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To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the &lt;strong&gt;&lt;a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener"&gt;Library’s Image Collection Use Policy&lt;/a&gt;&lt;/strong&gt;.&lt;br /&gt;&lt;br /&gt;Click on &lt;strong&gt;&lt;a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7"&gt;Items in the Image Collection—Annapolis Collection&lt;/a&gt;&lt;/strong&gt; to view and sort all items in the collection.</text>
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LJPPLEMEN-1

. --~-- -

The Difference -of Mort

�I

'lbe only way to do this is to look at Aristotle backwards
while wearing a Mortimer J. Adler mask, or to look at
Mortimer J. Adler backwardo while wearing an Aristotle
mask. You must do one or the other, but you can not do
both. If you are truly interested in the learning process:
IF YOU HAVE ANY RIGHT IN THE WORLD TO CALL YOURSELF A
PHILOSOPHER: IF YOU EXPECT TO EVER GET SERVED AGAIN AT
THE LITTLE CAMPUS INN: you will choose one of these masks and partake in true learning tonight. You will
go to the lecture wearing the mask and the attachable
nose (below). And, if you're lucky, you will learn how
to read Aristotle ass-backwards.

�OF MORT AND THE DIFFER-

--~--~----~

/~

John s Lectures there are two
Adler s and everybody
is this so? Why do five
take credit for the idea
a marshmallow pie at Dr.the course of the lecture?
was produced in order to
these things to the uninis being printed in the
however, since the dictor of
not only to instruct bebut also to teach the profias somebody once said. Anyhere are, in the grand old John
some relevent quotes:

it is

what he's selling but
I don't want it
St John's, Santa Fe

clear only logical, only
and these though they
qualities are not en--Clifton Fadiman
for the success of
Adler didn t
of his time on
does
April 28

Mr

The title of my lecture this evening is "Something Smellsa" The
is a double pun, the
of which you
I hope, J!dore and more
as this lecture
The lecture
is
on the twenty-three
dia
Lectures I
gave
at the University of Chicago, which
will be published in
in modified form by Bernard
under the title __;;.,____ _,;..;.w.
about average length,
about an hour certainly not as
as the lectures I used to
at st~
John s back in the thirties~
I did not tell the Chicago
but I shall tell you, since you
bly would have guessed after five minutes, if not sooner, that the lecture
is based on a problem to be found in
Aristotle s On the Gait of ~~~!2.
Now I have be;;n-;;ading O'ii:
Animals for the last fifty yearsG
is certainly the greatest
of
ever writtene However the sad fact
that
at all-has read
thirteenth cenis
I ·am
order to show
ing
should
be
the problems of
treated.
Let us turn to the
it is written: "The
verse 2
former
medium and
home in
remain
in mid-air
therefore have feet

1944

Dr

(at
t

s ques-

does not tell us whether they
have feet or whether they don t
This lecture is devoted to solving as
well as possible the problem raised
Aristotle s omi.sion
I am going
to at
to answer as best I can
11 Do fish have feet?
the question
This is how I propose to proceed.
First I am going to try to explain
possible answers to the fish
question are
I am going to
review the dialectic concerning the

�fish question. Third, I will then try
to sketch the possible solution to the
fish ~uestion. After you all take
three deep breaths, I will deal, fourth
and finally, with the difference it
makes.
Now first, let us understand what is
meant by "feet." I snall use the· word
"feet" to mean those bodily appendages
which ~ ~ed for standing and ~­
ing. That is all. At no time will I
use the word "feet" except to signify
those appendages-those parts of the
body with which we .:sta..'1.d and walk.
No other meaning will be intended.
Thus, to ask whether fish have feet
i0 to ask whether fish have appendages that are used for standing and
walking, and nothing else.
That being understood, what are the
possio~e answers to the fish question? Let us perform a simple ex~er­
iment.. Let us take all things which
have feet, and _EJut them over here.
Let us take all thing.s whL: h do not
have feet, and put them over there.
Everything with feet here, everything
without feet there. Now it is my contention~and it is very important that
you understand this. It is much more
important that you understand this than
you agree with the concluGions I am
going to draw in this lecture~ It i6
my contention that these two categories-this one here and that one thereare exhaustive. The union of these two
categories is everything that exists.
Now you've got to understand this, or
there's just no use going on! There
is nothing that neither has feet nor
does not have feet~ There is nothing
that both has feet and does not hav feet, as far as I know. There may be
another possible category, but I have
no idea what that might be. As far
as I can see, there is nothing that is
neither footed nor not footed.
This being the case, fish must be
part of one of these two categories.
I am saying, of course, that the possible
answers to the question "Do fish have
feet?" are "yes" and "no," and tnat.
these are the only possiule answers.
And we should be able to divide
the thinkers who have participated
in the dialectic concerning the fish
question into two, and only two,
distinct categories: That of the think· ers who hypothecate a "yes" answer, who

say "Yes, fish do have feet."; and
of the thinkers who hypothecate a ,,
answer, who say "No, fish do not ha:v
feet." This is what the second part
of the lecture will deal with.
When we look at the dialectic cone
ing the fish question, what immediat
becomes obvious is something that s
not be overlooked. Not until this
tury~not until this century has any
expressly e~pounded the foot hyvoth~
Every great thinker who dealt wi tn
qiestion of whet11er fish have feet
fore tne twentieth century conclude
that the no-foot hypothesis is corr
Of cour.:;e, many of the writers of t
past h ctve been experts of loose ta
and double talk, so there are a va 6
nwnber whose i-iosition on the ..__,ubjec
cannot be ascertained at all, even
by the Institute for Philosophical
search, of which I am chairman. Ho
ever, until this century there has
nobody-nobody who has expres.sly de
that fish do not have f eet~nobody
has said, in c;o many words, that i i
are footed creatures.
The change comes with that abomin
tion called logical positivism or a
lytica.l .r:.hilo.SO.iJhY. These log i cide
claim that all philo~ophy is the lo
cal analysis of mean~ngful languL:tge
that is, philodophy is the study of
maniJ?ulation of lingaistic signs.
Now .:i..f t11is ic tl1e case-if this L!
case, ti1en the truth of all stateme
del-'ends upon nothing other thsn how
define the terms we are usins.. We
not judge the truth of a statement
whether the staterrien t agreeL"J wi t,i1
but by whether the :::;L.&gt;tcment is co.
tent 1vithin ',he sy::.&gt;tem we have def.L
Now how does this stu}idity bear
question at hand? The cinswer is qu
simple. Le~ us aecide--let Ub deci
ref er to 1;he ±'ins of a f i.sh as "fee
Then according to 1.he positivis~s,
do i~deed have feet. Fian do indee
have feet.----zT"his mean.3 ihut:: thcY
have fins, but thci.t will be the sub
of my next lecture.) Now I even~
1
friend whose dog types, but thi~
diculous. Still, a dia.lecticia~ m
treat those views with objectivitY
justice, even when they do not ctes
So the isslle is joined, with the P
vists on one side, and everybodY e
the other.
Thus we come to the third

How is the fish question to be
ed? This will depend U..tJOil what kind
uestion the fish question is
What ,
of question is the fish question?
urely ic; not a mathematical question.
s not a historical question, since
eals with what is true of all fish at
times
It is not a philosophical
tion which refers to the facts of
11 experience, and since, as the lack
esolution of the fish ~uestion shows,
e is no ~hiloso~hical reason why fish
ld or should not have feet.
e fish question must therefore be a
ntific question--a questjon whose po~­
e answers can be verified or falsified
eference to the special data obtainby scientific investigation.
The retion of the que6tion--the resolution
e question will depend upon the spcda ta which is obtained from acientiinvestigation.
are nm11 in a posi t-i_on to appreciate
remarkable fact that a great English
yological genius, A.M. Two-Ring,
p.~'~ked up the gauntlet.
Two--Rinp;
osed (in an article in Mind entitle cl
Fish ·vJalk?") that a series of exenta would conaiGt ~f n scientist
g a fish, takine a fish and looking
;e 1:1he ther or not j_ t h:J.c" feel ..
en I Li..rGt read Two-Ring's article,
ame so excited that I proceeded imte~y to conduct such an experiment
"'
I have l&gt;::mduc:ted -:he Two-Ring
.riment, or as it is some1ime0 c:a.llsd
'l\iro-Ring ceremony, man:y times since-after time--anci I ::nus t say thiJ. t I
discovered a very defin_i_ te t:.::'•--:r~d ..
t one case--not one case--have
nd a f~sh that had feet. Not once
----'l
ii.s~1 tha 1; I examined t eea anybu~ t;ily devoid of feet ..
can we say about this trend?
logical principal that now becomes
tive is Popper's principle that a
Y or hypothesis (in this case the
ot theory or hypothesis) which is
tedly put to the test and is not
fied gains in credibility, that is,
quires an increasing degree of reltru th. It tends more
more to
nfirmed in its truth with each
iment • In the light of the prinjust stated, we·would be justified
Ying that the no-foot hypothesis has
d some measure of relative truth
gh the failure of each Two-Ring exdisc over feet on fish.

This was supposed to be the time you
all took three deep breaths, but we will
skip that, since Mrs. Adler and I must
get back to Washington soon.
Tb.e last part of this lecture is devoted
to the question of the difference it makes,
a little difficult and profound question
that should challenge all of us. What
are the practical and theoretical consequences that flow from the probable relative truth of the no-foot hypothesis~
I have gone over this question time and
time again, and I have come up with some
very definite answers. I have decided
that no practical consequences at all flJW
from the answer to the fish question--no
practical consequences at all. As for the
theoretical consequences the most important one has to do with the future of logical positivism. The fact--the fact that
we have accomplished the probable f alsification of the foot hypothesis advanced by
the positivists, the fact that we can say
that fish probably do not have feet, results in the complete, the utter falsification of all logical positivism. Positivism
is simply unable to stand up •')nce we come
to this answer. It then becomes what I call
a totum ~ ..
It may very well be that there is evidence--perhaps a great deal of evidence-which I have not come upon yet. It may
be that something will turn up in the
future, something which will definitely
verify either the foot hypothesis or a
hypothesis I have not considered or even
thought of. If that does happen, I, as a
lifelong Aristotelian and Thomist, will
be obliged to go back over every word
of my argument and discover where I went
wrong.
Thank you.
Jay Gold

(Reprinted from THE COLLEGIAN, December
1969, Issue 12)

8,

�A BRIEF HISTORY OF GREAT MORTIMER J. ADLER PRANKS
The infamous pranks that have acompanied some of Mr. Adler's
lectures have become as much a tradition as the lecture itself.
Whether one thinks that the pranks are childish or not, the
pranks have ceased to be just gags: they are the unofficial
reaction of students, expressed with mischievous but goodhumored cunning ..
What does Mr. Adler think of the pranks? In his autobiography
he speaks of them with affection.
(Now, that has to mean
something ..... )
Mr .. Adler began giving lectures at St. John's in the 1940's.
The first series of lectures were all concerning Aristotle,
and inevitable ran overtime. Accordingly, the students
placed alarm clocks through out McDowell (the lecture was
being given in the Great Hall). The clocks went off periodically after the deadline -- which Mr. Adler had, of course,
passed -- fruitlessly reminding all that 10 hours of Aristotle
and Mr. Adler was perhaps enough.

* * *
During a lecture on Darwin, a student dressed in a gorilla
costume carried Mr .. Adler off stageo

* * *
Mr .. Adler must have began suspecting that there 'Jllere some
earnest jokesters at St John's, especially when he noticed
at one lecture that everyone in the front row was wearing
a clown costume.
* * *
One year the editor of THE COLLEGIAN offered a $ 50.00
prize to whoever would throw a creme pie in Mr. Adler's
face. Surprizingly, the offer was not taken up.

*

*

*

Probably the greatest prank ever staged was during an Adler
lecture about government
When Mr. Adler started to speak
about Athenian democracy, students in the back row
released marbles (and, in Greek, the word for marble is
the same as that for "ballot"), which proceeded to run down
the floor for some 15 minuts. As always, Mr. Adler was
unphased.

*
So what's next?

*

*

�</text>
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                <text>A Student Seated on the Quad with Pinkney Hall in the Background, St. John's College, Annapolis, Maryland</text>
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            <name>Description</name>
            <description>An account of the resource</description>
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                <text>1 photographic print : b&amp;w</text>
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            <name>Creator</name>
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                <text>Unknown</text>
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            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
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                <text>Annapolis, MD</text>
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            <description>The nature or genre of the resource</description>
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            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
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                <text>St. John's College owns the rights to this photograph.</text>
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        <name>Pinkney Hall</name>
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                  <text>&lt;p&gt;The Greenfield Library Image Collection houses over 5,000 photographs, postcards, drawings, and other graphic materials.  The images in the collection document the history, academic, and community life of St. John’s College. &lt;/p&gt;
To learn more about the Greenfield Library's archives use policy or to obtain high-resolution images, please see the &lt;strong&gt;&lt;a title="Image Collection Use Policy" href="http://www.sjc.edu/academic-programs/libraries/greenfield-library/policies/#photographicarchivepolicy" target="_blank" rel="noreferrer noopener"&gt;Library’s Image Collection Use Policy&lt;/a&gt;&lt;/strong&gt;.&lt;br /&gt;&lt;br /&gt;Click on &lt;strong&gt;&lt;a title="Photographic Archives" href="http://digitalarchives.sjc.edu/items/browse?collection=7"&gt;Items in the Image Collection—Annapolis Collection&lt;/a&gt;&lt;/strong&gt; to view and sort all items in the collection.</text>
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      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
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          <name>Physical Dimensions</name>
          <description>The actual physical size of the original image</description>
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              <text>9 x 12.5 cm.</text>
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            <name>Identifier</name>
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            <description>A name given to the resource</description>
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                <text>A Student Standing on the McDowell Hall Balcony with the Railing Torn Down, St. John's College, Annapolis, Maryland</text>
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            <name>Creator</name>
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                <text>Unknown</text>
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            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
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                <text>Annapolis, MD </text>
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            <name>Type</name>
            <description>The nature or genre of the resource</description>
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            <name>Rights</name>
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                <text>St. John's College owns the rights to this photograph.</text>
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