an electorate, it emanated nevertheless from a deep and creative insight. He was one of the few to sense the shape and nature of the historic changes in process in American life. He gave voice to some of the implications in the opening words of his administration. In his first inaugural address, one can hardly fail to see the fighting politician and party leader, fresh from the heat and rhetoric of a victorious campaign. Embedded in this matrix is the broad and penetrating vision of a national leader and builder: "There has been a change of government. ... What does the change mean? . . . We have been refreshed by a new insight into our own life. "We see that in many things that life is very great. It is incomparably great in its material aspects, in its body of wealth, in the diversity and sweep of its energy, in the industries which have been conceived and built up by the genius of individual men and the limitless enterprise of groups of men. . . . We have built up, moreover, a great system of government. ... "But the evil has come with the good.... We have been proud of our industrial achievements, but we have not hitherto stopped thoughtfully enough to count the human cost. ... ". . . Our duty is to cleanse, to reconsider, to restore, to correct the evil without impairing the good, to purify and humanize every process of our common life without weakening or sentimentalizing it. There has been something crude and heartless and unfeeling in our haste to succeed and be great. Our thought has been 'Let every man look out for himself, let every generation look out for itself,' while we reared giant machinery which made it impossible that any but those who stood at the levers of control should have a chance to look out for themselves. . . . " ... This is no sentimental duty. The firm basis of government is justice, not pity. These are matters of justice. There can be no equality or opportunity, the first essential of justice in the body politic, if men and women and children be not shielded in their lives, their very vitality, from the consequences of great industrial and social processes which they cannot alter, control, or singly cope with. Society must see to it that it does not itself crush or weaken or damage its own constituent parts." To us who have passed the midpoint of the twentieth century, this inaugural address strikes a familiar note. Apart from the issues of war and peace, a popular concern for economic security and a popular will to seek it in part at least through government action have been perhaps the salient political fact of our time, in this and in other lands. Wisely or not, for good or for ill, the belief has become widespread that modern industry and agriculture have the potential capacity to meet the age-old economic anxieties of men, and that government is a major and indispensable instrument for realizing the potential. On the record, it appears unlikely that any democratic government could survive which failed to understand this conviction and the demands to which it has given rise. This is clearer today than in Wilson's time, when a confused and vigorous people were floundering into grips with the twentieth century. Yet Wilson saw it, in his time. He also saw the countervailing danger. In developing the means through government to meet the immense emerging demand, it would be blind folly to lose • 2 • • 3 • �sight of the tested wisdom of our tradition and experience: the spiritual value and practical importance of personal freedom and private action, and the political and legal institutions which have constituted their historic setting. Apart from the issues of war and peace, it has been the central task of free men in this century to adjust the new demand to the old wisdom. When Wilson took office, the shape of this task was only dimly perceptible, but he saw it as it was in all its essential aspects. In calling upon the nation to do the things which must be done, he stressed also that we must "not leave the others undone, the old-fashioned, never-tobe-neglected, fundamental safeguarding of property and of individual right ... We shall deal with our economic system as it is and as it may be modified, not as it might. be if we had a clean sheet of paper to write upon; and step by step we shall make it what it should be, in the spirit of those who question their own wisdom and seek counsel and knowledge, not shallow self-satisfaction or the excitement of excursions whither they can not .tell." In the election of 1912, both Woodrow Wilson and Theodore Roosevelt, as standard bearer of the Bull Moose party, had run well ahead of Taft. The popular vote for Wilson was almost double that of Taft, and his strength by states in the electoral college twenty times greater. Theodore Roosevelt's popular margin over Taft was almost 20%, and his support by states tripled that of the regular Republican candidate. The combined popular votes for Wilson and Roosevelt aggregated ten million, representing forty-six states in the electoral col~ lege; that for Taft was three million, representing two states, Vermont and Utah. The mood of the nation was impatient, and unmistakably progressive, but the mood had greater strength than clarity. It would find its way into channels of action but the choice of channels was not foreordained. ' The broad response to Theodore Roosevelt's "Square Deal" and Woodrow Wilson's "New Freedom" reflected a popular conviction that government must be a positive force in the effort to achieve economic security and to vindicate the • 4 • principle of justice in modem society. The intensity of this conviction, and the momentum of the forces springing from it, were far greater than any contemporary general insight into its implications, or into the problem of ways and means. In the surging pursuit of economic security and wide-spread enjoyment of high levels of consumption, the need and difficulty of increasing and improving production could easily be .overlooked. In the drive to regulate and order the vast machinery of the modem economy through action by the central government, the vital importance of flexibility and initiative and the questing and creative individual mind could be neglected. In the insistent pressure toward social justice, it was not inconceivable that the enduring value of individual justice and individual freedom might be disregarded. The reality of these hazards has been attested by the course of subsequent events in other lands. It is a hard thing to maintain a balance among purposes deeply felt which seem to conflict and which in the short run may conflict in fact. It is especially hard when the feelings and opinions of millions of vigorous men and 'women are thrown into the reckoning. A passing intensity of feeling for certain of the purposes may suppress the others; or the play and counterplay of forces may eventuate in a barren stalemate. In a larger sense, these difficulties are perhaps just a variation of the theme sounded by Job: "Man is born unto trouble as the sparks fly upward." Yet I do not believe it wishful thinking to suggest that, appraised in the long perspective of human error and sorrow, and with due allowance for the innate untidiness of the patterns of political life, the American people in the first half of this century have managed to maintain an approximate and workable balance. There are heavy liabilities in the reckoning, but, on net balance over the years, the American people have gone forward with the job of adjusting their society to the conditions of the age while continuing to cherish and vindicate the independent human spirit and the self-reliant mind. • 5 • �I do not suggest that the job has been completed, or that it ever can be completed. These are matters to which the words of Walt Whitman have special relevance: "It is provided in the essence of things that from every fruition of success, no matter what, shall come forth something to make a greater struggle necessary." Without minimizing the shortcomings of the past and present, or the stresses which lie ahead, we may note the measure of what has been accomplished. In the intricate web of factors which have made this accomplishment possible, the political and intellectual leadership of Woodrow Wilson have an indelible place. He saw the problem as it was, in its double aspect. "[In our day] the individual is caught in a great confused nexus of all sorts of complicated circumstances, and . . . to let him alone is to leave him helpless as against the obstacles with which he has to contend ... law . . . must come to the assistance of the individual . . . Freedom today is something more than being let alone. The program of a government of freedom must in these days be positive ..." 1 But also: "I believe that the ancient traditions of a people are its ballast . . . you must knit the new into the old . . . it must not be a patch, but something woven into the old fabric ... of the same texture and intention. If I did not believe that to be progressive was to preserve the essentials of our institutions, I for one could not be a progressive."2 Under his leadership, the balanced conception was translated into legislative enactments which remain an important part of our national life: the Federal Reserve System, the Federal Trade Commission Act, the Clayton Act, credit facilities for agriculture. These concrete enactments reflected a less tangible but far-reaching process, the consequences of which have been perhaps larger and deeper than the effects of any specific legislation. Woodrow Wilson not only served as the principal rallying and organizing point for progressivism 1The New Freedom (Doubleday, Page & Co., 1913), p. 284. 2 Jd., at 44. • 6 • and liberalism as political forces in his time; he also contributed powerfully to setting the tone and establishing the theme of progressive and liberal thought in the United States. With his associates and supporters, he stressed the task of government as a creative and adjusting force in a modern industrial society. He also stressed the need to develop this task in harmony with the values of freedom and the conditions of a decentralized and flexible society. It is due in no small degree to his influence, and that of his supporters and associates, that the main tendencies of liberal and progressive thought in America have stayed in tune with the old wisdom while alert and responsive to the new needs. Since the crisis of Munich in 1938, the struggle for adjustment between the values and institutions of freedom and the complicated nexus of modern industrial society has been overshadowed by the issues of war and peace. During the past ten years, with the development of nuclear energy and nuclear weapons, and the emergence of the Soviet Union and Communist China as the principal threats to peace, the problems of war and peace, economic security and economic growth under the stresses and opportunities of modern technology, and the preservation and vindication of freedom, have overlapped and interpenetrated. The American people in Woodrow Wilson's time had a not dissimilar experience. If the events which then beat upon them were not quite so vast and portentous as those we face today, they were also less well prepared by virtue of their relative national strength and previous experience to deal with such events. Their job and ours are comparable in difficulty and in nature. From his inauguration on March 4th, 1913, to the outbreak in Europe of the first World War at the end of July, 1914, Wilson had barely seventeen months to come to grips with the domestic issues upon which his entire electoral campaign had been fought. His initial utterances upon the outbreak of the war in Europe revealed the extent of his mental and emotional unpreparedness for this shattering • 7 • �occurrence. As he strove to reassure himself and his countrymen, he plainly shared with his people a mood of incredulity and· a fundamental lack of comprehension: "So far as we are concerned, there is no cause for excitement. There is great inconvenience, for the time being, in the money market and in our exchanges, and, temporarily, in the handling of our crops, but America is absolutely prepared to meet the financial situation and to straighten everything out without any material difficulty." In the three short years which followed, the unready republic and its unready president had to tum away from their absorbing internal preoccupations to the bleak and violent confusion of the external world. For Wilson, a shadow of unreality brooded over events. He referred to the "incredible European catastrophe,'' and he long clur,g to the aspiration that America could remain an island of peace and constructive effort. The facts battered down his hopes; the nation became engulfed; and by the spring of 1918 the president whose passion was peace was calling for "Force, Force to the utmost, Force without stint or limit." When the war came to a victorious end, 'Nilson wrote out in longhand his announcement to the people of the United States: "Everything for which America fought has been accomplished." If, looking back over the intervening decades, we are tempted to smile ruefully at this pronouncement, we would do well to recall the circumstances, and to understand it as an expression of tenacious hope couched in the language of conviction. Having been buffeted and blown about by events, Wilson sought to recapture for the nation an opportunity to participate in the determination of its destiny, by reasserting his instinct for American leadership and presidential leadership. He unfurled the banner of a world-wide organization of nations to maintain the peace, and the banner of American responsibility to be first among equals in undertaking to establish an order of law and freedom throughout the world. It has been said that the banners were struck from his hands, • 8 • ana that he died repudiated by a majority of his countrymen, who had grown tired of strenuous endeavor and bored by high purposes. This was substantially accurate, from a narrow angle of vision and for the short term. In a longer and wider view, it has been belied by the course which the United States has followed during the past fifteen years, in war and in peace: in the coalition against the aggression of Hitler and the war lords of Japan; in the concerted defense against Communist aggression in Korea; in the North Atlantic Treaty Organization and the Organization of the American States; and in the United Nations. In essence, this course reflects the acceptance by vVilson's countrymen of the responsibilities of leadership and partnership in the effort to establish a just and workable international order. Two themes stand out in the administration of Woodrow Wilson. They are +he pain and promise of adjustment among the values and institutions of freedom, the quest for ec~ nomic security, and the consequences of modem technology and industrial organization; and the struggle to determine and carry out America's responsibility in relation to the issues of war and peace. Woodrow Wilson had the vision to identify these themes and to perceive their essential elements; and he had the force to bring them vividly and enduringly to the attention of his countrymen. These themes have dominated and still dominate American life in this century. It is this which gives the vision and force of Woodrow Wilson their special and continuing relevance to our time. · • 9 • �CONTRIBUTORS TO THE ASSOCIATION OF INDEPENDENT COLLEGES IN MARYLAND, INC. Fo! ~he. third year St. John's College has been engaged in a sol~c1tahon of corpo~ate support from Maryland business and mdustry through its membership in th~ Association of Independent Colleges in Maryland, Inc. Other members in the group are: Hood College, Washington College, Western Maryland College, College of Notre Dame of Maryland and Mount Saint Mary's College. To date thi~ year approximately $25,000 has been received from 54 contnbutors. Part of the national movement of corporate support of higher education, the campaign in Maryland ,is providing an important new source of support for St. Johns College and the other independent institutions which are members of the Association. Contributors from the State of Maryland thus far this year are: A. S. Abell Co. Foundation, Inc. Franklin-Balmar Corp. Frey & Sons, Inc. Anchor Post Fenc~ Arundel Corporation General Refractories Co Austin Packing Co. Glassips, Inc. · Baker. Watts & Co. J. J. Haines & Co. Lyon Conklin & Co., Inc. Bartgis Brothers Co. Barton, Duer & Koch Paper Co. Glenn L. Martin Co. Black & Decker Mfg. Co. McCormick & Co., Inc. Jack Meyerhoff & Sons Fund The Borden Co. & Lloyd E. Mitchell, Inc. Hendler ~reamery Co. Burt Machme Co. O'Brien Corporation Harry T. Campbell Sons Corp. James W. Rouse Co. Carey Machinery & Supply Co. Sheraton-Belvedere Hotel Stein Bros. & Boyce Cloverland Farms Dairy C. & P. Telephone Co. Sun Life Ins. Co. of America H. A. B. Dunning Foundation Union Trust Co. of Maryland VanSant Dugdale & Co F. A. Davis & Sons, Inc. E~lic~tt Mac.hine Corp. Waverly Press · Harry C. Weiskittel Co., Inc. Fidelity-Baltimore National Western Maryland Dairy Bank & Trust Co. Young & Selden Fidelity & Deposit Co. of Maryland • IO • National corporations contributing are: Addressograph-Multigraph Corp. Container Corp. of America Corn Products Refining Co. General Elevator Co., Inc. General Foods Fund, Inc. Gray Concrete Pipe Co. Inland Steel Foundation, Inc. Massachusetts Mutual Life Insurance Co. Morgan Millwork Co. National Biscuit Co. National Dairy Products Corp. Socony Mobil Oil Co., Inc. Time, Inc. STATE VOTES $500,000 TOWARD KEY MEMORIAL AUDITORIUM Governor Theodore R. McKeldin has signed a bill, making available $500,000 to St. John's College toward the construction of the Francis Scott Key Memorial Auditorium, provided the College can raise a matching sum prior to January 1, 1958. Both Houses of the General Assembly took favorable action on the measure at the February session this year. It is the hope of the College that construction can be initiated during the summer or early fall upon both the auditorium and the laboratory building. It is estimated that each building will cost in the neighborhood of one million dollars. The College now has in hand $500,000 toward the laboratory building as well as the half-million dollar conditional grant toward the Key Memorial. Final plans and specifications for both structures are now being completed by the architectural firm of Neutra and Alexander of Los Angeles, California. The auditorium will contain seats for six hundred people, a well-equipped stage, a large lobby, a chorus and conversation room suitable for the Friday night lecture question periods and complete facilities for music. The laboratory building includes four biology laboratories, two physics and chemistry laboratories, two mechanics laboratories and two optics and electronics laboratories. There will be, as well, over twenty small project rooms and other offices, a Foucault pendulum, and a small planetarium. • 11 • �NEW TEACHING INTERNS GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now exceed $1,500,000 but must be quadrupled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of ................................. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 12 • SETH G. BENARDETE UNIVERSITY OF CHICAGO THOMAS K. SIMPSON ST. JoHN's CoLLEGE 'SO CLARENCE W. STRYKER MEMORIAL SCHOLARSHIP FUND ESTABLISHED Alumni and friends have contributed approximately three thousand dollars to establish a memorial scholarship fund in honor of Clarence W. Stryker, for many years Professor of History at St. John's College and later a member of the Board of Visitors and Governors. By resolution of the Alumni Association, a scholarship is to be awarded, at least biennially, to a deserving upper classman. Alumni and other friends of Professor Stryker are invited to make additional contributions to the Fund. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <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, April 1956, Vol VIII, #2 Woodrow Wilson Centennial Address Title A name given to the resource Bulletin of St. John's College in Annapolis, April 1956 Description An account of the resource Volume VIII, No. 2 of the Bulletin of St. John's College in Annapolis. Published in April 1956. Date A point or period of time associated with an event in the lifecycle of the resource 1956-04 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/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/d56472bee849689e65af0727ff6c23b2.pdf c1e0f74487fd83cde4e4e33c1c44d80a PDF Text Text PRESIDENT'S REPORT ST. JOHN'S COLLEGE cA.nnapolis, vrcaryland �To the Students, Alumni and Friends of St. John's College: The report to the Visitors and Governors of St.John's College which forms the main part of this folder has been sent to you because it not only reports upon a fiscal year which has been very satisfactory, but also because it gives the main facts as to the real estate in Annapolis about which a great deal of misunderstanding exists. This year, it is hoped, will not only mark the end of the long series of years during which the College has operated at a deficit, but will mark the beginning of the time when the College will annually operate with a balanced ~udget. Since the report was written, the aquisition of the renowned Ashhurst Classical Library (partly as a gift and partly by means of the regular Library appropriation) has been consummated; and this collection, formed by three generations of scholars, has greatly enriched the excellent College Library. In general, the position of the College is being strengthened and improved, and next year is looked forward to as one which should be highly successful. Cordially yours, DOUGLAS H. GORDON President �Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME III NUMBER 3 AUGUST 1933 Published four times a year by St. John·s College, Annapolis, Maryland. Entered as second-class matter January 31, 193 l at the Post Office at Annapolis, Maryland, under the Act of August 24, 1912. �To the Visitors and Governors of St. John's College: Dear Sirs: I am happy to report that the long series of years during which the College has operated at a deficit is now at an end, and that St. John's College has operated so as tc finish with a surplus the fiscal year terminating on June 30, 1933. It is with a feeling of deep gratitude to students, to members of the Faculty, and to members of the Board that I make this statement, for it was by the cooperation of these three groups that it was possible to achieve this result, so vital to the College at present and for the security of its future. When I assumed the presidency of St. John's College two years ago, the obvious and striking difficulty of the College, which had become a serious danger, was this continuing operation at a substantial annual deficit. Without going into details, except to state that all non-cash items have been conservatively written off in no case by less than 75%, I report for comparison the annual results of operations as follows: 1928-1929 ... . .... .. ... . ... $109,095 .93 (deficit) 1929-1930 . . .. . ............ 102,758.70 (deficit) 1930-1931.. . . . . . . . . . . . . . . . 39,750.81 (deficit) 1931-1932.... . ..... . ...... 23,145.70 (deficit) 1932-1933.. .. .... . ..... . . . 1,834.23 (surplus) As I pointed out in my report of last year in explaining the loss for 1931-1932, the Board appropriated $15,10 5. 00 for salary increases, new appointments, and for a new library appropriation for that year. In addition, the then business manager did not include in the estimates submitted to the Board an essential expenditure of $6,000.00 necessary to install a completely new heating system, which could no longer be deferred. So that, even during the year 1931-1932, when placed on a comparative basis with the previous year, the College was operated substantially without deficit. It might be well to add that since I have been at the College, although one assistant coach, two administrative officials, and three administrative employees have been dismissed without being replaced, not a single laborer has been dismissed, and every member of the teaching staff has annually been reappointed for the following year. �Faculty salaries have been maintained at the 1929 level, with numerous substantial increases in 1930, and with several smaller increases in 1931, until the current year when the salaries of the faculty were reduced 18. 50%, leaving them substantially above the 1929 level in purchasing power and in many cases in actual amount of money paid. The same cut was made in the salaries of all other members of the staff, except in one case where a larger cut was made. Considerable improvements have been made in the equipment of the College. In addition to the new heating plant previously referred to, a completely modern heating system has been installed in the Brice House (made necessary by a controversy with the Carvel Hall Hotel as to the effect of a contract to heat, which will ultimately have to be settled by litigation). Office equipment has been bought when necessary, and always with the idea in mind that the greatest ultimate satisfaction will be derived from the best equipment that can be had. Pinkney Hall has been completely repainted, so that its brick work is in condition to require no more attention for another generation. At the same time, the interiors of both Pinkney and Randall were completely repapered. The second great difficulty which faced the College in 1931 was the extraordinary relationship of the College with the Davis-Smith Realty Company, a corporation which, with the assistance of the College and the active labor of the College officials and Board members, had acquired not only a large number of buildings immediately adjacent to the College but also over four hundred acres of land across College Creek. Contrary to general understanding, the Brice House, Hammond-Harwood House, Laws House, and Pinkney House are not owned by this corporation, but by the College. It was very generally thought that the owner of the stock of the Davis-Smith Company had acquired the real estate in question for the purpose of donating it to the College, with the exception of one piece which was similarly believed to be intended as a gift to the State. In 1932, it became known that the stock of the Company had been pledged by its owner in a manner inconsistent with the belief originally entertained. After extended negotiations, the disastrous leases into which the College had been persuaded to enter were cancelled as of January 1, 193 3, and new leases at proper rentals were entered into for the three buildings which the College needs. �The third difficulty of the College in 1931, occasioned by the fact that for two years there had been no president, was the uncertainty as to the division of authority in the College. With the adoption of the policy of holding regular faculty meetings, and with the smooth functioning of faculty committees, this situation has now been obviated. The Library of the College has been enriched by the bequest of the library of Samuel F . Garner of the class of 1871 ; and a group of valuable scientific and reference publications was given to the library by Mrs. Marcus Benjamin in memory of her husband, Doctor Marcus Benjamin (LLD., 1910). The gift by Mrs. Benjamin of a number of bookcases and pictures has added greatly to the utility and attractiveness of the faculty offices in the basement of Woodward Hall. At the present moment negotiations are under way for the acquisition of the well known Ashhurst Classical Library, and should, within the next few weeks, be completed. A Baltimore library which has often been described as the finest library in the State of Maryland has been promised to the College as a bequest by its present owner. In addition to the fact that the excellent Faculty of the College has not been reduced as has been the case in practically every institution of learning in this country, several new instructors have been employed. This action makes the Faculty today the largest in the history of the College. During the past year, the graduates of the College have continued to win the scholarships for research work which have in recent years been in such large numbers awarded to them, and which constitute the best sign of the scholarly standing of the College. From what has been said it may be seen that the greatest difficulties of the College have been eliminated. St. John's College may now look forward to a secure and bright future. Respectfully yours, DOUGLAS H. GORDON President � 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. 6 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, August 1933 Description An account of the resource Volume III, No. 3 of the Bulletin of St. John's College in Annapolis, "President's Report". Published in August 1933. 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 1933-08 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volIII_no3_1933_August President's Report Presidents 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/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/786842d416f96f05d91e9a28fa6b1f8e.pdf 059bd95ce6f3ed52d6af2adf60a8590a PDF Text Text No. 4 VOLIJMJ! IV BULLETIN OF 'S COLLEGE IN ANNAPOLIS STATEMENTS OF EDUCATIONAL POLICY AND PROGRAM, 1950-1952 ANNAPOLIS, MARYLAND DECEMBER, 1952 CoUege, 178:) �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE In accordance with the Polity of St. John's College, the Dean prepares annually a statement of educational policy and program. The purpose of this document is to reconsider and restate the aims and program of the College, and to serve as a stimulus to Faculty thinking about the common effort of the educational community that is St. John's. Initially the Instruction Committee of the Faculty discusses the statement. After concurrence is obtained, the Dean submits the document to the Faculty at its first fall meeting. Divergence of opinion in Faculty discussion may well cause the statement to be revised by the Dean and Instruction Committee. When finally adopted by the Faculty, the statement of educational policy and program is presented by the President as a report to the Visitors and Governors. The first three statements of educational policy and program covering the years 1950, 1951 and 1952 follow. RICHARD President 1 D. WEIGLE �STATEMENT OF EDUCATIONAL POLICY AND PROGRAM OF ST. JOHN'S COLLEGE 1950 This is the first time that, according to the provisions of the Polity, the Dean, with the advice and concurrence of the Instruction Committee, has to present to the Faculty a statement of educational policy and program. The text of the catalogue, of course, is meant to be such a statement, and that not only for the public at large, but also for this Faculty and our students. The statement, called for by the Polity, must, therefore, presuppose and imply the relevant passages in the catalogue and, going a step further, emphasize crucial points in our actual teaching in terms of our past experience and our present necessities. We are dedicated to a task which can be stated in rather simple terms. This task consists in helping our students to develop and to put to right use their intellectual and imaginative faculties. We are trying to teach them to listen to reason-an immeasurably difficult task. The means that the College has so far devised to accomplish this end are the Seminar discussions, supported by the Language and Mathematics Tutorials, the Laboratory and the Formal Lecture, to which the Freshman Music Tutorial has been added recently. The first concern of this educational program is the subordination of all its various divisions to the one end we have in sight. That means in the first place that neither the Tutorials nor the Laboratory nor the Formal Lecture and the discussion period following it, and not even the Seminar, can be understood as autonomous and self-sufficient entities. The teaching and learning in each of the branches of the program (even if we consider the Seminar as the trunk of the tree) are regulated by three decisive factors : ( 1) The community of the learning effort; (2) the continuity of the learning process; ( 3) the spontaneity of the learning itself. ( 1) The community of the learning effort manifests itself or should manifest itself in three patterns: (a) The classroom is a place in which knowledge is not imparted by the teacher unless the minds of the students and of the teacher meet on a common ground and unless the teacher is aware that the understanding of the students can go deeper than his own. The teaching attitude is not one of pouring, but rather of a pondering attention 3 �that can transform itself into a decisive thrust. It may or may not take the form of questioning. It may or may not be characterized as dialectic. But it can never be a unilateral loving preoccupation with the teacher's own ideas on any given subject. (b) The events in a classroom are n?t isolated from ev~nts in other classrooms that deal with the same sub3ect: the conversat10ns between students belonging to different tutorials should be exploited in each tutorial to the full. ( c) The cooperation among the tutors on all levels and within all branches of the program should go on all the ti.me. Th~ exchange of views between the tutors on the same level of mstruct10n as well as the mutual auditing of classes serve this purpose :well. One of th~ primary concerns of the Dean will b~ the c?nvokmg of groups of tutors to discuss concrete problems of mstruct10ns. The faculty meetings should always offer the opportunity to do this on a larger scale. All this means that our work never begins and never ends in the classroom. (2) The continuity of the learning p_rocess. confronts student and teacher alike with three fundamental difficulties : (a) Some of the lines along which the prog_ram develop~ provide by themselves the organizing principles rq~ulatmg the learmng pro~­ ess: the great epic poems, the great tragedies, some of th~ great philosophies, the great story unfolded by Ptolemy-Copermcus-Kepler-N ewton, the grammatical structure of languages, the meth~ds of measurement in the Laboratory,-all of these are comprehensive units within which a continuous expansion of the student's understanding takes place. This kind of unity and continuity, howev:er,_ is a property of the subject matter. The real problem of contmmty affecting the learning process ari~es wh~ne_ve~ the stt:dent has to cope with subject matters that are either dissu?ilar or mvolve mutua~ly exclusive approaches. The great example is, <;?f course, the conflict between the classical tradition as presented to the freshmen and the sophomores and the methods of inquiry. they meet !n th~ Labor'.1-tory. This problem cannot be solved by a simple. classificat10n or JUxt~­ position of the _stude!1t's _activiti~s. Nor can 1t be solved by what is called "Interrrat10n " 1f this term is understood to refer to some alleged or arbitrar/'unity to be found i!1 t~1ose diverg~nt si.:bject n:atters. The integration or rather the contmmty of learmng, is provided by the all-importa~t fact that every tutor faces this divergence together with the students, that he can share their perplexities in terms of their common experience. This continuity is. achieved _through the intellectual effort brought about by the necessity of closmg the gaps of understanding. 4 (b) The material presented to the student in each branch of the program is immensely weighty and occasionally immensely difficult. Before anything else can happen the students and the teachers have to delve into the contents of the books they read, the languages they learn, the mathematical propositions they have to demonstrate, the scientific experiments and observations they have to perform. The very difficulty of this task can provoke, and should provoke, an absorbing preoccupation with the content in question, a necessary ~m­ mersion in the details, a scholarly responsibility towards the sub3ect under investigation. And yet, the continuity of learning requires a certain detachment from the material, requires a watching of the intellectual processes involved in the mastery of the subject. If the instruction can produce within the learners this fertile tension between the exploration of the material and the understanding of the intellectual operations involved in this activity,-then, and only then, do we teach the Liberal Arts. ( c) To achieve this continuity of learning, based not on the material but on the operations of the intellect, the College has tried, in the past, to find a universal pattern, the application of which could solve the problem of tying together dissimilar or conflicting disciplines as well as the problem of providing the necessary detachment from the material under investigation. This pattern was the matrix of the seven liberal arts. Its merits are unquestionable: it provides a network of references that seems to safeguard the continuity and unity of the learning process, without undue rigor and compulsion. Its defects are obvious : the vagueness and a certain artificiality in this kind of understanding of the liberal arts tend towards a sort of empty schematism and distract the attention of the students far too much from the content of their learning. It is our task to find a more adequate description of the liberal dimension of our learning. This much is certain: what is demanded is a never-ending examination of one's own assumptions; a rejection of the matter-of-course attitude towards the terms and categories in which the material is presented; the awakening of an awareness of the fundamental difficulties in every discipline. ( 3) The spontaneity of the learning itself is the nerve of our program, and of any educational program for that matter. The means to foster this spontaneity are for the most part intangible. Certain conditions, however, under which this spontaneity could flourish and grow can be formulated in terms of three exercises in equilibrium: (a) There must be an equilibrium between the daily and steady routine work in class as well as outside of class, that has to be watched and checked constantly, and the possibility of a questioning and wondering attitude on the part of the student arising from this routine and transcending it. 5 �(b) There must be an equilibrium between the necessary work to be done by the student and his leisure. It will be the constant duty of the Dean to watch the work load imposed upon the students and the teachers. No single problem seems as important as this one. ( c) In a broader sense, there must be an equilibrium between the rigors of discipline to which the student has to submit and a sense of freedom as the prerequisite of all intellectual growth. The image of equilibrium in all three cases .is perhaps a specious one. It is perhaps better to say that at the pomt where routine and wondering, work and leisure, discipline and freedom merge, spontaneous learning takes place. Spontaneous learning is the very essence of the '.'.Jeminar and of the discussion period after the Formal Lecture. Tut?r.1als _an~ ~abor3:-­ tory exercises, although organized around a more ngid di~c1plme, f~il unless spontaneous learning take~ place. In the Ma~h~1!1atlcs Tutorial the rigor of thinking ought to bnn~ about the J?Oss1bih~y ?f what we might term a spontaneous construct10n of the mmd, while m the Language Tutorial the business of translation ought to be understood as a spontaneous reconstruction of intellectual patterns. In the Laboratory the entanglement with the Un-yielding ou_ght to_ lead to the spontaneous discovery of the means to overcome its resistance. The spontaneity of learning is ultimately a function of the student's intelligence. Intelligence cannot be taught. We know, hovyever, that intelligence can be misguided. The problem that we ~ace is:_ how to equip the intelligence given to a s~ud_ent ~o make him avmd gross errors of judgment, how to free his mtelhgence from ~he obstacles that make him deviate from what the ancients 4 called Right Reason. We go on the assumption that men can learn to use their reason rightly. JACOB KLEIN Dean (Adopted by the Faculty, November 18, 1950) 1951 STATEMENT The annual statement of educational policy and program, required by the Polity, cannot greatly vary from year to year. Such a variation would indicate a continuous shifting of the educational aims of the College and defeat the very purpose the statement means to serve. It is possible, and useful, however, to formulate anew, as often can be done, the means to achieve those educational aims. The recent decisions of the Instruction Committee provide an outline of what the College considers as necessary devices to strengthen our teaching at the present moment. They can be summarized briefly as follows: (1) A greater emphasis on the means to articulate, to expound and to co-ordinate thoughts, i.e., a greater emphasis on the development of syntactical and rhetorical skills, best shown in writing. This, in turn, demands a greater concentration on Grammar, especially in the Freshman year. (2) A better organization of the material to be absorbed: accordingly, a suitable re-arrangement, condensation and shortening of the reading assignments for the Seminar and a re-distribution of the material for the first and second year Mathematics Tutorial. (3) A much more careful supervision of the Laboratory work. Beyond that, an attempt will be made to reach, through periodically recurring mutual exchanges and common discussions of all relevant problems, a better understanding of the Laboratory program and its unifying principles. The primary task of these weekly Laboratory Seminars will be to free the work in the Laboratory from its technical and conventional features and to discover the threads that bind it to the work in all the other branches of the Program. While, in the beginning, these meetings should be attended by the Laboratory tutors only, they should be open, in the future, to all members of the faculty. ( 4) An extension of the obligatory part of the Music program, designed to put into practice musical understanding and also to relate it directly to the Seminar work. (S) A stricter and more methodical attention to the problem of absences. Almost all of these measures have a common source in a problem familiar to, and pressing on, all tutors at St. John's College. This is the disparity in the native abilities, and-to a lesser extent-in the preparation of our students. It has always been the policy of the 6 7 �this problem. The guiding question should perhaps be: What fundamental arts and skills follow from our elementary acts of distinguishing and combining? The answer to this question would have to take into account not only the nature of our logical powers but also that of our imaginative powers. The daily activities in our seminars, tutorials, and laboratory provide ample material for the continuing discussion of this problem. College to allow for a very great latitude of aptitude and intelligence among its students. It has always been a tenet of the College doctrine that one of the best educational devices to be used within a learning community is the help extended by the more gifted students to the less gifted, so that actual teaching can take place among the students themselves. On the other hand, there has always been an undercurrent of opinion in. the faculty which tends to consider the less gifted students a grave handicap to efficient teaching and learning. Certain experiences seem to confirm the College's official position; other experiences seem to refute it. The College has had enough examples of sudden awakenings and radical changes in its students. It has also had enough examples of persistent sleep. It is true that the College has contributed markedly to the intellectual ·development of some of its students who were not enabled after their third year but whose subsequent career vindicated our having carried them for three years. On the other hand, it is hard to deny that some seminars and tutorials suffer heavily from the activity, or rather inactivity, of vegetative or at best appetitive souls. It is with regard to these souls that most of the disciplinary difficulties arise. JACOB KLEIN I ' Dean (Adopted by the Faculty, October 6, 1951) To determine the minimum of docility required of a student is a problem that cannot be solved by any general formula. The College should be able, however, to set the general conditions under which the solution of this problem appears possible in any individual case. The measures recently adopted by the Instruction Committee are a step in this direction. They are meant to benefit the less gifted student without impeding the progress of the more gifted one. They are meant to remove external difficulties obstructing the student's work and to help his teachers to evaluate his real progress or his real failure. They are not meant to curtail the student's opportunity to learn freely and spontaneously. In line with these measures are also the projected revision and condensation of the texts used in the Mathematics Tutorials. It is highly desirable that this work should be begun as early as possible. I I Finally, there is a long range task of a very different and much more difficult nature. Last year's Statement of Educational Policy and Program called for a more adequate description of the liberal dimension of our learning and teaching. This is equivalent to an attempt to re-define the Liberal Arts and their function within the educational process. However complex this task might appear, a program devoted to the study of the Liberal Arts cannot avoid posing 8 9 �1952 STATEMENT I The College is currently engaged in a great effort to make its material existence more secure. Its precarious financial condition and the shrinkage in enrollment compel the College to take resolute steps in both directions: new ways in fund-raising and new methods of attracting students had to be devised. These ways and methods stem from the general task the College has set for itself and, to some extent at least, are bound to impinge upon its educational activities. It seems necessary, therefore, to relate the annual statement of educational policy and program to this situation. It should not be forgotten that the external difficulties in which the College finds itself are, in small part only, of an accidental nature. For the most part, they can be traced back to the nature of the College's educational program. It may be doubted whether the College will be able to overcome these difficulties. Not for a moment, however, can the College afford to lose sight of its own purpose and the ways to achieve it. To do that would jeopardize the integrity of our teaching and the very source of our existence. II The educational program of the College is a program of Formal Education. Vv e know that rnen become what they are mostly outside of schools. Family, contemporary society, the innumerable pressures and influences bearing on us, contribute to our education. We are bound by tradition and traditions. The task of any formal education seems, thus, to be twofold : ( 1) It has to deal with these traditions, go to their roots, clarify their meaning, criticize their distortion; (2) It has to emphasize aspects of our lives which are not traditionbound, separate habits of thoughtlessness and unfounded opinions from attitudes founded in deliberation and insight, provide channels of clear thinking, and counterbalance the traditions in which we live with the tradition of an examined life. In both respects the task of a formal education is to help to find common ground, common assumptions, and comn1on knowledge. Its task is a "formal" one because it seeks the common and not the individual, the general and not the particular, the universal and not the case. It ought to help the student to formulate the intelligible and not to "express himself." It ought to help the student to organize his future life according to intelligible patterns and not according to his whims. This common discipline lays the ground for individual in11 �ventiveness and spontaneous discovery, imaginative work and deliberate action. To become mature means to reach the stage of individual responsibility based on what is common in human experience. III In the laboratory, the tutorials, and, above all, the seminars, the twofold task of formal education seems to find a firm grip. The proper nourishment given to the mind of our students is taken directly from the whole intellectual tradition of the Western World. The first phase of their learning consists in their becoming explicitly cognizant of facts, relationships, specific problems and issues of which they are either already confusedly aware or not aware at all, although these facts and issues are likely to belong to the tissue of our contemporary life. This is the way in which the elucidation of their own traditional background begins to take place or in which the intellectual vacuum that surrounds some of them begins to be filled. This is their first practice in the liberal arts. situation, and particularly at St. John's, is precisely this : one has to look for results, and yet true results can be achieved only w~en. they are not sought and no attempt is made to measure them o?Jectively. To forget this is to condemn an educational system to stenhty. Inviting the world, in the face of our difficu~ti~s, to look at i:s a:id to appraise us-as the College has to do at this JUnctur~-e:itails inevitably a preoccupation with demonstrable resi:lts. I th~nk i~ appropriate that we remind ourselves of the danger~ mherent m this situation and face it with open eyes and an open mmd. JACOB KLEIN Dean (Adopted by the Faculty, November 1, 1952) The second, and more important, phase of their learning consists in the recognition of the universality of these problems and issues. This is the stage at which the liberal arts are not only being practiced but begin to be understood in themselves as means of grasping the world in which we live, the principles that govern our actions, andourselves. Grave contradictions might arise on this level, a maze of difficulties might frustrate the patient or impatient efforts of the learner. The third phase of their learning-which may not always be attained-consists in their attempt to reach some final conclusion and thus to find a way out of that maze of difficulties. To help a student attain this end is possibly the highest function of a teacher. IV There is one thing, however, that might get in the way of the common effort of learners and teachers alike: the desire to "get results." In any educational enterprise, it is impossible not to be concerned about results. The necessities of orderly procedure, the legitimate demands of the student (and of the student's parents) to become prepared for future work, the exigencies of life,-all tend to put the emphasis on results. It is dangerous, moreover, to insist upon continuous exploration and never-ending dialectical pursuit. Yet, it is fatal to set arbitrary limits to this pursuit. The expanding capacities of a student, his growing and maturing, require the shadow of doubt and lingering meditation as well as the light of decisive and final insight. Periods of sluggishness or stagnation may well be fruitful. That is why the emphasis on results and objective achievements may prove as disastrous as it seems inescapable. The paradox of any educational 12 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <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. 13 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin Vol IV No 4b-December 1952-Statements of Educational Policy and Program Title A name given to the resource Bulletin of St. John's College in Annapolis, December 1952 Description An account of the resource Volume IV, No. 4 of the Bulletin of St. John's College in Annapolis, Statement of Educational Policy and Program, 1950-1952. Published in December 1952. Date A point or period of time associated with an event in the lifecycle of the resource 1952-12 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/55e3ee34f7fc1915704306cf2f096490.pdf 9df3b76ae58c1d8a9dc2c8339fb17a6d PDF Text Text ST. JOHN'S COLLEGE IN ANNAPOLIS 1696-1933 �St. JOHN'S COLLEGE IN ANNAPOLIS 1696 ~ 1933 BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS VOLUME Ill NUMBER 2 FEBRUARY, 1933 Published four times a year by St. John's College, Annapolis, Maryland. Entered as second-class matter January 31, 1931, at the post office at Annapolis, Maryland, under the Act of August 24, 1912. �ST. JOHN'S COLLEGE IN .. ANNAPOLIS FOUNDED AS KING WILLIAM'S SCHOOL, 169 6 CHARTERED AS ST. JOHN'S COLLEGE, 1784 ANNAPOLIS, MARYLAND t A College of the Liberal Arts to be maintained forever for the benefit of youth of every religious denomination �Historical Background 0 "'. ..... \0 00 \0 00 >. e .... .. .. V5 < ~ ., ... ·a "O .. :J '5 >- .0 ] ·a "' ..c: 0 >.... < ~ ·a .. >< .. of the three American institutions of higher learning founded in the seventeenth century, St. John's College has a continuous history from 1696, when the Colonial Legislature of Maryland authorized the establishment of a school " for the education of youth in good letters and manners. " The school, known as King William' s School, which was founded in accordance with the Act, flourished until the Revolution and gave instruction to many whose names are connected with the founding of the Republic. In 1784 the State Legislature created St. John' s College, with which in the follo wing year by legislative action the funds, books and masters of King \Villiam' s School were consolidated. The name of King William's School disappeared, but the school itself survived in a preparatory department which continued to exist until recent years. NE "O ....l ....l :r: Ill z z p: :<: .. ., :g .. The Legislature at the same time granted to the college its present campus, with its main building now known as McDowell H all, ~ .<;:: .. l.t"I l.t"I 00 .5 "O ~ u ., .... ~ ~ ...,. ..c:; ., u i::: ., ~ ., .... ., = e "O .. ., '5 .... 0 ., i::: 0 THE BRICE HOUSE Built about 1 7 50 b y Thomas Jennin gs, cousin of Sarah Jennings, fi rst Duchess of Marlborough, as a wedding gift to his daughter, Juliana, upon her marriage to Col. James Brice. It was a center of Colonial entertainment and was frequen tly visited by George Washington . It is now used as the residence of the president of the College. �which had been begun in 17 44 by Thomas Bladen, Royal Governor from 1742 to 1747, as a governor's palace, but which had remained unfinished and had been known as "Bladen's Folly," since the Colonial Legislature forty years before had refused to vote funds to finish the building. The name "St. John's" is thought to have been given to the college by those among its founders who had been students at St. John's College, Oxford. The founders wrote into the charter the principles of religious freedom, which had from the beginning characterized the political background of Maryland and which have at all times been maintained at the college. The charter says " .... the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth of every religious denomination . ... nor shall any preference be given in the choice of a principal, or other professor, master, or tutor in said college, on account of his particular religious profession.'' In accordance with the policy declared by the charter, the first Board included, among other distinguished members, Dr. Thomas John Clagett, the first Protestant Episcopal Bishop to be ordained in the United States, and Archbishop John Carroll, the first Amer-ican Roman Catholic Archbishop. Three signers of the Declaration of Independence, Charles Carroll of Carrollton, Samuel Chase and Thomas Stone, served on the Board in the early days of the college, as did also Colonel John Eager Howard, the Revolutionary officer, later Governor of Maryland, who was one of the American friends of General Lafayette. Maryland's fourth signer of the Declaration, William Paca, was one of those who petitioned the Legislature for the college charter. Francis Scott Key was graduated from St. John's College in 1796, and · Reverdy Johnson, Attorney General of the United States and Ambassador to Great Britain, in 1812. In continuance of this tradition the college has trained many prominent in State and National affairs. The St. John's College of today, unchanged in fundamentals, continues with modern methods the purposes which induced George Washington to select the college for his namesake and ward, George Washington Parke Custis, and his two nephews, Lawrence and Fairfax Washington. It is creating for the twentieth century, as it did for the eighteenth century, a body of able and useful citizens. A VIEW OF THE COLLEGE GREEN Taken from a point under the "Liberty Poplar," looking west in front of the college buildings. �The Curriculum • A T ST. JOHN'S, the course of study is arranged with a view to providing the individual student with the courses necessary for a well rounded education in the Liberal Arts. The courses are offered by the Faculty through three divisions: the Division of Languages, Literature, and Art; the Division of the Social Sciences; and the Division of Sciences and Mathematics. In the Social Sciences, courses are offered in History, Government, Economics, Philosophy, and Psychology; in Sciences, courses are offered in Chemistry, Biology, and Physics. Seventeen full courses, distributed through the four years, are required for the degree. The normal freshman year includes from four to five courses. English Composition, which is required of all freshmen (unless they merit relief from this prescription by virtue of an examination in English Composition), is the only prescribed course. The other sixteen courses, however, are chosen by the student according to a plan of "guided electives," so-called because the stud_ is guided in his choice by the necessity of taking six of these ent courses in one subject at the prescription of his major department, which he chooses at the end of his freshman year. He must elect at least one elementary course in each of the divisions other than the one in which his major falls, and he must take one advanced course, depending on the elementary courses so chosen. This accounts for a roral of ten co1fri es. The other seven may be elected as the student s sees fit. He is, however, further guided by the counsel of a member of the Faculty, who acts as his adviser. �I RANDALL HALL The college dining hall, with a partial view of the playing fields bounded by College Creek, an arm of the Severn River, and by King George Street, part of the highway to Baltimore. The closeness of the playing fields to the college buildings facilitates the college's policy of physical training for all of its students. THE DINING HALL All students, whether living in fraternity houses or in dormitories, dine together. Special banquets are served to honor college teams and the winners of non-athletic student awards. �WOODWARD HALL, THE LIBRARY, UPPER READING ROOM The English Literature room. Access to the book shelves is free to all students as a part of the College's emphasis upon reading. W the college library, erected in 1899, houses more than twenty-five thousand volumes, the nucleus of a rapidly growing collection that already contains many valuable books. Of great historical interest are four hundred books surviving from the gift made during the reign of William the Third and under his auspices in 1696 to the Maryland clergy. They were early placed in the care of King \Villiarn' s School and were a part of the school's property transferred to St. John's in 1785. OODWARD HALL, The rapid growth of the Library has been greatly aided by gifts from the Carnegie Corpora ti on. WOODWARD HALL, THE LIBRARY In addition to its collection of books and its reading rooms, Woodward Hall contains; the offices of the members of the faculty, where students freely confer with their instructors. �., HAMMOND-H ARWOOD HOUSE The Hammond-Harwood House, begun in 1770, is one of the very finest examples of colonial architecture in America. Thomas Jefferson made a sketch of the building when visiting in Annapolis. The plans of his home, Monticello, and of other buildings designed by him show its influence. It is at present used as a museum of American antiquities and. in addition to being of general educational value, is of special value to students in History and in Art. C HEMISTRY L ABORATORIES, HUMPHREYS H ALL HUMPHREYS HALL In addition to con taining chemistry and p h ysics labo ratories, installed in 1 9 29 , Humphreys Hall contains an auditorium equipped as a Little Theatre. 1--3-4 Laboratories for both elementary and d d . 2-The private a vance classes balance room apart from t h e laboratory and office of the h ead of th e d epartme.nt . 5-The m chemistry. laboratones. ' �THE EAST SIDE OF THE COLLEGE GREEN THE WEST SIDE OF THE COLLEGE GREEN Seen from the Center Walk leading to McDowell Hall. Seen from the Center Walk leading to McDowell Hall. ,) I~ ~ ,,... _·- ' .. r > ;I . • I /----.., ,·-' .. . ' .. ··· . ' ( 1 . . ,. ":' < - .--.:.:.. , r>-.. 1-l .. • ' ; ' - , ' ~j~,.,' • ··v, ' · ·-: \ PINKNEY HOUSE The home of the Delta Psi Omega Fraternity, on St . John's Street, facing the Green. ALPHA KAPPA PI FRATERNITY HOUSE THE KAPPA ALPHA FRATERNITY HOUSE On St. John's Street, facing the Green. Formerly faculty residences. HUMPHREYS HALL RANDALL HALL Which contains the Chemistry and Physics laboratories, and recitation rooms, and an auditorium with a Little Theatre. The dining hall of the College, the upper floors of which are used as a dormitory. Between the two views shown is McDowell Hall, the central building of the College, a view of which is shown as the frontispiece of this booklet. Across from the buildings on the College Green is the Biology Building, on the corner of King George Street and College Avenue, which contains the Biology laboratories and recitation rooms. THE GYMNASIUM PINKNEY HALL PHI SIGMA KAPPA WOODWARD HALL In the distance. A dormitory. FRATERNITY HOUSE The College library Formerly the Presi- and faculty offices. dent's and Vice-President 's houses. On College Avenue at the corner of Prince George Street is the Phi Delta Sigma Fraternity house; and on the opposite corner is the College Infirmary; adjoining this is the Theta Psi Fraternity house, facing on Prince George Street. The Bordley-Randall House is in the secluded Randall Court directly opposite the Green. �Extra Curricular Activities ! Practically all student rooms in the various halls of residence are intended for two students. Upper classmen choose their own roommates; freshmen roommates are assigned with great care to insure congeniality. Ro.o ms in the f.raternity houses and in the halls of residence are furnished alike with the necessary articles of furmture: cot-beds, chiffonier, table, chairs. Window hangings, beddings, and rugs are furnished by the student. Student A Student Council, elected by the students and having Council weekly meetings open to all students, represents the student body in all matters affecting the interests of the students which are not especially delegated to other organizations. Honorary In addition to the six fraternities organized for Fraternities purely social purposes, the honorary fraternities exist for the purpose of recognizing scholastic attainments and outstanding achievement in non-athletic activities. Publications of the college consist of a weekly paper, Publications The Collegian, published by the students without faculty supervision, and The Rat Tat, annually published bv the Junior Class. Appointments rn the staffs of both publications are made as the result of competitions, for which any student may be eligible. Musical The musical organizations of the college are the Organizations College Orchestra and the College Band, for which the college provides a capable instructor and leader. The Band furnishes music at the various athletic contests and at other public functions throughout the year. The Orchestra gives three formal concerts during the course of the year. Departmental Departmental Clubs are organized by groups of Clubs students especially interested in some :field of work. These clubs have regular meetings, often addressed by distinguished speakers, at which matters of common interest are discussed. The Erlenmeyer Chemical Society, the German Club and the Osler PreMedical Club by their names indicate the activities in which their members are particularly interested. Dramatics The Dramatics Club presents each year, in addition to a series of one-act plays, three longer plays at intervals throughout the year. Lectures Lectures and concerts held for the benefit of the and Concerts students take place frequently throughout the year. During the year 1931-32, the lecturers have included Dr. Stewart Paton, Mr. Jason Westerfield, Dr. Lewellys F. Barker, Dr. Harry Elmer Barnes, Professor von der Leyen, and Mr. Isaac Lobe Straus. In addition, informal talks are given periodically in the Library by members of the St. John's College Faculty. �0' u ., .s """' 0 "8 "' 0 p:::: ., ..c: r "' ,.ci "' 0 -;;; v :.a ., :::s ,;, . .... "O (/) "11 [::: p. c:: .... i:i:::: - "' "' ., > o~ "' "" [::: u < °'0 f5 u [::: .Nf- u "11 ..-l "' ·..C: ::c I-< ,.ci~ 0 THE Ql,JIET ROOM H ere quiet is mainta ined at all times. The reproduction Windsor chairs, the t able, and the leather covered chairs here shown are typical of the furn ishings of the entire Student U nion . Adequate prep aration is made fo r the recreation and rest h ours of the student . -~~ ~"' < 0 z "' z "11 > [::: 00:: I-< z "11 (/) "11 »:: p_, l.Il 0:: >- s~ "'"' .... "" Cl~ °'0 ~u o~ v~ "' ..c: c::~ "' en ·eo .,_ .... "' >"' p:; E -~ ~ c:: "" ~ ., .s >- .n c:: .g .5 ~ 0. < THE LOUNGE N ewspapers and magaz ines of the students' choice are provided in the lounge. All o f the rooms of the Student Union are open daily from eight in the mornin g until eleven at n ight. The lounge adjoins the Quiet Room. �THE OFFICE OF THE COLLEGE PHYSICIAN The College Physician is available for consultation at the Infirmary each morning beginning at seven-thirty o 'clock. There is no charge for his services except the regular Medical Fee. Two student assistants reside at the Infirmary, one of whom is at all times on duty. A WARD IN THE INFIRMARY In addition to the two wards , the Infirmary includes two private rooms, one of which is detached and is used when necessary for isolation cases. The charges for use of the wards and private rooms are included in the Medical Fee. �ware, Johns Hopkins, Maryland, Virg1ma, V. M. I., and Washington and Lee, as well as many others. In the past five years St. John' s has won well over half of its football games, approximately three-fourths of its basketball games, and for the past three years has been undefeated in lacrosse, winning three consecutive National Championships. Last June St. John' s was selected to represent the United States in the International Lally Cup Lacrosse series with Canada. The Canadians were decisively defeated by the Orange and Black representatives, and the International Championship came to the United States for the first time. Interest in Boxing and Cross Country has been increasing rapidly; the teams in each sport have performed creditably since the sports were started. Athletic Activities Physical Training Physical training is required of all freshmen a~d Athletics in St. John's College. There is also an optional course for those who have completed their requirement and wish to continue participation in athletics. A thorough physical examination is given, however, by the College Physician, as a preliminary to this athletic activity, and dictates the type and the extent of the exercise undertaken by the student. One year of additional physical training is required after the freshman year. Varsity St. John's maintains five varsity teams; three major sport T earns teams, and two minor sport ones. Football, Basketball and Lacrosse are designated by the Athletic Council as major sports, while Boxing and Cross Country are designated as minor sports. In the past few years St. John's has h ad major sport victories over such opponents as Yale, Harvard, Princeton, Pennsylvania, Army, Dartmouth, New York University, Swarthmore, Haverford, Dela- Freshman Freshman teams are maintained in football, basketball Teams and lacrosse on a major sport basis, and in boxing and cross country on a m inor sport basis. Games are scheduled with freshman teams of other colleges and universities and with some of the leading high schools of Maryland and the District of Columbia, as well as with some of the leading preparatory schools. · St. John' s freshman teams have been winning the majority of their games in all branches of sport for the last few years. Intramural During the 1931-3 2 intramural athletic season all Athletics previous records were broken in the v arious sports. Pinkney Hall won the singles and Delta Psi Omega won the doubles in the fall tennis tournament, while Kappa Alpha was winning the fall playground ball tournament. Later the same organizations named above defeated a team composed of members of the faculty. Kappa Alpha succeeded in winning the volley ball honors, while Theta Psi succeeded in winning the foul shooting contest. When Soccer came to a close Theta Psi, Kappa Alpha, Delta Psi Omega and Pinkney were tied for first place. Kappa Alpha then won the basketball tournament, D elta Psi Omega w on the annual cross country meet and Randall Hall took high honors in the annual track meet. During the spring the handball tournaments are completed, playground ball gets under way, and tennis and horseshoe competition begins. The annual sw imming meet takes place in May. �193 2 VARSITY FOOTBALL T EAM In the past five years an average of approximately one-third of the entire student body of St. John's College has taken part in either freshman or varsity football each year. This shows the popularity of football as a sport at St. John's. Included on the football schedules of the past years have been teams representing such institutions as Yale, Rutgers, Lafayette, University of Maryland, Washington and Lee, University of Virginia, Virginia Military Institute, and many others. Johns Hopkins, the traditional rival of St. John's for a period of over forty years, has been met and defrated in three of the last four years. St. John's has also had numerous football victories over teams of the same standing from all sections of the country. ACTION PICTURES OF HOME FOOTBALL GAMES �----- -· 1931 VARSITY LACROSSE TEAM- WORLD'S CHAMPIONS. Lacrosse, the fastest game known, has a very popular act1v1ty among the students in St. John's College. More than one-third of the total number of students in the College have been regularly enrolled in the various squads of this spring sport. While it has not · been the principal aim of the sport to compile a winning record, still it is significant of the interest in the game, that within the past four years the team representing St. John's has won forty games and lost one, defeating the best representative teams of the United States, Great Britain and Canada. For three of these years the team has been recognized as National Champion by the United States Intercollegiate Lacrosse Association, and in 1931 captured the World's Championship by defeating a team composed of the picked stars of all of Canada. ACTION PICTURES OF HOME LACROSSE GAMES -- ------·"" �Cf3oard of qjisitors and Qovemors of St. John's College President ex-Officio His Excellency, Albert C. Ritchie, Annapolis Governor of Maryland Chairman Herbert Noble, New York Attorney-at-Law Vice-Chairman Walter H. Buck, -Baltimore Lemmon & Buck, Lawyers Acting Secretary Edwin Warfield, Jr., Baltimore Editor FRESHMAN FOOTBALL TEAM Treasurer James A. Walton, Annapolis President, Annapolis Banking & Trust Company William Woodward, New York Sylvester W. Labrot, Annapolis Chairman of the Board of the Central Hanover Bank and Trust Company Labrot & Company, Bankers Elmer G. Parsly, Philadelphia Judge Walter I. Dawkins, Baltimore Parsly Bros. & Company, Bankers Judge, Supreme Bench of Baltimore City Dr. James Bordley, Jr., Baltimore T. West Claggett, Baltimore Physician Manager, Philadelphia and Reading Coal and Iron Company Dr. Raymond Pearl, Baltimore Ridgely P. Melvin, Annapolis Director, Institute for Biological Research, Johns Hopkins University Attorney-at-Law Frank R. Kent, Baltimore Vice-President, A. S. Abell Publishing Company: member of staff, the Baltimore Sun. Charles B. Gillet, Baltimore Gillet & Company, Bankers R. T. H. Halsey, Annapolis Trustee, Metropolitan Museum of Art, New York City J. Vincent Jamison, Jr., Hagerstown President, Jamison Cold Storage Door Co. Richard F. Cleveland, Baltimore Lawyer Dr. Charles C. Marbury, Washington Physician Dr. Amos F. Hutchins, Baltimore Surgeon Douglas H. Gordon President, St. John's College William H. Stayton, Washington Captain U. S. N. (Retired) Lewis W. Baldwin, St. Louis Charles S. Cummins, Baltimore President, Missouri Pacific Railroad Vice-President, Consolidated Engineering Co. �Entrance Requirements S accepts students who present for admission credits equivalent to fifteen units of college entrance requirements. T. JOHN'S Character references and school recommendations are required. Applicants who are not graduates of accredited schools may be admitted by examination in courses in which they lack credit. Applicants may be admitted on trial with opportunity to show that they are able to accomplish satisfactory college work. Complete information concerning requirements for admission and method of application is contained in the college catalogue. The Cost The charge for tuition is three hundred dollars per year. Laboratory courses involve additional small fees. All students not residing at home are required to live in the college dormitories and take meals in the college dining hall. Charges for meals and lodging are fixed at four hundred and fifty dollars per year. The athletic fee, other student activities fee, and medical fee are ten dollars each per year. All fees and charges are payable in quarterly instalments. Further Information The College will be pleased to send its catalogue and application blanks. An inquiry card is inclosed for convenient use. Addres'S all communications to THE SECRETARY, ST. JOHN'S COLLEGE, Annapolis, Maryland. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <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. 31 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context St. John's College in Annapolis (Vol. III No. 2) Feb. 1933 Title A name given to the resource Bulletin of St. John's College in Annapolis, February 1933 Description An account of the resource Volume III, Number 2 of the Bulletin of St. John's College in Annapolis. Published in February 1933. Date A point or period of time associated with an event in the lifecycle of the resource 1933-02 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/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/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/fdaa51820e2d39c3949bb17527c41237.pdf 8f5879ce599046cecd4248b02fc6bcd8 PDF Text Text VOLUME XI No.1 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND J <{.Jg' JANUARY,~ Founded as King William's School, 1696. Chartered as St. John's College, 1785 �Volume XI JANUARY, 1959 Number 1 Published Quarterly Entered as Second-class matter, February 18, 1949, at the Post Office, at Annapolis, Maryland, under the Act of August 24, 1912. �REPORT OF THE PRESIDENT To THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: It is appropriate to begin this, my ninth annual report, with a tribute to Jacob Klein, who, at his request, has relinquished the deanship after serving in this capacity since 1949. Mr. Klein came to St. John's in 1938, so that his career here and the New Program are in large measure co-extensive. I for one learned much under his wise and patient tutorship and gained new insights into liberal education. Mr. Klein leaves for a sabbatical year, long overdue, and will return to the faculty next fall. He turns over the deanship to one of the ablest of the young men on the faculty, Curtis A. Wilson. Mr. Wilson is a Californian by birth and upbringing. Over the ten years of his tutorship at St. John's he has shown himself to be a scientist with the breadth and understanding of a philosopher. In a sense Mr. Klein's retirement at the end of the twenty-first year of the Program signalizes a passing on of responsibility to a new generation at St. John's. I cannot refrain from marking this transition by quoting from Mr. Klein's last statement of Educational Policy and Program. These words of wisdom offer inspiration and guidance for the future. All a school can do-and St. John's is no exceptionis to establish the conditions under which learning may take place. In some important respects the College has succeeded in doing that. The curriculum provides a wide basis for the exercise of the skills of discussion, translation, demonstration and experimentation which in turn help the learning mind to experience the discipline of the liberal arts and to acquire an understanding of them. It is not a panorama of opinions, or styles, or disciplines, or systems, it is the sharp edge of a crucial question, the stumbling block of a massive contradiction, the labyrinth of complexities in a given problem, that furnish link after link to the chain of learning offered to the student at St. John's. · One of the great virtues of the teaching that goes on at St. John's is the patience with the shortcomings of the students, with the difficulties of a given subject matter explored in common, with the disappointments • 1 • �and frustrations, the faithful satellites of all teaching and learning. All improvements of instructiorial patterns depend ultimately on the way the teacher follows them up, responsibly, patiently, generously, and full of fear before the immensity of the task. Curriculum Revision Mr. Wilson, as the incoming dean, confronts three major problems to which the faculty must find more nearly adequate solutions. The first of these is in the curriculum itself. Ways must be found to improve the learning in the junior and senior years. The Instruction Committee has already addressed itself to this matter and has reached some tentative conclusions. They entail a reduction in the number of language and mathematics tutorials, which in turn means much more independent work on the part of the students, all closely supervised by their tutors. As the dean says, it is perhaps possible to formulate the problem that the College faces in the following way: the students have to be brought to understand that "learning" is not identical with "doing one's assignments." The latter is one of the indispensable conditions for learning but by no means the main task. The Problem of Attrition A second area of concern to the College is the rate of attrition in the student body. It is true that St. John's College makes heavy academic demands upon its students. It is also true that the program and the climate of the campus demand that each student question long-held beliefs and search for answers to almost unanswerable questions. Furthermore, it is necessary to reiterate that the real benefit to a student from his college experience is not necessarily to be reckoned in terms of four full years of academic work. For many students it may be quite right that they should have spent one or two years at St. John's. The problem of attrition is clearly related to the calibre and preparation of the entering student. His work habits usually leave much to be desired. Ways must be discovered to counsel with the freshman in particular and to help him to adjust to the demands of the College's curriculum. Ways must also be discovered to involve a larger percentage of the ·student body in extra-curricular activities such as athletics, shop work, sailing, and the fine arts. The Instruction Committee and the faculty will continue to wrestle with this problem . • 2 • �The Wider Community A third major area of concern to me is that the College exert a wider influence upon American education than it does at present. Twenty-one years ago the St. John's Program was widely reported in the public press. Great predictions were made for its expected influence, many of them hardly realizable given the sober facts of American higher education. Over the past two decades St. John's has indeed been host to thousands of educators who have observed with interest what is done here but who have tended for the most part to dismiss the means as impractical or unfeasible in their own academic situations. St. John's College has exerted a most considerable impact upon the educational scene indirectly through its contribution to the Harvard Report on General Education in a Free Society. It is also true that there is today less sharp a dichotomy between St. John's College and many of its sister institutions. On the other hand, it is clear that St. John's and its faculty have a mandate to propagate the goals of a liberal education for which this institution stands and to seek to bring other faculties to adopt in greater degree these ends and means of the liberal arts. The Intellectual Life Conferences of the Association of American Colleges are one example of the way in which certain ideas developed at St. John's College can be spread. As a result of these conferences, begun under my chairmanship of the Commission on Liberal Education, approximately 100 college presidents and 30 college deans have now experienced the exhilaration of learning in seminar diScussions on the St. John's pattern. It is my hope that the College can undertake two programs in the near future designed to extend the influence of these ideas even further. One would be exchange. tutorships and professorships with other institutions whereby members of the St. John's faculty might have a year in other institutions interested in developing the seminar and tutorial techniques. Likewise, faculty members from other colleges and universities might spend a year on the St. John's faculty contributing their insights and criticisms and at the same time learning something of the methods used here. Second, it is my hope that the College can establish a program leading to the degree of Master of Arts in teaching. Such a program would have two aspects. On the one hand it would enable graduates of St. John's College and of other liberal arts colleges to meet state certification requirements in education, educational psychology and practice teaching. On the other it would enable graduates of teachers' colleges and other institutions to broaden themselves in the liberal arts • 3 • �r to gain new insights into what liberal learning is. It is my hope that such a program can be worked out in cooperation with the Board of Education of Anne Arundel County and the State Department of Education in Maryland. It would entail both graduate courses throughout the academic year and a special summer-school program designed for in-service training of teachers. If St. John's College is to meet its responsibilities to the Republic, it should do all it can to assist in educating more and better teachers. Assets-The Faculty As the administration and the faculty seek solutions to these problems they work from a position of strength. The greatest asset which the College possesses is its faculty, numbering some thirty well-qualified and genuinely devoted tutors. It is of the utmost importance that the favorable student-faculty ratio of 8: 1 be maintained and perhaps even improved in the years ahead so that faculty members can continue to give freely of their time to individual students. It is gratifying that the Board has recognized the significance of its faculty asset by adopting the new faculty salary scale with a maximum figure of $12,000, by continuing to provide for the Faculty Study Group, and by furnishing adequate office space for all faculty members in the new laboratory building and in the Charles Carroll Barrister House. For the coming academic year the faculty will be further strengthened by seven new appointments: Malcolm Brown, of New York City, who combines interests in science and philosophy; Samuel E. Brown, of Boston, Massachusetts, whose experience has been mainly in music; E. Bennette Henson, of Charleston, West Virginia, a former student at St. John's College who has his doctorate in limnology from Cornell University; Bryce Jacobsen, of Gettysburg, Pennsylvania, a St. John's graduate in the Class of 1942 who will serve concurrently as Director of Athletics; John S. Price, of Baltimore, Maryland, a St. John's graduate in the Class of 1931, who has been supervisor of the Development Department for a large industrial concern; Donald W. Rogers, of Amherst, Massachusetts, who comes to St. John's from the Department of Philosophy at the University of Massachusetts; and E. Malcolm Wyatt, of Richmond, Virginia, who holds the Master's Degree in mathematics from the University of Virginia. Scott Abbott, John A. Bremer and Henry V. Grattan are leaving the College faculty this year. Three other members of the faculty will be absent for the coming academic year: Robert S. Bart, who will continue the studies begun during his . 4 . �sabbatical year; Charles G. Bell, who has been awarded a Fulbright scholarship for study in Germany; and Eva Brann, who will complete an archaeological project at the Institute for Advanced Studies at Princeton University. John Kieffer returns to the faculty after his sabbatical year, and Jacob Klein leaves for London to work in the British Museum. The Students A second immense asset is the student body. Almost without exception visitors to the campus and faculty members from other institutions comment upon the high calibre of student at St. John's College and upon his active and enthusiastic interest in learning. Each year brings a greater number of promising applications from all parts of the United States and from a number of foreign countries. The Director of Admissions reports approximately 200 applications for the hundred places in the entering class this fall. As in previous years there were approximately a thousand inquiries, many of them prompted by the film "The St. John's Story," which was shown to 60,000 students and teachers in 36 states. During the year under review the College suffered a serious interruption to its work in the form of a violent flu epidemic which caused the administration to close the College for one week on the advice of the College physicians. This seriously disrupted instructional schedules for the balance of the year. In spite of this deplorable gap and in spite of heavier demands upon the infirmary than ever before, student morale was higher than in the preceding year. Sophomores, juniors and seniors seemed to exercise a more responsible attitude toward the freshmen and this in turn resulted in a better student public opinion. The Student Polity worked hard at trying to identify its role in the life of the College. On the other hand, it is interesting to note that there was a somewhat higher incidence of student involvement with the local constabulary. The last case involved the unsuccessful effort of a toga-clad sophomore to carry Olympic fire from the Piraeus of the Annapolis dock area to the Athens of the back campus where pseudo-Olympic games were to be held. In this and in other cases the local police officials showed a willingness to resolve issues in a cooperative way. Books Another important item upon the asset side of the balance sheet is the availability of books to tutor and student alike . . 5 • �The College Library reports a significant rise in the general circulation of books among the students. Three projects are underway to improve the library building and to augment its usefulness to the community. First, in order to save space, the library staff is planning to sell most of its back files of magazines and journals, and to obtain this same material on microfilm. A regular policy of microfilming will be adopted for the future. Secondly, construction is underway to re-design the basement of the library building to provide additional stack space for the Library of Congress catalogue of printed cards and the British Museum catalogue of printed books, to provide microfilm facilities and to make a pleasant reading space close to the mathematics and science sections. Finally, the Library and the Library Committee have undertaken studies looking to an addition to the library building, to furnish much-needed stack space, work space and cubicles for students. The Book Store provides an important adjunct to the curriculum under the general managership of Clarence J. Kramer, tutor. It seems to be fulfilling the functions long expected of it. Sales exceeded $20,000, an increase of 50% over last year, but, more important, the students constantly found a challenging and interesting fare of new books throughout the year. Plans are now being drawn for re-locating the Book Store in Humphreys Hall, since the basement of McDowell Hall will be inadequate in another year to house both .the Coffee Shop and the Book Store. By way of addendum I should like to note that the St. John's College Book Store sells only books, a fact which makes it somewhat unique among American college and university book stores. Physical Facilities A fourth asset of which St. John's can well boast is its beautiful campus combining the best in old tradition in McDowell Hall (1744) and Humphreys Hall (1838) and the finest in modern construction. This fall Baltimore Contractors, Inc., completes the two magnificent new buildings designed by N eutra and Alexander of Los Angeles, California. The first of these, the Francis Scott Key Memorial Auditorium, will contain a 600-seat auditorium with an unusually large stage, a 200seat room for choral work and for the question periods after Friday night lectures, theatrical dressing rooms, two music seminar rooms, a music library and office, six music practice rooms, and studios for the fine arts. The new laboratory building will contain two laboratories for physics and chemistry, four for biology, two for optics and electronics and two for mechanics. There will also be a balance room, preparation • 6 • �rooms, faculty offices, and a dozen special project rooms, a Foucault pendulum, and a planetarium. I am happy that the Board has decided to name this building Mellon Hall in recognition of the many benefactions by Paul Mellon, of Upperville, Virginia, to St. John's College. I should also like to report that work is nearing completion on the restoration of the Charles Carroll Barrister House, a project made possible in large measure by the conditional grant from the Avalon Foundation, of New York City. All of the necessary matching monies have now been received and it is hoped that the building will be ready for occupancy in October. The Carrier Corporation, of Syracuse, New York, has made a special gift of heating and air-conditioning equipment, so that the building will be fully air-conditioned. It is planned that the Director of Admissions will have his office on the first floor and that the upper floors will be used for six faculty offices. In accordance with the agreement with Historic Annapolis, the first floor of the house will remain open to visitors. It will be a real test of the genius of the College to absorb these three new structures into the life of the community in the year ahead. Superb facilities must never blind one to the fact that students and the faculty, not buildings, make a true college. I am confident that these new structures will be used wisely and that they will provide surroundings just as conducive to the learning processes as the ivy-covered walls of McDowell. Dedicatory Convocations To mark the completion of the twenty-first year of the St. John's Program and to dedicate the Key Memorial Hall and Mellon Hall, the College plans a number of special events for the forthcoming academic year. The first will be a formal ceremony marking the opening of the buildings. This will be followed by concerts and seminar discussions with Ralph Kirkpatrick, the harpsichordist, during the first week in December, and the premiere American production of Monteverdi's Orfeo, the first opera, January 30 and 31, 1959. Finally, there will be two seminar conferences in the winter and spring. The first will be held February 26-28 on "The Scientist as Philosopher," with lectures by distinguished scientists and scholars on "Science as the Handmaiden of Politics," "Science in Conflict with Morality?" and "What Is Science as Philosophy?". The second will be held April 9-11 on the subject of "Man and His World," with a similar series of lectures on • 7 • �"The Revolution in Man's Labor," "Man's Evolutionary Future" and "Planetary Politics." A special grant of $20,500 has been received from the Danforth Foundation to underwrite the cost of these special events and to provide for suitable publication of the two lecture series. Through the conferences the College hopes to focus public attention on the integral relationship of the sciences in liberal arts education. Adult Education The Adult Education Program of the College during the year under review included a regular Great Books seminar, a seminar on readings from the American tradition, a music seminar on Mozart, two language groups, introductory Italian and conversational French, and, for the twelfth successive year, a Baltimore seminar, led by Ford K. Brown. There was no seminar in Europe this summer, perhaps because of a change in the travel agency handling the arrangements. Alumni Association The Alumni A ward of Merit was given on Homecoming Day to Dr. Thomas B. Turner, of the Class of 1921, Dean of the Medical School at the Johns Hopkins University, and a past chairman of the Board of Visitors and Governors. For the first time an alumnus of the present program served as President of the St. John's Alumni Association: Warren Bomhardt, of Baltimore, Maryland, of the Class of 1942. Unfortunately the College lost the services of Thomas W. Ligon, of the Class of 1916, who had worked voluntarily as Alumni Secretary over the past several years. The College owes him a deep debt of gratitude. Mr. Ligon's functions were taken over by Peter Donchian, Assistant to the President for Development. The annual giving campaign was carried on under the chairmanship of Edward A. Kimpel, of the Class of 1931. His final report showed 367 contributors and a total of $10,806. International Labor Orientation Center The International Labor Center, which has been located at St. John's College since July 1, 1953, continued to serve as one of the main arteries of the Government's expansive technical assistance program with 738 foreign visitors. The most interesting development during the past year was the decision by the International Exchange Service of the State Department to send all labor exchange groups under their direct sponsor• 8 • �ship, to St. John's for seminars of one or two weeks. With the addition of these groups it is expected that over a thousand foreign nationals will participate in the Center programs during the coming year. Mr. Jesse Friedman, formerly with the School of Industrial and Labor Relations at Cornell University, was appointed Assistant Director of the Center on February 10, 1958. His predecessor, Mr. Morris Pollak, who had served in that capacity since June, 1954, received a Ruskin scholarship, and is currently pursuing studies at Oxford University, Oxford, England. Administration This year witnessed the retirement of Archibald McCourt as Superintendent of Buildings and Grounds at St. John's. For nearly thirty years Archie performed yeoman service for the College in coaxing heat out of antiquated boilers, in making crucial repairs with bailing wire, and in delighting the College community with his addiction to Bobby Burns. I am happy to say that Archie will not be completely lost to the campus, for he is presently in charge of the restoration of the Charles Carroll Barrister House and will next move to an assignment as clerk of the works on the renovation of Humphreys Hall. To fill the post of Superintendent of Buildings and Grounds, the College has appointed C. Frederick Houston, of Annapolis, who brings to this position considerable architectural knowledge, a number of years as a contractor, and experience over the past eighteen months as clerk of the works on the new construction at St. John's. Other new administrative appointments include the following: Miss Christine Behm and Mrs. Alice Libby as secretaries to the Assistant to the President and to the Director of Admissions respectively, Mrs. Elizabeth Hall as assistant in the Book Store, and Mrs. Ruth Sutphen and Mrs. Jeanette Dixon as assistants in the Treasurer's Office. Mr. William Aston resigned as assistant in the Laboratory and Mrs. Lydia Aston as College Nurse in order to accept positions in Puerto Rico. Both are alumni of the College and both will be missed by the community. Mrs. Rose Merriken resigned after having served faithfully and well as secretary in the Alumni Office for over seven years. The College has also lost the services of Mrs. Evelyn Sentman, secretary to the assistant deans, and Miss Sue Byrne, secretary to the Director of Admissions. • 9 • �Finances The annual audit by Wheat and Mullan, Certied Public Accountants, indicates that the College operated in the black for the fiscal year just ended. Gifts and grants from all sources amounted to more than $1,800,000, distributed approximately as follows: current budget $25,000, scholarships $12,000, building purposes $1,598,000, special projects $30,500, and endowment $150,000. The College endowment funds now aggregate $2,190,150 in book value, compared to $1,961,850 on June 30, 1957. Bequests The College has been named as a beneficiary of the will of the late Charles H. MacNabb, of the Class of 1898, an attorney at Cardiff, Maryland, and of his wife, V. Catharine MacNabb. Cash and stock certificates in the amount of $83,714 have been received to date with approximately $5,000 more still to be received. Mr. MacNabb provided that these monies should be used to endow the Class of 1898 Scholarships, income to be awarded annually to deserving students in need of financial assistance. Priority will be given to students from Harford County, Maryland, in accordance with the wishes of the donors. Gifts and Grants Foundations A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $20,500 from the Danforth Foundation, of St. Louis, Missouri, to underwrite a series of special events in connection with the dedication of the Francis Scott Key Memorial Auditorium and Mellon Hall. A grant of $400 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A grant of $7,000 from the Ford Foundation toward defraying the cost of the Faculty Study Group. A pledge of $36,000 from Houston Endowment, Inc., of Houston, Texas, to endow the Jesse H. Jones and Mary Gibbs Jones Scholarships on a permanent basis. The first of three annual payments of $12,000 has been received. During the current year the College also received a grant of $2,500 for scholarship awards. • 10 • �Grants from Old Dominion Foundation, of New York City, as follows: $1,000,000 toward the construction of the new auditorium and the laboratory building; $102,642.59 in matching funds for endowment purposes; $81,884.76 for current purposes; $62,000 for additional boilers in the heating plant; and $10,000 for a special emergency fund. A grant of $400 from the Ray S. Shoemaker Scholarship Foundation, of Harrisburg, Pennsylvania, for scholarship purposes. Corporations and Corporate Foundations A gift of 100 cubic yards of concrete from the Annapolis Concrete Company for use in new construction on the campus. The sum of $7,853.95 representing the share due St. John's College from corporate gifts received from Maryland business and industry by the Association of Independent Colleges in Maryland. A gift of 50,000 paving bricks from the Baltimore Brick Company for use in laying future campus walks. · A contribution of air-conditioning and heating equipment from the Carrier Corporation, of Syracuse, New York, for use in the Charles Carroll Barrister House. A gift of $150 from The Daily Record, of Baltimore, Maryland, in memory of Mr. Edwin Warfield, of the Class of 1909, a former member and secretary of the Board of Visitors and Governors. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $660 from the First National City Bank, of New York City, in recognition of St. John's Alumni in the employ of the bank. Four scholarships of $1,000 each and a gift of $250 from the Food Fair Stores Foundation, of Hialeah, Florida. A grant of $1,600 from the Ford Motor Company, of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A gift of $250 from the Hagan Corporation, of Pittsburgh, Pennsylvania, for current purposes. • 11 • �A gift of $200 from the John D. Lucas Printing Company, of Baltimore, Maryland, for current purposes. A grant of $300 from Merrill Lynch, Pierce, Fenner and Smith, of New York City, for current purposes. A gift of $1,900 from the National Merit Scholarship Corporation, of Evanston, Illinois, for scholarship purposes. A gift of $450 from Singer, Deane and Scribner, of Pittsburgh, Pennsylvania, toward the Helen Barnes Jones Memorial Fund. A grant of $1,500 from the Westinghouse Educational Fund, of Pittsburgh, Pennsylvania, for current purposes, and the gift of two cathode-ray oscilloscopes from the Westinghouse Electric Corporation. Individuals and Others A gift of $500 from Mr. and Mrs. Alexander S. Cochran, of Baltimore, Maryland, for current purposes. A gift of stock in the amount of $1,754 from Mr. John T. Harrison, of New York City, to be added to the Harrison Scholarship Aid Fund. An advance gift of $1,000 from Donald R. McLennan, of Chicago, Illinois, in the Third Century Fund. A pledge of $5,000 from Mrs. William S. Morsell, Jr., of Baltimore, Maryland, to establish an athletic fund in memory of her husband, William S. Morsell, Jr., of the Class of 1922. An advance gift of $1,000 from Keith Neville, of the Class of 1905, of North Platte, Nebraska, in the Third Century Fund. A gift of $2,500 from Walter C. Paine, of the Class of 1945, of Lebanon, New Hampshire, toward restoration of the Charles Carroll Barrister House. A gift of $500 from Mrs. Charles H. Schaff, of Media, Pennsylvania, to establish a fund in memory of her husband, the late Charles H. Schaff, of the Class of 1889. Two gifts of stock totaling $31,416 from Dr. and Mrs. Arthur deTalma Valk, Jr., of Wilmington, Delaware, representing further installments toward endowing the Arthur deTalma Valk Tutorship at St. John's College. • 12 • �St. John's Third Century Fund During the year under review much time and thought has been expended upon plans for the St. John's Third Century Fund, which continues from July 1, 1958, through June 30, 1960. Its goal is $6,600,000: $4,000,000 for endowment purposes and $2,600,000 for new construction and renovation of the existing campus facilities. Capable planning for this campaign has been provided by Peter Donchian as Assistant to the President for Development. He has tackled the problems of fund-raising organization, dignified campaign literature, publicity, and alumni relations with perseverance and imagination. I believe that we will move into the active period of solicitation with well-conceived and executed materials which will go far toward the achievement of the College's goals. A formal announcement of the opening of the campaign was mailed to the entire St. John's constituency in the late spring. This in turn has been followed up over the summer months by two items: "The Student Body" and "Portrait of a Faculty." Considerable progress has been made on compiling a register of all St. John's alumni from the first graduating class to the Class of 1962. It is my hope that publication of this register will stimulate the establishment of a number of memorial funds which will perpetuate the names of prominent St. John's alumni of early as well as of later classes. Another interesting development arising out of a general study and review of the College's publications is the decision to amalgamate all present brochures and bulletins into a single series to be known as the Bulletin of St. John's College. Each year ,two issues of this bulletin will normally be devoted to the Catalogue and to the President's Report. Other issues will seek to serve as a forum for alumni and other friends of the College by printing significant lectures, student essays, and articles, as well as contributions from graduates and former students of the College. A short section of the publication will be devoted to news of the College, and an insert will contain alumni notes and information about former faculty members. This publication will be somewhat larger than the present bulletin and will depend for its usefulness both upon the labors of the Editorial Board, consisting of the Dean, Mr. Richard Scofield and Mr. Clarence J. Kramer, and upon the willingness of alumni and others to contribute material. I am confident that it will serve a useful function in drawing together members of the St. John's community who have left the campus and in making them feel a more active part of what is going on at the College. * * • 13 • * �I cannot close this report without paying tribute to two men who died during the year after having given many useful years to St. John's College. Both men gave unselfishly of themselves in the interest of the College and I record their deaths with genuine sorrow. Enoch Barton Gary was a member of the Class of 1903. After a distinguished military career he assumed the presidency of St. John's College in 1923 and served for six years. At the time of his death in September, 1957, he was living on the West Coast, having retired from an executive position in the Veterans Administration. He held the title of President Emeritus of St. John's College. Dr. William J. French came to Anne Arundel County in 1937 after an active career in international public health service. He assumed the position of Health Officer for Anne Arundel County. Shortly after his arrival in Annapolis he became a member of the Board of Visitors and Governors, and . he served continuously in that capacity until his death early in August. * * * The two years ahead are years of immense challenge to every member of the St. John's community and to every one of the College's friends. This challenge is to work toward the elusive goal of financial stability. Success should enable the Board, the Administration, and the Faculty to devote undivided attention to the educational task which constantly looms so immense and so demanding. I shall do my best to try to lead toward these goals. I can succeed only if each individual member of the Board pledges me his fullest support and cooperation and if each member of the St. John's constituency responds wholeheartedly to the opportunity which is now ours. RICHARD Annapolis, Maryland August 29, 1958 • 14 • D. WEIGLE President �ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF CURRENT INCOME Fiscal Year Ended June 30, 1958 INCOME Educational and general Tuition ................ . ......... . .. . .. .. ............ . Adult education .... . ... . .. .. ... .......... .. ..... .. ... . Endowment fund income ......................... .. .... . State appropriation ...... ...... ...... ....... ...... ... . . F.O.A. contract ... .. . . ... . . . ... ... ... . . . .... ..... .... . . Gifts and grants-net .... ... .... .. . ... . . . .... . .... ... . . Miscellaneous . . .. . .......... . ........................ . $201, 105 .47 2,176.50 71, 190. 78 80 ,000.00 12,800.00 131,336.85 5,307 .15 Total ...... ..... ... .... .. .... ........... . .... ...... . $503,916.75 Auxiliary enterprises Dormitories and dining hall ..... .. ... .... . .. . ..... ..... . Book store ...... .. ... .. ....... .. ..... . .... . .......... . Other ... ........... .... .. . . .. .. ..... . ......... . .. .. .. . $143,384.82 20,660.45 2,916.86 Total. . . . ....... ... ..... . .. .. . . ... . ....... .. . . .. ... . $166' 962. 13 Other non-educational ....... . ...... . .... . ... ........ .... . $ 24, 651.16 Total income ........... . . . . . ..... . ................. . $695,530.04 Excess of revenues over expenditures .......... . ....... . $ 15,850.81 EXPENSES Educat!o!lal aI_ld general Adm1n1strat1ve .. .. ................. . ... . .. . .. . ...... . . General ... . ... . ... .... .. .... ..... .. ....... ... .. ...... . Instruction . ... . .. . .. .. ........... ... .............. .. . . Library ................... . .. .. ...... .. .. .... ........ . Student organizations and art studio .. ...... . ........... . Adult education .... .. ........... . . . ......... ......... . Plant operation and maintenance ..... .. . . ..... . .. . .. . .. . Miscellaneous .. ... ... . . .............. ............ . . . . . $ 90,241.73 57,449.10 181,272.85 13,219.92 8,470.54 2,055.72 100,440.65 80.41 Total .. . .......... . . ............. . ..... .. ..... . .... . $453,230.92 Auxiliary enterprises Dormitories and dining hall .. . .. .. ... . ....... . .. ... ... . . Book store ........ .. . . ............................. .. . $ 88,438 .68 22,228 .02 Total. . .. .... ..... ..... . .. ............. . ........... . $110,666.70 Other non-educational Scholarships and grants-in-aid ............ . . .. .. . . . . .... . Faculty Study Group ... ..... . ....... . ... . . ... ......... . Miscellaneous . . . ..... . .... . .... . . .. . ... .. ............ . $104' 130. 71 6,430.90 5,220.00 Total. . ............... . .. ...... . . . ... .. ... . ...... .. . $115' 781 . 61 Total expenses .................. . . . ... ..... .. . . ... .. . $679,679 .23 • 15 • �ST. JOHN'S Annapolis, BALANCE SHEET, Assets CURRENT FUNDS Cash in banks and on hand. . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accounts receivable. . . . . . . . . . . . . . . . . . . . . . . . $14, 049 .13 Less: Reserve for doubtful accounts...... 500.00 Inventories ... . ... . . .. ................. . .............. . Prepaid expenses ........ ..... .. . ...... . .............. . . $ Total...... . . ....... ....... . ..... . ....... . .... . ... $ Restricted: Cash .. ... ............... . ..... . Due from other funds .. .. .. . ... . . 13, 549 .13 9,034.04 6,390.51 $ 8,007 . 91 1,014.00 Total-current. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13, 174. 79 42, 148.47 9,021. 91 $ 51, 170. 38 $ 28, 155 .39 102,642.59 74,599.04 1,275.00 3,578.59 1, 980' 969 .45 11,863.30 ENDOWMENT FUNDS Cash ........................ . ..... .. ..... . .......... . Foundation matching funds receivable ..... .. .. . . . .. ..... . Accounts receivable .......... ................ .. ... ... . . Pledges receivable .... ... ...... .... ................ .... . Due from other funds . .... . ..................... . ... . . . Investments ... .......... ..... . ........... .. .. ....... . . Accrued income and purchased interest . ..... ........... . . Total-endowment .. . .......... .... ... ..... .... . ... .. $2 ,203,083.36 PLANT FUNDS AND ASSETS Cash ....... ........... . ........... . . .... .. .. ...... .. . Cash in sinking fund ........... ... . . .. .. ............ . . . Due from other funds ............. .. .. . ... . ........... . Pledges receivable .......... . .. . . .. .... . .............. . . Investments .......... . ....................... .. . . .... . Land, buildings and equipment ..................... .. .. . Buildings under construction ..... . ........... ... ....... . Total-plant and assets ...... ........ . ............. . • 16 • 638, 159 .40 23,289.22 46,576.91 2,000 .00 28, 950 .42 2,297,691.05 1,389,698 . 25 $ $4,426,365.25 �COLLEGE Maryland SEPTEMBER 19, 1958 Liabilities and Capital CURRENT LIABILITIES AND RESERVES Accounts payable. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Students' deposits . .. ....... . ...... . ................ . .. . Deferred income .. .. ........ . ..... . . .. . . ....... .. ..... . Due other funds . . . .. . .. . ...... . .. . ......... . . . . .. .... . $ 3,394.37 6,309 .78 3,000.00 50,813.61 Total-current liabilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . $ 63 , 517. 76 Deficit-7 / 1/ 57 ...... .. . . ... . .... . ...... . . Excess of Revenue over Expenditures ..... .. . Miscellaneous special funds . .. ....... .. .... . $ 46 ,792 .41 15,850.81 9,572 .31 Total. . ... . ............ . .. ... .... . .... . . . ..... . ... Principal-student aid and prizes .. . .... . .. . President's Discretionary Fund . . . $ 21, 369. 29 $ 820.32 8, 201.59 Total. . ...................... . ... . ... . .. .. . .. ... . . 42, 148.47 9,021.91 $ 51, 170.38 ENDOWMENT FUND LIABILITIES AND PRINCIPAL Principal ... . . . ..... .... ......... . . . .. . ..... . ......... . Unexpended income ....... .. ... . .. . . . ................. . Real Estate D epreciation Reserve .. . ................... . . Undistributed income .. . ......................... . .. . . . . $2, 190, 150. 78 8,016.49 971.86 3,944.23 Total-endowment ... ... .. . ... . . . .... . .. .. .. ... . . . . $2,203 , 083.36 PLANT FUNDS LIAB ILITIES AND PRINCIPAL Mortgage payable . . . . ..... . ... . ........... $300,000.00 Less mortgage certificates acquired. . . . . . . . 252, 200 . 00 Due other funds ............... . .... . . . . . ....... . ... . . . Reserves available for mortgage liquidation .. . .. .. . .. .... . Invested in plant ... . . .. .... . ..... . ...... . ........... . . Funds available fo:- plant expansion . . ........ .. ... ... ... . Total-plant. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 17 • $ 47,800 . 00 355.89 51,883.75 3,639,589 . 30 686 , 736.31 $4, 426, 365. 25 �GIFTS AND BEQUESTS St. John's College is a non-sectarian, independent liberal arts college deriving its income from student fees, from a limited appropriation by the Maryland General Assembly, from the gifts of its friends and alumni and from permanent endowment funds. These funds now approximate $2,000,000 but must be tripled to assure the financial stability of the College. Planning for the future has been based upon the conviction that the College enrollment should not exceed 300 students. This will preserve the present close relationship between faculty and students. To provide adequate physical facilities for a student body of this size, new buildings will be required as well as renovations to existing structures. The College invites gifts and bequests to its current budget, to its building program, and to its permanent endowment funds. Inquiries may be addressed to the President or the Treasurer. Bequests may be made in a form similar to the following: "I hereby give and bequeath to the Visitors and Governors of St. John's College in the State of Maryland, an educational corporation existing by Charter of the General Assembly of the State of Maryland and situated in Annapolis, Anne Arundel County, in said State, the sum of . . ..... ......... .. .. dollars." If bequests are made for specific purposes, such can be fully stated. Attention is invited to the fact that Federal and State income tax deductions resulting from such gifts may mean a cost to the donor of only a fraction of the value of the gift to the College. • 18 • �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 18 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, January 1959 Description An account of the resource Volume XI, No. 1 of the Bulletin of St. John's College in Annapolis, "Report of the President." Published in January 1959. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1959-01 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Periodicals Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXI_no1_1959_January President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/aa1c84d22f32dc234de467b474743cef.pdf ddc936d1e0c1d867fb609573ce2a31d5 PDF Text Text or education? ��Z'o '/°" ~to de TRAINED 7 Z'o '/°" (A)a#t to de EDUCATED ? there is a great difference . . . . . . Volume VI BULLETIN OF ST. JOHN'S COLLEGE IN ANNAPOLIS July 1954 Published quarterly Entered as Second-class matter, February 18, 1949, at the f9~t Office, at Annapolis, Maryland, under the Act of August 24, 1912 No. 3 �LEARNING FOR LIVING A man can be trained to do a cer- stand himself in his world-who is able to take a stand. tain kind of work, to become an Atomic energy, The United Nations, democracy, communism, engineer, a doctor, an accountant, soil conservation, social security-these a re all results of the a lawyer, a skilled struggles that have gone on and still go on in the minds of craftsman. Such training is important, and even indispens- men. These are part of the complicated wo rld-the world of able. But a man cannot be trained to become a man. ideas-which you have inherited. To be educated means to salesman, a When we start, at an early age, to develop our physical take part in this struggle of ideas. And only the man with and mental abilities, our sensitivity, our mind-we begin our more than training-with education-will be able to use his education. It is a natural beginning. Family, friends, society training successfully and to guide his own life in an increas- in general, shape and condition this development. Yet, unless ingly complex world. a conscious effort is made to continue this process, the mind Schools and colleges are set up to promote the conscious stops growing. This is the point at which we face the real effort which is essential to education. Here, then, th e kind problem of education. How you solve this problem is, of learning to be pu rsued becomes decisive. perhaps, more important than anything else. Your whole life depends on it. The end of edvcation is the person who is able to under- St. John's College in Annapolis has established an allrequired, four year course of study solely devoted to this one end: to give its students- an education. �LEARNING THROUGH DISCUSSION-THE SEMINAR At. St. John's, everything depends on the student's active participation. You don't have to sit passively, hoping that a notebook filled with lecture notes will pass for learning. In the seminar, you and nineteen other students gather around a large table. Here, every Monday and Thursday evening, you will discuss, with two or three of your teachers taking part, some of the important ideas and questions which come out of the reading assignment. Your reading will be in the great books of our heritage -ranging from Homer to the Federalist Papers, from the Bible to Freud. You will learn how to understand the ideas in them, how to see both sides of a question, how to make your own arguments clear and persuasive and how to reach an intelligent decision. �Whenever you read, talk, write or figure you use symbols-letters, words, numbers, figures, sounds. Man can have no understanding or communication without them . At St. John's you will explore these symbols and learn to understand their use. Every morning you will have two classes, called tutori- LEARNING THROUGH SYMBOLS-THE TUTORIALS als, where you and nine of your classmates will study the symbols of language and mathematics, with a faculty member taking part as �tutor-again with maximum student participation. In one tutorial you will study foreign languages in order better to understand and use your own language, English. In another tutorial, by working with mathematical proofs and problems, you will come to understand the language of number and figure. During the first year you will also spend two hours a week studying the language of music. �LEARNING THROUGH EXPERIMENT-THE LABORATORY You can hardly expect to understand the world around you without acquainting yourself with the ways in which science has changed it and continues to change it. You will, therefore, have to explore the principles and methods of science. The best way to do this is in the laboratory, where you come to grips with science and the scientific method in their own terms. During your four years at St. John's you will test the meaning and the validity of scientific theories, and learn how the sciences of biology, chemistry and physics are developed . And-most importantly-you will discover how your work in the laboratory is related to the ideas that men are struggling with and that you will argue about in your seminor ond tutorials. �LEARNING THROUGH LISTENINGTHE FORMAL LECTURE Every Friday evening the whole College gathers together to listen to a formal lecture. The lecturer may be a member of the faculty or a guest-a scholar, a poet, a man of public affairs. He speaks on a subject of general interest which is followed by an informal question and discussion period. This is where you learn to listen, carefully, and attentively, without taking notes. For you can't converse with your fellow man if you don't know how to listen well. And here you are also able to put into practice the intellectual skills you have been acquiring. Occasionally, a concert replaces the formal lecture. At such times it is the custom for the visiting artists to spend the weekend on the campus, giving informal recitals and talking with students. �A COMMUNITY OF LEARNING The seminar, the tutorials, the laboratory, and the Each teaches in various tutorials, seminars and laboratories formal lecture support each other. What you learn in one -and knows what you are learning in all of them. He is branch of the program always has bearing on your work learning with you, linking the different parts of the program, in others. At St. John's no member of the faculty is confined and linking you with the great heritage of ideas. The in his teaching to one subject, or branch of the program. faculty and students form a true community of learning. �Learning is not confined to the classrooms. A real community of learning is learning all the time. Your keenest insight into the ideas discussed in seminar may come in the coffee shop or the dining hall. Your best solution to a problem in the laboratory may be thought out during an afternoon of sailing. �LEARNING AND PLAYING �Extra-curricular activities at St. John's are many of these activities are in the hands of the students- and varied . There is extensive intra-mural athletic controlled by the student government. All of them competition, sailing in the college fleet, dramatics, fit into the main goal of the College-to give yo u movies, dances, fi ne art activities, a college paper- an education. there a re also Bible classes and poetry classes. Most �WHAT DO ST. JOHN 1 S GRADUATES DO? No matter where you go to college you will need two, best work who understands more than just his or her spe- three, or more years of graduate work if you plan to enter cialty, .who can think well, express ideas clearly, and a profession. St. John's graduates have built up a good make wise decisions. A lawyer must be more than a law reputation for themselves in graduate and professional clerk, an engineer more than a . draftsman, a government schools. More than half of all recent alumni have entered upon graduate work, studying in over twenty different fields, including law, philosophy, literature, medicine, education, mathematics, engineering and physics. They have official more than a bureaucrat. All of them must have mature minds, must possess the skills of critical analysis, of logical reasoning, of clear expression. These are the skills stressed and cultivated at St. John's. chosen sixty universities for this study, ·many of them going to Columbia, Harvard, Yale, Virginia and Johns Hopkins University. One out of five has gone into industry or commerce. But vastly more important than the choice of a career and the quality of the work to be done in it is the way you will live your whole life. You will keep on asking Others have gone directly into farming, labor union offices, questions. You will continue to have intellectual and journalism, radio and television, the theatre, social service, spiritual needs which you cannot escape. This means that and government. you must persist, always, in educating yourself. This is the record. In all of these fields, that man or woman will do the Y~ur four years at St. John's will prepare you for that. You will be learning for living. ��ESSENTIAL INFORMATION ABOUT ST. JOHN'S COLLEGE Founded: Accreditation: 1696 as King William's School Middle States Association of Colleges and Secondary Schools Maryland State Department of Education Location: Self-contained thirty-four acre campus within the city of Annapolis, Maryland. Thirty-three miles east of Washington, D. C.; twenty-seven miles south of Baltimore, Maryland. Faculty-Student Ratio: Cost: Scholarships: Policy: Admission: One faculty member to every eight students. Enrollment limited to three hundred. Comprehensive fee of $1500 which includes room, board, tuition and all other fees. Flexible program of scholarships, grants, and student employment. Non-sectarian, co-educational, no racial, religious or economic bars. Entrance requirements are contained in the College Catalogue, a copy of which may be obtained fromThe Director of Admissions St. John's College Annapolis, Maryland �S T • J 0 H N S COLLEGE, ANNAPOLIS, MARYLAND � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <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-July 1954 Vol VI No 3-Do You Want To Be Trained or Educated Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1954 Description An account of the resource Volume VI, No. 3 of the Bulletin of St. John's College in Annapolis, "Training? Or Education?" Published in July 1954. Date A point or period of time associated with an event in the lifecycle of the resource 1954-07 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/26255c05181816cae5d5d01b6ffedf93.pdf cdfe6285b63dbfff9fb98d000733a163 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. 85 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin, July 1955, Vol. VII, #3 Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1955 Description An account of the resource Volume VII, No. 3 of the Bulletin of St. John's College Contains official statement of the program and college catalog. Published in July 1955. 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 1955-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Catalogue College catalog 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 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c64db8f211881d577d58b0061de2f1b7.pdf 81eb12bd43ef7665c67eb42cf1523c34 PDF Text Text VOLUME XI No. 3 Bulletin of ST. JOHN'S COLLEGE IN ANNAPOLIS REPORT THE OF PRESIDENT ANNAPOLIS, MARYLAND JULY, 1959 Founded as King William's School, 1696. Chartered as St. John's College, 1785 �REPORT OF THE PRESIDENT TO THE VISITORS AND GOVERNORS OF ST. JOHN'S COLLEGE: The past academic year was an exciting and memorable one in the life of the College. A series of special events were held throughout the winter and spring to mark the completion of twenty-one years of the new curriculum at St. John's College and to dedicate the Francis Scott Key Memorial Hall and Mellon Hall. The culminating event was a formal ceremony on May 22, 1959, at which the President of the United States was the principal speaker. Appropriately enough the first weekend in 1959 was designated Founders' Weekend to honor Stringfellow Barr and Scott Buchanan who brought the present program to St. John's College in 1937. Both men gave formal lectures and then led a seminar on the St. John's program. Participants were members of the Board of Visitors and Governors, members of the faculty, and young alumni of the College. Other events in the series were a week of concerts and seminar discussions by Ralph Kirkpatrick, the harpsichordist; a production of Monteverdi's Orfeo by members of the Washington Opera Society; a convocation on "The Scientist as Philosopher"; and a final convocation on "Man and His World." Both convocations consisted of three formal lectures following which the lecturers and members of the faculty engaged in panel discussions open to the College community and the general public. Lecturers in the first series were: Lloyd Berkner on "Science as the Handmaiden of Politics," Richard Niebuhr on "Science in Conflict with Morality?" and Rene Dubos on "What is Science as Philosophy?" Dr. Berkner suffered a last-minute mishap which prevented him from being present, but Joseph Kaplan read the lecture in his stead. In the second series the lecturers were: Gerard Piel on "The Revolution in Man's Labor,'' George Gaylord Simpson on "Man's Evolutionary Future,'' and Erwin Canham on "Planetary Politics." These special events had a stimulating effect upon the life of the College community. They pleasantly interrupted the regular routine of tutorials, seminars and laboratories and provoked new thoughts and new ideas. It is my hope that at least one such convocation or special lecture series may become a regular feature of each academic year. I would also hope that a distinguished scholar or public figure might be prevailed upon to spend a period of time in residence on the campus. • 1 • �Mr. and Mrs. Alexander Meiklejohn paid such a visit to the College in the spring of this year and contributed delightfully and helpfully to the intellectual climate. Honorary Fellows A notable feature of the May 22nd Convocation was the formal conferring of the title of Honorary Fellow on Mark Van Doren and Paul Mellon. These awards were made on the basis of three criteria: distinction in the recipient's principal field of endeavor, his understanding of and devotion to liberal education, and his particular contribution to St. John's College. In creating this new honor the faculty and the Board hope that the recipients will undertake periods of residence at the College, closely associated with both tutors and students. Senior Fellows Curtis Wilson acquitted himself with distinction in his first year as Dean of the College. It was no easy task to succeed Jacob Klein, who was on sabbatical leave in London during the year. Mr. Wilson clearly commanded the respect and support of the faculty and students alike in his demanding assignment. Seven new tutors joined the faculty, who are the "senior fellows" of the College: John S. Price of the Class of 1931, who had previously served as Supervisor of the Development Division of Revere Copper and Brass Company in Baltimore; Donald W . Rogers who had been Assistant Professor of Philosophy at the University of Massachusetts; Samuel E. Brown, Jr., who came to the College from Indiana University; E . Bennette Henson, Jr., of the Class of 1946, who was most recently Professor of Zoology at the University of Maryland; Bryce D. Jacobsen of the Class of 1942, who left farming to become a tutor and Director of Athletics at the College; Malcolm S. Brown, a graduate of Amherst College with a Master's degree from Columbia University; and Edward M. Wyatt who for the past three years was an instructor in mathematics at the University of Virginia. In addition to Mr. Klein, Charles G. Bell was on leave of absence teaching in Munich, Germany, Eva T. H. Brann to complete archeological studies in Athens, Greece, and A. Leonard Slafkosky to continue his special work in the United States Marine Corps. John S. Kieffer returned to the faculty at the conclusion of his sabbatical year and Robert S. Bart arrived on campus in January to undertake a part-time teaching load for the balance of the year. • 2 • In reviewing the strength of the faculty over the past ten years, I am happy to report a continuing favorable ratio of students to tutors. The figures below are based upon the number of tutors who are actually teaching. They include seven teaching interns for 1953-4, five for 1954-5, three for 1955-6 and four for 1956-7. STUDENT-FACULTY RATI0-1949-1959 Faculty Teaching On L eave Stiidents Ratio 1949-50 196 27 4 7.3 :1 1950-51 173 25 5 6.9:1 1951-52 151 17 4 8.9 :1 1952-53 133 19 3 7.0 :1 1953-54 125 25 3 5.0: 1 1954-55 139 26 1 5.3 : 1 1955-56 166 24 1 6.9 :1 1956-57 179 28 2 6.4: 1 1957-58 212 29 3 7.3 :1 1958-59 225 32 4 7.0 :1 This was the first year in which the revised faculty tenure provisions became operative. It will be recalled that the ~oard at its May meeting in 1958 approved the recommendat10n of the faculty that permanent tenure be superseded by a system of twelve-year tenure appointments. The faculty are C<?nfident that real benefits will flow from this new system particularly in the form of earlier tenure appointments for younger members of the faculty than was formerly possible. The year also witnessed the first step toward placing all facu!ty .members on the new faculty salary scale. It is most gratifymg t~at tl_ie Board has adopted a budget for the next fiscal year which ~ill place most faculty members on the full new scale a_nd w~ich will transfer to the College the entire burden of annuity retirement payments. During the year just ended the Facult.Y Study Group worked in the area of biology. Unfortunately, this s~udy group ~ecomes a temporary budget casualty for the commg academi~ year· The Dean and I both consider it a matter of the utmost importance that the group be re-instituted a year hence. Junior Fellows The students who are the "junior fellows" in the St. John's community of learning numbered 225: 104 freshmen, 61 soph?mores, 33 juniors and 27 seniors. Men outnumbered women. m the ratio of two to one. The student body again reflected a wide range of geographical, economic and religious backgrounds. • 3 • �Attrition persists as the most pressing problem to which the faculty and administration must address themselves. Figures on student enrollment for the period 1949-1960 attest to this. The Class of 1959, for example, had 27 survivors out of an initial complement of 80. Next year's senior class represents an even sharper mortality with 24 members left out of 94 who began in 1956. STUDENT ENROLLMENT-1949-1959 Year Freshmen Soph. Junior Senior Total 1949-50 71 47 45 196 33 1950-51 63 36 38 173 36 1951-52 54 42 27 28 151 1952-53 42 41 30 20 133 1953-54 40 29 32 24 125 1954-55 66 23 30 20 139 1955-56 80 47 18 21 166 1956-57 94 44 29 12 179 1957-58 107 53 30 22 212 1958-59 104 61 33 27 225 1959-60 114 46 24 255 71 Greater selectivity in admissions is certainly part of the answer. This year for the first time the Class of 1963 will have been required to take the Scholastic Aptitude Tests of the College Entrance Examination Board. These tests will present an additional criterion upon which to reach an admissions judgment. The new class numbers 114 members selected from 200 applications growing out of some 1400 inquiries. The Admissions Committee has sought freshmen who give promise of intelligence, imagination, maturity, and individualism. Instruction The Dean reports a promising innovation in the work of the senior year. In seminar each senior was required to prepare three written statements during the year on three different reading assignments. In each case the reading of the statement initiated the seminar discussion and the student author was expected to take a major role in leading the seminar. This plan appears to have worked well and will be followed again. The laboratory was confronted by certain difficulties arising from the shift to the facilities in Mellon Hall. There were also problems as a result of changes in laboratory personnel. On the other hand, considerable progress was made in improving the quality and quantity of laboratory equipment. It is also significant that several of the newer tutors are taking a major hand in laboratory teaching and that important improvements are being made in the laboratory program, notably in the introduction of more adequate statistical techniques. The music tutorials benefited from the excellent music seminar rooms in the Key Memorial. It is hoped that a much more extensive use of magnetic tape and tape recorders can be made next year. The music tutorials have long suffered from a lack of materials for well-defined assignments to be completed outside of class. Melodies and other musical samples recorded on tape can now supply this deficiency. The Instruction Committee plans to discuss the language tutorials at length during the coming year in order further to clarify aims and methods. Among the problems to be discussed are the present omission of modern symbolic logic from the curriculum, the possibly excessive amount of time required in the two upper years for routine memorization of elementary rules and forms of German and French, the lack of adequate time for significant accomplishment in the senior French course. There is also heavy concentration in the sophomore year on work in grammatical, logical and rhetorical analysis, work which might better be distributed through the upper three years. Library and Book Store Books continue to preoccupy both senior and junior fellows. The Librarian reports that circulation exceeded any previous year. Borrowing of books by students increased by one-third while loans pf musical scores and records doubled, probably a result of the removal of these items to the music library in the Key Memorial. Total per capita circulation for students increased 3 7 % . At the same time the College Book Store reported an increase in sales over the preceding year of a thousand dollars. The Book Store has always served as a supplementary library and it seems quite significant that gross sales exceed $21,000 with a student body of 225 and a faculty of 32. During the summer the Book Store has moved to new quarters on the ground floor of renovated Humphreys Hall. Here books can be displayed to maximum advantage and there will be far more adequate facilities for the browsing or absorbed reader. One of the most pressing problems facing the College is that of more adequate and usable facilities. The Library Committee has already devoted considerable time and energy to the question of the desirability of a new library building as against reconstruction of Woodward Hall. A second and perhaps less momentous problem is to appraise the present collection more adequately, making the necessary discards and • 5 • �additions so that the Library can better serve the needs of the community. Infirmary Mrs. Louise E. Young, R.N., has proven to be a most ~or­ tunate choice as College Nurse. During the year sh~ regular;zed the operations of the Infirmary and at the sal!1~ time provided wise and efficacious nursing care needed b~ ailmg students. A general program of inoculations was carried <;m; f~rtunate~y, the College escaped a repetition of the epidemic .w~ich ran its course a year ago. There were 56 student admissions to the Infirmary and 643 dispensary visits. Alumni Warren Bomh~rdt of the Class of 1942 served his second te~m as. t~e president of the St. John's Alumni Association. l\;Tiss Miriam Strange s~rve~ as A~umni Secretary and contmue,d her eff?rts to. b~mg mto bemg the register of all St. John s Alumm both hvmg and deceased. On Homecoming day the Alumni Award of Merit was presented in absentia to Walter Baird, of the Class of 1931, Chairman of the Board of Baird-Atomic, Inc., of Cambridge, Massachusetts, and an alumni member of the Board of Visitors and Governors. Upon the same occasion the Alumni Association presented the College with a check for $1,000 toward the Third Century Fund. Physical Plant In my report of a year ago I expressed the hop.e that the College would be able to assimilate the Key Memorial, Mellon Hall and the Charles Carroll Barrister House. It now seems a safe conclusion that these t.hree struc~u~es have been ~ppro­ priately absorbed into the hfe and activity of St. J oh_n s Co~­ lege. All three have functioned remarkably well durmg this first year of their operation. Humphreys Hall was in process of restoration du~ing the year and is now ready to house 45 men for the . commg ~ca­ demic year. The ground floor has been converted. u;t? spaci~us and well lighted quarters for the Book Store adJommg which there is a dormitory common room. The total cost of reconstruction and of equipping the building was. approxima~ely $241,000. A construction loan ~f $.100,000 re~ams outstandmg, a loan which I trust can be hqmdated durmg the balance of the Third Century Fund drive. Significant additions to the 9ollege's land holdings were made during the year under review. From ~he Board of i:iublic Works of the State of Maryland, St. J oi;n s Qollege received title to the former Baltimore and Annapolis Railroad property between Roscoe C. Rowe Boulevard and the C,oll~ge campus and extending from the Housing Authority bmldmgs ~o College Creek. At the same time agreement was reached with the City of Annapolis whereby the College deeded away five feet of land along the northeastern edge of St. John's Street from College A venue to Calvert Street in return for any and all rights which the City had to extend St. John's Street b.eyond its present terminus or to construct any other. streets m the western corner ·of the campus except for Brice S~reet. ~t. John's Street has now been widened and an attractive brick retaining wall constructed from the Hall of Records to the main College parking lot entrance. Administration I am happy that the Board accepted my recommendation that Arland F. Christ-Janer be appointed Vice President of the College. This is a well deserved promotion for no one shoulders a wider range of responsibility whether in the financial operations of the College or in its more mundane daily functioning. To assist Mr. Christ-Janer in his new responsibilities, Mrs. Jane Foster has been appointed. She previously served as secretary to the Vice President of Johns Hopkins University. There were a number of personnel changes during the past twelve months. Peter Donchian, who had produced the excellent campaign materials in the Third Century Fund, resigned from his position as Assistant to the President for Development. Fortunately his interest in the College continues unabated as a member of the Board of Visitors and Governors. In the interest of economy it seemed wise to abolish the position of Superintendent of Buildings and Grounds. It was with real reluctan.ce that the College lost the services of C. Frederick Houston who had so capably supervised the construction of the new buildings. His work will be divided between Clifford Taber as Engineer and Marion Catterton as Buildings and Grounds Foreman. Mrs. Nancy Curtler who had been College Hostess and Mr. Houston's secretary accepted a position at Connecticut College for Women. · Other new administrative appointments include Mrs. Virginia Cade, secretary to the assistant deans, and Mrs. Dorothy Mann, assistant in the Treasurer's office. Mrs. Christine Behm Nunes left her position in the Development Office at the end of the academic year as did Mrs. John Price in the Alumni Office. Mrs. Jeannette Dixon resigned from her position as assistant in the Treasurer's Office. • 6 • • 7 • �It is interesting to summarize the gifts, grants and bequests which St. John's has received from all sources over the past decade. The chart below shows the sources of this income as received for all purposes from members of the Board, from the alumni, from other friends and corporations, from Old Dominion Foundation, from other foundations, and from the State of Maryland. Finances Last year's audit erroneously included an income item of $20,000 applicable to the current year's budget. This means that expenditures exceeded income by $4,149 during 1957-58, and that there was no surplus as reported a year ago. During the 1958-59 fiscal year income amounted to $800,148.72 as compared with expenditures of $785,421.20. This time I have every confidence that the College did operate well within the budget and that the net surplus amounted to $14,727.52. By way of summary for the past ten years, the Table below shows the steady increase in annual income and expenditures as well as the deficit or surplus for each year of operation. SOURCES OF GIFTS, GRANTS AND BEQUESTS-1949-1959 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 Expenditures Deficit Surplus 1949-50 $461,956 $458,849 $ 3,107 455,126 455,612 1950-51 486 433,117 1951-52 413,803 $19,314 500,365 1952-53 483,967 16,398 529,497 1953-54 555,170 25,673 484,489 504,080 19,591 1954-55 531,628 1955-56 528,025 3,603 622,430 1956-57 565,733 56,697 675,530 679,679 4,149 1957-58 800,149 785,421 14,728 1958-59 I am particularly proud to report that the permanent endowment funds of the College now total $5,647,004 as of June 30, 1959, with a market value of $6,144,437. This substantial increase over last year's figure of $2,190,151 is largely a result of the receipt of the Addison E. Mullikin bequest, together with matching funds from Old Dominion Foundation. The chart below shows the growth in the value of the College endowment funds over the last decade : ENDOWMENT FUNDS-1949-1959 Alumni Endowment 1949-50 1950-51 1951-52 1952-53 1953-54 1954-55 1955-56 1956-57 1957-58 1958-59 $ 8,074 22,409 70,796 167,229 190,336 198,521 200,809 201,701 205,331 336,344 General Endowment $ 247,557 251,738 279,193 483,660 559,932 1,104,598 1,357,218 1,749,506 1,984,820 5,310,660 • 8 $137,095 1,235 3,550 7,350 32,140 4,000 44,583 18,000 9,335 3,920 12,982 $ Friends 4,085 14,335 27,687 66,249 32,163 21,464 14,156 27,008 75,559 1,955,447 $ $2,238,183 Foundations State of Maryland 63,000 63,000 63,000 63,000 325,000 75,000 575,000 75,000 80,000 80,000 475 3,470 18,570 87,878 89,898 338,212 35,536 108,479 84,072 147,873 $ 150,000 480,238 196,299 678,440 316,850 540,801 419,398 667,362 1,275,528 1,658,031 $ $914,463 $6,382,947 $1,462,000 Bequests The Court of Appeals of the State of Maryland upheld the lower court in sustaining the will of the late Addison E. Mullikin of the Class of 1895. The executors thereupon set up the residuary trust in which St. John's College has a 25% share for the ten years ending December 30, 1966. The College immediately received $109,204 in accumulated income and has a share in the principal valued at $1,787,120 as of June 11, 1959, when the trust was created. Hall Harrison, of Baltimore, Maryland, left the College a double portrait and frame of King Charles I and Queen Henrietta Maria, copied from the original Van Dyke portraits in 1842. . Total Endowment Book Value Market Value $ 255,631 274,147 349,989 650,889 750,268 1,303,119 1,558,027 1,951,207 2,190,151 5,647,004 $ TOTAL INCOME AND EXPENDITURES-1949-1959 Income Alumni Board Third Century Fund Exclusive of the bequests listed above a total of $594,291 has been raised during the fiscal year just ended for endowment purposes. The sum of $201,515 was given or pledged by alumni and $170;066 by other friends of the College. Toward the renovation of Humphreys Hall $127,170 had been received in cash and $16,066 in pledges. Gifts and pledges for other purposes total $79,474. It is most disappointing to report that only 142 alumni have as yet given or pledged to the Fund. This remains as the major task in the campaign for the coming year. Individual alumni donors will be listed in an alumni bulletin. I $ 257,818 278,838 356,851 651,548 848,128 1,498,789 1,798,324 2,157,105 2,434,111 6,144,437 • • - 9 • �should like to express the gratitude of the College to each of them and, among others, to the following foundations, corporations and individuals who have made gifts or grants over the past year : Foundations A grant of $100,000 from A val on Foundation of New York City toward the restoration of Humphrey's Hall. A grant of $1,300 from the Dr. Charles C. Cook Foundation for Charities, Inc., of Baltimore, Maryland, for scholarship purposes. A grant of $700 from The William Deiches Fund of Baltimore, Maryland, for scholarship purposes. A pledge of $3,000 from the Fund for Tomorrow, Inc., to endow an annual lecture on a great book in the Eastern tradition. A grant of $5,000 from the Lesesne Foundation of Wilmington, Delaware, toward the Arthur deTalma Valk Tutorship. A grant of $4,600 from the National Merit Scholarships Corporation of Evanston, Illinois, for scholarship purposes. Grants from Old Dominion Foundation, of New York City, as follows: $78,300 for current purposes and $1,458,431 for endowment purposes. A gift of $1,000 from the Sears, Roebuck Foundation for scholarship purposes in its Merit Scholar Program. Corporation and Corporate Gifts The sum of $10,454 representing a share to St. John's College from corporate gifts received from business and industry by the Association of Independent Colleges in Maryland. A grant of $2,000 from the Esso Educational Foundation for current purposes. A grant of $630 from the First National City Bank of New York City in recognition of St. John's alumni in the employ of the bank. Four scholarships totaling $3,500 and a gift of $250 from the Food Fair Stores Foundation of Philadelphia, Pennsylvania. A grant of $1,600 from the Ford Motor Company of Detroit, Michigan, for scholarship purposes. A gift of $200 from Futures, Inc., of Philadelphia, Pennsylvania, for current purposes. A grant of $25,000 from the General Foods Fund in their current aidto-education program, this sum to be used for faculty salaries. A grant of $400 in the Gulf Oil Company's aid-to-education program. A gift of $500 from the Washington Steel Company for current purposes. A gift of a cathode oscilloscope from Westinghouse Electric Corp. A gift of a pedestal grinder from Revere Copper and Brass Company. Gifts and pledges in the Third Century Fund from the Arundel Corporation, Baltimore Gas and Electric Company, Black and Decker Manufacturing Company, Chesapeake & Potomac Telephone Company, the Daily Record Company, H. A. B. Dunning Foundation, Gordon Davis Linen Supply Company, the Eliasberg Fund, Inc., Fidelity & Deposit Co. of Maryland, Hochschild, Kohn Foundation, Household Finance Company, the Hutzler Fund, Inc., Henry P. Irr, H. E . Koontz 10 Creamery, Kuehnle-Wilson of Maryland, Inc., Loyola Federal Savings and Loan Association, John D. Lucas Printing Company, Monumental Machine Company, E. W. Newton Company, Riggs, Distler Foundation, James W. Rouse & Company, Inc., E. L. Stebbing & Company, Wilbur Van Sant, and Western Maryland Railway Foundation, all of Baltimore, Maryland; and from the Annapolis Banking & Trust Company, the Country Trust Company of Maryland, Farmers National Bank, J. F. Johnson Lumber Company, Walter Lee Lears, Marbert Motors, Inc., Thomas A . Smith & Sons, and Wheat & Mullen, all of Annapolis, Maryland. Individuals An anonymous gift of $25,000 toward the equipping of the stage in the Francis Scott Key Memorial Hall. A gift of optical equipment for the laboratory from Walter S. Baird of the Class of 1930 of Cambridge, Massachusetts. A gift of $1,250 from Mr. and Mrs. Henry H. Clifford, of Pasadena, California, for the Library of Congress Catalogue, 1958. A gift and pledge totaling ~500 from Jl:frs. William J. French, of Annapolis, Maryland, to furmsh a room m the 9~arles Carroll Barrister House in memory of her husband, Dr. Wilham J . French, for many years a member of the Board of Visitors and Governors. A gift of a set of Kurz and Allison .Prints of Civil War Battles from Dr. William Hinton of New York City. Seventy-four individual gifts from members of the Hillhouse High School Class of 1927 of New Haven, Connecticut, to start a scholarship foundation in r~cognition of my perio~ of service at .St. John'.s College, the income to be awarded to a child or grandchild of this Hillhouse Class. A gift of $150 000 from Mr. and Mrs. Richard H. Hodgson of Salisbury, Maryland, to endow a scholarship program for students from certain counties of the Eastern Shore. A gift of $5,000 annually for a three-year period from Mrs. qarleton Mitchell, of Annapolis, Maryland, to be used for landscapmg the campus. A gift of $1,000 from Mr. Edward S. Pinney of New York City, for scholarship purposes. Gifts from Charles Simon, of New York City, George Winslow, _of Pittsburgh, Pennsylvania, Dr. Charles Hartsock, of Cleveland, Oh1~>, Thomas O'D. Murray, Mrs. G. A. Johnston Ross, and Robert Otis Jones, of Pittsburgh, Peni;sylvania, toward the endowment of the Helen Barnes Jones Memorial Fund. Gifts from the General Electric Company, the Jones & Laughlin Steel Company, the McGraw-Hill Publishing. Company and the S!!ott P~per Company in their programs of matchmg employee alumm contributions. Gifts and pledges in the Third Century Fund from the following individuals: Mr. and Mrs. Mortimer Adler, Mrs. Charles Austrian, Norman W. Barrett, Mrs. Randolph W. Burgess, Mrs. Inez S. Campbell, Mr. and Mrs. Philip Clapp, Richard F. Cleveland, He.nry I. Cobb, Jr., Alexander S. Cochran, Sidney Q. Cohen, Peter Donchian, Joseph Donner, W. H. Ferry, Rabbi Emanuel Green, Lewis Hammon~, Daggett Harvey Robert Heller, Reuben A. Holden, D. Luke Hopkms, N. V. Ingrah~m Meyer Kestnbaum, Reuben Kutler, William A. Lydgate, Donald M~Cormick, Paul A. McGhee, Thomas O.D. Murray, George W. 11 �Overton, G. J. Requardt, Mr. and Mrs. Edward Storm, Adolph W. Schmidt, Mr. Edward Thornton, Mrs. Millard Tydings, Miss Celeste Webb, Captain and Mrs. P. V. H. Weems and Alan Wurtzburger. * * * * * In June the College was host to the annual conference of the Country Day School Headmasters Association. Approximately 80 headmasters were in residence on the campus for several days. The weather was propitious and the Slater System provided a sumptuous Maryland bill-of-fare. The letters which have poured in indicate that a number of new friends were made for the College. Because of the exigencies of the Third Century Fund it seemed wisest not to teach a mathematics tutorial during the past year, though I do plan to resume this fall. Much of my time was devoted to travel and to the solicitation of funds. There were a number of interesting lecture opportunities: the Medical Associations of New Hampshire and Vermont in September, the combined private schools of Seattle, Washington, in early December, the University of Kansas City in March, and participation on NBC's "Open Mind" panel in June to discuss the Ruml report on education. My term as President of Historic Annapolis, Inc., ended in December but the presidency of the Anne Arundel County School Board has continued to demand time and energy. In this connection there were two trips to attend School Board conferences, one to San Francisco and the other to Atlantic City. In both cases I was able to undertake useful work for the College at the same time. It is exactly ten years ago today that this Board did me the honor of electing me to the presidency of St. John's College. Mrs. Weigle and I have found this decade in our lives to be a rich and rewarding one in every respect. We are grateful for the opportunity for leadership which has been ours, and we wish to express to all members of the Board of Visitors and Governors, past and present, our warm gratitude for their personal friendship and confidence and for their abiding devotion to our common task. We are both more deeply committed than ever before to the ideals of education for which St. John's College stands. At the same time, like all of us in the College, we realize how much more must yet be done to come closer to these goals. RICHARD D. WEIGLE President September 17, 1959 • 12 • ST. JOHN'S COLLEGE Annapolis, Maryland CONDENSED STATEMENT OF REVENUES AND EXPENDITURES Fiscal Year Ended June 30, 1959 INCOME Educ!l'~ional and general Tu1t10n . .. ... .... ... . .......... .. ............ . .. ..... . Adult Education Fees .. .. .... .... . ........... . .. ...... . . Endowment Income ...... . .. . ... . . ......... . .... . .. ... . State Appropriation .. . ... ... .......... . . .. . . . .. . .... . . . Foreign Operations Administration Contract .... .. . . .. . .. . Grants and Gifts-net . .. .. ........ .... .. .. . . . .. .. ... .. . Miscellaneous Income . . ...... ... ..... .. .. . ... . . .. ... . . . . $212,218.85 2,012.00 184,517.68 80,000.00 15,000 .00 95,907.51 3,581.59 Total. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $593, 237. 63 Auxiliary Enterprises Dormitory and Dining Hall .. . ....... . .. . .. .... .... .. .. . Book Store ..... ...... ... ...... .. . . ... .... ............ . Other ... .. ....................... .. . ........... ... ... . $145,712.82 21, 591. 01 3,960 .26 Total. ........ .. . . ............. .. ... ... .. . . .. . ..... . $171, 264. 09 Other non-educational revenue. . . ... . . . .. .. .... . .. . .. ..... . $ 35 ,647 .00 Total Revenue . .. . . . . . ... . . . . .. . . . .. . . . .. ... . . . . . .. . . $800,148.72 Less-Current Expenditures . .... ...... ....... .... . ....... . 785,421.20 Excess of Revenue over Expenditures .. .. .. . ..... ... ... . $ 14,727.52 EXPENSES Educational and General Administrative .. ...... . . . . . . .. .. . . .. . ... ... . . .. . ..... . General. .. .... .. . . . . . . . ... .. ..... .... . . . . . . . .. ... .. .. . Instruction ... .. . . .... ..... . .. ... . . . . .... .. .... . . .. . .. . Library ... ...... ... ........ . .. .. . ......... ··· ········· Student Organizations and Art Studio ....... .. ... .. . .... . Adult Education .. . . . . .... ..... .. . . .. ...... .. ......... . Plant operation and maintenance . ... . .. ...... ... . ... . . . . Miscellaneous ........ . .... .... . .. ........... . .. . .. . . .. . $ 96,192 .29 56,280.63 222,212.07 15 , 797.82 8,093.58 1,432.32 175, 625.17 160 .77 Total. . . ....... . .... .. .. . .. ... . . .... . ...... . ...... . . $576,790 .46 Auxiliary Enterprises Book Store ... . ... . ... . .......... . .. .... ... ..... ...... . Dining Hall and Coffee Shop ........... ... . . ...... .. . .. . $ 17,573.52 79,319.47 Total. . . . .... .. ... . . . .. .. .............. . ........... . $ 96,892.99 Other non-education expenditures Scholarships . .. ........... . . . .. ....... . ........... .... . Grants-in-Aid ............. .. . . .. . ..... .. ............. . Miscellaneous . . .......... . . .... ..... .. .. .. ... ....... . . $ 93,722 .00 12, 125.75 5,890.00 Total... ... . ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $111, 737 . 75 Total Expenditures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $785, 421. 20 • 13 • �ST. JOHN'S Annapolis, BALANCE SHEET, COLLEGE Maryland JUNE 30, 1959 LIABILITIES AND CAPITAL ASSETS CURRENT LIABILITIES AND RESERVES CURREN T FUNDS Cash in Banks and On Hand Accounts Receivable ... . . $ 26,558.65 $18,514.04 500.00 18,014.04 Inventories ...... . . ...... . . . . ... . . . Prepaid Expenses . .. ... . . . . . . .. . . . .. . ... . . . . . .. .. . . 10,131.49 6,564.35 Less: Reserve for Doubtful Accounts Accounts Payable Students' Deposits Deferred Income . . Due Other Funds $ Total- Current Liabilities . ... . . .. . . .... . $ 61,268.53 $ 88,193.30 ($21,652.29) ( 20,000.00) Excess of Revenue over Expenditures Total ...... . ... . .. . .. . .. .. .. . ... . .. . ........ . Restricted: Cash .. ... . . . .... . ... .. ..... .. . . . Accrued Deficit-7 /1/58 .... . ... .. . . . . Auditors Adjustment of 1957-58 Audit. 26,612.42 9,814.61 25,000.00 26,766.27 ( $41,652.29) 14,727.52 7,336.72 (26,924.77) $ Total 61,268.53 Principal- Student Aid and Prizes . $ 878.77 6,457.95 President's Discretionary Fund 68,605.25 Total- Current . . . . . . .. . . . .. . . . . . . .. .. . ..... . 7,336.72 $ Total 68,605.25 $ 3,219.69 5,647 ,004.00 9,026.48 1,729.29 6,004.41 ENDOWMENT FUND LIABILITIES AND PRINCIPAL ENDOWMENT FUNDS Cash Foundation Matching Funds Receivable ... . . . . . . . . . . Accounts Receivable . .. . .. . .... . .. . ... . . .. ... . . . . . Pledges Receivable ...... . . . . ..... . .. ..... . .. . ... . . . Investments .. . . . . . .. ... .. . Accrued Income and Purchased Interest .... . . . . .. . . $ 12,851.64 1,458,431.40 47,322.22 1,275.00 4,122,089.93 25,013.68 Total- Endowment .... . .. . . ... . .. .. .... . . . ... . $5,666,983.87 Due Other Funds Principal . . ... . ... . Unexpended Income . . . . ...... .. . .. . . . . . . . . . Real Estate Depreciation Reserve ...... . . Accrued Income Not Available for Distribution $5,666,983.87 Total- Endowment PLANT FUNDS LIABILITIES AND PRINCIPAL PLANT FUNDS AND ASSETS Cash Cash in Sinking Fund .... . . . . . . . . . .. . . ... . .. . . . .. . . Due from Other Funds . ... . . ..... .. . .. . . .. .. ...... . Pledges Receivable . . ... . .... .. .... . .. .. . . .. . . . ... . . Investments .. .. ... . .... . . .. . ... .... . . . .. . Land, Buildings and Equipment .. . ....... . . .. .. . ... . Buildings under Construction .... ... . .. . . . . .... . . . . . Prepaid Interest .. .. .......... .. . . .... . ... . ....... . Total-Plant and Assets $ 25,233.96 15,252.00 25,000.00 2,000.00 28,950.42 4,425,029.61 162,672.45 4,000.00 $4,690,138.44 14 • Mortgage Payable . . . . . . . . . . . . . . . . $ 300,000 Less Mortgage Certificates Acquired . . 254,800.00 Reserves Available for Mortgage Liquidation. Invested in Plant ...... .. . Note Payable- Farmers National Bank $104,333.33 Less: Funds Expended for Plant Expansion 53,124.70 $ 45,200.00 49,227.75 4,544,502.06 51,208.63 $4,690,138.44 Total-Plant 15 • �ST. JOHN'S COLLEGE PERMANENTLY ENDOWED FUNDS TUTORSHIP ENDOWMENTS Addison E. Mullikin '95 ... . ... . ...... . .. . . .. .. . . ... .. . $2,400,000.00 Arthur de Talma Valk '06 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162,932.00 SCHOLARSHIPS ENDOWMENTS Annapolis Self Help (Grant from William H . Labrot Fund) George M. Austin '08 . ........ . .... . . . ............. . . . . Class of 1898 (Bequest of Charles M. McNabb '98) .. . . . . . John T. Harrison '07 . ... . ... . ... ... ...... ..... ..... . . . Richard H . Hodgson '06 . . .. . . . ... ......... . . . .. . . ... . . Alfred Houston '06 ........ .. . . ....................... . Jesse H. Jones and Mary Gibbs Jones .... . ....... . .. . . .. . Massachusetts Regional (Gift of Walter Paine '45) .. . .. . Philip A. Myers II '38 ..................... . ...... .. . . . Oklahoma Regional (Gift of Eugene Adkins '53) .. .. .. .. . Clifton C. Roehle . . ........ ... . . ... ..... . ...... . ..... . Clarence J. Stryker Memorial . .. . . .. .. ... . .. . .... . .. . . . Friedrich Jonathan von Schwerdtner . . .... . ....... ... . . 24,000.00 50,000.00 84,601.36 30,015.34 300,000.00 5,000.00 48,000.00 35,370.00 28,362.47 52,000.00 7,055.56 6,050.00 1,551.91 LOAN FUND ENDOWMENT George Friedland Loan Fund .. . ..... . . ... . .. ... . ... .. . 40,000.00 ALUMNI MEMORIAL ENDOWMENTS Allen L. Fowler '15 ......... , ....... . ... . ...... . . .... . William S. Morsell, Jr. '22 ..... . . . . . ..... . . ... . .... ... . C. H . Schoff '89 .. . ... .... . .... .. . .. ... . .. . .... . .. . . . . Robert S. G. Welch '13 .. . .. .. ...... .. . ... . .. .. .. .. . . . . ' 1,000.00 8,000.00 1,000.00 250.00 OTHER ENDOWMENTS Richard Batt Memorial Library Fund . . .. . ... ... .. ..... Fund for Tomorrow .. .. ... . .... .. . . .... . . . .......... Helen Barnes Jones Memorial . ... .... ... . .. . .. . .. . ... Ellen C. Murphy Memorial Library Fund .... ... . . ... .. Cora Dodson Sasscer Newspaper Fund ... ... . . .. ... .... • 16 • . . . . . 800.00 6,000.00 11,300.00 3,000.00 200.00 �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Page numeration Number of pages in the original item. 20 pages Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context Bulletin July 1959-Vol XI No 3-Report of the President Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1959 Description An account of the resource Volume XI, No. 3 of the Bulletin of St. John's College in Annapolis, Report of the President. Published in July 1959. Date A point or period of time associated with an event in the lifecycle of the resource 1959-07 Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Subject The topic of the resource Weigle, Richard Daniel, 1912- President's Report Presidents https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/bd8a450d86a2c602aef825f8d90d20a1.pdf 68802bbf5497abaa48bdb9deb1e75585 PDF Text Text ���������� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource The Bulletin of St. John's College Contributor An entity responsible for making contributions to the resource St. John's College Greenfield Library Description An account of the resource <em>The Bulletin of St. John's College</em> was published quarterly by St. John's College from 1932 to 1968. It was distributed to alumni, faculty, and staff. Some issues include the Report of the President, the official statement of the St. John's program, the Catalogue, the Polity of the college, or the Dean's Statement.<br /><br />The publication was continued by <a href="https://digitalarchives.sjc.edu/collections/show/12" title="The College (1969-1981)"><em>The College</em> (1969-1981)</a>.<br /><br />Click on <strong><a title="The Bulletin" href="http://digitalarchives.sjc.edu/items/browse?collection=37&amp;sort_field=Dublin+Core%2CDate&amp;sort_dir=d">Items in The Bulletin of St. John's College Collection</a></strong> to view and sort all items in the collection. Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data paper Page numeration Number of pages in the original item. 16 pages Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Bulletin of St. John's College in Annapolis, July 1960 Description An account of the resource Volume XII, No. 3 of the Bulletin of St. John's College in Annapolis, "Polity of the College" issue. Published in July 1960. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Annapolis, MD Date A point or period of time associated with an event in the lifecycle of the resource 1960-07 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Legal instruments Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Bulletin_volXII_no3_1960_July Charter and Polity