1 20 9 https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a5e353c1f1f70e7e355a4bb12d2653ec.pdf 1c88700236281615e14da8849c6b9046 PDF Text Text T H E C A M P A I G N F O R S T . J O H N ’ S C O L L E G E A COLLEGE UNIQUE AND UNIVERSAL EVA BRANN �{ T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E A COLLEGE UNIQUE AND UNIVERSAL E VA B R A N N } �3 Eva Brann has been a tutor at St. John’s College in Annapolis since { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E Contents 1957, serving as dean from 1990-97. A Jewish immigrant from Berlin, Miss Brann went to Brooklyn College and later earned her master’s in classics and a doctoral degree in archaeology at Yale University. At St. John’s, she is one of the college’s longest-serving and most respected tutors; she has been a mentor to students and tutors alike, 1. Unique and universal? • page 6 2. We have one Program; do we have one expertise? 3. • page 13 Is the “how” of our teaching connected to the “what”? • page 16 and a model for the “examined life” the St. John’s Program encourages. Miss Brann has written many books, including Open Secrets / 4. How do we choose and evaluate our tutors? Inward Prospects: Reflections on World and Soul; Homeric Moments: 5. • page 26 How do we select and monitor our students? What is their life like? • Clues to Delight in Reading the Odyssey and the Iliad; The Music 6. What are the relations between tutors and students? • page 37 of the Republic: Essays on Socrates’ Conversations and Plato’s Writings; The World of the Imagination; What Then, Is Time?; and 7. What’s wrong with us? The Ways of Naysaying: No, Not, Nothing, and Nonbeing. Miss 8. What kind of institution does our Program require? • page 40 • page 43 Brann’s many honors include her selection as a 2005 recipient of the National Endowment for the Humanities’ prestigious award, the National Humanities Medal. 9. What are the essential features of our Program? • page 48 10. What is the St. John’s Seminar, the center of the Program? 11. What do we do in the tutorials? • page 58 • page 65 a. the Language Tutorial b. the Mathematics Tutorial c. the Music Tutorial 12. How does the laboratory fit in? 13. What do we want from and for our students? • 14. What do we wish for – and see in – our alumni? Illustrations by David Johnson page 67 • 15. Postscript: A small college and those that love it. page 70 • page 72 • page 52 page 31 } �{ A COLLEGE UNIQUE AND UNIVERSAL } 4 Introduction 5 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } prospective students, inquiring teachers, and close friends, for example – and alumni. These are the same issues sometimes seized upon by critics of St. John’s: the choices In this essay, the college’s longest-serving tutor, Eva Brann, explains what on our reading list, our requirement that tutors teach across the curriculum, and a St. John’s College is and why what we do is important. She describes the college as, practice of not including in our classroom discussions the historical, cultural, and paradoxically, “unique and universal,” because St. John’s persists with its singular social background of the texts we read. and distinctive academic program while holding to an ideal of education that is meant to apply to all humankind and has, in fact, resonated throughout the world. These questions grant us the opportunity to reflect upon the integrity and wholeness of the Program. We believe that the best way to learn is to confront the texts of In no way is the college perfect, Miss Brann acknowledges. Many aspects of the the greatest minds of our civilization, with nothing between us and the work, not even college, for instance, the breadth and depth of the reading list, represent both our tutors. Yet, we recognize how important it is to have tutors who bring both intellect greatest strengths and our most daunting challenges. And yet St. John’s continues to and imagination to their discussions, and who understand how to frame a question attract international attention, welcomes scores of visitors to its two campuses, and is that will open a world of ideas from a simple passage. called upon to offer seminars to many different groups outside our college. What we Our books and our program demand more of us than, in truth, we are capable of consider a very simple and natural way to teach – cultivating in an individual the achieving. It is this stretch in our search for truth, however, that allows us, as a ability to formulate questions and begin the search for answers – intrigues many who community of learners, tutors helping students, students helping each other, to come to know St. John’s because of the intellectual honesty of our endeavor. We don’t achieve some measure of greatness. That all of us at the college continue to have faith pretend to be something we’re not. On the other hand, our ways are not easily in this endeavor is perhaps to be celebrated above all. adapted for just any college or university, nor do we have a “method” that can be defined in pedagogical terms. As we launch a campaign to strengthen and secure St. John’s College, we are thankful for this clear vision of what liberal education is. In answering fourteen questions that get to the very heart of the college, Miss Brann explores issues that are interesting to both curious observers of the Program – Christopher B. Nelson (SF70) President, Annapolis �{ A COLLEGE UNIQUE AND UNIVERSAL 1. } 6 Unique and univ ersal? 7 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } When people first hear of what we do they can scarcely believe their ears. We invite them to come and see. The campus is always swarming with prospective stu- How can a college be one of a kind in reality and nonetheless a possible dents and curious visitors. If they are familiar with other institutions of education, model for higher education in its conception? – because that is how we at St. John’s do here are the main differences they will observe: indeed think of ourselves. We are a distinctive community very much shaped by particular people and places, yet we have faith that our way is broadly applicable to other institutions of learning. All small institutions – colleges particularly – rightly think of themselves as 1. We go back behind the modern departmental division between humanities and sciences to an older ordering: authors and arts. 2. The Program is all-required and non-specialized; thus there are no departments at all and practically no electives. unique. All professors cherish their special qualifications along with their students’ 3. Every faculty member teaches all or almost all the parts of the Program. Conse- budding individualities, and the far, dry winds of Kansas blow differently over a cam- quently, we are amateurs rather than professionals, and we mark this fact by calling pus than the close, moist breezes of South Carolina. Uniqueness is, oddly enough, ourselves “tutors” rather than “professors.” what they all have in common – from Chicago to Colorado Springs, from Poughkeepsie This country used to be a boiling pot of curricular reform and innovation. Most of to Santa Cruz – all sixteen hundred or so, belonging to that distinctively American the “alternative” curricula of the last century have come and gone. They were con- species, the small independent school. Each has its own variation on the standard ceived as experiments with the possibility of failing – and they did fail. university plan of departmental offerings, arranged broadly under humanities and sciences, from which students elect their courses. The St. John’s Program was never thought of as experimental. Young souls are not meant to be the subjects of try-outs. From its founding in 1937, its teachers had faith St. John’s College is differently different. We too have our gallery of faculty char- in the Program as the best way known to them to educate young Americans in partic- acters; an English friend says that visiting the college is like stepping into an English ular and all human beings in general; the Program was universal in conception. In fact novel. We even have two uniquely beautiful campuses under different skies. But we it has resonated in the wide world. When I was dean I received inquiries and visitors differ seriously from the conventional variations of other schools in having one single from Madrid to Tbilisi and beyond. So rather than watch the curriculum fail with plan of education, our Program. Whereas other colleges’ uniqueness consists of their personal regret but intellectual equanimity, we would think that some central pivot of internal variety, ours derives from a coherent curriculum. civilization had been lost, should the college disappear – and it won’t, now. �{ A COLLEGE UNIQUE AND UNIVERSAL } 8 I have often wondered what we had that other remarkable schools didn’t – Black Mountain College in North Carolina for instance, or the Experimental Program in Berkeley, California. I think what we had was the Program: Our community was from the first built not on assertive personalities and unstable curricular notions but on a strongly grounded plan of learning, pretty nearly the same that we still follow. In an educational world in which commonality is regarded as oppressive, we are sometimes chided for having the confidence, not to say nerve, to submit ourselves and our students to a set study plan. But we think it is a faculty’s responsibility to devise an integrated curriculum for its students’ learning rather than to engage in turf battles in favor of departmental specialties. Moreover, anyone who has lived in a working community knows that it can’t survive without some healthy egocentricity, some sense of being at the center of the world. Who would devote a life to anything less? Our more sober colleagues do continually warn against the notion that we are the world – and they are half-right, for there are many good things we are not, and many other places in this country about which the world also revolves. The brute reality is that we have in fact remained one of a kind. There is, to my knowledge, only one other four-year college devoted to a Program in part modeled on ours, but with a significant difference: Thomas Aquinas College in California has a strongly Catholic integrated curriculum, while St. John’s College has been from its chartering in 1784 (a wonderful date, the first year after the Revolution) a school not enforcing on its students “any religious or civil test, or urging their attendance upon any particular religious worship”; we are now in fact completely secular. And as Madison CHARLES DARWIN �{ A COLLEGE UNIQUE AND UNIVERSAL } 10 11 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } so rightly predicted for freedom of religion, religious interest of every sort flourishes the product of long hours of faculty deliberation, all designed to protect the free at the college. How we read religious books will be worth a paragraph (see p. 70). engagement of our intellects and imaginations – and, of course, our hearts. The real Why have we, who think of our Program as a model of liberal learning which is especially at home in America, remained all but unique in this country? The United States, motion, the real freshness, in this school comes not in doing new things but in doing the old things better. For our founding ways are inexhaustible in their possibilities. as former dean Robert Goldwin has written, was the result of an almost miraculous con- Undoubtedly we are an establishment, an institution. An establishment of learn- fluence of streams of luck. This college, too, needed a lucky concurrence of events to ing is something of a contradiction in terms, since real learning is a radically disestab- come about: a pair of founders, one, Scott Buchanan, well versed in the whole liberal lishing activity. Strange as it may seem, it is that untrammeled inquiry we are trying to arts tradition, the other, Stringfellow Barr, possessed of administrative talent; a cam- protect with our multitude of established practices. But in the course of maturing we pus on offer; a general spirit of revival for liberal education as exemplified in Alexander have become more and more our unique self. So how can we serve as a model for other Meiklejohn; and finally a European emigration which brought people like Jacob Klein, communities of learning, especially when in our hearts we believe that numbers are who fell in love with the intelligent naiveté of America’s young and brought the learned nothing and what really counts is that here and now one young (or old) soul should see depth with which to effect a second founding, placing under the inspiredly practical something that makes life worth living? Program a philosophical grounding. There was, moreover, the opportune return of the Well, we have obligations to the country that allows us to function, and the public World War II veterans, who were superbly serious students, and above all, a faculty will- that supports us, and to our own two cities, Annapolis and Santa Fe. And we feel an ing to conform themselves to a plan, not the plan to themselves. And this Program they obligation, born of our sense that we know something worth knowing about learning, committed themselves to had an aim and an apex: the ardent pursuit of knowledge and to American education. So we engage in lots of outreach: give free access and help to truth, or as the Greeks say, philosophia, “the love of wisdom.” visitors who want to see us at work, advise prospective founders of schools all over the By now the “New Program” of this old college is itself quite venerable. At seventy world, help committees with curricular reforms, aid teachers with planning courses, years it and its faculty can be said to be mature. We fine-tune it continually, and some- send out reading lists and manuals, explain the Program to people writing disserta- times even make what seem to us world-shaking changes, but viewed, as philosophers tions and books, and go anywhere to lead all sorts of seminars: for high school stu- say, sub specie aeternitatis, “under the aspect of eternity,” they look minuscule. dents (though I once did one with four-year-olds, two of whom had crawled under the Around the stable curriculum have developed zillions of traditions and practices, each table whence they gave enchanting exegeses of a poem on sunflowers), for business �13 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } and community leaders, and of course for our alumni, whose appetite for reading books together is lifelong. In fact, our principle is to do everything we can do without spreading our substance too thin. 2. A LBERT E INSTEIN We h av e o n e P r o g r a m ; d o w e h av e o n e e x p e r t i s e ? It is a question worth asking because, as I will explain, our way of teaching requires that we be and remain, deliberately and purposefully, amateurs. (We keep in mind that the word means “lovers.”) As I said, we call ourselves “tutors”; it is our single academic rank and the title is meant to replace “professor,” which means a professional who has special expertise and the authority that comes with it. All of us arrive with graduate training, but we must let our particular interests go to learn the Program. (I myself, for example, was trained as a Greek archaeologist, yet I haven’t looked at an antiquity – pots were my specialty – in scholarly earnest for half a century.) There is, however, something we all get to be good at, perhaps even specially good: asking questions. The questions we learn to ask – it is one criterion for being a tutor – are not so-called teacher’s questions, such as a pedagogue asks pupils to see if they’ve studied up: “What was Achilles’ mother’s name and where did she live?” – to which the meek answer is “Thetis, in the ocean,” but the spirited answer is: “Why ask �{ A COLLEGE UNIQUE AND UNIVERSAL } 14 15 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } me, since you already know?” Nor are they information questions like “What time is believe that the impetus behind the question is the hope of an answer, as a possible it?” to which Yogi Berra’s immortal reply was “You mean now?” Nor “yes or no” ques- answer draws and shapes the question. In fact St. John’s differs from very nearly all tions, like “Tell me true, is there or is there not Truth and Beauty?,” which could be secular schools in having a faculty that either believes in the real possibility of truth or the ultimate conversation-stopper. in the pedagogical value of not foreclosing that possibility. Another way to put this is Our questions are the expression of a genuine desire to find something out by proposing it for a common inquiry, the kind of question tutors might ask themselves when that you will find no easy relativism among us; our relativists are hard-thinking and fiercely honest. they study by themselves. Such a question is a kind of empty envelope, a vacant grasp, It should go without saying that to believe in the possibility of truth-seeking is the concave outside of the convex inside, an undeveloped negative, a receptive open- the very opposite of having the truth or propagating it. We never tell our students ing. All these metaphors circumscribe a good question, a searching question. In a dia- what to think. In fact, then it wouldn’t be thinking. We don’t even drive them to logue by Plato called the Meno, which many of us regard as the scripture on question- question their beliefs, for “questioning” in the aggressive sense isn’t question-asking. asking, Meno poses the question of questions: However can we ask after truth? If we Our questions are intended to incite thought, which might result in putting stronger have it we needn’t ask, and if we don’t have it we won’t recognize it when it turns up. grounds under the faith students come with or indeed, sometimes, in exposing a belief Meno means to stymie Socrates’ inquiry; Socrates has two defenses at once. One is: as ill-grounded. Never mind, just go ahead and search. The other is: Question-asking and answering is In the same spirit of non-coercive openness, there is frequent discussion among the most characteristically human activity there is, and we must continually consider tutors about the kind of question that is best for a seminar discussion: Should it be not only how to do it well but also what in us makes it possible. Here is in germ what mil- based on a tutor’s interpretation of the book carefully worked out in private (with the lennia later will come to dominate philosophy and cognitive science as “epistemology.” perhaps not so unintended consequence of pushing students in that direction), or This is the kind of problem tutors think about and the kind of questions – questions should it express a current perplexity on the tutor’s part (with the likely, perhaps even in search of truth – they are, I think it is not boastful to say, unusually good at asking; it is something like our local expertise. Some of our friendly critics claim that we are too good at it – that our students come ignorant and leave confused. But it is not so. I don’t know any teacher who doesn’t desirable, result that students will be a bit at sea)? The central venue for questions is the seminar, of which more later (see p. 52). �{ A COLLEGE UNIQUE AND UNIVERSAL 3. } 16 17 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } Is the “how” of our teaching want to talk together about what they’ve learned in private; by nature, the young, if connected to the “what”? not spoiled, like to grapple with what is hard but great. Our business is to get out of the way without giving up our responsibility. Of St. John’s does seem to have two aspects: the way we teach and learn, and course we teach; even Socrates is talking hyperbole, for his companions in fact the matter we set out for ourselves and our students. Both of these are distinctive. think they’re being taught. But – I’m looking for the right word – we do it cannily and Friendly explainers of the Program often refer to our use of the “Socratic method” tactfully. We try to keep students focused and spontaneous, both. It’s tricky and and to our list of “Great Books.” Members of the community cringe a little on both absorbing. I think every tutor, even those who’ve taught here a half century, has stage counts. Here is why. fright before every class, largely because we’re not in complete control, and yet we’re completely responsible. a. How we teach: One obvious concomitant of our way is that we are very reticent with our opinions Whatever it is we do, it’s not according to any method. A method is, properly, a rule- – at least in class. Outside of class I, for one, will pontificate if a student wants it. I recall, governed process, and we adhere to none such. And it isn’t Socratic, not only because when I was dean, three woman students making an urgent appointment with me about Socrates claimed to have been no one’s teacher but because the Socrates we know an important matter. The matter turned out to be what I, personally, thought about occasionally drives people into a corner with his questions – which we never do, at God. We had a candid conversation – for me a real workout. Thus reticence expresses least not without feeling sorry. Yet he is in some respects our model: in rarely telling itself in being sparing with talk in class and conversationally open outside. but often asking, in valuing acknowledged perplexity as the starting point of learning, in having utter faith in the possibility of truth. The reason our teaching is not a method is that it’s just a bit of nature. We do what comes naturally: encourage thinking by asking (everyone here knows that you can’t A number of ways to approach a book require lecturing. One is for the teacher to produce a critical theory into which the book is fitted. It is not entirely unfair to say that this is sometimes the art of making the difficult unintelligible, because academic theoretical language is often willfully abstruse. We don’t do that. “teach people to think”; such taught thinking is just that simulacrum of thought, The other, more common, method is “backgrounding” or “contextualizing.” In rule-driven reason). By nature, people, if not corrupted, like to rouse themselves to this approach the teacher “introduces” the student to the book by telling how the communicative expression; by nature, people want to hear each other; by nature, they book can be understood according to the author’s historical and social background. �{ A COLLEGE UNIQUE AND UNIVERSAL } 18 We particularly don’t do that, for at least two reasons. It does require lengthy lecturing, by the end of which the students’ minds are so remote from the text that little a teacher says next can recall them, and to paint even a somewhat plausible historical setting requires enormous knowledge on the part of the professor – always supposing that the discovery of historical truth is a finite endeavor at all. But even if an author’s epoch were accurately definable, how would it help to understand the book? Many of our writers are overtly or covertly embattled with current opinion and think with rebellious originality about the human condition. So talk of “Greek” or “Medieval” or “American” thought is grossly unilluminating: How can a people or an epoch think? Persons think. I spent a part of my youth studying the Attic pottery of the late eighth and seventh century B.C., the richest evidence we have of Homer’s time – and I have no non-speculative idea what it was that any or all of these people thought about anything at this generative time when the Western tradition was born. Abridged, not to say canned, introductions are mostly compendia of current preoccupations and brave attempts to bring a book closer to students by drawing it into their supposed circle of interest. But this is counterproductive: What arouses interest in students is not currency but authenticity – if it is allowed to reveal itself. So we tutors at St. John’s believe – all of us most of the time – in directness and immediacy; we put nothing between ourselves and the reading and behave as if every one of our books was indeed an open book to our students. I call this the “a cat may look at a king” principle – these royal books were written for us, the willing laity. JANE AUSTEN �{ A COLLEGE UNIQUE AND UNIVERSAL } 20 21 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } I think that this way of ours works in many settings and for many subjects. It is, as and ourselves to consciousness – by reading them not as historical documents but the term goes, transferable – an approach we can tell about and demonstrate to as living presences that made us who we are and taught us to talk as we do. We are teachers anywhere. convinced that these Great Books contain a live wisdom necessary for thinking out our current lives, for living awarely. Those who read these books – or study texts of b. What we teach: symbols or scores of notes or canvases of paint – in our way often experience the But this way of dealing directly and immediately with texts works most naturally for disciplined magic of these revivals. the so-called Great Books, well over a hundred of which we read with our students through their four years. Some colleagues are embarrassed by that appellation; it sounds too pat. But in I think it is hard to get away from the Great Books designation for the simple reason that “greatness” has real significance for us. It is the criterion by which we have chosen our hundred-plus works – based in part on these millennia-old lists. truth, Great Books lists have been labored over for millennia. Ours represents a kind of Here are some of these criteria: Greatness shows up as inexhaustibility. Some of us Western consensus of the ages. In Santa Fe’s Graduate Institute there is a Master’s have read and reread our books for ourselves or in preparation for class over scores of degree program in which the Eastern Classics are studied, just as they ought to be – years; there is always more to discover. A bored tutor is rare; a bored student is, more with serious language learning. With our undergraduates, however, we stay in our often than not, just prey to one of the endemic dis-eases of late adolescence, among West: “One thing at a time” and “Know thyself” are the guiding principles, especially which is complex sloth. the latter; for knowing ourselves, how we came by the terms we live with, seems to be the first condition for a knowledgeable appreciation of other traditions. This point of view, that to know ourselves we need to know our tradition, is, I Second, these works are pretty self-sufficient. Writers of stature strive to be as context-independent as they can be. They tell you what you need to know to understand them. Good editions with pertinent notes will do the rest. hasten to say, different from “historicism,” the notion that we are the products of Third, and most telling, these books are original in two senses. They are often the impersonal historical forces, the blindly determinist effects of a dead past. We want earliest version of something new that will sweep the world, when it was still close to its nothing to do with what is dead and bygone. When we speak of our “tradition” we mean roots in common experience and accessible to lay people. And they are original in the individual works by thinking authors that have, to be sure, shaped contemporary life in sense of being characteristic, of bearing the stamp of their author’s personality – not only ways of which we are largely unconscious. But we can bring these works back to life – their personal crotchets and idiosyncrasies, but their peculiar ways of reaching depths. �23 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } Fourth, these works are infinitely artful, bold and subtle, beautiful by design or ugly on purpose. These authors are masters of the liberal arts that are a large part of our Program. F YODOR D OSTOEVSKY Fifth and finally for present purposes, the works, though their message may sometimes be dismal and dark, are not themselves dreary or depressing but grand and redemptive. We have a sense that this four-year gift of semi-adult freedom that parents make to their children should not be spent on mediocre documents of societal problems and their academic solutions – the world will soon teach all that – but on the deepest, most exhilarating exemplars of human achievement. The principle here is: First have acquaintance with the best, then face the worst. In this adherence to Great Books we are somewhat out of sync with the universities – less so as the pendulum of opinion swings back. In the last part of the last century there arose a movement sometimes called the Canon wars. “Canon” with one n, nota bene; it is a Greek word meaning a rule or standard and now used most generally to refer to Great Books lists. An attack on the Canon was mounted for these reasons: that no work is to be privileged as great; all writings are essentially mere documents composed to confirm an elite in its dominance, be it one gender, one class, one continent. Moreover these screeds really have no individual author, being the product of their time, of history. Those of us who followed this debate and had actually studied some of the canonical works were amazed. First of all, they seem to be highly individual products; secondly, they seem to be far more radical in their attacks on each other and their society than �{ A COLLEGE UNIQUE AND UNIVERSAL } 24 25 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } these contemporary critics. But above all, our way of reading is naturally expressed in First, it takes real mastery of facts and theories to teach these disciplines, and the the question: What does the author intend? And I, for one, would not know how to teacher has naturally to assume the part of an authority. We could not be the perpetu- address an authorless book, for how could I penetrate its words except on the assump- al amateurs we need to be to teach in the whole Program nor could our classes be con- tion that they were written for me by a being I was like, in kind if not in degree? sistently carried on by students if we taught academic disciplines. We could not fulfill St. John’s was not much touched by these battles; we and our students were simply our ideal of being exemplary learners rather than authoritative teachers. too much engaged in actual study, too much captivated by this miraculous inheri- Second, the academic disciplines are not elementary in the sense we require (most tance. One might say that we conceded the elitism of the tradition and practiced the of these fields, about one hundred thirty of them, were, incidentally, inventoried egalitarianism of its readers. But we did think harder about our commitments. by Francis Bacon as early as 1620, in his “Catalogue of Natural and Experimental In particular, we needed to be clear about the feature, or non-feature, of the Histories”, for example: “History of Venus, as a species of Touch”, that is, the physi- Program that both academic and lay visitors notice with surprise: the absence of any ology of sex). By “elementary” in this context I mean having the property of elements disciplinary fields – no history, sociology, anthropology, literary theory, history of that are fairly natural beginnings, as language learning usually begins with the parts philosophy, etc. Our students might incidentally gather some information on these of speech, their syntax and vocabulary, the study of music begins with the mathematical fields (in the case of history of philosophy, of science, and of mathematics more than construction of the diatonic scale by compounding interval ratios, and mathematics almost any other group of American undergraduates). begins with definitions and axioms. Introductions to the field disciplines are usually But generally we ask them to read individual books as unassigned to any discipline brief outlines of a huge body of research results whose shape depends very much on and to practice on them the basic skills of learning. Our reasons for circumventing the presenter’s theories. It is hard to undertake such studies together in a way natural academic fields are less theoretical than practical and pedagogical. (Our students do, and accessible to all. Euclid’s Elements, on the other hand, begins with the sentence: in any case, go on to disciplinary studies in graduate school. And though they go there “A point is that which has no parts.” It is our model. Here our students start their four nearly completely unacquainted with the “isms,” concepts, methods, that their col- years of mathematics. You can’t begin more minimally or more discussably: What – in leagues from other institutions have been trained in, they seem to find their footing the world or out – is an object that has no part? pretty quickly – and sometimes to stand out for the freshness of their approach.) Here are some of these reasons. �{ A COLLEGE UNIQUE AND UNIVERSAL 4. } 26 27 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } H o w d o w e c h o o s e a n d e va l u a t e trained as a cartographer specializing in Chinese maps, who captivated us by showing our tutors? on the blackboard how to draw large meaning from a little Chinese character, and who told us that he was preoccupied with the question whether Confucius’ writing was I have never visited an institution whose life depended so much on a faculty well fitted to its curriculum as St. John’s. Nothing is more important to our internal well-being than our choice and assimilation of tutors. applicable to American life. And he seemed to have far more in store than on display. Our hope is that once appointed a tutor will stay with us. We do what we can – never enough – to help new tutors. In particular, beginning tutors’ seminar partners It has always seemed remarkable to me that we – a school that prides itself on are chosen from more experienced colleagues to serve as their helper, critiquer-in- putting students’ learning first – should have as our first criterion for permanent chief and advocate. But there are many other kinds of help, as new tutors engage in the appointment not teaching but distinction of mind defined as excellence of intellect arduous task of working their way into the Program: phone calls requesting help to and imagination. Nor is teaching second, but rather competence in the Program and tutors who know the material, the regular weekly meetings, led by a more knowledge- increasing understanding of the questions raised by its books. For us these are not able tutor, in which anything that pertains to a particular class is discussed, simply formalisms but vivid conceptions against which tutors are appraised. Compe- meetings with the dean, and above all, if there is time, sitting in on experienced tence is not so hard to gauge, nor is good teaching in our spirit, the third criterion that colleagues’ classes. we look to. The first demand, however, though crucial and not vague, is harder to But just because we want tutors to stay, the review process, conducted by the dean apply: It describes a tutor who is able to open up large vistas in a small piece of text, and the Instruction Committee, is severe. Letters are written for each appointment up who can see the whole through its parts and illuminate a detail by the entirety, who to tenure which are more specifically critical the greater our hopes for the tutor are. I can put two and two together and on occasion get, gloriously and rightly, five. We recall all too well, on the other hand, what contortions of ominous vacuousness I had think of good teaching as the natural fallout of these and similar abilities. to engage in as dean to warn people – as tactfully as possible – that they fell short of the Thus this order of desirables fits our notion of the tutor as learner-in-chief, and as teaching more by example than by a technique. I think that if you are full of focused first criterion (distinction of mind). For while all the other standards could be met by willingness and trying, there isn’t much to be done about natural endowments. enthusiasm (a lovely Greek word, meaning “having the god within”) you’ll be with us all Two criteria for tenure prevalent through the whole academic world that we don’t your life. To give an example: I recall the appointment interview of a present colleague employ are publishing and classroom “performance.” Some of us write books, but �{ A COLLEGE UNIQUE AND UNIVERSAL } 28 more because we can’t help it than because our careers require it. (In fact, no one at St. John’s has a “career” since there are no academic ranks, and becoming dean is more an act of penitential love than a career move; besides, when our term is up we happily go back into the teaching community that has been our care.) Academic publishing depends largely on specialized disciplinary research, and tutors learning the Program don’t have much time for it. You will not hear talk of “my own work” among tutors. We do each have our special pursuit, but it is no more our own than a great book is a private possession. As for teaching as a performance, it doesn’t fit us: Neither brilliant lecturers nor disciple-making guruship fit our way. What’s a tutor’s life like? Jacob Klein, a former dean and one of our grand old men, used to outline with a gesture of his hand a wave with many crests, a roller-coaster track. It’s an alternation of exhilaration and despair, as classes go well or ill, as we ourselves feel a sense of having gotten something or being confounded. That teacher’s wave train is amplified by our aforementioned sense of responsibility without the power to compel by grades, by badgering, or by lectures. A tutor’s life is without question arduous; by spring when formal obligations mount up (all our classes last the whole year) some of my colleagues look like the walking dead. Two nights a week are given to evening seminars, Friday night lecture imposes a sort of obligation to be a model of attendance for students. Family life suffers some; spouses bear the brunt. Besides paper conferences, advising, committee obligations, there is the fact that, since we are usually teaching outside of our original training, we need a W.E.B. DU B OIS �{ A COLLEGE UNIQUE AND UNIVERSAL } 30 lot of time for adequate preparation. Everything is always new or just begun – a boon insofar as we don’t often get jaded, a trouble insofar as we often get worn out. 31 { 5. T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } H ow d o w e s e l e c t a n d m o n i t o r our students? What is their life lik e? It’s not that we work harder than anyone else in the professions or in business. It’s that to perform our mission well we are supposed to think things out, ruminate, What kinds of students do we want? Since in recent years our increasing meditate, talk at leisure. We and our students know that the very word “school” is applications actually allow us to be, as they say, “selective” – a badge of prestige – we derived from the Greek word for leisure, scholé, and that’s just what this school have an important decision to work out, as we always do, by consultation and discus- doesn’t have enough of, especially for newer and younger tutors. I recall that when sion. Our policy has been, within financial and timing constraints, to approve applica- years ago we were invited by our neighbor, the Naval Academy, to show some of their tions as they roll in, applying certain minimal criteria: Does this student read with fair faculty, military and civilian, how we lead seminars, a brief discussion arose: Which of facility, write with some literacy and possess a minimum of mathematical training – in our two schools is more like permissive Athens, which more like martial Sparta? The sum, can the student be expected to cope with the Program? For the rest, we were as wonderful conclusion was that in point of faculty discipline and student requirements close to having a self-selected student body as a college can be. We took wild chances we were taut Sparta and the Academy was liberal Athens – except for one aspect: The on a wild or rebellious or eccentric kid and sometimes lucked out and often lost. officers thought that the pressure of a tight pace was good for developing quick At this point I’ll speak for myself, well knowing that my colleagues on the other decision-making in future officers, while we were sure that continual busyness was side have arguments both principled and practical. I think that “selectivity,” far from bad for thoughtfulness in future citizens. The intellect continually in harness loses its being a school’s mark of excellence, is a sign of curricular and pedagogic failure. A spontaneous leaps, and the imagination continually pressed for time contracts its good undergraduate educational plan should be inclusive in design and well enough embracing visions. taught to bring together future fellow citizens of all sorts of abilities. Wanting to be a I should add that there are now on both campuses numerous tutor study groups, member of that community of learning should be the main criterion of admission. funded and unfunded, that broaden our learning while drawing us together, animat- Desire trumps brilliance any time when it comes to learning. At St. John’s, tutors must ing both campuses all year long. Although they occupy time, they are nonetheless felt have some distinction of mind to be appointed; students should need none to be as a recreation. admitted. They may come undistinguished but they don’t leave that way. Do we look for a representative student population? I think most of us know from �{ A COLLEGE UNIQUE AND UNIVERSAL } 32 33 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } years of teaching that the distinctiveness of individuals being themselves is the ulti- an hour take turns appraising their work; then the students take their turn to mate diversity. Nonetheless, insofar as some of us have a sneaking conviction that this respond. Don rags should be candid and precise but not hurtful, though there is is the curriculum for all human beings who want to understand the roots of their sometimes some weeping for the sins of the term or from sheer nervousness. Great modernity and for Americans in particular, we want very much to be teaching students pleasure is taken in praising a student precisely, and great pains are taken to give of every describable kind. clear, accurate, concise reports, and helpful advice. The don rag is not the place for Our monitoring and evaluation of students has won public commendation, crypto-grading or psychologizing, though of course that happens. A written report of although it uses few of the conventional tools, such as essay or short-answer exams, tutors’ comments and the don rag committee’s recommendation for the student’s quizzes, graded papers, frequent hands-up in class, absence records. To be sure, we future goes to the dean. too have an absence policy and a fairly fierce one, since there is no making up a lost The “enabling” procedure occurs at the end of the sophomore year. All the students’ conversation and since students’ non-presence is a dereliction of duty not only toward records are reviewed individually in a meeting of all the tutors who have taught them. themselves but also toward their classmates. When there is memory work to be done, Comments are made in the hearing of the dean and the Instruction Committee, who especially in language, tutors do give diagnostic quizzes. But we have no official exam decide whether each student is able to continue. The chief factor in the decision is our period. “Hitting the books” just before examinations is futile here, papers are never judgment that the candidate is likely to continue to learn and to help others in their graded but critiqued, and hardly any Johnny is even capable of the short answer to a learning. Less than five percent are asked to leave and several of those return on appeal. good question; these machine-graded tests are notoriously designed to be unforgiving Also, sometime earlier every student must have passed a test in the simple algebraic of reflection. operations necessary to the mathematics and physics of the last two and a half years. Since we are with our classes all year long and since they are small and since class For the first three years students are orally examined by their seminar leaders on participation is demanded, we get to know our students well. Twice a year we report their reading in fall and on their annual essay in spring; at their best these are lively on their performance and their progress in the “don rag” (a whimsical term come down conversations. But the oral of orals is the culmination of each student’s account- to us out of our hoary past from our founders’ experience at an English university; the giving; it is the public examination all seniors undergo on their senior essay. It takes “dons,” that is, masters, “rag,” that is, torment, the students). All the students meet, place in full academic regalia and consists of a searching, hour-long conversation on one at a time, with all their current tutors together, who in the course of a quarter of the essay between the student and three tutors. Friends and sometimes family are �35 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } present, and at the end they congregate around the now-candidate for the degree of Bachelor of Arts for congratulations. Just before graduation all the seniors’ records are reviewed by the faculty, and seniors found sufficient are recommended to the Board for the degree. We are a talking college, and these oral examinations fit us well, but there is also plenty of paper-writing and these papers, though not letter-graded, are evaluated. This is a well-monitored student body. Everyone knows who works hard and who goofs off, who’s deeply serious and who’s a smart-aleck. Certainly the students know it; what they don’t always know is that we know it too. What are our students’ lives like? The Program is very demanding. Moreover we A RISTOTLE hope that the curriculum will expand and meld into extracurricular activity, that common study and casual conversation will continue classroom discussion – and the converse. The scores of activities that enliven the campuses, from Santa Fe’s Search and Rescue team to Annapolis sailing and rowing crews, from fencing to photography, from the art studio to the gymnasium, all these teams and clubs stand more or less under the aegis of the Program. Our directors of athletics and student activities have known how to make our varied sports and outdoor activities support and express our learning; Mens sana in corpore sano, say the Romans, “A sound mind in a sound body”, and in this school, at least, the body works out so that the mind may be better exercised. Well, at least in part – also for friendship and fun and for something else: In a community of learning that discourages competition in the classroom, athletics offers an outlet for energetic but regulated rivalry. �{ A COLLEGE UNIQUE AND UNIVERSAL } 36 37 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } All over the campuses, in the coffee shops and unused classrooms, you will see Seminars, when all the classes are mingled for seminars selected and led by students. students preparing for class together, sometimes in twosomes (they have the taste, The same committee also mounts forums on issues of student life, recently a series – lost in maturity, for dual-purpose togetherness, such as studying their electricity and remarkable for its searching seriousness, as it seemed to me – on the Student magnetism manual while experiencing similar phenomena in a less formal mode), Handbook’s requirements for conduct conducive to a community of learning. often in larger groups, or in lively conversation. This devotion sometimes, wonderfully, assumes the aspect of the higher kookiness: Last year two young gentleman in Annapolis invited me to tea (bags in mugs) to show me their beautiful new dormitory. They told me that they had continued a recent tradition of reading Homer’s whole Iliad in one day; they decided that such a work must not be interrupted, so that when 6. What are the relations between tutors and students? answering calls of nature they went together – one reciting, one not. Students are in seminar Monday and Thursday night; they are supposed to be at Our tutors’ way of teaching and our students’ way of learning naturally lecture on Friday night. They have six tutorials and two or three laboratories a week make for a strong bond between them. One might say that it is too close to be intimate. during the day. Each class demands long and often challenging preparation. It would Put another way: Our common work is too serious for too personal an involvement. be doable, except that too many students work at jobs more hours than are officially The fierce intellectuality and the common commitment to truth – as a goal, not a permitted, in order to make money. When I was dean, students complaining of loss of possession – help to ensure this closeness-with-proper-distance. (There are, it bears zest for their studies and mild depression were often simply overworked – analogously repeating, very few teaching faculties in this country today who will own up to truth as to new tutors. That being said, by and large our students can be counted on to share an aim of education. Our tutors do – at least as a pedagogical practice; of course some our love for the work we do together. Only let, say, an unsympathetic visitor question of my colleagues are deep-dyed skeptics, but for them too their conviction is a their occupation and the wagons circle. philosophy – a way of loving wisdom.) Some students are, nonetheless, insatiable: Throughout the year they form study The faculty has resolved that intimacies between tutors and students are wrong. groups, often with tutors, and mount “guerrilla seminars” on non-Program books. This is, to be sure, what the law and professionalism require. But for us it is a conse- Twice a year the Student Committee on Instruction organizes the All-College quence of our “tutorial” – literally, our “guardian” mode. We see ourselves as acting �{ A COLLEGE UNIQUE AND UNIVERSAL } 38 within an old tradition first set out in a Platonic dialogue, the Symposium, where a young worshiper of Socrates reports that his offer of sexual favors was quietly and firmly rejected in favor of a finer possibility. Although in seminar discussions we are expected to assume no seniority but to support our claims just like the students, we do, after all, evaluate them, and they are in that sense not our equals; our classroom equality involves a certain degree of benevolent hypocrisy. These are not the conditions of bona fide friendships. Those arise when in that sweet moment on commencement day, we, who have addressed them as Mr. or Ms. for four years, call our new-minted alumni by their first name for the first time. Then often a lifelong friendship is started. Yet we often have the devil of a ridiculous time trying to get graduates to break through their decorous distance and to be casual toward us: This faculty gets a touching lot of respect. But of course as we grow older together we get closer in age, and so we grow more intimate as well. Mutual respect is the norm, and, in addition, though we don’t generally speak of “my student,” we do often grow closer to certain people who seek us out or who attract our fond interest. An example going way back to 1958 comes to mind. I was a freshman tutor then living in a room in one of the few seventeenth-century houses in Annapolis. Near midnight the phone rang and the agitated voice of one of my freshmen came through: “Oh, Miss Brann, I need help with Eros!” I was young enough then to need it myself, but I understood his particular requirements and got him started on his annual essay about the dialogue mentioned above. He’s a lawyer now, deeply concerned with the service aspect of his profession, and we talk pretty regularly. M ICHEL DE M ONTAIGNE �{ A COLLEGE UNIQUE AND UNIVERSAL } 40 41 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } There are a few students – sad exceptions – who don’t establish special relationships Then there are the inherent limitations of the Program, the obverses of its with a tutor they particularly trust; opportunity is surely not lacking since each student strengths, which have to be acknowledged. The Program is a small island in the sea of has about twenty year-long tutors over four years, and it is part of our regular day to be our ignorance; to list all the worthwhile knowables our students don’t learn would be available to all students – not just the ones we happen to have in class – for help, tantamount to producing almost all the catalogues of all the libraries in the world. advice, or just conversation, beyond paper conferences and other required “contacts” Most things to be known are not known by us, and our students leave us vastly ignorant. (horrible word). You will see tutors and students deep in conversation in the dining Moreover, most tutors know less about any one subject than any particular professor room – we have a “take-a-tutor-to-lunch” plan – or in restaurants off-campus. It’s how at a university (where the universe of learning is indeed supposed to be collected), whose we learn of the interests, particularly the curious kinds of connoisseurship our stu- knowledge, in turn, covers only a tiny territory in the vast field of some specialty. The dents pursue. How many fantasy books have I read because a student ingeniously Program is a highly restricted plan of study that provides us with elemental skills of proved to me that they were works of liberal art? learning and exemplary cases of knowledge, no more. Even so, it is largely beyond our capacities. Our books demand that we be linguis- 7. tically acute, mathematically quick, and philosophically deep every day. Of course we aren’t up to it, although we help each other as best we can – tutors students and often students tutors. We give and take help with the solution of technical problems, with What’s wrong with us? the construing of sentences, with the interpretation of a line of poetry. Often we need to compromise, to read too quickly, to leave difficulties unresolved, Well, almost everything that’s right. So distinctive a community will pay to let ourselves and our students get away with less than satisfactory work – especially the the penalty for being itself. Visitors do sometimes speak of us as an educational utopia students, who are after all, never allowed to play only to their own particular strengths. – but recall that “utopia” is Greek for “no-place.” We have to remain plausible to I recall vividly an example from the days of my deanship. A fine, well-respected student ourselves and to others, and so an occasional inventory of flaws is in order. simply could not achieve the satisfactory grades we require – only in the senior year – for I have already mentioned that we are perpetually time-starved with deleterious consequences to tutors and students. graduation. The failing class was our demanding senior laboratory, and her tutor came to see me. “Can’t you do something for her?” I asked. He said, “Do you want me to �{ A COLLEGE UNIQUE AND UNIVERSAL } 42 prostitute myself?” “Yes, please,” I said, and he did, and he was right to do it. There are darker things. Life here is so intense that it sometimes just falls apart. 43 { 8. T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } What kind of institution does our Progr am r equir e? Students don’t prepare, classes go badly. There have been times in my life when I coasted and withdrew, as happens to most tutors from time to time. Students have to The Program holds us together intellectually, but our Polity provides the think about money too much; some carry a debt burden that constricts their future. practical condition for a stable communal life. The role it plays within the college is They experience crises of faith and entanglements of love and other pressure-cooker similar to that of the Constitution in this country: We certainly don’t think of it all the effects. Here the possibility of escape to the other campus, Santa Fe or Annapolis, is a time, but all our procedures follow from it. saving grace. Our students come from the world and bring its corruptions along, and The Polity gives us an institutional form, developed over many years of revision, a whatever troubles American society has, we have, though, I think in a mitigated degree. form that contains our educational purpose pretty adequately. Like the Program Consequently our students aren’t exactly angels out of class – more the opposite, itself, the Polity is at once unusual and exemplary. I shall mention only the provisions though there are times when the demons do turn into cherubs. A particular occasion that are particularly concerned with the Program, and these in broad strokes. for such a transformation comes at the end of the year, when the freshmen, who are all We are a truly national college – a rare thing – one college with campuses in required to sing in the freshman chorus, give a concert. In Annapolis it’s in our Great Maryland and New Mexico. We have, with small local variations, the same Program, Hall. We stand in the gallery listening to them sing Palestrina or Mozart and are in and the Polity protects both the expressions of local life and the unity of the Program. heaven with the angels – for the moment. It first defines the responsibilities of the Board of Visitors and Governors (whose This section could be much longer, and actually it all needs to be said, at least among ourselves. Few things are as harmful to a community as terminal idealism. members, besides governing, do actually visit the campuses to familiarize themselves with their life). It then goes on to detail the functions of the faculty. What is vital here is that the two presidents of the campuses are listed as first among faculty members. Our presidents are officially tutors who often teach and always learn within the Program; their responsibilities reach deep into the community. There are two deans chosen from the faculty who – and this is unique as far as I know – sit on the Board ex officio, so the faculty in turn reaches into the Board. The deans chair their part of the �45 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } Instruction Committee, with which the presidents in turn sit ex officio. This committee of faculty members, six each, elected on each campus, has, together with the deans, responsibility for the Program of Instruction, including the formulation of changes and recommendations of tutorial appointments to the respective president. One might say it was a powerful committee, but we avoid such language: It is a respected and responsible committee, and a hard-working one. To complete the picture of integration, it should be said that the associates, the professionals who run our administration, are also faculty members and sometimes teach. The deans, on the other hand, coming from the faculty, are just what they were as tutors: amateurs. In fact we avoid the administrative ambiance as best we can, and each dean ministers to the community in a new way. My own style was to try to be some version of a universal grandmother. The Polity specifies scores of committees, charges, and procedures, but the aim is to have a structure as receptive as possible to the mission of the college, a form totally F LANNERY O’C ONNOR friendly to the function. The Polity represents a pretty successful attempt to overcome the paradoxical fact, already noted, that an “institution of learning” is a contradiction in terms. For nothing is less amenable to institutionalization than a young – or old – soul in development. And yet what is an intellectual paradox is a worldly necessity. In this attempt our governance structure reflects the Program: Both are full of prescriptions designed to protect freedom. Here is the place to add that the students too have a Polity and a student government that disburses the quite considerable funds for student activities. One of this Polity’s chief provisions is a sleep-study rule designed to keep the dorms safe for learning – a �{ A COLLEGE UNIQUE AND UNIVERSAL } 46 47 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } rule not always effective because of a besetting student sin of tolerance for each lar reform when he said: “The birthing mountains heaved and a ridiculous mouse was other’s disruptive habits. There is also the aforementioned Student Committee on born.” We’re better off always first trying to do better what we’re already doing. Instruction which mounts discussions on the Program and whose recommendations the college’s Instruction Committee take very seriously. The Polity includes our Graduate Institute, which I must not fail to mention although this account is mostly concerned with the undergraduate college. The Grad- Most organizations have a double aspect: Some members are responsible for its uate Institute is meant to give people who have missed out on it a belated chance at the existence, others for its essence. At St. John’s, the Board and the presidents labor to kind of liberal learning offered at St. John’s. Its content is derived from the undergrad- keep us in being, while the deans, the Instruction Committee, and the whole faculty uate Program but the ordering is by subject segments lasting a semester: Literature, work to keep us being who we were meant to be. And both parties are well intertwined. Politics and Society, Mathematics and Natural Science, Philosophy and Theology, How does it work in practice, particularly with respect to the two campuses? Santa History. The completion of four of these leads to a Master’s degree in liberal arts. In Fe (founded in 1964) has long since outgrown its beginnings as an Annapolitan colony. Santa Fe, the Graduate Institute also includes a program on the Eastern Classics; stu- One of the delights of visiting either campus, coming from the other, is that in the dents tackle the Great Books of China, India, and Japan. most different of settings – the spacious skies and mountains of the Southwest against What the Graduate Insitute students, who are generally older, might lack in the the confined vistas and coastal waters of Annapolis – the conversations turn about the skills the undergraduates practice through four years and in the continuity of their same universal questions; the coffee shop blackboard bears the same mangled Greek reading, they make up in maturity and appreciativeness. Many tutors love to teach the and the same lovingly drawn geometric diagrams. Of course where there’s two of any- same books to students fully engaged in practical life. Our G.I.’s, as they are called, in thing there will be inventively invidious comparisons: Annapolis is supposed to be turn thrive when they realize that tutors will help but won’t dominate their learning, teutonically earnest, Santa Fe fecklessly laid-back. But our students transfer back and that they are encouraged to reflect on their studies in the light of their experience. forth in droves and are the better for it. It is true that having to gain consent on both campuses for major Program changes (as required by the Polity) and preserving the possibility of student transfer acts as a brake on curricular innovations, college-wide or local. But I’ve sat through enough of those at other colleges to know that the Latin poet Horace might have meant curricu- �{ A COLLEGE UNIQUE AND UNIVERSAL 9. } 48 What are the essential features of our Progr am? 49 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } What matters even more is that under this all-required Program, which comprises about sixteen year-long classes over the four years, all the students in the same year are doing the same thing. Hence they can – and do – talk to each other; a senior might It’s time to come to the Program itself. The first feature that surprises the be seen helping a freshman with an astronomical diagram. Nothing contributes more public is that it is almost entirely prescriptive and what is more, prescriptive not only to making us into a working community than our common curriculum. for the students but also for the teachers: four years of non-elective, non-departmental, non-specialized study for students and tutors alike. But the thought behind all others is that there are elemental skills and crucial books with which every inhabitant of modernity should have experience, and that it is We really mean it. The same Program our students commit themselves to is a faculty’s responsibility to establish these learning matters and to have faith in them. learned and taught by us, though of course more slowly, over many years. After all, if Students tend to have faith in their teachers’ faith: Although our students are given to they can learn all its parts so, presumably, can we. raising questions about everything, there is remarkably little resistance engendered What we lose by this perhaps startlingly unconventional approach is, as so often at the college, also what we gain. We are, as I said, perpetual amateurs and often ourselves by the Program, hard taskmaster though it be. (To be sure, our students chose this curriculum, but what student was ever prevented from complaining by that little fact?) at sea. But these deficiencies also make us better teachers – more sympathetic, fresher We find that the conventional elective system has too many pedagogically dubious (no yellowed lecture notes for us), more alive to students’ difficulties. Intellectual dar- aspects: How can a student make a knowledgeable educational choice before being ing – the willingness to plunge into new material, unabashed candor – the willingness educated? Should students really follow their bent or shouldn’t they rather submit to admit ignorance, and bald directness – the readiness to do without scholarly camou- themselves to expansive diversity? Is it good for them to fill up on gut courses or flage – these are the virtues this approach requires, and we think that such non-author- unplanned alternatives when their preferred course is full? There is much to be said itative teaching does our students good. Since advancing in the Program by teaching it for giving up passing preferences in favor of a liberating experience, and capricious is the main project of the tutor’s life, especially in the first ten years, the dean, who is choice in favor of a coherent study plan. For we make every effort to keep the curricu- responsible for the teaching slate, contravenes the rules of seniority observed at most lum not only excellent in its matter but also coherent in its ordering. institutions. Newer tutors are more apt to get the classes they ask for as they plan their own learning schedule; the more experienced faculty is not favored. The first essential feature of the Program is, then, its prescriptiveness for students and tutors alike. An all-required program must, of practical necessity, be elementary. �{ A COLLEGE UNIQUE AND UNIVERSAL } 50 No high levels of sophistication can be reached by non-specialists. We welcome the necessity because “elementary” need not mean “introductory” or “simple-minded.” To us it rather signifies “deep and radical,” in the sense of delving into the foundations of world and soul and asking questions that go to their roots. For us it is not a shame to be always at the beginning (which the Greeks called arché, the governing source of things) but rather the evidence of our ever-fresh wonder. Still, the Program is, albeit basic, pretty demanding. The second feature is that there are three kinds of classes: seminars, tutorials, and laboratories. In a very old division of liberal learning into Authors and Arts, the seminar corresponds to Authors; the largest part of our Great Books list is assigned for the seminar and discussed there (see p. 52). The Liberal Arts, the arts of language, mathematics, and music, are practiced in the three tutorials (see p. 58). The laboratory updates the medieval liberal arts tradition; the idea that the inquiry into nature requires working on stuff with instruments – “laboratory” literally means “workplace” – is quintessentially modern; here students do bench work (see p. 65). Our catalogue – its title is “Statement of the St. John’s Program” – gives an accurate overview of the study plan. It is not a repository for hopeful projects or defunct courses but a regularly revised, detailed description of the material studied and the approach used in these classes in each year. It is our primary document. The third feature is negative: the absence of textbooks and secondary reading. Of course, tutors and students are free to seek help from whatever quarter they can; my own shelves are full of algebra and calculus and physics textbooks. But textbooks are F RIEDRICH N IETZSCHE �{ A COLLEGE UNIQUE AND UNIVERSAL } 52 53 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } conveniently canned wisdom, and we prefer to use, wherever possible, original works, young than for their elders) that intelligent loquacity is at its peak at night. Some run because they are usually closer to the foundational questions. Where we want to way past the allotted two hours, but experience teaches, as has been said of a hanging, achieve some usable competence quickly we try to employ manuals written by tutors that a predictable cut-off time wonderfully concentrates the mind. for the Program. They range from our Greek manual, which manages to teach intro- Seminar begins with a question posed by one of the seminar leaders, who sit at ductory Greek in a reflective way, to a number of mathematics and physics manuals opposite sides of the oblong table. There are normally two tutors leading the seminar. often containing annotations to accompanying original papers. The point is to prevent students from talking to the teacher, to inhibit a tutor’s domi- To my knowledge we never assign secondary literature (that is, scholarly treatments nating the conversation, and, now and then, to treat students to a collegial difference of a primary work) to students though we may recommend some to them and to each of opinion. Newer tutors are, as I said, paired with more experienced ones, and this is other. Annotations and commentaries explaining difficulties in texts are, I suppose, often their most effective initiation into our ways of teaching. We find that this appar- gratefully resorted to by all tutors as they prepare for class or engage in private study ently profligate arrangement is of the essence; two-leader seminars really go better by – which, of course, often comes to fruition in the community. our criteria: students talking and listening to each other. There are, grossly speaking, two seminar styles. Some tutors, like spirits silently 10. brooding upon the waters, utter hardly a word and make things go merely by their attentive presence. I’ve heard students say: “He’s a wonderful leader, he’s almost What is the St. John’s Seminar , silent.” In the same vein, when I was dean, I listened often to the complaint: “He the center of the progr am? dominates” – evidently a major tutorial transgression for students who take our promises seriously. The seminar is the center in so far as all the liberal learning of the Program Other tutors regard themselves as full-fledged members of the conversation is meant to come to fruition here. A seminar in our sense is just a conversation among who will have their say, though, of course, on the same terms as the students. Both a score or fewer people focused by – and mostly on – a book (or musical score or paint- styles can work. ing) that the members have read (or heard or looked at) beforehand. The regular sem- But the main duty of the leaders is to keep things moving, ask new questions, inars of the Program happen in the evening, on the hypothesis (truer, alas, for the recall members from tangents – though some flights from the texts are too interesting �{ A COLLEGE UNIQUE AND UNIVERSAL } 54 55 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } to rein in quickly. In any case, we are in seminar not only to attempt to understand writers frequently absorb or take issue with each other. Thus they form each other’s what our author for the night is saying but also to decide for ourselves whether there context and relieve us from fabricating introductions. is truth in the book and how it might affect our lives. Living engagement is the soul of One way to put our approach to the Great Books is that we see in them not history the seminar, and often spurts of witty banter or gusts of delighted laughter are but tradition, history being what has passed and is no longer, while tradition – literally testimonial to the spontaneity of the conversation. Playfulness is the style of live as “what has been handed over” to us – is what is ours, now. Many of us are history buffs opposed to dead seriousness. But the bread-and-butter mood of the seminar is candor, privately, but no school was ever less interested in bygones than ours. Nonetheless, straightforwardness, responsiveness, and the conciseness that comes from thinking over the 256 seminars of their four years our students do accumulate some knowledge before speaking – though we don’t want members to inhibit their contributions with that might be called historical. But they remain blessedly ignorant of conventional too much circumspection. classifications: epochs of history, schools of thought, academic subjects. You might, Students who have been in seminar together become memorable to each other. An for example, ask a junior, who has just read it, what the subject of Newton’s alumna of three decades will say: “Oh yes, Ms. X., she always used to...” (Our students Philosophiae Naturalis Principia Mathematica really was and receive a wondering are strictly held to formal address to preserve civility even in the heat of topics that answer: Theology? Philosophy? Mathematics? Mechanics? Dynamics? Astronomy? touch them nearly.) We do, however, try to keep ourselves and our students from Cosmology? assuming hallmark positions, and we would like contributions to be at once impromptu and to the point. That’s the art of seminar participation in a nutshell. Where does the seminar list come from? Such lists were made and kept being made from antiquity on. Our list came largely from the “best books” lists compiled for Students are expected to do their readings, which may vary from thirty to a hundred workmen’s education classes in England and for honors courses in America, begin- thirty pages, well ahead of time and twice if possible. When I see a student in the coffee ning in the late nineteenth century. It is revised for titles and fine-tuned for selections shop late on Monday afternoon with the book open on page ten, I shudder. regularly, but it is essentially stable; the judgment of the reading community diverges Our set seminar list looks chronological. But we are not exemplifying a historical at the edges but unifies about the core. We know very well that every central book has development; each book stands on its own. We read our authors largely in the order in about it a penumbra of fine authors and that these come front and center as they are which they wrote, because that is the null hypothesis which relieves us from imposing discovered by enthusiastic advocates. Nonetheless I never cease to marvel at the pal- subject groupings or schools of thought on our assignments, and because these pable difference between great and good; the latter pass by, the former you live with �57 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } perpetually. Those are the ones we want our students to experience. Associated with the seminar is the preceptorial, a two months’ break in the junior and senior seminars during which the students study a chosen subject, book, or author, along with a tutor. The subject might be a text from within or beyond the Program, be it fiction or philosophy, poetry or music, or a theme, say thermodynam- J ONATHAN S WIFT ics or economics. These breaks are felt to be a kind of festival of the mind for students and tutors alike, for the classes are smaller, the pace of study is more leisurely and the penetration deeper. The annual essay, a much longer piece than is required of students in tutorials, is written for and examined by the seminar leaders. For their writing of the senior essay, which is to be the fruit of their four years and which must be acceptable if they are to graduate, seniors are given a free month. This essay is not supposed to be a product of research but of disciplined, well-expressed reflection on a book or topic. It must be found acceptable by a committee of tutors formed for the purpose. Some essays are mediocre, but many are purely wonderful. The bond between essay-writing senior and essay-advising tutor often lasts a lifetime. �{ A COLLEGE UNIQUE AND UNIVERSAL 11. } 58 What do we do in the tutorials? 59 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } for the Great Books. Thus we have a language, a mathematics and a music tutorial. In the tutorials we ply the liberal arts, the skills of the intellect. The a. The language tutorial lasts through all four years. The language learned in the first tutorials are recitation classes led by one tutor who directs the students’ translations two years is ancient Greek, in the last two French. Students sometimes refer to the and demonstrations and helps them work out difficulties. The arts here practiced are “Greek” or “French” tutorial, but that is not our intention. In fact, except for a few not learned as bare rules or as processes privileged over products; they are not mere students, the language competence isn’t, mildly speaking, very high; our students techniques. They have always had powerful matters of their own in which they are set come to us, after all, largely from average American high schools. These are language out and exemplified, as a Euclidean proposition is at once a lesson in formal thinking tutorials, and though we obviously can’t talk about language without linguistic exam- and a piece of substantial geometry. ples, a very moderate (laboriously acquired) knowledge of the elements will suffice for In fact our tutorials still follow the traditional list of the liberal arts. First come our purpose, which is to reflect on the ways of human speech: What are the “parts of the arts of language, thinking and expression, the trivium or “three-way”: grammar, speech” and how are they connected to thinking, that is, how is grammar related to logic, rhetoric. Then come the arts of formal structures in time and space, the logic? What does it take to say the same thing in two languages, that is, to translate? quadrivium or “four-way”: mathematics starting with the unit and the counting What makes some speech “rhetorical,” that is, especially persuasive? numbers of arithmetic and ascending dimensionally from the partless point to the Why ancient Greek, a dead language? Well, it isn’t dead to us and it’s beautiful; it’s plane and to the geometric solid, proceeding with the application of mathematics to the language in which most of our freshman books are written; it’s philosophically visible nature in physics, particularly in astronomy, and culminating in passion- fundamental and etymologically helpful to the semantics of English. And it’s just suf- inducing sound in music, above all, the music of the spheres. (I am told that in the ficiently different in syntax from English to make comparisons possible and prof- slightly overwrought early days of the Program, the books on natural science in our itable. In my experience Greek is the least complained-of subject in the Program. library were accordingly cataloged under “Music.”) The rules, structures, and Why French? Many years ago there was a grand debate to decide between German formalisms of these arts, together with their exemplary applications, form the and French. As I recall, French won primarily on the grounds of “sensibility”: We matter of the tutorials. And of course, they are also the elements of and models didn’t have enough sheer elegance in the Program. Perhaps it was also that French was �{ A COLLEGE UNIQUE AND UNIVERSAL } 60 61 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } a little easier? In any case, our students read and translate, line by line, fine examples Our four years are elegantly framed by two kinds of geometry, Euclidean and non- of the verbal arts, among them Greek and French plays and a lot of poetry. These serve Euclidean, studied in freshman and senior year respectively. One is the geometry of as exercises in rhetorical analysis, to be sure, but also as enrichments of the imagina- the natural imagination and the other is a geometry that, though logically consistent, tion. There is, besides the study of the elementary grammars of both languages, also is imaginable only on a model within our basic Euclidean world. a sequence in logic. And rhetoric is practiced in a number of short papers, some of One reason mathematics is eminently learnable is that it has few, well-ordered which are critiqued at paper conferences. We are of two minds here: whether, time elements: definitions, axioms, postulates (whereas language begins everywhere at being limited, to indulge our natural pleasure in carrying on a conversation about the once and has complex elements: morphology, syntax, vocabulary). These are the student’s intended content or to do our bounden duty to correct misplaced commas elements that Euclid organized in his classical compendium of that name, the book and skewed syntax while preaching the gospel of meaningful discourse. we study in the freshman year. It is a tiny change in one of his postulates that produces the mind-bogglingly strange new geometry of the senior year, which, for example, has b. The mathematics tutorial, which also runs through all four years, is generally agreed no similar figures (figures, that is, of the same shape but of different size) and which to be the easiest to teach. That’s inherent in the Greek word “mathematics,” which we study from the work of its originator, Lobachevsky. means “what pertains to learning.” Our mathematics, to many a student’s surprise, is In between we study one mathematical revolution after another: the diagrams most satisfyingly learnable, and, to exaggerate only a little, practically teaches itself. used by Ptolemy to “save the phenomena,” that is, to give a rational foundation to the Hence we don’t acknowledge mathematics blocks, and so we don’t have any. Partly, of appearances of an earth-centered cosmos and their conversion by Copernicus to a course, that follows from the fact that our students have chosen to study in this sun-centered universe; the geometric conic sections of Apollonius and their transfor- Program, but it is also because we regard mathematics not as a difficult impersonal mation into the loci generated by algebraic equations (by some accounts the one sin- technique but as a liberal humane art. We wish our students to be easy with the gle conceptual innovation most explanatory of modernity); the advance from the thought that mathematics might be close to the roots of human nature, for example, static mathematics of the ancients to a mathematics of motion as formalized in the cal- our root capacity for recognizing units and counting them and our mysterious ability culus; the expansion of counting numbers to include zero, negatives, rationals, and to picture the inherently invisible such as points without parts, lines without breadth, finally irrationals as conceived by Dedekind; the turn of mind that allows us to think solids without matter. of infinity not as an indefinite progress but as an actual transfinite magnitude; and �{ A COLLEGE UNIQUE AND UNIVERSAL } 62 Einstein’s theory, which overturns our ingrained assurance that this moment here is the same “now” throughout space. We ask our students to study these high moments in actual mathematical detail not simply as evidence of human progress, for at every turning point we ask also what was lost in dropping an earlier restraint. Nor do we study them as history of science, for we value each discovery for its intrinsic beauty (a word now proscribed by estheticians but fully active among mathematicians). We do, however, want students to carry away not a secondhand but a direct knowledge of the intellectual effort that went into the making of their world. c. The music tutorial happens in the sophomore year, just when most of our theology is read in the seminar – not by chance, for music is not only traditionally the apex of the liberal arts but, in Luther’s words, “stands close to theology.” As a liberal art music has learnable elements out of which it is composed, a kind of qualitative mathematics: small number ratios which, when realized by plucking strings of various lengths stretched over a sounding board, produce the consonances and when compounded yield the diatonic scale, the circle of fifths which displays the keys, and so on to the traditional rules of meter, melody and harmony and their inspired breaching by composers. Perhaps in no other liberal art are the elements so immediately also the building blocks of its works. Our students study these and then analyze musical compositions, score in hand. They pay attention, especially in sacred music, to the relation of words to notes; they A DAM S MITH �{ A COLLEGE UNIQUE AND UNIVERSAL } 64 consider the relations of parts to wholes; they learn to hear subtleties and recognize large designs. In sum, they reflect on the phenomenon of incarnate, impassioned 65 { 12. T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } H ow d o e s t h e labor atory fit in? mathematics in general and on the new effects obtained by stylistic innovations in particular. There is, of course, a repertory of superlative examples. The laboratory is, finally, the newcomer to the liberal arts, though there is Truth to tell, not all tutors trust themselves to teach the music tutorial, which for us no question that it belongs with them. For what Francis Bacon calls – surely the seems to be the only class requiring some special talent and prior training. I haven’t allusion is intended – “the inquisition of nature,” meant to force her secrets from her, myself, though I’ve attended it. And we do always seem to find people who have the is a human concern no less than any of the humanities as now understood: the human- daring to do it. centered studies such as, say, literature. As I’ve mentioned, as freshmen all our students sing together. When the alumni In the three-year laboratory, then, we subject the bodies and motions of nature to return for Homecoming some of them again sing together, pieces from their freshmen controlled conditions, from Galileo’s inclined plane to Millikan’s oil drop chamber, chorus manual. Altogether, this school is full of music. and apply instruments of observation and measurement to them. Although original I might add here that a decade or so ago we had a great debate about the role that accounts of discoveries are read and discussed and tutor-written manuals are studied, the visual arts, not traditionally included in the liberal arts, should play within the the main activity is hands-on benchwork, experimentation in the sense of subjecting Program. On the Santa Fe campus a painting segment was tried out; it is gone now. My stuff to procedures. Our laboratory equipment is not generally sophisticated, and we guess is that the visual arts – which are certainly vigorously plied extracurricularly in don’t expect our students to make new discoveries. Instead we replicate numerous our studios and appreciated through exhibitions in our campus art galleries – don’t crucial experiments and get an elementary notion of the kind of ingenuity and quite fit into our Program because the teachable elements are hard to marshal into a patience required to make a science of nature’s ways. I don’t remember in my years of common curriculum, and there is in them nothing quite equivalent to making music learning to be a laboratory tutor ever hearing the “scientific method” even mentioned; together; so music appears to be the art most in accord with a community of learning. it never seemed that anything so jigged as one scientific protocol could apply to all these great moments. Probably our students could nevertheless give a pretty good account of what it means to define a problem, to devise an experimental setup, to subject phenomena to measurement, to record data and gauge their value. �{ A COLLEGE UNIQUE AND UNIVERSAL } 66 The freshman year begins with observational biology, with the tricky problem of classification: Is outside appearance or inside structure more revealing? The labora- 67 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } far the pervasive application to human affairs of these well-defined terms of physics – including, of course, relativity – is legitimate. tory then takes up the problem of measurement and the atomic constitution of matter. Once a week, on Friday night, there is a lecture, the only one in the Program for The sophomore year is given over to music, but the laboratory resumes in the junior which attendance is obligatory – perhaps a rule more honored in the breach than the year with kinematics, mechanics, dynamics, optics, electricity and magnetism up to observance. But the students who generally profit most from the Program are present. Maxwell’s equations. Since by the middle of the year students know some calculus, the After the lecture there is an intense, searching and sometimes interminable question class isn’t so different in content from that of a standard first-year physics course, period. Visiting lecturers, all spent though they may be, find these midnight revels except for the use of seminal papers, and in the hours given to reflecting on the mean- exhilarating. Where have they ever been so well attended to? ing of physical quantities like matter, force, energy, fields – how they show themselves and how they came to be formulated. The senior year returns to biology, now on the sub-individual, that is, molecular level, but first takes up subatomic, that is, quantum, physics. At this point the laboratory becomes fairly demanding, not only mathematically but also conceptually. Recall that none of the students are science majors. 13. W h a t d o w e wa n t f r o m and for our students? Nonetheless, they study some early papers on radiant energy and think about the way nature becomes elusive on the subatomic level: the wave-particle duality (the theory What we expect from our students while they are with us, what it takes to do that radiation and matter are in some respects wave-like and in others particle-like); well, is somewhat different from what in most schools is called “keeping your grades probability (the theory that on a very small scale strict causality fails and the laws of up.” Steady preparation, faithful attendance, timely delivery of well-written papers – nature are statistical); and uncertainty (the theory that the process of observation these virtues are only part of it. We want our students to extend themselves through itself makes the simultaneous measurement of certain quantities in principle impos- the Program, even to the parts that don’t come easily to them, and to be serious sible). With these investigations our students are ready for their world, not only about their whole vocation as students. We want them to think of themselves as because they have some notion how science is developing far beyond our naïvely responsible members of the community of learning: The faults of “having stopped natural understanding of nature, but also because they can judge for themselves how learning” and “not contributing to the class’s learning” as judged by their tutors are �69 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } causes for being “disenabled.” What about morality, that swamp of uncertainty for America’s educational institutions? We are bound to enforce local and federal law on drinking, drugs and sexual conduct. But we are an institution of learning, devoted to the cultivation of the intellect and the imagination, and our first and peculiar care is for the intellectual virtues. There are certain kinds of behavior that we judge to be incompatible with our community of learning, and our Student Handbook states this clearly. In particular, the use of illegal mind-altering substances and the practice of intellectual dishonesty (e.g., plagiarism) are not tolerated when they come to our notice; these we investigate exceedingly carefully and punish quite uncompromisingly. This morality we confidently enforce for the sake of the college’s mission. You can’t work in our spirit if you’re not in your right mind, and you are doing less than nothing if your work is not your own. And though our M ICHAEL FARADAY students come to us from a dangerous world, I think, occasional paroxysms aside, that they lead remarkably good and sober lives. What we would really wish is that all their intoxications and ecstasies were those of the thinking soul. This is what else we want for them: four years of minimally clouded thoughtfulness. For this we have managed to keep our classes remarkably free of a current scourge of higher education: politicization. The Program, whose works are full of religious doctrine and political opinion, requires something higher than tolerance; it requires appreciative openness to all the possibilities of the intellect and the passions. No tutor is entitled to wreck our conversation by introducing a personal ideology, and our students generally have the tact to veer off from politics in the narrow current sense �{ A COLLEGE UNIQUE AND UNIVERSAL } 70 71 { T H E C A M PA I G N FO R ST. J O H N ’ S CO L L E G E } (the sure sign of which is getting hot under the collar; it marks the difference between pose, and that they will themselves be the catalysts of such communities of two or of politics and political philosophy, which remains relatively serene under opposition). many members, for action or for contemplation: companions, families, firms, schools. We want students to feel safe in bringing all their experience to bear on the discussion And indeed our alumni are by preference founders and maintainers of small worlds. of the books, but we hope they will learn to lever them into a large, universal mode. 2. Courage: We expect them to be full of boldness in approaching intellectual and This desideratum for our students is so close to the heart of our life that I will try practical problems, in complementing their liberal learning with expertise, in trans- saying it again: We want to give our students a classroom in which inciting books are muting their four years’ study into life-long learning and reading. And indeed our talked about not as mere literature nor as historical documents, but boldly as they alumni seem to learn and do practically anything, and they are, many of them, invet- meant themselves to be taken: as the Word of God, or the insight of the intellect, or erate readers and seminar-goers. the wisdom of the world. And yet we want these same students to read subtly, not as 3. Decency: The fallout of years of thoughtful reading about good and evil should be believers, disciples, and partisans – that may happen privately – but receptively, with at least plain probity. Not to suppose so is to renounce faith in the moral effect of liber- that most desirable of human dispositions, an open mind, one which hears apprecia- al learning. And in fact, the alumni I know well do seem to have very live consciences. tively and responds judgingly, both at once. 4. Tradition: Our alumni are in a singularly good position to live in appreciative tension with the Western tradition, to know how we came to be what we now are, 14. namely moderns, to preserve our treasures and reform our faults, and to recover for themselves what we always were, human beings. And in fact, many of our alumni live What do we wish for – and see – in our alumni? as it seems to me we ought to live: half in, half out of our times. 5. Self-knowledge: Our alumni are as busy as anyone, but we hope that they will find time for that inner housekeeping, that coolly unclouded self-awareness they “Alumni” is a word of affection – it means “nurslings.” What nourishment learned about in their freshman year under the Delphic injunction “Know thyself!” do we hope St. John’s has given its alumni to strengthen them for what is so curiously And that is the reality: One of the delights of seeing alumni, perhaps after decades of called “real life”? I can think of five headings: disappearance, is the ready candor with which they report on the state of their soul – 1. Community: We hope that they will carry away a picture of a community of pur- for what would concern their former tutors more? �{ A COLLEGE UNIQUE AND UNIVERSAL 15. } 72 Po s t s c r i p t : A s m a l l c o l l e g e and those that lov e it I want to end with the peroration of a speech that Daniel Webster made in behalf of his own school before the Supreme Court, Chief Justice Marshall presiding, a plea which won the case and resulted in making independent colleges like St. John’s safe from at least one danger – public control (Dartmouth College Case, 1818). He concluded, and had the Chief Justice in tears: Sir, you may destroy this little institution... but if you do..., you must extinguish, one after another, all those great lights of science, which, for more than a century have thrown their radiance over the land! It is, sir, as I said, a small college, and yet there are those that love it.... Well, St. John’s has been here even longer than that, weathering other storms that have only made it stronger. And though it too is a small college, it is also a great college, so that those that love it, love it with good reason. �� 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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 pdf Page numeration Number of pages in the original item. 39 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 A College Unique and Universal Description An account of the resource A College Unique and Universal publication, written for The Campaign for St. John's College in 2006. 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 Annapolis, MD Santa Fe, N.M. Date A point or period of time associated with an event in the lifecycle of the resource 2006 Rights Information about rights held in and over the resource St. John's College holds 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.) St. John's College (Santa Fe, N.M.) Education, Humanistic Language A language of the resource English Identifier An unambiguous reference to the resource within a given context College Unique and Universal_2006 Tutors https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/92517f58808aca4798e841cf8425eee9.pdf 589d118b9e7231a3c0fc209773a02a52 PDF Text Text SITES OF INTEREST SITES OF INTEREST A-LIBERTYTREE One of the last of this country's Liberty Trees stands on the northern side of the campus near the Barr-Buchanan Center. Believed to be more than 400 years old, this tulip poplar sheltered the Sons of Liberty before 1776 as well as French troops on their way to Yorktown during the American Revolution. :Three C:enturies COLLEGE CREEK LOWER PLAYING FIELD • BOATHOUSE B- LIBERTY BELL The replica of the Liberty Bell standing on the front campus is one of 48 cast in 1950 by the U.S. Department of Treasury as part of a nationwide drive to promote the sale of defense bonds. HEATING PLANT C-ALUMNI MEMORIAL TABLET This memorial erected in 1920 honors the 24 St. John's students who served and died during World War I. The figure on the bronze tablet depicts the alma materwith a drawn sword bowed in mourning over those alumni whose names are inscribed on the shield. St. John's sent 452 alumni overseas during the first world war. D-COLLEGE CANNON UPPER PLAYING FIELD ~ TENNIS COURTS MELLON HALL McKELDIN PLANETARIUM The cannon near McDowell Hall was used in the War of 1812 and is one of 13 dredged out of Baltimore Harbor. E- QYADRANT AND RING E / IGLEHAAT HAl.C-(GYMNASIUM) ELIZABETH MYERS MITCHELL GALLERY On the walkway adjacent to Mellon Hall a quadrant and bronze ring are mounted on a granite plinth. These instruments are described by Ptolemy in his Almagest. The graduated quadrant measures the noonday altitude of the sun, and the ring in the plane of the equator identifies the moment of equinox. F- NEW PROGRAM SEAL The bronze-cast New Program seal located at the foot of the quad was made by 88-year-old John Cook, a former St. John's laboratory technician. The motto on the seal is "Facio liberos ex liberis libris libraque," which means, "I make free adults from children by means of books and a balance." LIBERTY G - RUTH SUTPHIN ROSE GARDEN This rose garden honors the late bookkeeper Ruth Sutphin, who served St. John's for 24 years until her death in 1982. TREE BARA-BUCHANAN CENTER H-KATE MOORE MYERS MEMORIAL GARDEN The boxwood garden behind the Carroll Barrister House was dedicated in 1984 to a long-time college benefactor, the late Kate Moore Myers. I - FRENCH MONUM ENT The monument near the college boathouse honors the French soldiers and sailors who died en route to Yorktown during the Revolutionary War. They were buried on campus. Dedicated by President Taft in 1911, it is among the first monuments to the unknown war dead in this country. S!JOHN'S College 60 College Avenue • P.O. Box 2800 • Annapolis, Maryland 21404 • 410-263-2371 HISTORIC ARCHITECTURE AT ST. JOHN'S COLLEGE �HISfORICALAND ARCHITECTURAL NOTES AN HISTORIC VIEW OF THE CAMPUS S t. John's College traces its origins to King William's School, founded in 1696 in Annapolis. The present site of the college was proposed as early as 1761 by, among others, Charles Carroll, the Barrister, whose house now stands on campus. When St. John's was chartered in 1784 to perpetuate a succession of able and honest men, it was with a view also to its being the western branch of the University of Maryland, with Washington College on the Eastern Shore as the eastern branch. Four of the college founders were signers of the Declaration of Independence: Charles Carroll of Carrollton, Governor William Paca, Thomas Stone, and Samuel Chase. Chase and Stone were members of the first Board of Visitors and Governors. The richest man in the country at the time, Carroll was not a member of the original board but did join it in 1786. He contributed the largest sum to the founding of the college - 200 pounds. To assure that St. John's would be for the benefit of youth of every religious denomination, the charter was written by three clergymen of different faiths : William Smith, an Episcopalian and St. John's first president pro tern; John Carroll, a Roman Catholic; and Patrick Allison, a Presbyterian divine, representing other religious sects. When St. John's began classes in 1789, the college absorbed the property of King William's School and all the students attended the college. Among the first students were George Washington's step-grandson and two nephews. Francis Scott Key was also an early student, graduating in 1796. During the Civil War, the northern forces used the campus first as a parole center for the exchange of prisoners and then as a hospital. The college became a military school in 1884, resumed its liberal arts program in 1923, andin 1937 adopted its New Program centered on the reading and discussion of great books. In 1951 the college became co-educational. St. John's opened a second campus in Santa Fe, New Mexico, in 1964. The Annapolis campus is a National Historic Landmark and lies within the Annapolis Historic District. CHANCELLOR JOHNSON HOUSE (CIRCA 1720) A fine example of an early 18th century gambrel roofed dwelling, the Chancellor Johnson House was moved to the campus in 1937 after being purchased by the Chesapeake and Potomac Telephone Company, which needed its location on Northwest Street to make room for projected offices. The house is named for John Johnson, an alumnus of the class of 1820 who at one time owned the property on which the house stood but lived with his family in a larger brick house fronting West Street. Johnson was the last chancellor of the state of Maryland, a position abolished in 1851. CHARLES CARROLL, THE BARRISTER HOUSE (1722-23) The Carroll Barrister House was built by Charles Carroll, the surgeon, and moved by Historic Annapolis in 1955 from its location on Main Street to the St. John' s campus. Carroll's son, Charles Carroll, the Barrister, born in the house in 1724, was the principal writer for the Declaration of the Delegates of Maryland adopted on July 6, 1776. A member of the board of King William's School, Carroll introduced a conciliatory bill in 1761 that repeated a recommendation that Bladen's Folly, now McDowell Hall, be used as the site of a new college. Portraits in the reception room are those of a former mayor of Annapolis, Thomas Jennings, and his wife. The college offices of Admissions and Advancement are now located in the house. MCDOWELL HALL (1742) Simon Duff, a Scotsman, came to Maryland especially to construct this building as the official mansion of Thomas Bladen, colonial governor of Maryland. Begun in 1742, it was abandoned as being too grandiose and became known as Bladen's Folly. It was originally designed with wings, in the style of James Gibbs work. Thomas Jefferson admired the unfinished building, writing in 1766: "They have no public building worth mentioning except the governor's house, the hull of which after being finished, they have suffered to go to ruin." After being completed as the first (and only) college building in 1789, it held classrooms on the first and second floors, student sleeping quarters and faculty rooms on the third floor, and the kitchen and dining room in the basement. Here Francis Scott Key, who graduated as class valedictorian and later helped organize the alumni association, attended classes. In 1824 two dinners and a ball were given in the Great Hall for General Lafayette. The Great Hall also served as headquarters of the Union Army Medical Corps from 1863 to 1866 . Almost destroyed by fire in 1909, McDowell was rebuilt according to its original 1789 design . The building is named for St. John's first president, John McDowell. HUMPHREYS HALL ( 1837) The first building added to St. John's was Humphreys Hall, named for the Rev. Hector Humphreys, president from 1831 to 1857. It is an excellent example of castellated Gothic Revival, notable for its octagonal towers at the comers. Known initially as the boarding house, Humphreys first was used as a dormitory and later as a science hall. In 1958 the interior was remodeled as a dormitory. The college bookshop in the basement displays the original center support of the building, a foundation wall of brick culminating in a row of round-headed arches. CHASE-STONE HOUSE (1857) Built at the end of the classical revival period and at the beginning of America's Victorian era, the Chase-Stone House is considered to be in the style of a Florentine palace. It was used originally as a duplex residence for the president and vice-president of the college. Since then it has served as a dormitory. In 1963 it was completely renovated. The building is named for Samuel Chase and Thomas Stone, members of the college's original Board of Governors and two of the four Maryland signers of the Declaration oflndependence. PACA-CARROLL HOUSE (1857) Although the Paca-Carroll House was built early in the Victorian era as another duplex to serve two faculty families, the house is a simple, well-proportioned building reminiscent of the Federal era. It was named for two signers of the Declaration oflndependence: William Paca, who was among those petitioning the General Assembly for the college charter, and Charles Carroll, of Carrollton, a member of St. John's first board. James Cain, the American novelist, whose father taught at St. John's, was born in Paca-Carroll in 1892. In this century it became a student dormitory, which was enlarged in 1981 when a contemporary wing was added and the original section was gutted and rebuilt. PINKNEY HALL ( 1858) Dedicated in 1858 as a dormitory, this building with Italianate overtones was named for William Pinkney (1764-1822), the only pupil of King William's School that historians have been able to identify. Pinkney served as minister to England and Russia and as Attorney General under Madison. Like Humphreys Hall, Pinkney' s roofline was once fretted with turrets. BARR-BUCHANAN CENTER (1899) This building, known as Woodward Hall, was constructed to serve as the college library. In 19 68 it was extensively renovated; the rear of the building was extended and a fourth level added below ground. After the college library collection became too large for Woodward Hall and was moved to the Greenfield Library, the building was remodeled and rededicated as the Barr Buchanan Center in 1997. It is named for Stringfellow Barr and Scott Buchanan, the founders of the New Program established in 1937. The BarrBuchanan Center contains offices for the Graduate Institute, classrooms, common rooms, the King William Room, a computer lab, and tutor offices. RANDALL HALL ( 1903) Randall Hall was named for the Randall family. Its neo-classical Edgar T. Higgins dining room, with high Georgian details, is considered one of the handsomest rooms in Annapolis . A 1930 addition houses a modern kitchen and serving area as well as a small private dining room. The upper floors of Randall are used as a dormitory. IGLEHART HALL-(1910) The college gymnasium is named for Lt. E. Berkeley Iglehart, an alumnus who had a distinguished military career and who helped make the building a reality. Its suspended running track is considered a rarity for its day. BENEFICIAL-HODSON BOATHOUSE ( 1934) Constructed in 1934 and renovated in 1989, the building houses a large upstairs room used for college functions and parties. Below is a spacious boathouse where the college boats used in the rowing, crew, and sailing programs are kept. GREENFIELD LIBRARY (1934, 1996) The building originally known as the Maryland Hall of Records was constructed in 1934 on land deeded to the state by St. John's for $10. Designed by Baltimore architect Lawrence Hall Fowler, the Georgian Revival style Hall of Records contained a core of seven stories housing the state archives and perimeter rooms that reflected different periods with architectural details based on Maryland history. The conversion to a library for the college, begun in 1994 and completed in 1996, involved adding an underground annex topped by a landscaped plaza; gutting the central core and replacing it with a threestory atrium lit from above by a large skylight; and restoring the perimeter rooms . The renovated building was named the Greenfield Library, in honor of the support of Stewart Greenfield (St. John's class of 1951) and his wife Constance. It houses the college library collection, which numbers 100,000 volumes. CAMPBELL HALL ( 1954) Designed in a modified Georgian style, Campbell Hall was built as a dormitory for women students, first admitted in 1951. It was named for Levin Hicks Campbell, a member of the class of 1793 whose descendant Milton Campbell contributed funds for the construction. FRANCIS SCOTT KEY AUDITORIUM AND MELLON HALL (1958) Designed by the California firm of Neutra and Alexander, this building contains the 600-seat Francis Scott Key Auditorium, Conversation Room, music library, music and laboratory classrooms, and administrative offices (added in 1989). The auditorium was named for St. John's most famous alumnus; the building was named for Paul Mellon, a student at the college in 1940 and a generous benefactor. The building also houses an observatory and the Theodore McKeldin planetarium. President Eisenhower dedicated the complex in 1958. HARRISON HEALTH CENTER ( 1972) Constructed in the shape of a Greek cross, the infirmary is designed to live quietly by the Carroll Barrister House, its 18th century neighbor. The building, named for John T. Harrison, class of 1907, was funded for the college by his widow. ELIZABETH MYERS MITCHELL ART GALLERY ( 1989) The contemporary glass and limestone block gallery enables the college to offer museum quality traveling exhibits and special programs related to the arts. � 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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 (folded pamphlet) 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 Walking Tour of St. John's College, Brochure Circa 1996-2000 Description An account of the resource Three Centuries - Historic Architecture at St. John's College Creator An entity primarily responsible for making the resource 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 1996-2000 (Circa) Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context A Walking Tour St. John's College 1 Alumni Memorial Tablet Barr-Buchanan Center Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House College Cannon French Monument Greenfield Library Harrison Health Center Hodson Boathouse Humphreys Hall Iglehart Hall Liberty Bell Liberty tree McDowell Hall Mellon Hall Mitchell Art Gallery Paca-Carroll House Pinkney Hall Randall Hall https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/7c3b5b4fcd6d2cb5217b07b56cced7af.pdf 93f6af009b04416d5eef8c9a5d460bcd PDF Text Text A place ' .. ,.. An Historic View of the Campus... to learn St. John's traces its beginnings to King William's School which opened in 1696 as one of the first public schools in America. King William's School and St. John's College, chartered in 1 784 to serve as the western branch of the University of Maryland, were consolidated by act of the Maryland Legislature in 1785. St. John's charter was the first in the United States specifically prohibiting religious discrimination. Among students enrolled in the early years were George Washington's step-grandson and his two nephews and Francis Scott Key, who was graduated in 1 796. During the Civil War, the northern forces used the campus as both a parole and hospital center. The College became a military school in 1884, a conventional liberal arts college in 1923, and in 1937 it adopted its famous New Program of liberal education. ,., • In 1951 the College became co-educational. It opened a second campus in Santa Fe, New Mexico, in 1964. The campus is a Nationai Historic Landmark and lies within the Annapolis Historic District. 1 7 • ~ .' ~· G'olte ~ - Ji - Buildings at St. John's College, with their varying architecture, embrace almost all of America's history, from the colonial era, when Lafayette danced here and ·~ , ~ Francis Scott Key was known to gallop a cow around the college green, '.9--- ~ -~ 3•e -~er__e"k-r.i. ~ ~~~~;:~~ , .. .~ \.. • ,t · ~;~"' Q -f?'(O ~~~ . '-~:....- '-' ~.r; " ....... ~ :A .#,~;;i} ""- -· to Civil War times, when the colleg~ was pre-empted ~y Federal force~, to contemporary times, marked architecturally by the addition of a building designed by the noted American architects, Richard Neutra and Robert Alexander. THE COLONIAL BUILDINGS THE 18TH CENTURY McDowell Hall 0 Simon Duff, a Scotch architect, came to Maryland especially to construct this building as the official mansion of Thomas Bladen, coloniai governor of Maryland. Begun in 1742, it was abandoned as being too grandiose and became known as "Bladen's Folly." It was admired by Thomas Jefferson, who wrote in 1766 that "They have no publick building worth mentioning except the governor's house, the hull of which after being finished, they have suffered to go to ruin." For years it was the only building on campus. It was here that Francis Scott Key, who graduated as class valedictorian and went on to organize the alumni association, attended classes. In 1824 two dinners and a ball were given in the Great Hall for General Lafayette. T.he Great Hall also served as headquarters of the Union Army Medical Corps from 1863 to the end of the Civil War. The building is named for St. John's first president, John McDowell. In terms of the 17 42 starting date, it is the third oldest academic building in continuous use in the United States. Charles Carroll, the Banister, House Chancellor Johnson House 8 A fine example of an early 18th century, gambrel-roofed dwelling, the Chancellor Johnson House also was moved to the campus. The house was purchased in 193 7 by the Chesapeake and Potomac Telephone Company which gave it to the city with the provision that it be moved from Northwest Street to make room for projected offices. In December 1937, the building was placed on the St. John's Street side of the campus. It is being used now as a small dormitory. a place to walk ... ·' Annapolis, Maryland 21401 0 Erected in 172223 by Charles Carroll, a surgeon, this T-shaped frame and brick house was moved in 195 7 to its location on Main Street to the King George Street side of the campus. Carroll's son, Charles Carroll, the Barrister, was .born in it in 1724. Carroll was the prinicpal writer for the Declaration of the Delegates of Maryland adopted July 6, 1776. A building which may be described as being of the 18th vernacular type, it was possibly one of the largest townhouses in Annapolis at the time of its erection. It is notable for its beautiful interiors. •The numbers shown are keyed to the descriptive paragraphs on the following panels. There are and ever will be the poor and the rich, the men of labor and the men of leisure, and the State which neglects either, neglects a duty, and neglects it at its p12ril for whichever it neglects will be not only useless but mischievous. -Francis Scott Key- �TURN-OF-THE CENTURY BUILDINGS THE VICTORIAN BUILDINGS THE 19TH CENTURY McDowell Hall served as the single building on campus until the college's fifth president, Hector Humphreys, DD, undertook St. John's first major building program and thereupon transformed the campus. The result was to flank McDowell, on its crested position, with two new lower-lying brick buildings on either side. 0 Humphreys Hall The first building of this era subsequently was named for Humphreys in 1857, less than a year after his death. Located on the southern side of McDowell, it is considered an excellent example of a castellated Gothic Revival notable for its octagonal towers at the corners. It was designed by Robert Cary Long, Jr., Baltimore architect and a leading influence in the Gothic Revival movement. Known initially as "the boarding house" after its completion in 1837, Humphreys first was used as a dormitory and later as a science hall. In 1958 the interior was razed and rebuilt as a dormitory. The college bookshop in the basement displays the original center support of the building, a handsome foundation wall of salmon-colored brick pierced by a row of round-headed arches. Chase·Stone House Q Built at the end of the classical renaissance period and at the beginning of the Victorian, the Chase-Stone House is considered to be a direct descendant in style of a Florentine palace. It was completed in 1857 and was used originally as a duplex residence for the president and vicepresident of the college. Later it became a dormitory. In 1963 James Wood Burch, Annapolis architect, undertook the complete renovation of the building. The dormitory was named for Samuel Chase and Thomas Stone, members of the college's original Board of Governors and two of the four Maryland signers of the Declaration of Independence. Paca·Carroll House G Although the Paca-Carroll House was built in 185 7 as another duplex to serve two faculty families, the Paca-Carroll House is a simple, well-proportioned building more reminiscent of the Federal era than that of Victorian times. The building, which now serves as a dormitory, was named in honor of William Paca, who was among those who petitioned the General Assembly for the college charter, and Charles Carroll of Carrollton. Both Paca and Carroll were signers of the Declaration of Independence. Carroll also was a member of St. John's original board . THE ST. JOHN'S CONCEPT OF EDUCATION St. John's College seeks to teach young men and women how to think. The College believes that the skills of rational thought, of careful analysis, of logical choice, of imaginative experimentation, and of clear communication are the tools of man's understanding. Their acquisition is the principal goal of a liberal education. The College has other goals as well. It aims to acquaint the student with his Western heritage through reading and seminar discussion of some 130 basic books - landmarks in literature, philosophy and theology, history and social sciences, mathematics and natural science. Finally, it encourages him to search for underlying principles and gain some understanding of himself, his fellows, his world, and his God - in other words, to formulate his philosophy of life. To this end St. John's College has prescribed a single four-year course of study leading to the degree of Bachelor of Arts. This course is the modern equivalent of the traditional education of the founding fathers of this Republic. It is contemporary in its stress upon mathematics and the laboratory sciences, both of which are studied throughout the four years. St. John's faculty members emphasize the inter-relatedness of all fields of knowledge in their teaching. Since 193 7, when the present curriculum was undertaken, there have been no departments and no majors at St. John's College. The lecture system has been largely replaced by seminars, tutorials, and laboratories. Classes are small and informal discussion groups. There are seminars on Great Books, daily tutorials in language and mathematics, semi-weekly laboratory periods, a Friday ever:ing lecture series, and tutorials in music during the sophomore year. The alumni of St. John's college are the best measure of its success. Over three-fifths of all graduates have entered upon postgraduate study in fields ranging from architecture ro theology, from medicine to philosophy. Most alumni report that their St. John's education is serving them well. Richard D. Weigle President For further information please contact: Pinkney Hall 0 Dedicated in 1858 as a men's dormitory, this building was named for William Pinkney (1764-1822), believed to be the only identifiable pupil of King Williams' School. Pinkney served as minister to England and Russia and as Attorney General under Madison. Chief Justice Marshall called Pinkney "the greatest man I ever saw in a court of justice." With its gothic gable, the building has Italianate overtones and bears resemblances to St. Anne's Episcopal Church on Church Circle. Director of Publicity Office of College Relations St. John's College Annapolis, Maryland 21404 301-263-2371 Q Woodward Hall The St. John's library, with its Georgian revival style, was erected in 1899 and extensively renovated in 1968, when the rear of the building was extended and a fourth level added. Named for Henry Williams Woodward, father of a board member and a college benefactor, the library contains 60,000 volumes, including the Bray Collection of 400 volumes believed to have comprised the first free public library in North America. The library, with its elegant King William and Hartle rooms, provides individual study carrels, making quiet areas for study for St. John's students. Randall Hall 0 Iglehart Hall (t:) Randall Hall was built in 1903 and named for the Randall family which for generations had been intimately connected with the college. Its neo-classical dining room, with its sumptuous detail, is considered one of the best rooms in Annapolis. The upper rooms are used as a dormitory. The college gymnasium, which was dedicated in 1910, is named for Lt. E. Berkeley Iglehart, an alumnus who had a distinguished military career and who helped make the building a reality. LATER BUILDINGS The Boathouse G> The cornerstone for the boathouse on College Creek was laid in 1934. It permits the college to maintain an active program in boating. Campbell Hall OTHER THINGS TO SEE G:) Designed as a modified Georgian building, Campbell was dedicated in 1954 and represented the first dormitory to be completed on campus since the erection of Randall. It was built for women students, first admitted in 1951. It was named for Levin Hicks Campbell, a member of the class of 1793 and grandfather of Milton Campbell, who contributed generously toward its erection. The building was designed by the Baltimore firm of James R. Edmunds. «l) French Monument The monument near the college boathouse was erected on April 19, 1911, in honor of the French soldiers and sailors who died en route to Yorktown and were buried on campus. Dedi· cated by President Taft. it is considered the first monument to the unknown war dead of any place in the world . 4D The College Cannon The cannon near McDowell Hall is one of 13 cannons used in the War of 1812 and dredged out of the Baltimore Harbor to be placed in historically significant locations. It was presented to the college on September 14, 1914, by the Peggy Stewart Tea Party Chapter, DAR, and the National Star Spangled Banner Centennial Commission. The Liberty Bell ~ The replica of the Liberty Bell standing on the front campus is one of 48 cast in 1950 by the U.S. Department of Treasury as part of a nationwide drive to promote the sale of defense bonds. In a speech at the dedication May 13, 1953, John M. Whitmore said, "St. John's College, just as the bell, is symbolic of liberty and of man's constant battle to become and remain free. "The pediment of the bell was financed by pennies contributed by Anne Arundel County School children. CD Quadrant and Plinth Near the dining hall entrance on the quadrangle behind McDowell is a graduated quadrant and plinth used to measure the noonday altitude of the sun. They are simlar to the instruments described by Ptolemy in his Almagest. Alumni Memorial Tablet Francis Scott Key Auditorium and Mellon Hall (E) & 40 Designed by the California firm of Neutra and Alexander, this building on the lower campus contains the 600-seat Key Auditorium, conversation room and music library, and classrooms and laboratories named for Paul Mellon, an alumnus and generous benefactor of the college. The planetarium is named for Theodore R. McKeldin, a former governor of Maryland. President Eisenhower gave the principal address at its dedication in 1958. Harrison Health Center (0 The infirmary is the newest building on the campus. Built in the shape of a Greek cross, it is designed to live quietly by the Carroll-Barrister House without making use of 18th century architectural detail. Proportions harmonize. The infirmary is designed with the same roof pitch as that of Carroll-Barrister, and the projecting part of each of the infirmary's end walls is only a foot less wide than its colonial neighbor. Hand-molded Oxford brick from Pennsylvania match the coarseness of bricks of the Carroll-Barrister House. The building, designed by James Wood Burch and William H. Kirby, Jr., was dedicated at homecoming, October 1972. fa This memorial erected in 1920 honors the 452 St. John's students who served during World War I. The figure on the bronze tablet depicts the Alma Mater with a drawn sword bowed in mourning over those alumni whose names are inscribed on the shield. There she crowns with a palm of eternal peace. Her shield is an adaptation of the college seal and is emblazoned with the honor roll. The Liberty Tree • The last of this country's Liberty Trees stands on the northern side of the campus nearthe library. Believed to be more than 400 years old, this tulip poplar during the American Revolution sheltered the Sons of Liberty and the French en route south to Yorktown for the final battle of the War for Independence. It is almost certainly the "very large tree on a fine piece of ground" under which the first Methodist sermon in Maryland was delivered. ··- .. .. � 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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 (folded pamphlet) 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 Walking Tour of St. John's College, Brochure Circa 1970s Description An account of the resource A place to learn...a place to walk...St. John's College Creator An entity primarily responsible for making the resource 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 1970-1979 (Circa) Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context A Walking Tour St. John's College 2 Alumni Memorial Tablet Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House College Cannon French Monument Harrison Health Center Hodson Boathouse Humphreys Hall Iglehart Hall Liberty Bell Liberty tree McDowell Hall Mellon Hall Paca-Carroll House Pinkney Hall Randall Hall Woodward Hall Library https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a36f60bdc5cda45e0eabd2e5fc0856ff.pdf 624a8ef37fe22c1e1deefba053ea5a77 PDF Text Text GTOUR oF ST JOHN'S College AWAL S!JOHN'S COLLEGE Alflf.l.POLII •IA.RT.A. I'll �About St. John's College t. John?s College is best known for its New Program-the curriculum centered on the reading and discussion of the great books of Western civilization from the works of Plato and Aristotle to those of Einstein and Faulkner. However, the college is also one of the oldest colleges in the United States, tracing its origins to r696, when it opened as King William's School in the brand-new capital of Annapolis. The school, similar in concept to today's prep school, was folded into St. John?s College in r784 when the college was chartered by the State of Maryland. For the next r50 years, St. John?s at times was a thriving institution and at other times struggled-through wars? low enrollment, the r929 stock market crash, and what might have been the final blow, the loss of accreditation. Bythe mid-r93os, the college was in danger of closing for good. S In an effort to save St. John?s, the college?s board hired Stringfellow Barr and Scott Buchanan, two academics with revolutionary educational ideas, to revamp the curriculum. The pair implemented the New Program, a cohesive, interdisciplinary course of studywith the great books as its foundation. In r964, a second campus was established, in Santa Fe, New Mexico. Today, the New Program still thrives, as does St. J ohn?s College, one of the nation?s most distinctive institutions of higher education. Begin your self-guided tour of St. ]ohn 's College on College Avenue, at the replica of the Liberty Bell. �1 Liberty Bell (I952) The U.S. Department of the Treasury cast 48 replicas of the Liberty Bell (one for each of the states that had by then entered the union) in Ig52. The Annapolis Chamber of Commerce installed this replica on the campus. At its dedication, local business leader John M. Whitmore said, "St. John's College, just as the bell, is symbolic of liberty and of man's constant battle to become and to remain free." All St. John?s students read the founding documents of the nation, including the Constitution~ Declaration of Independence~ and the Federalist Papers. 2 Alumni Memorial Tablet (I920) Four hundred and fifty-two St. John's College alumni fought in World War I. This tablet honors the 24 who died in the war. The nation's firstArmyROTC unitwas formedat St. John's inI9I7. OnlyWestPointhadmore alumni serving as officers in the war. Next Stop: Continue up the path to McDowell Hall. 3 McDowell Hall (c.1744) In I742, Maryland Governor Thomas Bladen began to build a grand Georgian mansion with a symmetrical facade on this elevated site. When the profligate Bladen ran afoul of the colonial assembly, construction stopped abruptly at the second-floor level. The unfinished shell became known as "Bladen's Folly." After the American Revolution, the new State of Maryland chartered St. John's �TUE BAR.R-BUCHANAN CENTER/WOODWAUD HAU, College in I784 and gave the school the unfinished building and surrounding four acres. Two years later Joseph Clark, architect of the State House dome, was hired to complete the building. He added a third floor, cupola, and bell tower. The building was named for John McDowell, the college's first principal. McDowell Hall housed the entire college for manyyears: classrooms, dormitory, lecture hall, grammar school, laboratory, and library. After a devastating fire in Igog, the building was reconstructed to its original specifications, a preservation victory for alumni. The Seneca stone porch on the building's east side was added in Igo3. In a r766 letter? Thomas Jefferson referred to McDowell Hall as "the one publfo building worth mentioning,' in the city of Annapolis. Nea;t Stop: Walk east to the Barr-Buchanan Center/Woodward Hall. �The Bar:rMBuchanan 4 Cente1·/WoodwardHall (I899) 1 Along with Randall Hall? Woodward Hall was one of two buildings added to the campus after the Civil War. Duringthewar? St. John's College was taken over by the Union Army, first as the site of a camp for paroled prisoners? and later, as a military hospital. At the war's end? the campus and its buildings were in a sorry state. The Maryland Assembly gave the college a small grant to begin repairs? but the college had to borrow more to repair the damage and soon found itself burdened with debt. James T. Woodward, a New York banker, assumed the college's mortgage at favorable terms and made other generous gifts to the college. In gratitude, the college named its first post-war building after his father, Henry Williams Woodward. Woodward Hall, designed by T. Henry Randall, architect of Baltimore's Lyric Opera House, was built to house the library; the physics? chemistry, and biology labs; and the armory. When the library outgrew Woodward Hall in Igg6, the buildingwas renovated and rededicated as the Barr-Buchanan Center to honor the founders of the New Program. The building now houses the Graduate Institute. Ne<1;t Stop: Walk to the left of the BarrBuchanan Center to the Chase-Stone House. Long-time Annapolitans still miss the Liberty Tree? a tulip poplar that stood on the front lavv-n of the St. John?s campus for about 400 years. It was under the Libertyrrree's branches that the Sons of Liberty met to hear Samuel Chase and other patriot~orators argue for American independence from Great Britain. The majestic tree succumbed to age and weather in I999~ when the college was forced to have it taken down. �5 Chase-Stone House (I857) Chase-Stone House is named after Samuel Chase and Thomas Stone, two of Maryland's four signers of the Declaration of Independence, who were members of the college's first board of directors. Italianate in style, the Chase-Stone House was originally a duplex that housed the families of the president and vice-president. Modeled after a Florentine palace, Chase-Stone was built at the end of the Classical Revival period. The building became a fraternity house in Ig29 and remained so for a decade. After President Stringfellow Barr discontinued fraternities in Ig38, Chase-Stone became a dormitory. Next stop: Head back toward the center of campus to Pinkney Hall, on the east side of McDowell Hall. 6 Pinkney Hall (I858) St. John's College has manyillustrious alumni, among them senators, governors, state legislators, and diplomats. George Washington sent his step-grandson and nephews here; Francis Scott Key was a I796 graduate of the college. The only historical figure who can be traced to the original King William's School is William Pinkney, who served as Attorney General under President Jam es Madison, as well as minister to both England and Russia. The building wasn't occupied until after the Civil War, when the student population began to rebound. The building was designed by N.G. Starkweather to complement Humphreys Hall, on the opposite side of the quad, and complete the "Yale Row" that is a distinctive �feature of the campus. Renovated in Ig42, Pinkneynowhouses dormitoryrooms and administrative offices. The cannon between Pinkney and McDowell Hall is from the War of I8I2 and was dredged out of the Baltimore Harborwi.th I2 others. Netct stop: Just west of Pinkney is Randall Hall. 7 Randall Hall (I903) Randall Hall combines Renaissance, Baroque, and Georgian styles into Beaux Arts style. Before a Ig8o renovation, dinner was served on monogrammed plates by bow-tied student waiters. Namedafter alumnus John Wirt Randall, a local attorney, member of the Maryland State Senate, and member of the college's board, the building now houses dorm rooms, the dining hall and kitchen, and administrative offices. CnAS.E-S·roN.E Hous.E �CAau.ou~ BAn.HIS'r.En Hous.E On the southern side of Randall Hall, facing College Avenue, is a rose garden named for long-time college bookkeeper Ruth Sutphin. Next Stop: Walk north on the path that winds around the back of Randall to the Harrison Health Center. 8 Harrison Health Cente1~ (I972) Annapolis architect Jam es Wood Burch was praised for designing this building to blend seamlesslywith the college's historic architecture. The health center is in the shape of a Greek Cross, the same shape used as the Red Cross symbol. Ne.1:t stop: Walk toward King George Street to the Carroll Barrister House. �9 Carroll Barrister House (c. :r724) One of the oldest surviving residences in Annapolis, this building was home to Charles Carroll the Barrister (so called to distinguish him from the other wealthy and important Carrolls of Maryland). The house was originally located at the corner of Main and Conduit streets. In I955 when the building was in danger of being torn down for commercial development, local preservationists raised the money to move the building. Carefully separated from the oyster-shell mortar that held it in place, the T-shaped house was divided into two sections, and the main block was rolled to the St. John's campus on a flatbed truck. The building was meticulously restored by the college. Directly behind the house sits a fragrant boxwood garden, dedicated in Ig84 to the late Kate Moore Myers, a St. John's benefactor. Next stop: Return to the front of the Carroll Barrister House and, crossing the walkway, you'll see Iglehart Hall, the college gymnasium. 1QIglehartHall (I9Io) The building that houses the college's gymnasium was named for alumnus Lt. E. Berkeley Iglehart, a distinguished army officer. While the New Program brought an end to most intercollegiate athletics (President Barr objected to the disruptive nature of such programs), the college boasts a thriving intramural program. Iglehart Hall houses a basketball court, weight room, dance studio, locker rooms, and a suspended, banked wooden track. �Next stop: From the north side of the gym parking lot, follow the path past the tennis courts to the French Monument and Hodson Boathouse. 11 French Monument (Ign) When the French were marching through Annapolis on their way to the pivotal Battle of Yorktown in I78I, several soldiers died here and were buried on campus, near College Creek. The monument was erected in their honor. No one knows howmanysoldiers were buried here or who theywere, but the monument stands as one of the first memorials in the country to the unknown dead. Present at the unveiling of the French Monument: President Taft French Ambassador Jean J ]usserand Descendants ofLafayette and de Grasse RANDALL DINING HALL �12 Hodson Boathouse (:r934) This Adirondack-style building was constructed in r934 and renovated in r989. On the main floor of the boathouse is an allpurpose room. The lower level houses boats used by the college's crew team, which takes part in intercollegiate regattas. Several boats are named for well-loved faculty members and other prominent college figures. Crew, fencing, croquet, and sailing are the only intercollegiate sports at St. John?s College. Ne:i;t stop: On your way back up the path to the main part of campus, you'll see Gilliam and Spector halls on your right. Gilliam Hall 13 Spector Hall (2004) and (2005) These two modern dormitories were the first built on campus since the completion of Campbell Hall. Gilliam Hall is named for James H. Gilliam, Jr., an African-American businessman, civic leader, and philanthropist, who was a trustee of The Hodson Trust. The Trust provided generous support for the dormitory. Spector Hall is named for Philip Spector, the father of Warren Spector, a rg8r graduate of the college and President and Cochief Operating Officer of Bear, Stearns & Co. Inc. Mr. Spector's gift to the college made construction of the dormitory possible. Designed by the Baltimore firm ofZiger/ Snead, the two buildings draw from the historic architecture of the upper campus, but also are clearly contemporary. They feature modern geothermal heating and cooling systems. Next stop: Cross the campus to Mellon Hall. �14 Mellon Hall/ F1·ancis Scott Key Auditorium (I958) Mellon Hall is named in honor of Paul Mellon, a philanthropist, the heir to the Andrew Mellon banking fortune, and a student at St. John's for one year before he joined the service during World War II. The building was designed by Austrian-born architect Richard Neutra, a protegee of Frank Lloyd Wright, and a leading proponent of the Modern Movement. Most of Neutra's work was in the West, principally California. Mellon Hall is one of only three of his surviving buildings east of the Mississippi. Two later additions created an administrative wing and the Elizabeth Myers Mitchell Art Gallery. In 2002, a renovation/expansion project added classrooms, a new conference room, pottery studio, and faculty offices. The Francis Scott Key Auditorium is a venue for lectures, concerts, plays, film series, and community events. As you leave Mellon Hall andhead back toward front campus, take the brick steps leading up to the quad and you'll see the New Program Seal in the landing. The Latin words are Facio Liberos Ex Liberis Libris Libraque, translated as, "I make free adults out of children by means of a book and a balance." Ne.1;t stop: Continue up the steps, turn to your right, and you'll see Campbell Hall. 15 Campbell Hall (I954) After 250 years as an all-male school, St. John's admitted its first class of women in Ig5I. The Colonial Revival-style Campbell Hall was built as a women's dorm and opened in Ig54. Although the decision to go co-ed �THE LJBER'fY TUEE sparked some campus protests, the first class of 25 women surprised their male counterparts by succeeding admirably in their math and science work as well as in philosophy, literature, and all other parts of the program. Next stop: Follow one of the paths on your right leading to the parking lot behind Campbell to visit some of the oldest buildings on campus. �16 Chancellor Johnson House (c. I720) Also known as the Reverdy Johnson house, this gambrel-roofhouse, a fine example of earlyI8th-century-style Colonial homes, was originally built at g Northwest Street as the home of Allen Quynn, a mayor of Annapolis. John Johnson, Jr., an I82I alumnus, bought the house in Ig3I. Johnson served as Chancellor of Maryland from I846 until I85I, when the position was abolished. The house remained in the Johnson family until IgI7, then changed hands several times before ending up as the property of the Chesapeake and Potomac Telephone Company. The company planned to raze the dwelling for an expansion, but the college joined a group of budding historic preservationists and had the house moved to the campus in Ig37. Ne:;r;t stop: Directly south of the Chancellor Johnson House is the Paca-Carroll House, the counterpart to the Chase-Stone House. 17 Paca-CarrollHouse (I857) Named after two Maryland signers of the Declaration of Independence, William Paca and Charles Carroll of Carrollton, PacaCarroll House was built during the same construction boom that produced Chase-Stone and Pinkney. Originally a duplex for faculty housing, this Federal/Greek Revival building became a fraternity house in Ig29, and was converted to a dormitory in the late Ig3os. An addition was completed in Ig8I. Next stop: Turn back to the front campus toward Humphreys Hall. �18 Humphreys Hall (x837) This Gothic Revival building designed by noted Baltimore architect Robert Cary Long, Jr. is distinguished by its octagonal towers and was an early component of the college's Yale Row. Named for Hector Humphreys, one of the longest-serving and most effective of the college's presidents, the building housed science laboratories and dorm rooms during its earlier years. Today, Humphreys remains a dormitory. The college bookstore-open to the public-is housed in the basement. Next stop: From Humphreys Hall, take the brick walkway toward the southwestern corner of campus for the final stop on your walking tour, the Greenfield Library. 19 Greenfield Library (1:~)34) St. John's deeded this plot ofland to the State of Maryland for $IO in I934 for the Maryland Hall of Records. Baltimore architect Laurance Hall Fowler designed the Georgian Revival building that served as the archives until Ig84, when the state built a new facility on Rowe Boulevard. The college acquired the building to house a new library. Travis Price, a Washington, D.C. architect andI97I alumnus, designed the renovation. The project involved adding a basement annex, gutting the central core, and restoring the perimeter rooms. In Igg6, classes were canceled for a day so that students, faculty, and staff could ferry books across the front campus from the old library in Woodward Hall to the Greenfield Library, named for I953 alumnus Stewart Greenfield. :!~ �his brochure was produced through the generous support of Four Rivers: The Heritage Area of Annapolis, London Town & South County; the City of Annapolis; and the Maryland Heritage Areas Authority. This publication has been financed in part with State funds from the Maryland Heritage Areas Authority, an instrumentality of the State of Maryland. However, the contents and opinions do not necessarily reflect the views of policies of the Maryland Heritage Areas Authority. T St. John's College 60 College Avenue Annapolis, MD 21401 410-263-2371 www.stjohnscollege.edu www.fourriversheritage.org � 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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. 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 Walking Tour of St. John's College, Brochure Circa 2003-2008 Description An account of the resource A Walking Tour of St. John's College Creator An entity primarily responsible for making the resource 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, MJD Date A point or period of time associated with an event in the lifecycle of the resource 2003-2008 (Circa) Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context A Walking Tour of St. John's College 3 Alumni Memorial Tablet Barr-Buchanan Center Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House College Cannon French Monument Gilliam Hall Greenfield Library Harrison Health Center Hodson Boathouse Humphreys Hall Iglehart Hall Liberty Bell Liberty tree McDowell Hall Mellon Hall Paca-Carroll House Pinkney Hall Randall Hall Spector Hall Woodward Hall Library https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/153d66bc4b439f276ce277347273741e.pdf 3164a50344c8679db2def09e8cb15a53 PDF Text Text An Historic View of the Campus... THE COLONIAL BUILDINGS THE 18TH CENTURY s COLLEGE Annapolis, Maryland 21401 St. John's College is a direct descendant of King William's School, founded in 1696 and under the auspices of the Anglican Church until the Act of 1776 disestablished the Church oi England. The location of the college was proposed for its present site as early as 1761 by, among others, Charles Carroll, the Barrister, whose house now stands on campus. The 17 Act of Consolidatiqn divided the corporation of King William School, with one part for St. John's and the other for th.e school to be operated under a board until the college opened. When St. John's was chartered in 1784 to "perjJetuate a succession of able and honest men;' it was with a view also to its being the western branch of the firs\: University of Maryland with Washington College on the Eastern Shore as the other. Four oi the college founders were signers of the Declaration of Independence. They were Charles Carroll of Carrollton, Governor William! Paca, Thomas Stone, and Samuel Chase. The two latter were on the first board. To assure that St. John's would be "for the benefit oi youth of every religious denomination;' the charter was written by three clergymen of different faiths: William Smith. an Episcopalian and St. John's first president pro tern, John Carroll, a Roman Catholic, and Patrick All'son, a Presbyterian divine, representing the Protestants generally. When the college actually began classes in 1789, it absorbed the property of the King William School. -~ Among tlie first students were George Washington's step-grandson and two ne>phews and Francis Scott Key. During the Civil War, the northern ,.It "" -'-~-- ·...__, j forces used the campus as both a parole and hospital center. a~Gr""r.i.~.:t~~,:~.'~';;_:t..,~•) - ~ The college became a military school in 1884, resumed its :~,...... G) ~._:.:.Q liberal arts program in 1923, and in 1937 adop~ed its ,__... ,r.'w.;..,). New Program centered 1n the reading ot great ~ "ff>~ books. In 1951 the college became co-educational. St. John's opened a second campus in Santa Fe, N.M., in 1964. The campus is a National Historic Landmark and lies within the Annapolis Historic ~1!1.-i..a' . •.., .... ...,..... D.1stnct. . , 11 ,. 8 Go - ~ .f:.O & "" "° "'. . 'ifi::, • ~ ""- ---...~·>-• - ....-9..,.. '~, :- >........ (;ti e McDowell Hall 0 Simon Duff, a Scotch architect, came to Maryland especia lly to construct this building as the official mansion of Thomas Bladen , co loni al governor of Maryland. Begun in 1742, it was abandoned as being too grandiose and became known as "Bladen's Foll{' A building in the style of James Gibbs, it was designed originally with wings. It was admired by Thomas Jefferson, who wrote in 1766 that 'They have no publick building worth mentioning except the governor's house, the hull of which afte r being finished, they have suffered to go to ruin:' For years it was the only building on campus. Students slept on the third floor. It was here that Francis Scott Key, who graduated as c lass va ledictorian and went on to organize the alumni associat ion, attended classes. In 1824 two dinners and a ba ll were given in the Great Hall for General Lafayette. The Great Hall also served as headquarters of the Union Army Medical Corps from 1863 to the end of the Civi l War. The building is named for St. John's first president, John McDowell. In terms of the 1742 start ing date, it is the third oldest academ ic building in continuous use in the United States. Charles Carroll, The Barrister, House ::oi: :·~, ~~~~~ 0 Erected in 1722-23 by Charles Ca rroll , a surgeon, this T-sh aped frame and brick house was moved in 1955 from its location on Main Street to the King George Street sid e of the campus. Carroll's son, Charles Carroll, the Barrister, was born in it in 1724. Carroll was the principal writer for the Declaration oi the Delegates of Maryland adopted July 6, 1776. He was also active during the early 1760s in legislative efforts to found a co llege at St. John's prese nt site. A building that may be described as being of the 18th vernacular type, it was poss ibly one oi the largest town houses in Annapolis at the time oi its erection. It is notable for its beautiful interiors. Chancellor Johnson House 8 A fine example of an early 18th century, gambre l-roofed dwelling, the Chancellor Johnson House was also moved to the campus. The house was purchased in 1937 by the Chesapeake and Potomac Telephone Company, which gave it to the city with the provision that it be moved from Northwest Street There are and ever will be the poor and the rich, the men of labor and the men of leisure, and the State which neglects either, neglects a duty, and neglects it at its peril for whichever it neglects will be not only useless but mischievous. - Francis Scott Key- �TURN-OF-THE-CENTURY BUILDINGS Woodward Hall Q The St. John's library, with its THE VICTORIAN BUILDINGS THE 19TH CENTURY McDowell Hall served as the single building on campus until the college's fifth president, Hector Humphreys, DD, undertook St. John's first major building program and thereupon transformed the campus. The result was to flank McDowell on its crested position with two new lower-lying brick buildings on either side. 0 Humphreys Hall The first building of this era, constructed in 1835, subsequently was named for Humphreys in 1857, less than a year after his death. Located on the southern side of McDowell, it is considered an excellent example of a castellated Gothic Revival notable for its octagonal towers at the corners. It was designed by Robert Cary Long, Jr., Baltimore architect and a leading influence in the Gothic Revival movement . Known initially as "the boarding house" after its completion in 1837, Humphreys first was used as a dormitory and later as a science hall. In 1958 the interior was remodeled and rebuilt as a dormitory. The college bookshop in the basement displays the original center support of the building, a handsome foundation wall of salmon-colored brick pierced by a row of round-headed arches. Chase-Stone House Q Built at the end of the classical renaissance period and at the beginning of the Victorian , the Chase-Stone House is considered to be a direct descendant in style of a Florentine palace. It was completed in 1857 and was used originally as a duplex residence for the president and vice-president of the college. Later it became a dormitory. In 1963 James Wood Burch , Annapolis architect, undertook the complete renovation of the building. The dormitory was named for Samuel Chase and Thomas Stone, members of the college's original Board of Governors and two of the four Maryland signers of the Declaration of Independence. Paca-Carroll House C) Although the Paca-Carroll House was built in 1857 as another duplex to serve two faculty families, the Paca-Carroll House is a simple, well-proportioned building more reminiscent of the Federal era than that of Victorian times. The building, which now serves as a dormitory, was named in honor of William Paca, who was among those who petitioned the General Assembly for the college charter, and Charles Carroll of Carrollton. Both Paca and Carroll were signers of the Declaration of Independence. Carroll was also a member of St. John's original board. Pinkney Hall 0 Dedicated in 1858 as a men's dormitory, this building was named for William Pinkney (1764-1822) , believed to be the only identifiable pupil of King Williams' School. Pinkney served as minister to England and Russia and as Attorney General under Madison. Chief Justice Marshall called Pinkney "the greatest man I ever saw in a court of justice:' With its gothic gable, the building has Italianate overtones and bears resemblances to St. Anne's Episcopal Church on Church Circle. ABOUT Sr. JoHN's St. John's College is a small college with campuses in Annapolis, Md., and in Santa Fe, N.M. Its nationally known New Program in liberal arts, founded in 1937, is centered in writings generally called the Great Books. Most are read and discussed in two-hour Monday and Thursday night seminars. Others, exploring the philosophical foundations of biology, physics, astronomy, and mathematics, are read in the mathematics tutorials and in the laboratory program. Poetry and drama are important in the language tutorials. There is little lecturing other than a formal Friday night lecture, which the faculty and students are expected to attend. Instead, students learn through discussions. The faculty consists of "tutors;' rather than "professors;' who have learned to teach in many parts of St. John's interdisciplinary program . Faculty-student ratio is 1-8. There are no majors or minors in the curriculum, which is completely prescribed. Because of this students may enter St. John's only as freshmen, but they can transfer back and forth between the college's two campuses. In addition to four years of seminar, in which students attempt through the readings to understand fundamental problems that man faces today and at all times, there are four years of mathematics and languages, three of the laboratory sciences, and two of music. Grades are kept for purposes of the record and for graduate work but are not revealed unless students request them. Students learn rather about their progress through "do n rags;' conferences with their tutors. Annual papers relating to the books are important. A senior thesis, upon which a student is publicly examined, is a critical requirement for graduation. St. John's offers a summer's master's program on its Annapolis campus and a year-round graduate program on its Santa Fe campus. For further information please write: DIRECTOR OF PUBLICITY Office of Public Relations St. John's College Annapolis, Maryland 21404 (301) 263-2371 Georgian revival style, was erected in 1899 and extensively renovated in 1968, when the rear of the building was extended and a fourth level added. Named for Henry Williams Woodward, father of a board member and a college benefactor, the library contains 81,000 volumes, including remnants of the Bray Collection believed to have comprised the first free public library in North America. The library, with its elegant King William Room , provides individual study carrels, making quiet areas for study for St. John's students. Randall Hall 0 Randall Hall was built in 1903 and named for the Randall family which for generations had been intimately connected with the college. Its neo-classical dining room, with its sumptuous detail , is considered one of the best rooms in Annapolis. The upper rooms are used as a dormitory. In 1980 an addition was added to provide a modern kitchen and private din ing room . Iglehart Hall ~ The college gymnasium, which was dedicated in 1910, is named for Lt. E. Berkeley Iglehart, an alumnus who had a distingushed military career and who helped make the building a reality. LATER BUILDINGS Cl) The cornerstone for the boathouse on College Creek was laid in 1934. It enables the college to maintain an active program in boating . The Boathouse ~ Designed as a modified Georgian building, Campbell was dedicated in 1954 and represented the first dormitory to be completed on campus since the erection of Randall. It was built for women students, first admitted in 1951 . It was named for Levin Hicks Campbell, a member of the class of 1793 and grandfather of Milton Campbell, who contributed generously toward its erection. The building was designed by the Baltimore firm of James R. Edmunds, Jr. Campbell Hall Francis Scott Key Auditorium and Mellon Hall 4D G) & Designed by the California firm of Neutra and Alexander, this building on the lower campus contains the 600-seat Key Auditorium, conversation room and music library, and classrooms and laboratories named for Paul Mellon , an alumnus and generous benefactor of the college. The planetarium is named for Theodore R. McKeldin, a former governor of Maryland. President Eisenhower gave the principal address at their dedication in 1958. Gl) The infirmary is the newest building on the campus. Built in the shape of a Greek cross, it is designed to live quietly by the Carroll-Barrister House without making use of 18th century architectural detail. Proportions harmonize. The infirmary is designed with the same roof pitch as that of Carroll Barrister, and the projecting part of each of the infirmary's end walls is only a foot less wide than its colonial neighbor. Hand-molded Oxford bricks from Pennsylvania match the coarseness of bricks of the CarrollBarrister House. The building, designed by James Wood Burch and William H. Kirby, Jr., was dedicated at homecoming, October 1972. Harrison Health Center OTHER THINGS To SEE 4D French Monument The monument near the college boathouse was erected on April 19, 1911, in honor of the French soldiers and sailors who died en route to Yorktown and were buried on campus. Dedicated by President Taft, it is among the first monuments to the unknown war dead of recent times. G) The cannon near McDowell Hall is one of 13 cannons used in the War of 1812 and dredged out of the Baltimore Harbor to be placed in historically significant locations. It was presented to the college on September 14, 1914, by the Peggy Stewart Tea Party Chapter, DAR, and the National Star Spangled Banner Centennial Commission. The College Cannon The Liberty Bell ® The replica of the Liberty Bell standing on the front campus is one of 48 cast in 1950 by the U.S. Department of Treasury as part of a nationwide drive to promote the sale of defense bonds. In a speech at the dedication May 13, 1953, John M. Whitmore said, "St. John's College, just as the bell, is symbolic of liberty and of man's constant battle to become and remain free." The pediment of the bell was financed by pennies contributed by Anne Arundel County School children. Quadrant and Plinth G) Near the dining hall entrance on the quadrangle behind McDowell is a graduated quadrant and plinth used to measure the noonday altitude of the sun. They are similar to the instruments described by Ptolemy in his Almagest. Alumni Memorial Tablet f8 This memorial erected in 1920 honors the 452 St. John's students who served during World War I. The figure on the bronze tablet depicts the Alma Mater with a drawn sword bowed in mourning over those alumni whose names are inscribed on the shield. These she crowns with a palm of eternal peace. Her shield is an adaptation of the college seal and is emblazoned with the honor roll. The Liberty Tree fl The last of this country's Liberty Trees stands on the northern side of the campus near the library. Believed to be more than 400 years old, this tulip poplar during the American Revolution sheltered the Sons of Liberty and the French en route south to Yorktown for the final battle of the War for Independence. It is almost certainly the "very large tree on a fine piece of ground" under which the first Methodist sermon in Maryland was delivered. � 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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 (folded pamphlet) 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 Walking Tour of St. John's College, Brochure Circa 1970s/1980s Description An account of the resource St. John's College. Brochure including information about the campus. Creator An entity primarily responsible for making the resource 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 1970s-1980s (Circa) Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Type The nature or genre of the resource text Format The file format, physical medium, or dimensions of the resource pdf Language A language of the resource English Identifier An unambiguous reference to the resource within a given context A Walking Tour St. John's College 4 Alumni Memorial Tablet Campbell Hall Carroll Barrister House Chancellor Johnson House Chase-Stone House College Cannon French Monument Harrison Health Center Hodson Boathouse Humphreys Hall Iglehart Hall Liberty Bell Liberty tree McDowell Hall Mellon Hall Paca-Carroll House Pinkney Hall Randall Hall Woodward Hall Library https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/a0db8fde8acb5a0f189cd5820ae483ce.pdf e3547cc04b37469dee1a65898521259a 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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. 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 Views of St Johns College_circa1910 Title A name given to the resource Views of St. John's College Date A point or period of time associated with an event in the lifecycle of the resource circa 1910 Description An account of the resource Views of St. John's College, a brochure published circa 1910. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) 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 Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Subject The topic of the resource St. John's College (Annapolis, Md.)--Students St. John's College (Annapolis, Md.)--Buildings Contributor An entity responsible for making contributions to the resource McAboy, J. Lynn https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/38c2cfa8c27bdf0d3849045c0d8c8ebf.pdf 71c7f52ac28e0422ac4c1f19c244a5eb PDF Text Text ST. JOHN~S COLLEGE ANNAPOLIS. MARYLAND �Views of ST. JOHN'S COLLEGE ANNAPOLIS, MARYLAND • �OLD McDOWELL HALL �THE SPLENDID NEW GYMNASIUM AN UNSURPASSED HALL OF PHYSICAL CULTURE THE PHILOKOLIAN LITERARY SOCIETY �THE PHILOMATHEAN LITERARY SOCIETY THE GLEE CLUB �>-i ::i:: tx, E () t: z 0 t:J z> ~ trj THE CADET MAJOR THIS CADE't COMMANDS 1'HI! CORPS OF CADETS, UNDER THE COMMANDANT. �STAFF AND NON-COMMISSIONED STAFF OFFICERS OF THE CORPS LINE OFFICERS OF THE CORPS �FOOT BALL TEAM DURING TwtNTY-FIVJ:: YtARS THEst TEAMS HAvt USUALLY BttN SuPRtMt IN MARYLAND BASE BALL TEAM THIS TtAM: HAD TH£ DISTINCTION OF DEFEATING THE NAVY �FOOT BALL SQUAD FOOT BALL HISTORY TH£S£ CAD£TS WILL MAK£ FUTURE TRACK TEAM r'OR OLD ST. JOHN'S A Fm£ BRANCH OF SPORT, AND V£RY SuccitsSFUL H£R£ �•• FULL DRESS PARADE, BATTALION IN LINE ST. JOHN'S IS CLASSED BY THE WAR DEPARTMENT AS AMONG THE VERY BEST MILITARY SCHOOLS IN THE UNITED STATES BAYONET EXERCISE-IN GREY SHIRTS •A•• • �THE CORPS IN FULL DRESS, COLUMN OF COMPANIES ABOUT To PASS IN Ri;;vn:w WITH BAND LtADIN<; THE CORPS, AS SKIRMISHERS A LoNG, THIN GREY LINE OF RIFLES �THE GREAT FIREPLACE IN THE CADETS' DINING ROOM �.. Tms INTERIOR NEW GYMNASIUM No EQUAL IN MARYLAND AND FEw BUILDING HAS ANYWHERE .... . . ��� 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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. 24 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 Views of St. John's College, Annapolis, Maryland Description An account of the resource Views of St. John's College, a brochure published circa 1909. The brochure includes a view of a swimming pool in Iglehart gymnasium. A slightly later (circa 1910) version of the brochure shows Iglehart in a more finished state. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) 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 circa 1910 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.)--Students St. John's College (Annapolis, Md.)--Buildings Language A language of the resource English Identifier An unambiguous reference to the resource within a given context Views of St Johns College_circa1909 Relation A related resource <a href="https://digitalarchives.sjc.edu/items/show/6517">Views of St. John's College, circa 1910</a> https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/66c49f2e0cb6eb9a61a2200f6cd392b6.pdf d263c6ca51ad754e87bc52d0ca1363e5 PDF Text Text COJ:_,OJ\(]AJ:_, ST. JOHN'S COLLEGE ANNAPOLIS, MD. } t '\) " �cozoJV:JAZ FOUNDERS OF ST. JOHN'S ALLEN BALLARD BROOKE. BRISCOE BUCHANAN CHILTON CLAUD COURTNEY EDEN GOLDIE HARRISON HARWOOD HANSON HEARD HEBB HIGENBOTHAM HEIGHE JENIFER . HAMMOND HAWKINS - HEPBURN HILLEARY HILL HOLLINGSWORTH HOLLYDAY HYDE HALKERSTONE HAMILTON HAMERSLY HALL GREENFIELD HAGAN GWINN GREENWELL GRAHAME GREEN GRAY GRANT GOLDER GOVER GOODWIN GASSAWAY GANT, GILMORE GIBSON GATES FORREST FORBES FRAIZIER FRAIZER FAIRBOURNE EVERSFIELD FITZGERALD FERGUSON EASTMAN DUVALL ENNALLS DEBUTTS DORSEY DORSET DUCKETT Cu Rs IN DEAKINS DAVIDSON DIGGES COWMAN CRAUFU)ID CRADDOCK ~ DARNALL DOWSON Coo KE COVINGTON COURTS Cox DENT CLAR~ CONTEE' COALE CHEW ·CHASE CLAGGETT CLAGETT CAWOOD CAUSIN CHAPMAN CHAMBERS CARCAUD CARBURY CARROLL CARR CALLAHAN BURGESS CAMPBELL CALVERT BROWN BROOKES BULLEN . BRICE BREWER BRENT BOWLEY 1696-1928 BOWIE BOTELAR BOARMAN BLAIR BIRCH BERRY BECKETT ANNAPOLIS, MD. BEALL BAYNES BARNES BEANES BAKER ASQUITH ANDREWS ST. JOHN'S COLLEGE HowARD JENINGS HODGKIN HUGHES The (ommz"ssz"on for the 1\lstoratz°on and enlargement of (olonz°al St. John's College, ~nnapoHs, Jrrd. JOHNS I 9 2 8 �FRANCIS SCOTT KEY A graduate of St. John's in the Class of 1796. T HE American small college is again coming into its own. For the past half-century it has been obscured by the spectacular rise of the universities, but higher education in America is entering a new phase-a phase in which it is recognized that college and university have separate and distinct tasks and that one is as importan:t as the other. St. John's has always been a small college. It will remain a small college, carrying on the sound tradition of cultural training and comradeship in learning which institutions of its kind have established as a vital part of American.life. It brings to its task, however, an age and tradition rare in America. Of American institutions for higher learning St. John's has, next to Harvard and William and Mary, the longest continuous history. Its story begins in 1696, with the establishment at Annapolis of King William's School. Into that story are knit names and associations which will be for- PHOTO BY PICKERING Charles Carroll of Carrollton (1737-1832), Signer of the Decla ration of Independence, member of the first Board of Visitors and Governors of St. John's. Two other Signers, Samuel Chase and Thomas Stone, served in like capacity, and a fourth, William Paca, was among the promoters of the College. �Notable Names ever memorable. Washington visited St. John's in 1791, and sent to it his adopted grandson, George Washington Parke Custis. The names of three other members of the Washington family, Fairfax, Whiting and Needham Washington, stand on the early rolls of the College. Francis Scott Key was a graduate in the Class of 1796. St. John's counts among its promoters four Signers of the Declaration of Independence: Charles Carroll of Carrollton, Samuel Chase, Thomas Stone .a nd William Paca. The first three served as trustees. The setting of St. John's is in accord with its history. It is situated at Annapolis, a city which retains more of the atmosphere of Colonial times than any other center in America. The homes of three Signers are within a short walk of the campus, as is the old Maryland State House, under the graceful dome of which has been written many a colorful page in the annals of the country. Congress met there in 1783 to receive Washington's resignation as commander-in-chief of the Revolutionary armies, and again in 1784 to ratify the treaty of peace with Great Britain. A meeting at the State House in 1786 led to the convention which framed the Constitution of the United States. Annapolis is known to architects the country over for its splendid preRevolutionary mansions, three of the finest of which, the Hammond-Harwood, Brice and Pinkney Houses, have been taken over by St. John's . and are to be integral parts of its life . At one corner of the campus stands the Liberty Poplar, a tree which has figured so prominently in Maryland history as to become almost a personage. The colonists gathered about its massive trunk in 1652 to conclude a treaty with the Susquehannock Indians, and during the troubled days before the Revolution they met there many times to hear Samuel Chase and other patriot orators. In 1824 the people of Anne Arundel gathered at their ancient forum to welcome Lafayette, who was later entertained at a banquet and ball in the Assembly Hall of St.John's. A memorial standing on the campus marks the graves of French soldiers and sailors who died at Annapolis during tp.e Revolution. McDowell Hall, the central building of the College, was begun in 17 44, and is one of the oldest college buildings in America. An Historic Campus St. John's .is rich in age; it is rich, also, in youth. Under a vigorous and progressive leadership it is meeting a most modern, national needthe need for institutions which provide intimate student fellowship, close contact between student and teacher, and an education based upon the traditional cultural studies which are the best preparation both for life and for advanced technical and professional training. To meet the obligation~ laid upon it, however, and to grow into the future of brilliant development open to it, the College needs a . wider circle of friends. To that end it presents its story and its case-not only to the people of Maryland, but also to the country as a whole. I ts appeal is varied and national; it is made to those who cherish the past and delight in its beauty as well as to that rapidly increasing group that believes in an education which is neither special or utilitarian, but which lays a foundation for intelligent, appreciative living. Americans are rediscovering that such a foundation is, moreover, a pre para ti on for successfu 1 professional and business life. [ 5] Memorial on the St. John's campus marking the graves of French soldiers and sailors who died at Annapolis during the Revolution. Erected in 19II by the Sons of the Revolution. Three of the 400 volumes which St. John's inherited from King William's School. Sent to Maryland in 1696, they were a part of one of the earliest free public libraries in America. " �I ''TRAINING IN GOOD LETTERS AND MANNERS" J\ S early as 1664 the Maryland colonists testified their wish to "make fl. learning an handmaiden to devotion" by founding free schools which A Free Public School would train youth "for the service of Church and State in this uncultivated part of the world.'" Private schools appear very early in the history of the Colony, but it was not until 1696 that the project for free schools took definite shape. The first completed legislation, of the Assembly of that year was "An Act for the Advancement of Learning," which provided for a free school for the education of Maryland youth in "good letters and manners." The Royal Governor, Sir Francis Nicholson, promised £so toward a building and £25 a ye_a r tow~rd the master's stipend, and theAssemblyvoted45,ooo pounds of tobacco toward a school structure. The members of the Council gave from 1 ,ooo to 2,000 pounds each of the same staple, "each and every gentleman," according to a chronicle of the time, "vying with his neighbors .... in making generous donations of hundreds of pounds of tobacco.'·' The Archbishop of Canterbury was named Chancellor, and the first trustees were as follows: Governor Nicholson; his secretary, Sir Thomas Lawrence; The Foremost Colonels Hutchins, Robotham and Addison of the Council; the Rev. Pere- Gentlemen of Maryland grine Cony and the Rev. John Hewett; John Bigger, Edward Boothby, Kenelm Cheseldyne, Henry Coursey, William Dent, Edward Dorsey, Thomas Ennals, Francis Jenkins, Robert and Thomas Smith, Thomas Tasker and John Thompson. + + + King William's flourished until the Revolution. It drew the cream of Maryland youth, among them William Pinkney, U.S. Attorney-General, Minister to England and Minister Plenipotentiary to Russia. Pinkney [ 7] �drew the declaration of war against England in 1812. At the opening of the War for Independence, however, the school closed and its building became, according to tradition, a gun shop. At the close of the great struggle there were many natural reasons why it should resume not as a school but as a college. There were plenty of lower schools in Maryland, but as yet no college. It had been customary for the sons of the large planters to go to Oxford or Cambridge, but with the breaking of ties between the Colony and the mother country agencies for higher education must be established at home . There can be no doubt also that the men who had created a new nation foresaw its amazing possibilities of development and believed that sound growth depended upon a most generous provision for higher education. Some of them wrote as much into the charter of St. John's, which reads in part: "'Institutions for the liberal education of youth ... . are of the highest benefit, in order to train up and perpetuate a succession of able and honest men for discharging the various offices and duties of life .... Such institutions have accordingly been promoted and encouraged by the wisest and best-regulated States .... " + + + In 1784 a group petitioned the Legislature for a college charter. The charter was granted, and by legislative action the funds, property, masters and students of King William's School passed to the new institution. By · legislative action, also, it received a grant of land near the State House, on which stood a mansion begun in 1744 by Thomas Bladen, Royal Governor from 1742 to 1747· Royal names were out of favor, and it was natural that King William's should lose its ancient appellation, but it is not exactly known how the College received its present name. It is probable that among the remarkable men who guided the transition from school to college' were some who had been students at St. John's, Oxford. By giving the name of this college to the new institution they testified to an affection which had survived the bitterness and hardships of the Revolution. Doorway of the Hammond-Harwood House, built between 1770-1774 by Matthias Hammond , St. John's,is appealing for funds with which to make this and three other pre-Revolutionary dwellings a permanent part of its holdings . The Hammond-Harwood House is to be a Colonial museum; the Brice, Pinkney and Peggy Stewart Houses faculty and student residences. They wrote into the charter, also, those principles"of religious freedom which earned for early Maryland the name of "The Land of Sanctuary." To quote again from the charter: " .... the said college shall be founded and maintained forever upon a most liberal plan, for the benefit of youth The Revolution King William's Becomes St. John's Tolerance �.. of every religious denomination .... 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.'' It is certain that no college or university in the country has had more distinguished patrons and friends than those who promoted St. John's. The foremost gentlemen of Maryland responded to an appeal for funds, just as their ancestors had responded to the appeal for King William's School. The subscribers' book, still preserved in the College Library, is a roster of the most noted families of the State. All four of the Maryland Signers gave to St. John's, as did Alexander Hamilton, who came to Annapolis in 1786 as delegate to the meeting which was the real beginning of . the American Constitution. Thomas Stone and Samuel Chase were elected to the Board in 1784, and Charles Carroll of .Carrollton in 1789. Other noted subscribers and trustees were William Pinkney, Jeremiah · Townley Chase, · John Eager Howard, Philip Barton Key, Dr. Thomas l't · J oho Clagett, first Protestant Episcopal Bishop to be ordained in the United States, Dr. John Carroll, first American Roman Catholic Archbishop, and John Hanson, first President of the Continental Congress. King William's School became St. John's College through the same general forces which created a free America. In the College records stand . an impressive number of those names which are honored for their connection with the founding of the Republic. vVoodward Library. St. John's has recently received a grant from the Carnegie Foundation for book purchases and from the same source an excellent art collection. · The College opened its doors in 1789, with a procession from the State House and impressive exercises in the chapel. I ts story from that year is best told by an account of its alumni. It was founded to create able citizenship, and its real history lies in the great degree in which it has accomplished that purpose, often in the face of great difficulties. The charter promised an annual grant from the State; in 1806 the Legislature, by a majority of six votes, withdrew the grant. St. John's was saved only by the heroic efforts of Rev. Bethel Judd, rector of old Queen Anne's, and by the eloquent appeals of Francis Scott Key. The College suffered heavily, also, during the Civil War, when its buildings were in use as a Federal hospital. '- [It ] Distinguished Patrons 1789 to the Present Hardships of the Civil War �In the "succession of able and honest men" turned out by St. John's the greater number have won distinction in the field of public service, although physicians and teachers have always formed important groups in the alumni body. Army and Navy, Law and Politics have, however, long been traditional careers in the South,. and it is in these fields that St. John's men have been most numerous and - have won the greatest distinction. Upwards of 500 have been commissioned officers in the armed forces of the country. The military tradition of the College was honorably upheld during the World War .. Four hundred and fifty-two alumni saw service; 90 per cent. were commissioned officers, of whom half held the rank of captain or above. St. John's men won thirty-five decorations and citations, American and foreign; twenty-four laid down their lives. og, <§> Army and Navy, Law and Politics <§> Of individuals who have won a conspicuous position in the life of the St. John's country it is possible to speak of OJJly a few: Francis Scott Key, who wrote Men his name in the heart of the nation; Reverdy Johnson, U. S. AttorneyGeneral and Minister to England; John Tayloe Lomax, Chief Justice of the Supreme Court of Virginia; T. U. P. Charlton, Chancellor of South Carolina; Alexander Contee Magruder, Chief Judge of the Ist Judicial District of Maryland; John Hanson Thomas, famous as an orator; Judge William H. Tuck, of the Maryland Court of Appeals; Somerville Pinkney Tuck, Alabama Claims Commissioner and Judge in the Court of International Claims at Alexandria, Egypt; William Peaco and Richard Randall, governors of Liberia before that commonwealth became self-governing; Ninian _P inkney, Medical Director of the United States Navy; Thomas Holme Hagner, chairman of the Judicial Committee in the first Florida Legislature; Frederick Stone, codifier of the laws of Maryland; Thomas Stockett Alexander, author of a work on Maryland Chancery Practice; C.S. Winder, a brilliant Confederate leader, whose death at Cedar Mountain was mourned by Jackson; William Pinkney a11:_d Cleland K. Nelson, National bishops in the Protestant Episcopal Church; Leighton Parks, for over Service twenty years the beloved rector of St. Bartholomew's Church, New York City; James Booth Lockwood, who gave his life to science, dying at Cape Sabine on the Greely Polar Expedition; Keith Neville, Governor of [ 13] �Nebraska, and one of the youngest men ever to be elected to a governorship. Seven alumni have held important posts in the foreign service of the government; five have been United States Senators, and eleven have been members of Congress. The service of the College has been genuinely national, but St. John's has most pride in its Maryland tradition. No institution has roots which reach deeper into the history and life of the State. Every important post in the government of Maryland has been filled at least once by an alumnus and most have been filled several times. Since 1789, when the College opened, one out of every six governors has been an"alumnus of St. John's, as have been thirty-five judges in the higher courts of the State, and over seventy members of the Legislature. Generation after generation there have stood on the College rolls those family names which have run like strong threads through the whole story of the Free State. ,,- -/"" --:R. 'M. ·-,. -~ ~agaztne r girh", ' -- tw"ft be_ornam. n •ed Wiih llo ufe c:leganc copper-plate print•)._ w1ll be publifued on tne , 1 to 11- firll day ot January next. ,· -" · ~- , ~ a " . • ( 0 1-· 04._ "."CO I !ii{~~~~ 1 ld colts, hr-, t oo \ i-U be , - A' - -NY gen;ltman, _who is qwalifie<l ro 'te~c~ the _ . _ clafilcks, b~ applying- to the vifitors of K:ng W11J1ams _fcho9l, m the city of Annapc li , will 6e tr_cated with on the followiiig term~ His aunaal :cui-ity, ft1pcnd to be /.· 55 ltaling certain, anJ £.) cur-., 'eleven rency to be paid by each foholar in t:he latin Cchoor: _' to a perfon, wh,o ill.all be cap.able of dilcharging the 'Tt'. office of u'?er, w~I be -given ' (.3&· HerliJ•g per "' __ ann11m<;ertaln, and4". -:r 1 10 :c,iuris ,cy _paid by e_ach ·' 77 3. fchol~r u abovcmenttoned: toa ~ribe wr,<i'. cim t~achP J be ' Enghfh, _writing,. an~·~a~ithnietl~, ' g~ven-~ £. 6 fi~rlrng cerrau~ per_ annup:t.- with eve_ry ad1•an-·• tage ar1fing f!om the fcholars ~<: - inllrut"h, and Ji. ' 1 ai>d ,_ · berty to make his own barg,;i1\' with the.i r : p-a rentsJ There aze very good apartmen~~ in tb~houfe, be~ " ;,-;;;-;. ' fi~ei thofe appropriated for the _111:· o~he fch.olars : >wn, , - w1th a good kitchen .and c_ e llan thefc" befog:' entire:. ~ ,:;de, or ly for the L<fe of the mailer, _ ":'fll rend~r•iJ~a- ve!Y ' comf".rtablF place of telidence. -Any engag.. mehts. the v1titors ~nter into; i:annot take place tiJ ; the ';sd-' day of Apnl _next, and to prevent frouble, 'jt i~' 15th_ to be hoped that no perfons will Jl)ake 'application ' whn are not properly q11alilied. .to Jill thc ab.o vemen- ' }; a bout tioned frations. ·' " l gSigned by order, ~ in the tf ,eelburg, JOfjN DUCKETT," regiller. ' R VEY. ?e 0 ~( capr. lting or ,he paid_ ~ths, on t~-1,,:.-. · THE ST. JOHN'S OF TODAY O N this solid foundation of past achievement stands the St. John's of today. In fundamentals it has not changed-its purposes and practices are essentially what they were when Washington made the College the medium for educating his ward. It is striving to create able citizenship for the twentieth century just as it strove to create able citizenship for the eighteenth, and it is accomplishing its purpose by nearly the same means. + + + St. John's has always been a small college, and in an age of enormous educational expansion, it has chosen to remain a small college. It has set the limit of the student body at 400, a number approximately equal to the enrollment in the larger colleges of Oxford, but considerably below the average enrollment in the colleges of the United States. This figure has been chosen because it best serves the purposes of the kind of education which St. John's aims to give. An experience in intimate fellowship is obviously a mighty factor in creating character. It can only be obtained when the student can feel, as he does at St. John's, all the boundaries of the world in which he lives. Large size means, in the average -institution, that numbers of students must live off the campus, that they fall into groups and cliques with special outside interests. Rooming in dormitories as St. John's men do, dining together at the Commons Hall, modelled on the hall of St. John's, Oxford, exercising together in the gymnasium or on the playing fields, every St. John's man comes to know every other St.~ John's man. In such an atmosphere individual powers are developed; harmful eccentricities are weeded out, and the example of a justly admired leader has full play. There is no substitute for the vivid student life such as St. John's provides wm:i>t .; fenr. II - King William's advertises in the Maryland Gazette for teachers. [ 14] Unchanged in Essentials Fellowship Student Lije �..- .,..-, ~ APM_polis, McJ. 4horurns Iwprovcme~1$. and ~1'1ddH1o~f A Scheme of Architectural Development, prepa11 f 1 for the Committee on Buildings and Grounds. A modern, well-equipped, physical plant is a necessity if St.John's is to continue its development into an outstanding small college. A growth of 60 per cent. within the last four years has taxed present facilities to the utmost. Immediate necessities are: a new dining hall and residence unit, a new student residence, a science building and a heating plant. In addition Pinkney and Humphreys Halls (the present dormitories) must be renovated and the Library remodelled to give more reading-room and stack space. �and the widespread movement among larger institutions toward breaking up their undergraduate bodies into smaller units is testimony to its value. Young men discover in the small college, also, quieter surroundings, greater tolerance and kindlier opportunities. They are free from the overintense student activities against which scholastic work must compete. They have time for study and time for association with teachers-both, according to educators, crying needs in the educational world of today. + + + St. John's is keeping its student body small; it is keeping its faculty Comradeship · large. Faculties generally grow much more slowly than do student bodies, in Learning and the consequence is that student and teacher become but names to one another. St. John's now maintains a ratio of one teacher to every ten students and hopes to improve even that excellent proportion. The lecture system is subordinated to individual and group conference-the natural method of teaching the humanities, and one which the larger institutions of the country are making strenuous efforts to provide. It means, however, that the faculty becomes a key factor; if it is made up of able, inspiring men the work of the College succeeds; if it is made up of men who lack such qualities, the work of the College fails. Thus far St. John's has had . its share of fortune in securing and holding such men. Three of the present group are Rhodes scholars; the Sorbonne, Gottingen, Leipzig and many other Continental institutions of note, as well as most leading American universities, are represented in the advanced work done by St. John's teachers. The scholarly ripeness which they bring to their work is shown by the fact that the faculty group as a whole has had teaching experience at some thirty institutions other than St. John's. As a factor in creating intelligent participation m modern life St. John's is concentrating on the liberal arts curriculum. To a large extent men serve their generation through an appreciation of the generations which have gone before, and they gain this appreciation through an acquaintance with the traditional cultural subjects. By concentrating on these studies St. John's is·, moreover, in accord with one of the most powerful trends in modern education. The recent [ 19] The Liberal Arts Curriculum �vast growth of American institutions for higher learning is too well known to need elaboration here; it is not so well known that the greater proportion of this growth is in the liberal arts schools. The era of great technical and professional school development seems to have come to a pause, and I undergraduates are again seeking the general cultural training characteristic of an earlier period. According to figures compiled by the Federal Bureau of Education the proportion of students enrolled in liberal arts courses is double what it was in l9IO. The growing insistence of the best professional schools of the country A Foundation on the arts degree as a preliminary to advanced study is one factor in this for Professional Training movement. Another is a demand among the great business organizations for men who are "educated" as well as technically trained. A third and probably more important cause is a growing demand among students themselves for ''training in good letters and manners.'' America is rediscovering that such training is a necessary preliminary not only to professional study, but also to well-balanced participation in 'the general affairs of life. By moving to meet this national demand St. John's assures itself a constant-supply of the best student material. Since 1923, when the College rearranged its curriculum on the liberal arts basis, enrollment has increased over 60 per cent. St. John's is rated as a "standard" college. This is the highest rating given. I ts graduates enter without examination the leading professional and technical schools of the country. • The "Liberty Poplar," scene of a treaty between the Colonists and the Susquehannock Indians in 1652, of many patriotic meetings during the Revolution, and of a welcome to Lafayette in 1824. The College has a varied enrollment; eighteen states and four foreign countries are represented in its present student body. Fifty-three per cent. of its students come from Maryland-the rest maiH,ly from the North and Middle States. More and more St. John's draws boys from sections which have high standards and traditions in .education. They are drawn by the modern excellence of the College and by the advantages of its location. Annapolis provides more than a background of [ 21 ] New and Old Values �great natural and architectural beauty; it affords the quiet which is essential to a college, accessibility, also, to the great libraries, museums and other educational facilities of Washington and Baltimore. Modern ease of transportation has removed any bar of isolation which may have existed in the past. Students are drawn by the rare historic charm of St. John's as well as by its modern educational program. It is a unique blending of old and new values which gives the College a place by itself among American institutions of learning, and opens to it a future of brilliant promise. • The Pinkney House built about 1750 and owned for many years by one of the most famous of Maryland families. It is one of the four pre-Revolutionary dwellings which St. John's is seeking to own . It faces the St. John's campus and is particularly suited for use as a College residence. .J' [ 22] �III ST. JOHN'S OF THE FUTURE T HE leaders in Colonial life who founded King William's School Forwardworked with a definite vision of what that sch0<?l was to be and looking Leaders what it was to accomplish. A similarly clear ideal animated those who in 1784 raised King William's to the level of a college. St. John's now stands at Cl critical point in its career, moving to meet needs and opportunities as significant as any that have existed in the past. The growing demand for a liberal education has already been discussed; there is another and a special opportunity for St. John's which deserves emphasis. It is found in the announced intention of the Johns Hopkins University to curtail its undergraduate work and eventually to concentrate upon research and advanced training. St. John's is the logical successor in Maryland to the undergraduate work of that institution which has had so much to do with the development of the university idea in the United States. What picture of the future St. John's is in the minds of those who are carrying on the work of earlier leaders? That picture can be drawnits elements . are determined by the tradition of the College and by its present opportunity. It shows no innovations, but a perfection of what already exists. The best of the old is to be preserved and combined with the best of the new. It shows the Hammond-Harwood, Brice, and Pinkney Houses a permanent part of the College holdings, also the Peggy Stewart House, famous as the residence of Anthony Stewart, who was forced by patriots in 1774 to burn his brig and its cargo of taxable tea. Plans call for the restoration of these dwellings, and for the conversion of the HammondHarwood House into a Col_o nial museum and the others into faculty and student residences. The Brice House will serve also as a social center for . [ 25] Tradition and Opportunity Colonial Homes �the College. The historic interest of these old houses and their exquisite good taste are to be actual educational forces in the life of the future St. John's. Plans call for the restoration of the Colonial campus of the College, with unsightly modern structures removed and Pinkney and Humphreys Halls, the present dormitories, modernized. The Library is to be remodelled, and a modern structure built which will house the laboratories now scattered among the basements and garrets of several buildings. New dormitory and dining hall space must be provided so that all students will enjoy the advantages of an intimate campus life. With these additions to its physical plant, but with its historic charm untouched St. John's can enter another period in its history with physical facilities adequate to a task which is now national in its scope. The St. John's student of the _future will pursue almost the same studies and courses as does the St. John's student of today. Changes will come only with an enlargement of knowledge in the essential subjects which are the mainstay of a liberal education: literature, languages, philosophy and art; the physical science which plays so mighty a part in the civilization of the present, and the social science which explains the complexity of modern life and lays the foundation for a successful participation. St. John's will not devote its energies to a multitude of special subjects aqd special courses but will leave that task to institutions with different plans and different ideals. + + To this College will come students from every section of the country, and representing the soundest strains in our national life. They will come as-boys. they will graduate as men, men who have been made aware, as far as Jmman effort can accomplish, of the obligations and beauties of life, men trained to be alert and fearless, and to live honorably, courteously and understandingly .with their fellows in the modern world. Excer t from the Act which established King William's School at An~ap?lis in. I696. p · K. w·11· 's and because of the connect10n is considered St. John's is the successor to mg i 1am , as America's third oldest college. Curriculum This is the vision which is before the successors of Nicholson and Cheseldyne, Carroll and Chase. Under their leadership St. John's is . embarking upon the greatest effort in its long career-an effort to secure -' Making Men �the added resources with which this vision can become reality. Liberally supported it can do more than accommodate the young men of Maryland and of the country who seek its services-it can become, because of the unique manner in which it brings the best of a great past to the service of the present, one of the outstanding educational institutions of America. I I ~ I The Peggy Stewart House, famous as the residence of Anthony Stewart , who was forced by patriots in 1774 to burn his brig, the Peggy Stewart, and its cargo of taxable tea. Sought by St. John's for use as a College residence. �"'@'he Co1:1mission for the f?.etoration and enlargement MEMORIALS AND SPECIAL GIFTS of Colonial St. John's College, ufnnapolis, ~d. HE present effort of St. John's to increase .its resources is an invitation for the establishment of memorials. They can perpetuate the name of a donor or of a person, living or dead, whom a donor wishes to honor. A giver may specify, also, that his contribution, however small, is to be applied to a special need of the College. The objectives of the present fund-raising effort are as follows : T W. Hall Harris, Chairman for Maryland Hon. Phillips Lee Goldsborough, Treasurer Walter H. Buck, Chairman of Executive Council Dr. James Bordley, Jr., Chairman of Committee on Colonial Development Hammond-Harwood House .. .. . ... .. . . ... . ... .. . $ Brice House .. . . ... . .. ... . ..... . .. .... . . .. . .. . Pinkney House . . . . . . . . . . . . . . . . .. . ... . .. ...... . Peggy Stewart House . . . . . .. .. . .. . ..... . ... .. .. . Restoration Fund .. . .. . .. . .. .. ... . .. . .. . .. . ... . 56,000 50,000 21,500 22,500 40,000 Raymond S. Tompkins, Chairman of Publicity Committee Dr. Amos F. Hutchins, Chairman of National Alumni Dr. Thomas Fell, Honorary Alumni Chairman T . West Claggett, Chairman of Lists Committee Robert S. Belknap, Chairman of Dinners and Conjer enc es for Baltimore Total for the purchase and restoration of Colonial homes . . . . . New Science Building and Equipment ... . ... . ... . $300,000 New Dining Hall and Student Residence Unit 200,000 New Student Residence ..... . . ... .. . .. . .. ..... . l I0,000 New Heating Plant ... . . . ... . ...... . ....... .. . . 65,000 Grading of Grounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50,000 Renovation of Pinkney and Humphreys Halls 20,000 Remodelling Library . . . . . . . . . . . . . . . . . . . . . . . . . . I5,000 Total for additions and improvements to the College buildings A General Fund for financing the building program and for various College purposes Douglas Claude Handy, Chairman of Dinners and Conferences for Annapolis $I90,ooo Committee on 'R..[furnishing Hammond-Harwood House 760,000 50,000 Mrs. Miles .W hite, Jr., Chairman Mrs. John S . Gibbs, Baltimore Mrs. Stephen Bonsal, Washington R. T . H. Halsey, New York Mrs. James Bordley, Jr., Baltimore Allen Bowie Howard, Annapolis Mrs. Elihu Chauncey, New York Mrs. J . H. Covington, Washington Mr. and Mrs. Luke Vincent Lockwood, New York Mr.and Mrs. FrancisP. Garvan, New York Mrs. Breckenridge Long, Washington Mrs. L. D. Gassaway, Annapolis Mrs. Henry Robert, Annapolis Mrs. John Gibbons, Washington Mrs. John K. Shaw, Baltimore Grand Total .. .......... .. . .. . . ..... . ... .... . . $1 ,000,000 Commission Headquarters 950 EQUITABLE BUILDING BALTIMORE, MD. [3I] �GJ3oard of Visitors of St. John's and qo"vernors College FOUNDERS ·OF ST. JOHN'S President ex Officio His Excellency, Albert C. Ritchie, Annapolis Governor of Maryland JOHNSON }ONES KEY Chairman Herbert Nob le, New York KILGORE LAWSON Member, Noble, Morgan and Scammell, Attorneys-at-Law MAGRUDER McCoNCHOE O'DONNAL President, Annapolis Banking & Trust Co. William Woodward, New York Dr. Charles C. Marbury, Washington President, Hanover National Bank Physician Judge Walter I. Dawkins, Baltimore John Hays Hammond, Washington Associate Judge, Supreme Bench of Baltimore City Mining Engineer Manager, Philadelphia and Reading Coal and Iron Company Dr. John H. Latane, Baltimore Professor of American History, Johns Hopkins University Labrot & Company, Bankers Walter H. Buck, Baltimore SMOOT Lemmon & Buck, Lawyers Elmer G. Parsly, Philadelphia Vice-President, A. S. Abell Publishing Company; member of staff, the Baltimore Sun President, McLean Contracting Company J. Vincent Jamison, Jr., Hagerstown President and General Manager, Jamison Cold Storage Door Co. SPRIGG STEWARD STONE STEYER .SWAN TANEY SYDEBOTHAM THOMAS TOOTELL SMITH THOMPSON TRUEMAN TUBMAN Physician TURNER Oscar B. Coblentz, Baltimore SIBBALD SMALLWOOD SOUTHERN TILLARD Dr. James Bordley, Jr., Baltimore ROE SHAW SIMMES TABBS Frank R. Kent, Baltimore RIDGELY ROBERTSON STEUART STODDART Parsly Bros. & Company, Bankers RmGATE RUSSELL SOMERVILLE STERETT QUYNN REID ROBB SIM PRICE PYE REEDER RICHMOND PLOWDEN POTTINGER PRINGLE ROGERS Sylvester W. Labrot, Annapolis PENDERGAST PLATER POSEY RINGGOLD NICHOLSON PACA PEERS REECH MUSCHETT NETH PILES REYNOLDS United States Public Health Service T. West Claggett, Baltimore PARRAN PRIESTLY President, Missouri Pacific Railroad MURRAY NEALE POE Lewis W. Baldwin, St. Lo.uis MUIR O'NEALE PENN RANDALL MERRYMAN MOALE MURPHY OGLE PARNHAM MACKALL MARSHALL MITCHELL NAILOR McKuBrn MACCUBBIN MAYBURY MULLIKEN Treasurer James A. Walton, Annapolis McGOWAN MANN MARTIN MIDDLETON LEIGH McPHERSON MANKIN MASON Secretary Dr. Amos F. Hutchins, Baltimore LANE LE EKE McMECHEN Attorney-at-Law KENT KING LEE Lux Vice-Chairman Ridgely P. Melvin, Annapolis Dr. James A. Nydegger, Baltimore ]ORDON TYLER WARE Dr. J. Oliver Purvis, Annapolis Physician WALKER WARRING WEST WHARTON WILKINS Charles B. Alexander, Baltimore WOOTTON Alexander and Alexander J WALLACE WATTS WILKINSON YATES WEEMS WHEELER WILLIAMS YOUNG WHETCROFT '_l: WILLIAMSON �... .. ~ CO{,O:A(]A{, ST. JOHN'S COLLEGE ANNAPOLIS, MD. J. " � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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. 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 Colonial St. John's College 1928 Title A name given to the resource Colonial St. John's College Date A point or period of time associated with an event in the lifecycle of the resource 0/0/1928 Description An account of the resource A booklet on the colonial history of St. John's College, compiled by The Commision for the Restoration and Enlargement of Colonial St. John's College, Annapolis, MD. Creator An entity primarily responsible for making the resource The Commission for the Restoration and Enlargement of Colonial 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 Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf https://s3.us-east-1.amazonaws.com/sjcdigitalarchives/original/4c64dae8ffb9624e6d771a6b61ff5937.pdf 1d61bc7e521428c002afc5c77ae18459 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 Promotional Publications Description An account of the resource Brochures and other documents published to promote the college and the Annapolis campus to the public. The collection includes campus walking tour brochures, and fundraising pamphlets. Creator An entity primarily responsible for making the resource St. John's College (Annapolis, Md.) Publisher An entity responsible for making the resource available St. John's College (Annapolis, Md.) 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. Identifier An unambiguous reference to the resource within a given context PromotionalPubs Contributor An entity responsible for making contributions to the resource St. John's College Greenfield 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. Page numeration Number of pages in the original item. 25 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 Historic Houses for St. John's Title A name given to the resource Historic Houses for St. John's Description An account of the resource Collection of Historic Houses of Annapolis, including: Hammond-Harwood House, Brice House, Peggy Stewart House and Pinkney House, compiled for the purposes of St. John's College's bid for acquisition and preservation. Creator An entity primarily responsible for making the resource The Commission for the Restoration and Enlargement of Colonial 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 Publisher An entity responsible for making the resource available St. John's College Language A language of the resource English Type The nature or genre of the resource text Rights Information about rights held in and over the resource St. John's College owns the rights to this publication. Format The file format, physical medium, or dimensions of the resource pdf Contributor An entity responsible for making contributions to the resource St. John's College (Annapolis, Md.) Historic preservation--United States