1 20 62 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6998381ef7d5480a664240c7c66d952c.mp3 89338496e3a2b9a9042764c1d6c5293d 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data digital Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:21:12 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 Santa Fe Commencement Address, Spring 2016 Description An account of the resource Audio recording of the commencement address given on May 21, 2016 by Eva Brann at the end of the Spring 2016 semester in Santa Fe, NM. Creator An entity primarily responsible for making the resource Brann, Eva T. H. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-21 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Identifier An unambiguous reference to the resource within a given context lec Brann 2016 Santa Fe Commencement Speech Relation A related resource <a title="Typescript" href="http://digitalarchives.sjc.edu/items/show/536">Typescript</a> Language A language of the resource English Commencement Deans Santa Fe https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/2fb47b31fc950ed0c6333a505daa7576.pdf 6d4c33d3ddd3435aff4b3e4d0c7a5cca PDF Text Text 1     Commencement, May 21, 2016 St. John’s College, Santa Fe, NM “CHANGING THE WORLD” Eva Brann, Tutor, Annapolis Parents and Relatives, Fellow Tutors and Mr. President, Board Members and, above all, Santa Fe Seniors and Graduate Institute students! Some of you will remember that radiotelephone distress signal of old: “Mayday, Mayday.” It had, alas, nothing to do with the “merry month of May.” Our seniors, who have all learned a lot of French, will recognize the call right away: “m’aidez, m’aidez!,” help me, help me! All over our continent there are the same weekend events this month: commencements and graduations. Those organizers who think of this day as a beginning for you, as launching you into a new, the so-called real world, will have the printer put “Commencement” on the program. Others will interpret this ceremony as the entering into a higher kind of being, by the bestowal of the degree (gradus in Latin) of a Bachelor of Arts, in fact, of the Liberal Arts, and for them it will be a graduation. For us, your tutors, this day also has two aspects. Yesterday we were to each other, by the custom of our college, Mr. or Ms. From today and forever after, you will be to us Joan or John, and eventually we too will be given our first name. (To be sure, I’m in fond communication with certain alumni of my first graduating class, that of 1961, who cannot bring themselves, silverhaired though we’ve grown together, to call me Eva. —Well, we’re working on it.) This first moment, this transmutation from the style of cooperative respect between tutor and student to the affectionate familiarity of mutual friendship, is always poignant to me, and I think also to the alumni in their first hour. �2     For the tutors, too, there is a beginning—the beginning of an absence. Last week in Annapolis, the seniors I’d been with in seminar commenced not being on campus—gone off into the world. I went there on Sunday to meet a fellow tutor, and we confessed to each other a sweet nostalgia—“nostalgia” because those quondam-seniors were still such vivid ghosts, “sweet” because it is the way of our college that we don’t become estranged from each other through the phases of our lives. Be you known to us as undeflectable paragons of virtue or as irremediable scamps—when we see each other again, we’ll be, so to speak, on the same page right away, some page of those great books we’ve read together, in the midst of that lifelong, uninterruptible conversation we began here. And the truth is that our post-graduate friendships don’t much depend on actually having known each other. Sad to say, I know very few of you, but who doubts that we can be in the middle of satisfyingly significant talk within minutes of having met, not least because Annapolis and Santa Fe are—what a miracle!—Siamese twins living twothousand miles apart. But back to the mayday distress call. All over the country, speakers who accepted the invitation to talk to you on this last and first day, feeling as touched and honored by it as I was, soon began to agonize (somewhat as, to compare small matters with large, seniors do about the choice of their senior essay topic) about a fit subject for this great moment—one that alumniabout-to-be, the chief addressees, will find congenial and that our honored guests can listen in on with interest—the parents or grandparents or aunts and uncles who made all this possible and the brothers and sisters and childhood friends who put up with it all.—I won’t specify what there was to put up with, but I can imagine. So we call for aid on whatever power will come. As for me, I remembered a recent conversation, actually with one of our graduate students. I’ll transcribe it from my memory, abbreviated. �3     Student: “How will my St. John’s education help me to do what I want?” Me: “And what’s that?” Student: “I want to change the world.” Me: “For the better?” Student looks totally abashed; I’m a bit abashed as well, for being a smart-aleck. But he took it well, and the ensuing conversation was illuminating to both of us. At this point I want to assure you that at a thousand schools this May speakers will be alluding to this conversation. They will bid the graduates “Go forth and change the world,” or alternatively, “Go forth and make a difference.” I say, let us have a little last-moment language tutorial. Let us, Johnnie-fashion, analyze the sentence “I want to change the world.” But no, it’s not a real class conversation because in a St. John’s class you and your tutors were committed to making the best possible sense of what the people around the table and the books on the table were saying. But I, in all candor, will try to show that “I want to make a difference, I want to change the world” aren’t very sensible sentences. So here goes. This announcement has three parts: first, I want; second, to change; third, the world. So, first, “I want.” “I want” is about me, and if what I want is to be a “difference-maker,” it’s about my self-satisfaction. Recall yourselves as Juniors, when you struggled with Kant on morality. No one expected you to get it all. (In fact, there are some books we ask you to read largely so that you can reread them later in life, on the logical hypothesis that you just can’t read them for the second time unless you’ve read them for a first time.) As regards Kant, this much may have stuck: He thinks that doing right is not doing what you want but what you ought, and that, in fact, the only proof of your doing as you ought is that it hurts some, that your mere wanting is thwarted. So when it’s the world I’m planning to change, maybe “I want” should yield a little to “I should.” �4     Second, “change.” Why exactly “change”? There are many others modes of action besides this current mantra. There’s protecting and maintaining, activating and fulfilling, restoring and reviewing. Talk of mere change is just terminally vague babble—vague promise and vague threat. Its antidote is specific thinking expressed in adequate language. That very requirement, thoughtfulness and its articulation, was an explicit aim of the Program, to which you devoted the last four years. Third comes “the world.” It’s a big space in which to thrash about. In choosing it as the venue of my action, I’ve pretty much committed myself to the silliest of all maxims of action— another current mantra. It goes: Only if x happens, can y occur. Filling in the most common variables for this formula: “Only if the world changes radically, can little kids learn to love reading,” in other words, never—guaranteed. The implied lesson is: Forget about “the world”— stay local and avoid stymieing preconditions. And now the usually missing fourth part to the saying “I want to change the world,” namely, “for the better.” Your four years with us were, I think, above all intended to give you a head start in answering for yourself the most crucial of human questions: What is good? For making anything better without a view of good seems to me just groping in the murk of possibility. So, you’ll recognize two of the ways that the Program and the College were meant to help you with making the here better now. One was that we, students and tutors together, read remarkable books by unusually gifted authors, books that offered us various, often contrary models of the good life and its conditions. You may often have thought that our, the tutors’, intention was to throw you into a permanent muddle. But, of course, the opposite was our hope: It was that you would find in your reading the elements of your own firm view of what is good �5     universally and therefore what is better in particular. This crystallization is surely still in process for many of you. But my experience of six decades of alumni tells me that it does happen, perhaps over the next score of years. Much more will go into it than what you learned here, but that learning will, so alumni often say, be the informing reference of your experience. That ability to specify the universal is the second of the two ways our Program readied you for great deeds. Now, in the spirit of that specificity, I owe you an example of what I think of as actual action, local in worldly coordinates but grand in human scope. Most of you will, I’d guess, work in an office at some point. Proper offices have watercoolers, Xerox-rooms, galleys with hot-plates. People spend as much time there as they dare. So post a note: “Would you be interested in reading some poetry together during lunch hour? I propose Wallace Stevens’ ‘Sunday Morning.’ Copies are on the counter. Let’s meet next Wednesday in Room 666. Bring your lunch, I’ll bring cookies. Expertise inessential. Signed…” If no one turns up, which is unlikely, keep trying. Something will come to pass. Incidentally, don’t you eat yourself all the cookies (which are essential). Before I finish and let our seniors receive their degrees, I need to say that what I’ve done here isn’t quite right: I’ve told you what’s what and you’ve sat silent, except perhaps for an occasional guffaw. All my points were left unquestioned—deep metaphysical maxims such as cookies being essential to meetings and expertise inessential to poetry, and large practical claims, such as local happenings having more actuality than global commotions—Don’t let it happen to you very often, though these occasional one-way ritual performances are also necessary to human life. �6     So then: I wish you a life of genuine action and of actual happening, a life of as much happiness as you know what to do with—and a bit more. Go forth, find a place you can love, and help to make it “what it was always meant to be.”* Go forth and change the world—for the better. Thank you.                                                                                                                         *  To ti en einai, “essence.” Aristotle, Metaphysics. (I bet that no other graduation speech in this country sported a footnote, least of all to Aristotle.) � 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 digital 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 Santa Fe Commencement Address, Spring 2016 Creator An entity primarily responsible for making the resource Brann, Eva T. H. Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-05-21 Rights Information about rights held in and over the resource St. John's College has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Relation A related resource <a title="Audio recording" href="http://digitalarchives.sjc.edu/items/show/498">Audio recording</a> Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Santa_Fe_Commencement_2016_Eva_Brann_Speech Description An account of the resource Typescript of the commencement address given on May 21, 2016 by Eva Brann at the end of the Spring 2016 semester in Santa Fe, NM. Commencement Deans Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b6339d163b7a28ad952a2082722c1c8f.mp3 8eda3dccfb2e046005d07fe83ebcc61e 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Original Format The type of object, such as painting, sculpture, paper, photo, and additional data CD Duration Length of time involved (seconds, minutes, hours, days, class periods, etc.) 00:22:05 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 Santa Fe Commencement Address, Graduate Institute, Summer 2016 Description An account of the resource Audio recording of the Graduate Institute commencement address given on August 5, 2016 by Natalie Goldberg in Santa Fe, NM. Creator An entity primarily responsible for making the resource Goldberg, Natalie Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2016-08-05 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource sound Format The file format, physical medium, or dimensions of the resource mp3 Subject The topic of the resource Education, Humanistic Language A language of the resource English Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c6b4700bdfcb01b9c128af11eff66a1.pdf 843c48752c3e7983d9f46de59cee3c7d PDF Text Text 8.3.17 SJC talk 1 I. I’m really glad to share this day with you, to be back at my alma mater – literally, “nourishing mother.” As David said, it was right here that I matriculated – another term derived from the Latin for mother. As you can see, I appreciate how these terms gesture towards the ways in which you and I have been nourished and formed by our education here. I feel this deeply walking around again the last few days, seeing the familiar tables and chairs, the pinons, juniper, and sagebrush; I have such gratitude for my time in this beautiful place. I’m particularly glad to be speaking to those of you who have been exploring what we call the Eastern Classics, together with graduates of a program in Western Classics. That these traditions are taught here together and on equal footing is not to be taken for granted. Some years ago I taught Western philosophy to Tibetan monks at the Institute of Buddhist Dialectics. This is an ecumenical institute, started by the Dalai Lama and located in his compound in Dharamsala, in the foothills of the Himalaya. It is essentially a Great Books program; it’s a fourteen year curriculum in Buddhist thought structured around classic texts. And they spend a few hours debating every day. My students, almost all monks, were excited to integrate Western philosophy into their studies, and the administration was happy to have me teaching there for a few semesters. But I remember drinking tea once with an elderly monk who worked in the administrative office who told me he didn’t see the point in studying Western thought. Either some parts were true, in which case they were in agreement with Tibetan philosophy, and it would take a lot of work to figure out which parts were true; or it was false— in which case it may be interesting, but was probably harmful. In his view, Western thought was an object of curiosity; it was for him the way Hegel thought of Spanish poetry, chemistry, and music, interesting things to learn about but essentially a distraction. I think I laughed out loud, because what this monk said was so similar to a view I had heard from some Western philosophers, who believed that philosophy from India and Tibet, for example, should be taught in a religious studies department, or an area studies program. Somehow they believed both in the universality of reason, and also seemed to think that this universal reason only arises, or is only accessible, in particular locations, or by particular people. The Graduate Institute is a welcome alternative to such parochialism. II. �8.3.17 SJC talk 2 To prepare today, I printed out the reading lists that constitute a map, of sorts, of your education. My comments largely reflect what arose for me as I was contemplating those lists. While much of what I am about to say will engage Western texts, you will see that I am framing my main point by drawing on Nāgārjuna, the third century Indian Buddhist thinker; I have heard that some of you are quite fond of his work. Looking at these lists of texts, I was thinking of how powerful they are. Some of these works exhibit the power of texts internally. Think of Augustine, in the garden, who hears the words that he should take up the book and read, and his reading radically transforms him. Or consider the Platform Sūtra, in which Huineng, the illiterate woodcutter who became the Sixth Zen Patriarch, overheard a recitation of the Diamond Sūtra in the market, and was awakened. While not quite as spectacular as the encounters with texts that led to Augustine’s conversion, or Huineng’s awakening, in my own life, these texts have, cumulatively, led to a kind of conversion. When I came to St. John’s, as a high school drop out—another reason I am grateful to St. John’s, that they accepted me—I had been living in Europe, and was very opinionated. I imagine my tutors can attest to that. Over time, reading all these texts, entering into these different, sometimes incompatible, and yet compelling worlds, loosened my grasp on my own opinions. And they unsettled the sometimes overwhelming force of the present as it appears in my own thinking. For me, this has been liberating. I will illustrate what I mean with the example of something I have been writing about recently, namely how we talk about happiness, and then come back to Nāgārjuna. In the industrialized West, we are in what some scholars have characterized as a “happiness turn.” This turn is evident in the work of positive psychologists, and their fellow-travelers in economics, epidemiology, and political science—what is sometimes called “the new science of happiness.” It’s evident in the more than 70,000 results that came up when I did a search for happiness under books on Amazon this past weekend. And it’s manifest in the ways that governments, corporations, and institutions are drawing on happiness research to inform their policies. �8.3.17 SJC talk 3 The vast majority of research in the new science of happiness uses two instruments to measure happiness: life satisfaction questionnaires, and, to a lesser extent, random experience sampling, which basically means smart phones that prompt research subjects to respond to questions at random times about how they are feeling. Thus, while headlines announcing the results of happiness research seem to have the precision, authority, and objective sound of statements of fact— for example, that keeping a gratitude journal will make you happier, or that joining a group that meets just once a month produces the same happiness gain as doubling your income— all this research depends on an implicit philosophical conception of happiness as being satisfied with one’s life or a conception of happiness as a positive hedonic state, as a good feeling measured by its duration and intensity. III. But, if you were in the history tutorial, you might remember Book I of Herodotus, when Solon, the wise man, visits Croesus, King of Lydia, the most powerful and wealthiest man in Greece, who therefore believes he’s the happiest. After Solon has been shown his great riches, to the king’s surprise, Solon doesn’t include him among the most happy. According to Solon, you can’t say you’re happy until your life is over because life is largely determined by luck and you never know what might happen to you. And, indeed, soon after Solon’s visit, the King’s son is killed in a freak accident, he misinterprets an oracle at Delphi, and is lured into a disastrous war and he and his family are taken prisoner while his kingdom is destroyed by the Persian armies. Or think of Oedipus, unknowingly killing his father in a moment of self-defense and marrying his mother, through no fault of his own, just bad luck. Here we see an understanding of happiness very different from our own. Happiness is understood not as a feeling or subjective state but a characteristic of life as a whole, determined by luck. There’s another, very different, view of happiness, familiar to all of you graduates, that appears in most classical philosophers in India and in Greece. For these thinkers, even the Epicureans who regard pleasure as the highest good, happiness is achieved by conforming to nature, reality, or the Divine through understanding, contemplation, and virtue. Thus, happiness, or human flourishing, may still be rare, but for the most part, it’s in our control; it’s no longer understood simply as the gift of the gods. To be happy is to be aligned with something larger than ourselves. We see this in Augustine as well, whose first book after his conversion was on the happy life, in which he argues that pleasures of the body or soul, wealth, honor, and knowledge �8.3.17 SJC talk 4 are insufficient; only wisdom of God, because it has its source in God, can fully satisfy us. Our contemporary views of happiness could hardly be more different from the views of these classical thinkers. In the 17th century, Hobbes, in the Leviathan, is representative of a change in how we think about happiness. For Hobbes, happiness is the satisfaction of desire. Thus, he argues, the more power we have, the more desires we can satisfy, and the happier we will be. It’s this idea—that happiness is the satisfaction of desires—that is fundamental to modern views of happiness. And this is why so many 18th century French and British thinkers were so optimistic: if happiness is the satisfaction of desires, because everyone has desires, everyone could be happy. And this should inform how we structure our societies. My interest here is not to present a systematic review of the intellectual history of happiness, though I find it fascinating. I imagine that doing so would require moving beyond the St. John’s curriculum to understand more about the formation of contemporary views of happiness, and how they are influenced by the rise of consumerism and the loss of transcendent meaning that has often left a desire for well-being triumphant over other values. Rather, I want to say that my own experience of engaging with the texts I have been referencing is that they help me see how contingent our contemporary thinking about happiness is and it could be otherwise. With Aristotle, we might ask, is being satisfied really a measure of a good life? To be happy, in this way, might suggest that one is not overburdened by the sufferings of others, that one is satisfied with the way things are. And with Sophocles or Herodotus, we might ask, are we really responsible for our own happiness? Can we simply choose to be happy, as we are often told, and if we are not happy enough is it really our own fault because we’re not living in the right way? If Oedipus spent more time with friends, or got more exercise, or more sleep, or was more optimistic or kept a gratitude journal, or went to a regular monthly meeting, would he have been happy? Or, is happiness, as Kant says, something that we may desire, but it’s hard to say exactly what we’re wishing for, �8.3.17 SJC talk 5 that even if we might feel positive affects and be satisfied with our lives, we still somehow desire the mysterious and indefinite state that is always elsewhere? What I am saying, I suppose, is that being receptive to such a wide variety of texts, subverts a kind of facile dogmatism about particular claims. When there is always another, deeply compelling way to think about things, it is hard to cling to our own opinions. IV. For those of you in the Eastern Classics program, when you hear me talking about not clinging to opinions you may hear echoes of Nāgārjuna, and the many traditions inspired by his texts. Nāgārjuna’s project is precisely to loosen our grasp, to stop clinging to ideas, views, and assertions. With compelling and persuasive reason, Nāgārjuna systematically argues against the idea that any thing—time; space; motion; even the basic doctrines of Buddhism: dependent origination, impermanence, suffering, liberation; and even the Buddha—that none of these exist inherently. Yes, we can talk about these things; but if we think that they refer to some ultimate reality that is accessible beyond convention, our awareness will be constrained. Nāgārjuna’s analyses, then, disclose a wondrous and astonishing and inexplicable world. As Sandy Huntington describes it, Nāgārjuna’s project is to invite us into an experience of intense wonder and openness. For Nāgārjuna, this wonder and openness is a kind of wisdom; holding our opinions too tightly, then, is an obstacle to wisdom. Indeed, clinging to our opinions, Nāgārjuna thinks, is an obstacle to compassion as well, as it entangles us in ourselves, making it harder for us to understand and appreciate the experience of others. For Nāgārjuna, doing philosophy is a transformative practice because it leads to an openness and attention to the wondrousness of our world. Thus, going back to the reading lists I was looking at this weekend, taken together, one can understand the study of all these different compelling texts, as a kind of transformative practice. It is what Pierre Hadot describes as a “spiritual exercise,” an aspect of what Foucault calls “care of the self.” It is to see the whole of humanistic education as Aristotle sees the study of ethics: not merely to acquire knowledge but to change who we are. �8.3.17 SJC talk 6 One of the aspects I love about the education you and I share is how this care of the self, is very much a social practice, with conversation at its core. What counts most, then, is not what information we have learned, or how many different authors we can cite at a party or in a commencement address-Though, as you can see, this can come in handy sometimes— but how we have cultivated a practice that reveals the world in all its inexplicability and wondrousness, a world which upon closer inspection always defies facile explanations. And, of course, this is not just a practice that takes place at St. John’s; it is, I think, at the core of humanities education anywhere that students are learning how to engage deeply with many texts, and especially, how to ask questions about what is generally taken for granted. V. There’s a lot of talk these days about the crisis of the humanities and humanistic education. When I was at St. John’s the big debates in the humanities were concerned with questions such as whether and in what ways the canon should reflect the voices of women and people of color? whether the canon was Eurocentric and if this was a bad thing? whether there should be a canon at all? And I vaguely understood other arguments about how to read literature, for example, whether we should draw on the resources of theory when interpreting novels and poems. I think these are really important questions. But the point I want to make is that everyone engaged in those debates agreed that the humanities made important contributions to our lives, our culture, and our political society. They were not debates about the value of the humanities, but about how best to pursue humanistic inquiry and education in a pluralistic society. The fights today are over the very value of reading literature or studying history and philosophy. The current administration has proposed a budget that eliminates the National Endowment for the Humanities. And, according to a recent poll, two thirds of the voters in his party believe colleges and universities have a negative impact on the United States. My intuition is that they are not thinking of business schools, or nursing schools, or programs in accounting or physics or computer science. But, as much as anything, it seems, in this political climate we need more people who practice the humanities, who cultivate a comfort weighing and engaging with a multiplicity of views, who think deeply but with openness to others. People who may have both Nāgārjuna’s openness and wonder about the world and his attention and care for the sufferings of others. �8.3.17 SJC talk 7 Sometimes we are tempted to use a rhetoric of exceptionalism about St. John’s, but I trust you will find these people, that the conversations you have had here can be continued with new friends. Some of these will be St. John’s alumni—I have encountered them regularly, in unexpected places; there was an alumnus studying at the Institute of Buddhist Dialectics when I was there. Indeed, I find it remarkable what St. John’s alumni do. When I read the alumni news I am often a little jealous of the lives described there. Our alumni are doing such endlessly fascinating work: making movies, working for social justice, teaching in all kinds of contexts, farming, making art and writing novels and poetry, building institutions, falling in love with intriguing people and places. I look forward to reading what you are up to some day, how you continue to answer the question for yourself of what a good life is. One final comment: There are a number of my former tutors here, and some who are no longer with us. For me, these include Mr. Swentzell, Mr. Darkey, Mr. Cave, Mr. Bart, Mr. Venable, and Mr. Steadman; perhaps there are others I don’t know about. Preparing to come, and then being on campus, I have thinking about you all a lot. When I look back at all the seminars in which you allowed us to flail about, as we became more adept at reading and listening and asking questions, I have such immense respect for your patience and good will. Much more than my faculty in graduate school, you inspired and nourished my intellectual life. It’s been fifteen years since I was in Sante Fe and I’m not sure when I will get another opportunity, so, let me end by expressing my gratitude. Thank you. � 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Word doc Page numeration Number of pages in the original item. 7 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 Santa Fe Commencement Address, Graduate Institute, Summer 2017 Description An account of the resource Transcript of the Graduate Institute commencement address given on August 4, 2017 by William Edelglass in Santa Fe, NM. Creator An entity primarily responsible for making the resource Edelglass, William Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 2017-08-04 Rights Information about rights held in and over the resource Meem Library has been given permission to make this item available online. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Edelglass, W. GI Commencement 2017-08 Commencement Graduate Institute https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cd6b9a7956e4e49d2474cb1ea048cfd4.pdf 282489eb8d0e78f468874537958c14ee PDF Text Text Thank you, President Roosevelt, for that wonderful introduction. Congratulations, graduates. You have completed one of the toughest, most rigorous academic programs out there. Freshman Greek almost slayed me. Newton gave me some very long nights at the chalkboard. And don’t even get me started on Lobachevsky. Congratulations, Graduate Institute graduates, who have grappled with some of our most timeless questions. Congratulations, parents. You did it! You should be bursting with pride that your kids made it through this intellectual gauntlet. And I am here to tell you: they will find jobs, despite the seeming impracticality of their education. Trust me: the world needs free people, made from books and a balance, more than ever. And a special thanks to my father, John Polgreen, who joined one of the earliest classes here at St. John’s Santa Fe. While he ended up transferring before completing his degree, his love of St. John’s was so profound he persuaded not one but two of his children to attend the college. Thanks, Dad, for making the trip out to be here today. It’s extraordinarily humbling to be standing here before you all. It was 22 years ago that I was in a cap and gown, under the Liberty Tree in Annapolis – as the kids say: RIP Liberty Tree – accepting my Bachelor of Arts from this marvelous, singular institution. My head was stuffed with ideas. I wrote my senior essay on Marx and Hegel – lofty stuff indeed. But I had no idea what to do with my life. Freud said there are only two things that matter in life. Work and love. I lucked out in the love department, meeting my wonderful wife, Candace, at St. John’s. We started dating in my senior year, and have been together ever since. I’m so glad she’s here with me today. Her love and support have been the bedrock of a happy life. And I was pretty lucky in the work department too: after a dull, interminable year working at a law office, a chanced into an unpaid internship at a magazine in Washington. I had student loans and rent to pay, so I worked for free doing journalism all day, and waited tables at a Malaysian restaurant at night. I loved the work so much. I knew I had found my purpose. It was tough, but nothing worth doing is easy. �Though, looking back, I can see that I was always meant to be a journalist. Breaking news has been a big part of my life from an early age. I witnessed my first big news event when I was six: a violent attempted coup in Kenya. The second was in my high school years, in Ghana, where I had a front row seat to the transition from military rule to democracy. Jerry Rawlings, the military dictator who had ruled Ghana since the late ’70s, took off his uniform and ran for office in a genuinely free and fair election. To a young teenager, these were momentous, historic events. They shaped how I viewed the world, the nature of citizenship, my sense of what is possible and how individuals can change the world. These early act of witness formed a huge part of my desire to be a journalist, to watch events unfold, to try to understand them and make them understandable to others. As a kid, and I know you will all relate to this, having read all the books of the program, I was constantly asking: why? Why did people have to pay bribes to get an apartment in a government-owned building? Why couldn’t our Kenyan and Ghanaian neighbors come to the United States as easily as we could visit their countries? I always wanted to know what was really going on. I wanted to explore and investigate the world around me. Journalism was the obvious, perhaps only, way to satisfy this passion. As a kid abroad and later as a foreign correspondent, I saw too many societies that didn’t have the benefits of a robust and free press—that didn’t have that rigorous scrutiny. Power was concentrated in too few hands. People didn’t trust institutions, private or public. Facts were ordered and prioritized by the powerful, and there was fundamentally no truth, except what the leader said was true. Sound familiar? I could always feel how fragile those places were. Things here, in America, feel fragile now too. Whatever your political persuasion, I think we can all agree that when anything can be derided as Fake News, where do we find that great common ground that makes citizenship and democracy possible? You have spent hours around seminar tables having passionate debates about �Leibnitz, the Bible, Kant and Aristotle. Imagine if you didn’t have those books, the words themselves, the fact of text, to guide those discussions. Yet that is the world in which we now live. You are all entering the working world at a precarious but exciting moment. During the 2016 election cycle I was pretty depressed about the power of institutions to safeguard our democracy and hold power to account. My chosen profession, journalism, seemed to have lost its power to change the world. Story after story exposing the fundamental unfitness for office of the nominee of the Republican party seemed to make no dent at all. Exposés of his shady business practices rolled right off him. A recording of him talking about sexually assaulting women, along with a collection of highly credible allegations - almost all of them on the record - from women who had been on the receiving end of his unwanted sexual attention - they all seemed to have no impact at all. I wasn’t just journalism that lost the trust of so many Americans. Lord knows people didn’t trust politicians. But they also lost trust in banks and corporations. In institutions of higher learning. In the courts and government agencies. In educators and in doctors. In churches and religious leaders. And whatever profession you choose, you will face this fundamental erosion of trust in institutions. Whether your choose the law, medicine, teaching, engineering, business or the clergy, to name just a handful of career paths, you will confront a world that has grown deeply illiberal, resistant to the reasoned discourse you have spent the last four years celebrating. Make no mistake, we are confronting a crisis of illiberalism. And illiberalism is borne out of mistrust, of a failure of people to see one another as fully human. For liberty and trust are two sides of the same coin. Liberty without trust is a Hobbesian nightmare. We cannot have one without the other. I think about my own line of work. When Trump won, there was a lot of handwringing. Did some of my colleagues in the news media treat Trump’s candidacy like entertainment, rather than interrogating him as a serious candidate? (Spoiler: the answer to that question is yes.) �Did the roiling, angry white middle and working classes get enough coverage? Was elite media too wrapped up in its coastal bubbles? Did we miss the big story? It seemed like a moment of perhaps paralyzing self-reflection. But then something happened. Journalism got its mojo back. In the past year we’ve had some of the finest accountability journalism I’ve seen in my career. Two incredibly resourceful beat reporters at Politico caught the health secretary redhanded taking very expensive private jets on the government dime. Their exposé ended his tenure. We’ve had breathtaking reporting on the investigation into election meddling by Russia and possible collusion with the Trump administration from a wide range of newsrooms. The earth-shaking work of the New York Times and the New Yorker, exposing the sexual predations of Harvey Weinstein, and breaking the dam of silence about the pervasiveness of sexual harassment and abuse in the workplace. Digital newsrooms, like BuzzFeed, The Daily Beast and the one I lead, HuffPost, broke major stories too. Powerful politicians, business leaders and entertainers from the right and left were felled by relentless investigative reporting. The whole news ecosystem is firing on all cylinders, and it’s marvelous to see. But even as our institutions bounce back, the moral damage to our citizenry will not be easily undone. We’re living in a moment where basic questions about our identity as a nation, about our values, are being asked in sometimes scary ways. Many of us were was raised to believe that we are a nation of immigrants, people like my mother, who was born in Ethiopia, and my father’s forebears, who came from Cornwall and Sweden. But things feel very different now. Not long ago, a Republican congressman, Steve King, tweeted that “Diversity is not our strength,” a chilling echo of a white nationalist rallying cry by a supposedly mainstream political figure. John Kelly, President Trump’s chief of staff, told NPR recently that immigrants from Latin America are “not people that would easily assimilate into the United States into our �modern society. They don't speak English. They don't integrate well, they don't have skills.” What was he describing if not his own Irish and Italian forebears, who came to this country with nothing in an earlier time, and built lives that would allow their descendant, John Kelly, to occupy one of the most powerful jobs in the land? We’re witnessing a newly permissive attitude toward hate speech and hate crimes that has led to increased attacks on Jews, Muslims and all kinds of marginalized people. People who came to America as young children, who have committed no crimes, face being exiled to nations they have never known. As the daughter of an African immigrant, as a woman, as a person of color, as a queer person, as a citizen of this great country, I am watching these conversations unfold with particular alarm. I know a lot of you here, who look like me, grew up like me, live lives like mine, are feeling the same way. So what do we, as people trained in the art of liberal discourse, do? I am a journalist, so the answer might seem simple: do more and better journalism. Use the full force of the First Amendment to the United States Constitution. But the great thing about our founding documents is that the first amendment says nothing about journalism or journalists. The right to free speech lies with each of us, as citizens, and is not the purview of any professional class or faction. It lies with We, the People. Our first duty as citizens is to hold institutions of power to account. That includes President Trump and his government, as well as the Republican-controlled House and Senate. But it very much includes the Democratic party, and Democratic officials around the country, as well as the infrastructure of government and the institutions of corporate power. As a journalist, it is my job to make sure they feel the full brunt of our relentless investigative reporting and our analytical and intellectual probing. �But we have another duty as citizens, perhaps just as important: to safeguard our liberty we must listen, and learn to see one another as fully human. Last fall, HuffPost went on a bus tour, visiting 26 cities across the nation. Our goal was to listen to America in this extraordinary moment. We avoided the coasts and the major urban centers, stopping in smaller cities like Birmingham, Alabama; Livingston, Montana; and Fort Wayne, Indiana. We had hoped to interview about 500 people over seven weeks. We weren’t sure anyone was going to show up when our bus rolled into town. We need not have worried. It turns out, Americans have a lot to say, and want to be heard. We spoke to nearly 2,000 people. And what they told us was remarkable. Almost no one talked about Donald Trump, either to praise or damn him. People had much more pressing, local issues on their minds. At the 16th Street Baptist church in Birmingham, where four little black girls were killed in a Klan bombing in 1963, we held a forum on local crime. That night a largely black audience told their entirely black city leadership that something needed to be done about the plague of violent crime in the city. It was an important reminder in the age of Black Lives Matter, when we seek to hold police departments to account for overzealous enforcement policies and outright violence on communities of color, many such communities also suffer from the serious problem of law enforcement neglect. The complexity and nuance of our communities gets lost in shouty headlines and cable news chatter. In Iowa, we heard from people intensely proud of their community’s welcoming of refugee and immigrant communities. In New Orleans, we worked with a local news organization to expose how Airbnb is altering the fabric of the city’s historic neighborhoods, hollowing them of local residents and replacing them with tourists. Mostly we heard stories about communities that are facing struggles, but also coming together to solve them. Talking, debating, arguing, finding imperfect solutions. Sounds familiar, right? It’s what we spend our years at this great college doing. �So if I may presume to offer one piece of advice to you all today, it is this: don’t be seduced by peddlers of seductive, zero sum false narratives of grievance or triumph. Hold fast to what you’ve learned here: how to think, argue, listen, change your mind. It is vital to our democracy - to our future and our survival. I can’t wait to see what you all do. Congratulations! � 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 7 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 Santa Fe Commencement Address, Spring 2018 Description An account of the resource Transcript of the commencement address given on May 19, 2018 by Lydia Polgreen in Santa Fe, NM. 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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 Santa Fe Commencement Program, Spring 1968 Description An account of the resource Program for the first commencement on the Santa Fe campus in the two hundred and seventy-second year of St. John's College. 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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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1968-06-02 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/1b08ceb33be6d9c952f71e984307fcd5.pdf 4369fdfa0f1c7c7a052c729e9099f278 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Santa Fe Commencement Program, Spring 1970 Description An account of the resource Program for the third commencement on the Santa Fe campus in the two hundred and seventy-fourth year of St. John's College. 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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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1970-05-31 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/cb3d56673f5d5a30f0da49263c5d4fb2.pdf fb2546a8fa46eadf591e84524e1a590a 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Santa Fe Commencement Program, Spring 1971 Description An account of the resource Program for the fourth commencement on the Santa Fe campus in the two hundred and seventy-fifth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1971-06-06 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1971-06-06 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/9aff2234d3ae51ec4f1b410775ad5b8f.pdf 69c69c5d05aae95a7351b3a946813844 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Santa Fe Commencement Program, Spring 1972 Description An account of the resource Program for the fifth commencement on the Santa Fe campus in the two hundred and seventy-sixth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1972-06-04 Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1972-06-04 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/fba988760ab6e4f54d7dc20e9dc76b29.pdf 3bcaf11dde11e60a676b08c67ebd79c7 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library Text A resource consisting primarily of words for reading. 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Title A name given to the resource Santa Fe Commencement Program, Spring 1973 Description An account of the resource Program for the sixth commencement on the Santa Fe campus in the two hundred and seventy-seventh year of St. John's College Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1973-05-20 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1973-05-20 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/6171ab80dbb5e081175ad2eefb32fa73.pdf 88aa81cd0a0c3afae9e3e6c86225b8d8 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Santa Fe Commencement Program, Spring 1974 Description An account of the resource Program for the seventh commencement on the Santa Fe campus in the two hundred and seventy-eighth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1974-05-19 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1974-05-19 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/305225aec36aab2f4d5f896dc153aae1.pdf d1c4ef835fe4451638cd311e67635a34 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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 Santa Fe Commencement Program, Spring 1975 Description An account of the resource Program for the eighth commencement on the Santa Fe campus in the two hundred and seventy-ninth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1975-05-18 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1975-05-18 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/11967065b723b18c44c4b2c1635beb3a.pdf 669bea7a42dd599c1d96a2345370862b 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 7 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 Santa Fe Commencement Program, Spring 1976 Description An account of the resource Program for the ninth commencement on the Santa Fe campus in the two hundred and eightieth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1976-05-16 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1976-05-16 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/dcb926bb75708506adf503397bc7f98e.pdf 304d884719119c8e291ed800006f231c 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 7 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 Santa Fe Commencement Program, Spring 1977 Description An account of the resource Program for the tenth commencement on the Santa Fe campus in the two hundred and eighty-first year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1977-05-22 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1977-05-22 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/272767dc8bd44356885648758a8ff59d.pdf 572ce219fd9b46bf875a916ee08690d4 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 8 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 Santa Fe Commencement Program, Spring 1978 Description An account of the resource Program for the eleventh commencement on the Santa Fe campus in the two hundred and eighty-second year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1978-05-21 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1978-05-21 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/e7a727349862b939b0c067df94fb3cbc.pdf ff290bcb39f1b1991d62ca239842cf38 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 8 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 Santa Fe Commencement Program, Spring 1979 Description An account of the resource Program for the twelfth commencement on the Santa Fe campus in the two hundred and eighty-third year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1979-05-13 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1979-05-13 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/b241d4854c3bf9a076b9de2ff05dbe81.pdf 97ab0405d76dca5a97643318c4141c15 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 10 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 Santa Fe Commencement Program, Spring 1980 Description An account of the resource Program for the thirteenth commencement on the Santa Fe campus in the two hundred and eighty-fourth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1980-05-25 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1980-05-25 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/3da08c892bdff2882233f288f6e2696e.pdf 6dd283ca5ac1bea6499e8b57be165392 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 11 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 Santa Fe Commencement Program, Spring 1982 Description An account of the resource Program for the fifteenth commencement on the Santa Fe campus in the two hundred and eighty-sixth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1982-05-16 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1982-05-16 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/19df33fb887f7e628bfe832952b03af3.pdf ec14b7d92b6f84ab5753fe42ed730cf8 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 10 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 Santa Fe Commencement Program, Spring 1984 Description An account of the resource Program for the seventeenth commencement on the Santa Fe campus in the two hundred and eighty-eighth year of St. John's College Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1984-05-20 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencement Program 1984-05-20 Commencement https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/c3ba2edf8c3066f785d91ab22d6ecb6e.pdf 293f3b93c04c8f43af6019929a91be12 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 Santa Fe Commencement Programs and Addresses Contributor An entity responsible for making contributions to the resource St. John's College Meem Library 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. 8 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 Santa Fe Commencement Program, Spring 1981 Description An account of the resource Program for the fourteenth commencement on the Santa Fe campus in the two hundred and eighty-fifth year of St. John's College. Creator An entity primarily responsible for making the resource St. John's College Publisher An entity responsible for making the resource available St. John's College Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Santa Fe, NM Date A point or period of time associated with an event in the lifecycle of the resource 1981-05-24 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 Commencement (St. John's College, Santa Fe, NM) Language A language of the resource English Identifier An unambiguous reference to the resource within a given context SF Commencment Program 1981-05-24 Commencement